RESEARCH INTO DAYCARE

mrthrills
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Mind Map on RESEARCH INTO DAYCARE, created by mrthrills on 04/14/2014.

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mrthrills
Created by mrthrills over 5 years ago
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RESEARCH INTO DAYCARE
1 DISADVANTAGE
1.1 (USA) NICHD
1.1.1 AIM
1.1.1.1 EFFECTS OF CHILDCARE ON CHILDREN
1.1.2 PROCEDURE
1.1.2.1 LONGITUDINAL
1.1.2.1.1 PRIVATELY COMISSIONMED
1.1.2.1.2 BIRTH TO START SCHOOL
1.1.2.2 1200 CHILDREN
1.1.2.2.1 DATA COLLECTED
1.1.2.2.1.1 OBSERVATIONS
1.1.2.2.1.2 INTERVIEWS
1.1.2.2.1.3 SURVEYS
1.1.3 RESULTS AND CONCLUSIONS
1.1.3.1 LENGTH OF TIME IN DAYCARE
1.1.3.1.1 EARLY CONTINUOUS INTENSIVE TIME
1.1.3.1.1.1 BEHAVIOURAL PROBLEMS
1.1.3.1.1.1.1 AGGRESSION OR DISOBEDIENCE
1.1.3.1.1.1.1.1 RATED BY PARENTS AND TEACHERS
1.1.3.2 TYPE OF DAYCARE
1.1.3.2.1 NURSERY BETTER THAN HOMESTAY
1.1.3.2.1.1 COGNITIVE AND LANGUAGE DEVELOPMENT
1.1.3.2.1.2 MORE AGGRESSION AND DISOBEDIENCE
1.1.3.3 QUALITY OF DAYCARE
1.1.3.3.1 LOW QUALITY
1.1.3.3.1.1 BAD FOR CHILDREN
1.1.3.3.1.1.1 ESPECIALLY IF MOTHERS LACKED SENSITIVITY
1.1.3.3.2 GOOD QUALITY
1.1.3.3.2.1 RESPONSIVE STAFF
1.1.3.3.2.1.1 STIMULATING ENVIORONMENT
1.1.3.3.2.1.1.1 GOOD FOR THINKING AND LANGUAGE DEVELOPMENT
1.1.4 EVALUATION
1.1.4.1 STRENGTHS
1.1.4.1.1 LARGE SAMPLE
1.1.4.1.2 LOTS OF VARIABLES CONSIDERED
1.1.4.1.3 RESULTS MORE SECURE
1.1.4.1.4 VARIED WAYS TO COLLECT DATA
1.1.4.1.4.1 CAN BE COMPARED
1.1.4.1.4.1.1 CHECK FOR RELIABILITY AND VALIDITY
1.1.4.2 WEAKNESSES
1.1.4.2.1 COMPLEX ISSUE TO STUDY
1.1.4.2.1.1 MANY OTHER VARIABLES
1.1.4.2.1.1.1 I.E. PERSONALITY, ATTACHMENT, FAMILY LIFE
1.1.4.2.2 HARD TO GENERALISE
1.1.4.2.2.1 CULTURALLY SPECIFIC
2 ADVANTAGE
2.1 EPPE (UK)
2.1.1 AIM
2.1.1.1 (1997-2003) GOVERNMENT FUNDED
2.1.1.1.1 FROM 3-11 YRS LONGITUDINAL
2.1.1.2 LEARN ABOUT THEIR DEVELOPMENT
2.1.1.2.1 INTELLECTUAL / SOCIAL
2.1.1.2.1.1 INEQUALITY BE REDUCED?
2.1.2 PROCEDURE
2.1.2.1 3000 CHILDREN
2.1.2.1.1 MANY DIFFERENT BACKGROUNDS
2.1.2.1.2 TWO GROUPS
2.1.2.1.2.1 HOMESTAY (CONTROL)
2.1.2.1.2.2 DAYCARE
2.1.2.1.2.2.1 144 CENTRES TOOK PART
2.1.2.2 OSERVATIONS
2.1.2.3 INTERVIEWS
2.1.2.3.1 PARENTS
2.1.2.3.2 PRACTITIONERS
2.1.3 RESULTS AND CONCLUSIONS
2.1.3.1 HIGH QUALITY
2.1.3.1.1 IMPROVED SOCIAL, INTELLECUTUAL AND BEHAVIOURAL DEVELOPMENT
2.1.3.1.1.1 BETTER SOCIABILITY, INDEPENDENCE AND CONCENTRATION
2.1.3.2 THE EARLIER THE BETTER
2.1.3.2.1 INTELLECTUAL IMPROVEMENT
2.1.3.3 FULL TIME NO BETTER THAN PART TIME
2.1.3.3.1 DISADVANTAGE CHILDREN
2.1.3.3.1.1 BETTER IN GOOD QUALITY
2.1.3.3.1.1.1 WITH MIXTURE OF SOCIAL BACKGROUNDS
2.1.4 EVALUATION
2.1.4.1 STRENGTH
2.1.4.1.1 CAREFULLY PLANNED
2.1.4.1.2 CONTROL GROUP
2.1.4.1.3 CONCLUSION DRAWN SECURELY
2.1.4.1.4 LONGITUDINAL
2.1.4.2 WEAKNESSES
2.1.4.2.1 POSSIBLE GOVERNMENT AGENDA
2.1.4.2.1.1 INFLUENCED CONCLUSIONS?
2.1.4.2.2 UK CUTURAL ISSUES
2.1.4.2.3 COMPLEX ISSUE

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