Family Support and Development: A Longitudinal, Ecological Study of Families with Children of Pre-School and Junior-Level Age (The FAST-Project).

Autor/inn/en	Andersson, Bengt-Erik; Gunnarsson, Lars
Institution	National Swedish Board of Education, Stockholm.
Titel	Family Support and Development: A Longitudinal, Ecological Study of Families with Children of Pre-School and Junior-Level Age (The FAST-Project).
Quelle	(1984), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Change; Child Development; Child Rearing; Ecology; Elementary School Students; Employment Level; Family Characteristics; Family Environment; Foreign Countries; Grade 1; Longitudinal Studies; Parent Role; Parent School Relationship; Preschool Children; Sex Stereotypes; Social Behavior; Social Environment; Social Networks; Socialization; Sweden + Suchen Sie Ihr Suchwort? Wandel; Kindesentwicklung; Kindererziehung; Ökologie; Beschäftigungsgrad; Familienmilieu; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten; Soziales Umfeld; Social network; Soziales Netzwerk; Socialisation; Sozialisation; Schweden
Abstract	Part of an international joint project involving five countries, this report details a 5-year longitudinal, ecological investigation of Swedish families. The study focused on the circumstances and development of children from the time they were 3.5-year-olds until the end of grade 1. The investigation also included national substudies not having any counterpart in the research programs of other participating countries. The main research methods employed were interviews and observations designed to yield information on the following points: family background and changes in the family over time; parental experience of conditions making things easier and more difficult for parents of very young children; the social network of the family; the child's activities (how the child spends his or her day and patterns of social interaction with adults and children in and outside the home); and various aspects of child development. Contacts between homes and preschool institutions and between homes and schools were investigated by means of questionnaires addressed to parents, preschool staff, and teachers. All data were collected between 1978 and 1984, and findings are reported in 30 publications cited at the end of the report. Analyses in progress concern (1) cross-national comparisons of the social networks of mothers; (2) the working situation of parents of young children as related to child development; (3) the different roles of fathers and mothers; (4) family changes over time; (5) children's activities and relations; (6) parental experience of formal support systems; (7) educational patterns and emotional climate; and (8) sex-stereotype socialization between 3 and 7 years of age. No presently available analyses include school data; such analyses will be made during 1984-85 on data obtained through follow-up of background information, questionnaires addressed to grade 1 teachers, questionnaires to parents, interviews with children, and ability tests. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC