Zusammenfassung der Ressource
Day Care & Social
Development
- PEER RELATIONS
- Field (1991)
- 56 American 11 Year Olds
- Population Validity
- All started full time
daycare before age of 2
- Good quality
but why in
daycare?
- Videotaped to assess
for assertiveness,
affection & playfulness
- Subjective
- Demand
Characteristics
- Ethics
- Extraneous
Variables
- Teachers given
questionnaire
- PROBLEMS
- Don't know
children well
enough
- Ethics
- Self-fulfilling prophecy
- Validity?
- FINDINGS
- Going to daycare
- More
attractive
& popular
- Higher
self-esteem
- Less aggressive
- Better leadership &
assertiveness skills
- More experience with
other children in good
quality daycare leads
to development of
greater social skills
- Vandell (1988)
- Studied
children at 4
& 8 years old
- Covert Observation
- Subjective
- Ethics
- FINDINGS
- Compared to
children from poor
quality daycare,
children in high
quality daycare
showed
consistently more
friendly
interactions &
fewer unfriendly
interactions
- Suggests, if quality of
daycare is good, then peer
relations can be good
- AGRESSION
- NICHD Study
- Longitudinal
study in
America of
over 1000
children
- Population Validity
- Assessed for
aggressive
behaviour
- First by parents then
by teachers & carers
- Bias
- Subjective
- More time spent
in daycare =
more aggression
- Belsky
- Teachers &
Mothers asked to
rate how aggressive
children were
- More time spent
in daycare =
more aggression
- EVALUATION
- STRENGTHS
- Correlational
- Ethical way of
collecting data
- No manipulation
- Practical Applications
- LIMITATIONS
- Correlational
- Variables impacting on child
- Hock et al
- Reported that aggressive & difficult
children are more likely to be placed in
daycare, as their parents require a break
- Poor home
environment /
Low maternal
sensitivity
- Cannot draw cause
& effect conclusions
- Difficult to
operationalise
variables
- Field & Dilallo
- Field measured sociability
in terms of number of
friends a child has
- Dilallo measured
how co-operative &
helpful children were
- Studies
often reach
contradictory
conclusions
- Field - More time in
daycare = more friends
- Dilallo - More time in daycare
= less co-operative & helpful in
relations with other children
- Relies on
ratings &
observations
by parents
- Bias
- Subjective/Objective
- Good Daycare?
- 1. Low staff turnover
- Children form
relationships
with staff
- 2. High ratio of
caregivers to
children
- Allow interaction
- 3. Child form relationships
with more than one caregiver
in case of staff illness
- 4. Stimulating
language & play
- 5. Nursery routines
good & consistent
- 6.Qualified staff
- Sensitive &
Responsive to
child's needs