• Created by: eeesh
  • Created on: 26-02-19 12:26
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  • Li (contemporary study)
    • To see the effects on cognitive, language and preacademic skills in children who received either high quality or low quality care at infant/toddler level annd at preschool level.
    • Procedure
      • Used secondary data from NICHD study. A sample of 1364 families was recruited from ten sample sites around north america in 1991 from various hospitals at the birth of a child.
      • Scores of more than 3.0 indicated higher-quality care where caregivers were sensitive to children's needs, provided greater cognitive stimulation and fostered greater exploration
      • At the end of the infant toddler period the Bayley mental developmental index was used to assess the children's cognitive development (IQ score)
      • At the end of the preschool period the woodcock-johnson cognitive and achievement batteries and the preschool language scale was used to measure language, problem solving, memory and intelligence.
    • Results
      • Early high care benefits cognitive development.
      • However, if you go into low quality care in the second period, you lose all of the benefits except memory.
        • Early high care benefits cognitive development.
      • high quality care during the preschool period is associated with improvement in cognitive and language, reading and maths results.
      • Those who received high-high scored better than low-high. low-low had the worst outcomes.
      • memory development benefitted from early high quality care in infant toddler period but maths ability benefitted from high quality care in preschool period
    • Strengths
      • Large sample of 1365 children from 10 locations = more generalisable
      • Triangulation due to many methods being used. = increased validity
      • Longitudinal data allows us to see development over time
      • Repeated measures eliminates ppt variables
      • quantitative data means we can carry out stats tests.
    • Weaknesses
      • Secondary data used = wasn't specific to purpose.
      • Reductionist as reduces qualty of care down to responsiveness.
      • can't eliminate all EVs = lower validity
      • Ethnocentric as all US
      • Only looked at cognitive/academic ability. 'snapshot' image?


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