幼儿非父母照料和养育的多重特征对幼儿园入学时社会运动发展的影响

IF 1.2 4区 心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL
Jill K. Walls, L. Pellerin
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引用次数: 1

摘要

摘要:本研究利用来自ECLS-B数据集的450名儿童的子样本,在考虑父母的态度和行为、家庭组成、贫困状况和儿童特征的情况下,研究了2岁时非父母照料的多个特征与幼儿园入学时社会情感发展之间的纵向关联。具体来说,我们检查了护理类型、时间、观察质量以及从2岁到4岁这些特征的变化。在控制了基线行为和人口统计学协变量后,多元回归分析结果表明,照料者敏感性、父母态度和行为、贫困状况、非亲属照料和照料时间对幼儿园入学时的社会情感发展具有预测作用。从非亲属照料过渡到以中心为基础的照料以及从2岁到4岁期间照料时间的增加与社会情感发展的下降有关。本研究的结果与其他具有全国代表性的幼儿研究的结果进行了讨论,以及对从业者的潜在影响和未来研究的想法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of Multiple Features of Nonparental Care and Parenting in Toddlerhood on Socioemotional Development at Kindergarten Entry
Abstract:The present study used a subsample of 450 children from the ECLS-B data set to examine longitudinal associations between multiple features of nonparental care at age 2 and socioemotional development at kindergarten entry, taking into account parents' attitudes and behaviors, family composition, poverty status, and child characteristics. Specifically, we examined care type, hours, observed quality, and changes in those features from age 2 to age 4. Controlling for baseline behavior and demographic covariates, results of multiple regression analyses suggested that caregiver sensitivity, parents' attitudes and behaviors, poverty status, nonrelative care, and hours of care predicted socioemotional development at kindergarten entry. Moving from nonrelative care into center-based care and increasing care hours from age 2 to age 4 were associated with decreases in socioemotional development. Results from this study are discussed in relation to findings from other nationally representative studies of early childhood, along with potential implications for practitioners and ideas for future research.
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来源期刊
CiteScore
1.40
自引率
0.00%
发文量
6
期刊介绍: This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.
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