Day Care Research

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  • Day Care Research
    • Shea
      • Procedure
        • Videotaped children in a playground during first 10 weeks at nursery
        • Children aged 3-4
        • Measured
          • Rough and tumble play
          • Aggression
          • Peer interaction
          • Distance from teacher
          • Distance from nearest child
      • Findings
        • Peer interaction increased
        • Distance from teacher decreased
        • Rough and tumble play increased
        • Sociability increased, more in those there for 5 days a week
      • Conclusion
        • Day care makes children more sociable and less aggressive
    • Di Lalla
      • Procedure
        • Observed 62 pairs of same-sex children in a lab playroom for 20 mins
        • Children aged 5 and had never met before
        • Measured
          • Aggression
          • Pro-social behaviour
        • The frequency of each behaviour was correlated with the number of hours the child spent in day care
      • Findings
        • Children who spent less time in day care were more pro social
        • Boys were more aggressive than girls but more pro social
      • Conclusions
        • May affect pro-social behaviour but not aggression
    • EPPE
      • Procedure
        • Long term study of 3000 children attending different types of day care
        • Assessed from age 3-7
        • Data collected via
          • Observations
          • Tests
          • Reports from staff
      • Findings
        • Spending more than 20 hours/week increased anti-social behaviour
        • If carers kept changing, aggression increased
        • Independence + peer sociability increased
        • Positive effects most evident in disadvantaged children
      • Conclusion
        • Daycare can increase aggression but if care is good peer sociability can increase


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