studied 150 children starting school // had experienced different forms of daycare // nursery children were more sociable // being in daycare helps social development // daycare improves peer relations // helps to teach social skills
1 of 14
Clarke Stewart AO2
small sample size - can generalise with precaution/low ecological validity/ethnocentrically bias
2 of 14
Shea et al AO1
videoed 3/4 year olds at playtimes during first 10 weeks of nursery // became more sociable over time // stood closer // moved further from teachers // engaged in more rough-and-tumble // being in daycare helps social development and peer relations
3 of 14
Shea et al AO2
too short of a duration - low generalisability // observational - people have different perceptions // one nursery - ethnocentrically bias/high internal validity
4 of 14
Andersson AO1
studied social/cognitive progress of children in Swedish daycare // those in daycare are more sociable // more outgoing // more able to play with peers // daycare helps social development // helps peer relations
5 of 14
Andersson AO2
Swedish daycare is of good quality - low external/ecological validity/ethnocentrically bias
6 of 14
EPPE project AO1
3000 children // 3 to 7 years old // after daycare (aged 5) increased independence // high peer sociability // starting daycare between 2 and 3 increases sociability // helps peer relations and social development
7 of 14
EPPE project AO2
large sample size - generalisable in the UK/ethnocentrically bias/high ecological/high external
8 of 14
DiLalla AO1
Correlational study // time spent in daycare and pro-social behaviour // found negative correlation between time spent and behaviour // the more time spent the more aggressive/anti-social the child // less cooperative // day care harms peer relations
9 of 14
Campbell et al AO1
Children from Sweden // 18 months to 3.5 years // 9 - family based // 30 - nursery // 9 - family based to nursery // control group - applied but didn't attend daycare // effect of daycare is dependent on child's age/time spent/quality
10 of 14
NICHD study AO1
1000 american families // longitudinal study // loner time spent heightened levels of aggression // disregards quality of daycare // children in full time care are 3 times more likely to show behavioural problems
11 of 14
NICHD study AO2
Supported by Belsky - analysed the data he still found a relationship between daycare and increased aggression // correlational - doesn't prove cause and effect/doesn't account for extraneous variables // 83% not affected
12 of 14
ALSPAC AO1
14,000 children in the UK // followed their progress // daycare has no negative effects // no evidence to show an increase in anti-social behaviour // no increase in aggression
13 of 14
ALSPAC AO2
large scale study - high external/ecological validity/high generalisability // UK only - ethnocentrically bias/individualist culture
14 of 14
Other cards in this set
Card 2
Front
small sample size - can generalise with precaution/low ecological validity/ethnocentrically bias
Back
Clarke Stewart AO2
Card 3
Front
videoed 3/4 year olds at playtimes during first 10 weeks of nursery // became more sociable over time // stood closer // moved further from teachers // engaged in more rough-and-tumble // being in daycare helps social development and peer relations
Back
Card 4
Front
too short of a duration - low generalisability // observational - people have different perceptions // one nursery - ethnocentrically bias/high internal validity
Back
Card 5
Front
studied social/cognitive progress of children in Swedish daycare // those in daycare are more sociable // more outgoing // more able to play with peers // daycare helps social development // helps peer relations
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