the effect of day-care on peer relations

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  • Effect of day-care on peer relations.
    • There are many studies that have found positive effects associated with day-care. For example:
      • Alison Clarke-Stewart and associates (1994)
        • They studied 150 children and found that those in day-care were consistantly more advanced in their social developement than children who stayed at home with their mothers.
        • These advances were in social developement, independance, complience requests and social interactions with peers.
        • The EPPE study found increased independance and sociability in children who had attended day-care
      • Field (1991)
        • found that the amount of time spent in full time day-care was positively correlated to the number of friends children had once they went to school
      • Crepes  and Vernon-Feagans (1999)
        • Found that children who started day-care before the age of six months were actually more sociable than those who started later
    • What is:
      • Day-care?
        • This refers to a form of temporary care that is not given by family members or someone known well to the child and usually outside the home. It is sometimes reffered to as 'non-parental care'
      • Peer Relations?
        • This refers to a childs ability to form close satisfying relationships with other children. Such relationships enable children to develop important social skills, such as being able to initiate and maintain social relationships, cooperate with others and resolve social conflicts.
    • What is the difference between day-care and institutionalisation?
      • Other dorms of care that are part of amore formal intitutional programme of child rearing or that are health related is not what is meant by day-care in context
    • Negative Effects
      • Sylva et al (EPPE study)
        • The Effective Provision of Pre-school Education project was the first major European longitudinal study of young childrens developement between the ages of 3 & 7.
        • The research team collected information about 3000 children looking at the beckground characteristics including home environment, and experience of day-care
        • They found that children who spent longer in day-care were rated by their teachers as showing more evidence of 'anti-social' behaviours, such as aggression and disobedience compared to other children in the study
        • They also found that if the day-care was of high quality thenthe impact was reduced. This suggests that higher quality of provision in day-care centres can reduce, but not eliminate the negative effects of day-care prior to starting school
        • There are reasons to believe that day-care might actually have a positive influence on childrens social developemement. Good day-care can provide plenty of social stimulation, whereas children at home, especially if they have little contact with other children, may lack such social interaction.
        • This would lead us to expect that children in day-care are more likely to be insecurely attached and therefore less successful in peer relations
  • Found that children who started day-care before the age of six months were actually more sociable than those who started later

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