DAY-CARE PARTICIPATION AS A PROTECTIVE FACTOR IN THE COGNITIVE-DEVELOPMENT OF LOW-INCOME CHILDREN
DAY-CARE PARTICIPATION AS A PROTECTIVE FACTOR IN THE COGNITIVE-DEVELOPMENT OF LOW-INCOME CHILDREN
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DOI：
10.1111/j.1467-8624.1994.tb00763.x
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发表时间：
1994-04-01
影响因子：
4.6
通讯作者：
STROBINO, M
中科院分区：
文献类型：
--
作者：
CAUGHY, MO;DIPIETRO, JA;STROBINO, M
研究了学龄儿童在生命的前3年参加日托对认知功能的影响。867名来自全国青年纵向调查的5岁和6岁儿童完成了1986年的评估。依赖性测量是皮博迪个人成就测试（PIAT）数学和阅读识别子测试的分数。除了日托的参与，日托模式的影响进行了研究，通过分析的影响，在日托年数，启动日托的时间，和类型的日托安排。控制混杂因素后，有显着的交互作用之间的所有3个措施的日托模式和家庭收入的阅读识别性能。通过探索日托参与模式和家庭环境质量之间的相互作用，进一步研究了这种关联。在一岁生日之前开始日托与贫困家庭环境中儿童的较高阅读识别分数相关，而与较佳环境中儿童的较低分数相关。此外，日托安排类型和家庭环境质量之间存在显着的相互作用，影响数学成绩。特别是以中心为基础的护理与贫困儿童的较高数学成绩有关，而与来自更刺激的家庭环境的儿童的较低数学成绩有关。这些研究结果的背景下进行了讨论的发展风险。
The impact of day-care participation during the first 3 years of life on the cognitive functioning of school age children was examined. 867 5- and 6-year-old children from the National Longitudinal Survey of Youth who completed the 1986 assessment were included in the sample. The dependent measures were scores on the Peabody Individual Achievement Test (PIAT) subtests of mathematics and reading recognition. In addition to daycare participation, the impact of the pattern of day-care was examined by analyzing the effect of the number of years in day-care, the timing of initiation of day-care, and type of day-care arrangement. After controlling for confounding factors, there were significant interactions between all 3 measures of day-care patterning and family income for reading recognition performance. This association was further examined by exploring the interaction between the pattern of day-care participation and the quality of the home environment. Initiation of day-care attendance before the first birthday was associated with higher reading recognition scores for children from impoverished home environments and with lower scores for children from more optimal environments. In addition, a significant interaction between the type of day-care arrangement and the quality of the home environment emerged for mathematics performance. Center-based care in particular was associated with higher mathematics scores for impoverished children and with lower mathematics scores for children from more stimulating home environments. These findings are discussed in the context of developmental risk.