EFFECTS OF HOME AND OUT-OF-HOME CARE IN CHILD DEVELOPMENT

家庭和户外护理对儿童发展的影响

• 批准号: 2575669
• 负责人: M E LAMB
• 金额: --
• 依托单位: EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/2575669
• 关键词: Scandinavian country; adolescence (12-20); child (0-11); child behavior; child care; child psychology; child rearing; clinical research; day care center; developmental psychology; ego /superego /id; human subject; language development; longitudinal human study; mathematical ability; social behavior

This project involves a longitudinal study conducted in Sweden examining the effects of center day care, family day care, and home care on the development of 145 children recruited in 1982 at an average of 16 months of age. Initial multivariate analyses indicated that prior to the start of formal schooling, type of care had no reliable impact on child development, but that the quality of home care and the quality of alternative care had substantial effects on the children's verbal abilities, their social skills, and their behavioral attitudes. Subsequent analyses of data gathered shortly after the children started school indicated that the development of verbal and mathematical abilities, as well as the development of personal maturity (as measured by field-independence, ego-control, and ego-resilience), were affected by the varying child-care histories the children experienced since their first enrollment in the study. These analyses indicated that family daycare has modest but significant negative effects on both verbal abilities and personal maturity, whereas center-based care has beneficial effects in both domains. The effects of the quality of home and alternative care appeared to diminish as the children moved into the formal educational system. Reassessment of these children at 14-15 years of age began in late FY96. In this phase, data are being obtained by interviewing the children and their parents, as well as from official school records. In a related study, SSED staff are assessing the psychophysiological and behavioral tendencies of young infants at home in order to assess the effects of individual differences in emotional reactivity and infant-mother attachment on the adaptation to out-of-home care. Data collection has now been completed, and data reduction and analysis are under way.

该项目涉及在瑞典进行的纵向研究， 中心日托、家庭日托和家庭护理对儿童的影响 1982年招募的145名儿童平均16个月的发育情况 年龄。 最初的多变量分析表明，在开始之前， 正规学校教育，照顾类型对儿童没有可靠的影响 发展，但家庭护理的质量和质量 替代性照料对儿童的语言能力有实质性的影响， 能力、社交技能和行为态度。 随后对儿童开始后不久收集的数据进行了分析， 学校表示，语言和数学的发展 能力，以及个人成熟度的发展（如衡量 受场独立性、自我控制和自我复原力的影响 由于孩子们自出生以来所经历的不同的儿童保育历史， 首次入组研究。这些分析表明， 日托对孩子的言语和行为都有适度但显著的负面影响， 能力和个人成熟度，而中心为基础的护理有好处 两个领域的影响。 家庭质量的影响， 随着孩子们搬进孤儿院， 正规教育制度。 在14-15岁时重新评估这些儿童 从1996年末开始。 在这一阶段，通过以下方式获取数据： 采访孩子和他们的父母，以及来自官方的 学校记录 在一项相关的研究中，SSED工作人员正在评估 婴幼儿在家中的心理生理和行为倾向 为了评估个体情绪差异的影响， 反应性和母子依恋对外出适应的影响 在乎 数据收集工作现已完成， 分析正在进行中。