Quality infant day-care and grade school behavior and performance.
Quality infant day-care and grade school behavior and performance.
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优质的婴儿日托和小学行为和表现。
DOI：
10.1111/j.1467-8624.1991.tb01575.x
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发表时间：
1991
影响因子：
4.6
通讯作者：
Field,T
中科院分区：
文献类型：
--
作者：
Field,T
使用2个纵向数据集确定了稳定的高质量日托计划与小学行为和表现之间的关系。第一个样本包括在同一个高质量的日托中心接受稳定的全日制婴儿日托和学前日托的小学儿童，直到他们达到学龄。在该样本中，在全职中心护理中花费的时间（月）与朋友数量和孩子的课外活动呈正相关。此外，在中心的时间越长，父母对孩子的情感健康、领导力、受欢迎程度、吸引力和自信心的评价越高，而对攻击性的评价则越低。研究2对六年级学生进行了抽样调查，他们也接受了不同数量（几个月）的稳定的全日制日托，但这组学生参加了各种优质的日托中心。在这个样本中，日托的时间与教师对他们的情感健康，吸引力和自信心的评级有关。此外，在高质量的日托所呆的时间越长，孩子们在同伴互动中表现出更多的身体情感，更经常被分配到天才计划中，并获得更高的数学成绩。
Relations between attendance in stable high‐quality day‐care programs and grade school behavior and performance were determined using 2 longitudinal data sets. The first sample included grade school children who had received stable, full‐time infant day‐care and prechool day‐care unitil they reached school age in the same high‐quality day‐care center. In this sample the amount of time (months) spent in full‐time center care was positively related to the number of freinds and extracurricular activities of the children. In addition, more time in the center was positively related to parents' ratings of the children's emotional well‐being, leadership, popularity, attractiveness, and assertiveness and negatively related to aggressivity. Study 2 sampled sixth graders who had also received varying amounts (months) of stable full‐time day‐care, but this group attended a variety of quality day‐care centers. In this sample the amount of time in day‐care was related to the teachers' ratings of their emotional well‐being, attractiveness, and assertiveness. In addition, children with more time in high‐quality day‐care showed more physical affection during peer interactions, were more often assigned to the gifted program, and received higher math grades.