Classroom Composition, Childcare History and Social Development: Are Childcare Effects Disappearing or Spreading?
Classroom Composition, Childcare History and Social Development: Are Childcare Effects Disappearing or Spreading?
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DOI：
10.1111/j.1467-9507.2008.00511.x
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发表时间：
2009-01-01
影响因子：
2
通讯作者：
Belsky, Jay
中科院分区：
文献类型：
--
作者：
Belsky, Jay
国家儿童健康和人类发展研究所正在进行的幼儿保育和青年发展的研究，通过小学年底的核心结果进行了总结，突出了这样一个事实，即良好的质量护理对认知语言学术功能的积极影响和广泛接触到儿童保育对社会发展的负面影响随着时间的推移而消失。结果显示，更多的时间花在任何类型的护理或在中心为基础的护理，特别是预测有点升高水平的外化问题给予特别关注，并考虑在幼儿纵向研究的新结果表明，在幼儿园教室由许多儿童组成，具有广泛的儿童保育历史有助于外化行为超过儿童自己的个人儿童保育历史。后者的影响，这些研究结果的儿童保育被认为是，特别是关于证据的意义记录显然消散儿童保育的影响。
Core findings of the ongoing National Institute of Child Health and Human Development study of early child care and youth development through the end of the primary-school years are summarized, highlighting the fact that both positive effects of good quality care on cognitive-linguistic-academic functioning and negative effects of extensive exposure to childcare on social development dissipate over time. Results showing that more time spent in any type of care or in center-based care in particular predict somewhat elevated levels of externalizing problems are given special attention and considered in light of new results from the early childhood longitudinal study showing that being in kindergarten classrooms comprised of many children with extensive childcare histories contributes to externalizing behavior over and above children's own personal childcare histories. Implications of these latter results for the study of childcare are considered, especially with respect to the meaning of evidence documenting apparently dissipating childcare effects.