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Public School Aggression among Children with Varying Day-Care Experience
Vol. 56, No. 3 (Jun., 1985), pp. 689-703
Stable URL: http://www.jstor.org/stable/1129759
Page Count: 15
You can always find the topics here!Topics: Children, Child development, Day care, Preschool children, Child psychology, Public schools, Preschool education, Human aggression, Child care, Control groups
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59 children with varying amounts and types of day-care experience were followed over their first 2 or 3 years of public schooling. Schoolteachers rated aggressiveness of several types and in several situations by these children, and also supplied information about managing the children, about children's use of strategies to avoid conflict, and about several associated skills and behaviors. Multivariate analyses indicated that children who had attended a cognitively oriented day-care program beginning in infancy were more aggressive than all other groups of children who had attended day care. Aggression among these children, however, declined over time, the children were not considered difficult to manage, and they were well liked by teachers. It was speculated that the increased aggressiveness among children attending cognitively oriented day care may have been caused by several problems of adaptation to the school setting.
Child Development © 1985 Society for Research in Child Development