You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
A Longitudinal Study of Children with Day-Care Experiences of Varying Quality
Deborah Lowe Vandell, V. Kay Henderson and Kathy Shores Wilson
Vol. 59, No. 5 (Oct., 1988), pp. 1286-1292
Stable URL: http://www.jstor.org/stable/1130491
Page Count: 7
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
20 white, middle-class 4-year-olds were observed during free play at good and poor quality day-care centers and again at 8 years as they participated in triadic play sessions. Maternal, peer, and observer ratings were obtained. Hierarchical regressions were used to determine the effects of day-care quality after removing the effects of family social class. Compared to children from poorer quality day-care, children from better quality day-care had more friendly interactions and fewer unfriendly interactions with peers, were rated as more socially competent and happier, and received fewer "shy" nominations from peers. Significant continuity between the 4-year-olds' behaviors in the day-care centers and the children's functioning at 8 years was found. Positive interaction with adults at 4 years was positively related to ratings of empathy, social competence, and peer acceptance at 8 years, while unoccupied behavior at 4 years was negatively related to ratings of empathy, conflict negotiation, and social competence at 8 years.
Child Development © 1988 Society for Research in Child Development