Daycare

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Baydar and Brookes Gunn

  • Surveyed over 1,000 families
  • If mothers started work in child's first year, more likely to have behavioural difficulties or poor intellectual development
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EPPE

  • Impact of preschool on child's development and whether social inequalities could be reduced by preschool attendance
  • 3,000 children from a range of social backgrounds were studied using observations and interviews with parents and practitioners
  • Children from 144 day-centres compared with children who received home care
  • High quality care improved social, intellectual and behavioural development
  • The easrlier a child started in a daycare centre, the better the intellectual improvement
  • Children also had better sociability, independence and concentration the longer they had been in daycare
  • Full-time attendance gave no advantages over part-time attendance
  • Disadvantaged children better off in good quality daycare, particularly if they were able to experience a mixture of social backgrounds
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NICHD

  • Nursery care --> improvements in cognitive and language development but also increased problems such as aggression and disobedience
  • Early, continuous and intensive time in daycare --> more behavioural porblems when in school than children who were cared for at home
  • Low quality daycare were particularly bad for children with mothers who lacked sensitivity
  • High quality care with stimulating environment and attentive staff tended to mean higher cognitive and language functioning in children 
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NICHD

  • Nursery care --> improvements in cognitive and language development but also increased problems such as aggression and disobedience
  • Early, continuous and intensive time in daycare --> more behavioural porblems when in school than children who were cared for at home
  • Low quality daycare were particularly bad for children with mothers who lacked sensitivity
  • High quality care with stimulating environment and attentive staff tended to mean higher cognitive and language functioning in children 
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Andersson

  • 128 Swedish children 
  • Been in daycare in early childhood and assessed them on their intellectual and social-emotional development at 13 years
  • Development compared with that of a control group who had experienced full-time maternal care in their early childhood
  • Children who had spent time in daycare scored higher in both measures of academic achievement and social skills, indicating that daycare can have positive effects
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