Day care and family dynamics (original) (raw)
Related papers
The Stability of the Family Day Care Arrangement: A Longitudinal Study
1974
The Field Study included a service component known as the Day Care Neighbor Service which provided the Field Study's initial entree to the private world of neighborhood day care and was a continuing source of stimulation for the research program. The Day Care Neighbor Service demonstrated a feasible way of. reaching and strengthening informal child care. Especially see the Handbook and Matchmaking (Emlen and Watson, 1970).
Attitudes of caregivers, maternal experiences with day care, and children's development
Journal of Applied Developmental Psychology, 1989
The purpose of this study was to e~oiom the mla~omhip between caregiver c~udm towards parental child-rearing abilities and children's development by examining differencm in mothers whose child rearing is held in high versus low esteem by caregivers and their children. One hundred 3-to 5-year-old children from ten different day-cam centers and their mothers participated in the .study. Children's cognitive, language, and social development were assessed and mothers were interviewed regarding demographic characteristics, their experiences with the day-cam center, and their child-rearing and educational values. Results revealed that children • of parents perceived as doing a good job were developmentally more advanced on three of six measures. Mothe~ perceived as doing a poor job of parenting were more likely to be single, less communicative with coregivers, hod more traditional child-rearing and educational values, and hod more pmbiems with center rules and regulations. As predicted, negative caregiver otliludes towards parents were reflected in the moflu~' experiences with day care, child-rearing values, and demographic characteristics, as well as with their children's development. The reality of life for today's families often necessitates that parents share childrearing responsibilities with day-care staff members. This state of affairs has aroused concern about the nature and influence of relationships between families and day-care center staff, particularly regarding the children involved. Parents and caregivers are expected to coordinate their shared child-rearing responsibilities. This usually occurs during the hectic morning drop-off and evening pickup , times which are less than conducive to in-depth communication. Close collaboration between parents and caregivers has been advocated because of its presumed positive impact on children's development (Bronfenbren
1970
A study on child day care is presented. The primary function of the research strategy was to pretest and develop an independent sample measurement scales to use in a panel study. The focus of the research is on family day care arrangements made by working mothers for children under six years of age. The sample used was a fairly successful one of ongoing private family day care arrangements of white, urban working mothers with at least one child under six years of age from a broadly representative cross section of occupations. One fact gleaned from data collection is that most mothers who have their children in private homes prefer these homes over day care centers and most mothers who would prefer day centers already have placed their children in them. Various facets of family day care arrangements which were studied include: (1) sitter motivation, (2) mother-sitter relationship, and (3) mothers' and sitters' satisfaction with the day care arrangement. (CIO
The effects of day care participation on parent-infant interaction at home
American Journal of Orthopsychiatry, 1987
This study assessed how parents who placed their children in a model infant and toddler center were, over time, influenced by three salient features of the center: its child-centered focus, its social orientation, and its support for men in nurturing roles.
Patterns of mother and father involvement in day care
Child & Youth Care Forum, 1997
Twenty-eight dual-earner couples were interviewed 10 times each to determine their involvement in their young child's day care center. Mothers picked up the child significantly more often than did fathers. Mothers and fathers spent about equal amounts of time in the center during their visits. In comparison to fathers, mothers were significantly more communicative with caregivers and the director. There were many similarities between mothers and fathers in the topics they discussed with staff.
Quality day care for infants and toddlers : effects on parent-child interaction
1985
Quality Day Care for Infants and Toddlers: Effects on Parent-Child Interaction (February 1985) Mary Ellin Logue, B.S., University of Maine M.A. , Oakland University, Ed.D., University of Massachusetts Directed by: Professor Carolyn Edwards Videotapes of infants and toddlers and their parents were analyzed using a modified frequency approach to ascertain whether observable differences in parent-child interaction existed for families employing half-day center-based care for their children and families choosing other child care arrangements; to explore the ways in which patterns of parent-child behavior in a routine home task compared to patterns of "teacher-like" behavior with infants and toddlers; and to measure and compare observable differences in children’s socially-initiating, complying and self-help behaviors with respect to child care arrangement. Thirty-eight children ranging in age from 8 to 28 months and their working parents were videotaped in a dressing and bathi...
Early Childhood Research Quarterly, 1990
The links between marital relations, parenting, and children's higher and lower forms of play in the day care peer group were determined. Forty dual-earner couples provided assessments of their real and ideal modes of parenting, marital stress, and marital companionship. Their preschoolaged children who had been enrolled in day care for an average of 2 years were observed during peer group play in their day care centers. There were few significant differences between mothers and fathers in their assessments of their marital relations and modes of parenting. Mothers and fathers expressed a good deal of discrepancy between their real and ideal modes of parenting. Regression analysis revealed direct associations between maternal marital stress and maternal guilt and anxiety, dramatic and functional play; mothers' marital companionship also showed direct associations with solitary and functional play. Modes of parenting did not show significant associations with children's play behaviors. The findings are discussed with respect to the direct influence of marital relations on children's social skills with peers in day care
Parents, Teachers, and Day Care Children: Patterns of Interconnection
Journal of Research in Childhood Education, 1988
The present research focused on interactions among four key individuals in the child care system: the father, mother , day care center teacher, and child. Naturalistic observation s of eighteen 3-year-old children and their caretakers were conducted in homes and day care centers. A central issue was whether children and adults would display behavioral similarity or reciprocity with one another. There were several mainjindings: a) The relationships among adult roles were characterized by both similarity and reciprocity (e.g., mothers tended to be associated with teachers whose overall emotional orientations were similar to their own, but whose teaching activity levels complemented their own); b) reciprocity of the functions of home and day care also were reflected in children's behaviors in these settings (e.g., children's activity levels in the home and in day care were negatively related) ; and c) children's behavior at home was best predicted by their mothers' and fathers' child-rearing behaviors ; children's behavior in day care was best predi cted by their fathers ' and teachers' behavior. Studies investigating the behavioral correlates of day care have typically examined only one or two of the relationships actually involved, There are thus numerous studies that focus on interaction between day care children and their mothers or between children and their teachers (e.g., Cochran, 1977; Rubenstein & Howes, 1979). Very few researchers, however, have looked at the interface between home and day care settings, included fathers, or studied the impact that the adults most closely involved with day care (mothers, fathers, and teachers) might have on one another. Bronfenbrenner