The Importance of Public Day Care for Preschool Children's Later Development.

Autor/in	Andersson, Bengt-Erik
Institution	Stockholm Inst. of Education (Sweden).
Titel	The Importance of Public Day Care for Preschool Children's Later Development.
Quelle	(1987), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Comparative Analysis; Day Care; Day Care Centers; Early Childhood Education; Early Experience; Elementary School Students; Family Structure; Foreign Countries; Individual Characteristics; Longitudinal Studies; Rating Scales; Social Development; Sweden + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Tagespflege; Day care centres; Hort; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Familienkonstellation; Familiensystem; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rating-Skala; Soziale Entwicklung; Schweden
Abstract	Data were collected on the type of day care experienced by 119 Swedish children who were followed from their first year of life to age 8. Types of day care included: (1) center care continuing from the first or second year; (2) center care begun at a later age; (3) mixed care, or, transition from family day care to center care; (4) day mother supplemented by part-time kindergarten; and (5) home care supplemented by part-time kindergarten. At their eighth year, children were tested with aptitude tests and rated by their teachers concerning school performance and social and personal development. Findings indicated that in most aspects early center care differed markedly and favorably from the other four groups. Children who began center care early were cognitively and socially more competent than children in the other four groups. They performed better on the aptitude tests. Teachers gave them better ratings in the various school subjects. Teachers also considered them as more socially confident and secure in the school situation. These children had a better ability to express themselves and make themselves understood, and were more persistent, independent, and assertive. For them, the transition from preschool to school was easy and problem-free. Findings also revealed an interaction between family type and type of day care and the importance of mothers' satisfaction with type of day care. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC