Effects of day care on the development of cognitive abilities in 8-year-olds: A longitudinal study.

Broberg, Anders; Wessels, H.; Lamb, Michael E.; Hwang, C. Philip

doi:10.1037/0012-1649.33.1.62

Cited by 122 publications

(114 citation statements)

References 41 publications

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“…De qualquer forma, os dados existentes na literatura são ambíguos a esse respeito, havendo resultados contraditórios (Bates et al, 1994;Broberg, Wessels, Lamb & Hwang, 1997;Burchinal et al, 2000;Burchinal & Cryer, 2003;Campbell, Lamb & Hwang, 2000;Kwan, Sylva & Reeves, 1998), não tendo sido possível, até o momento, afirmar uma conclusão definitiva. Por outro lado, é importante lembrar que a relação entre desenvolvimento cognitivo e experiência de creche tem sido mais encontrada quando as creches são de boa qualidade.…”

Section: Resultsunclassified

Contexto e desenvolvimento cognitivo: freqüência à creche e evolução do desenvolvimento mental

Lordelo¹,

Chalhub²,

Guirra³

et al. 2007

Psicol. Reflex. Crit.

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ResumoEste estudo objetivou avaliar efeitos da experiência de creche no desenvolvimento cognitivo de crianças freqüentando creche, em comparação com crianças que permaneciam em casa, todas de um bairro pobre de Salvador e condições sócio econômicas eqüivalentes. Dois grupos de crianças (18 em creche e 19 em casa), juntamente com suas mães, participaram do estudo. As Escalas Bayley ou WPPSI-R (dependendo da idade da criança) foram aplicadas quatro vezes em 26 meses; subsidiariamente, as mães foram entrevistadas para fornecer uma avaliação do desempenho da criança a partir de seu ponto de vista. Os resultados mostraram que o desenvolvimento cognitivo foi afetado pela renda das famílias e, parcialmente, pela escolaridade materna. Freqüentar a creche não produziu resultados significativos em desempenho cognitivo, enquanto a avaliação materna indicou algumas diferenças entre os dois grupos na primeira avaliação, que desapareceram, na maior parte, na última. Os resultados são parcialmente compatíveis com a literatura, e suas implicações são discutidas. Palavras chave: Creche; efeito de creche; desenvolvimento cognitivo. AbstractThis study aimed to assess effects of the day care center experience on the cognitive development of pre-school children. Two groups of children, 18 from day care centers and 19 who were cared for at their homes were studied, including their mothers, took part in this study. Both groups had equivalent socioeconomic status and lived in a very poor neighborhood. Bayley Scales or WPPSI-R Scale (according to age) were used four times in a 26 month period; as an auxiliary research instrument, the mothers were interviewed for providing a child assessment from their own point of view. The results show that family income and, to some extent, the mother's school level affected cognitive development. Attendance to a day care center did not produce significant differences in cognitive development; maternal assessments suggested some differences between groups in the first evaluation, which disappeared, most of them, in the last one. These results are compatible partially with international literature and their implications are discussed. Keywords: Day care center; effect of day care center; cognitive development.Nos 50 anos que se seguiram à segunda guerra mundial, as transformações na estrutura da família foram dramáticas, em termos de padrões de natalidade, atribuição de papéis e tarefas, modos de cuidar das crianças e padrões de relacionamento social. A entrada maciça da mulher na força de trabalho e a falta de pessoas disponíveis para cuidar das crianças forçaram as sociedades a criar e manter instituições onde as crianças de zero a seis anos poderiam passar o dia.A psicologia do desenvolvimento, especialmente nos Estados Unidos, começou a avaliar os efeitos dessa experiên-cia no desenvolvimento da criança, em diversas esferas, como o apego mãe-criança, habilidades sociais e cognitivas e padrões de ajustamento à escola e à comunidade, entre outras. O ambiente de discussão dessas avaliações tem sido tu...

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Section: Resultsunclassified

Contexto e desenvolvimento cognitivo: freqüência à creche e evolução do desenvolvimento mental

Lordelo¹,

Chalhub²,

Guirra³

et al. 2007

Psicol. Reflex. Crit.

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show abstract

“…They also control for some social background variables, and they find that the education of the parent has a significant influence on the achievement, while the family income has not. Using a quite small Swedish dataset, Broberg et al [31] also find that earlier measures of cognitive abilities are the best predictor of cognitive performance at 8 years of age. Moreover they find that the measure of home environment, which predicts verbal abilities in earlier phases, is no predictor for children who are in second grade any longer.…”

Section: Influence Of Social Background and Home Environment On Childmentioning

confidence: 99%

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

Biedinger

2011

Child Development Research

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Educational inequality is a well-established topic among the scientific community in Western countries. Major individual differences emerge well before children arrive at school. Therefore the following analysis deals with the explanation of early differences in cognitive outcomes. However, there is not much research done in Germany. The main question is if the strong effect of the educational background and the home environment on their outcomes and on the improvement exists as well. To test this, data of the project "Preschool Education and Educational Careers among Migrant Children" was used. The results of structural equation models confirm that the home environment and the education of the parents are important for children's outcomes at the age of 3 to 4. In addition both factors also play a major role for the explanation of the improvement of the cognitive abilities. The results show that in Germany the home environment and parental education are important predictors of cognitive abilities. As a main result the study shows that it is very important to control for earlier abilities of the children and to encourage low educated parents to be active with their children, since in that way they can compensate for their lower educational background.

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“…For most children, social and cognitive abilities benefit from care in pre-school, provided that the activity maintains a good quality [29][30][31]. The effect is noticeable when the children start school and becomes even more pronounced later in life [32].…”

Section: Pre-school Child Carementioning

confidence: 99%

“…Between 1997 and 2001 96% of the children born in pregnancy weeks [29][30][31][32], and 78% of those born in pregnancy weeks 22-28, survived their first year of life.…”

Section: Diseases Of Infancymentioning

confidence: 99%

Chapter 7: Children's and young people's health

Hjern

2006

Scand J Public Health

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Effects of day care on the development of cognitive abilities in 8-year-olds: A longitudinal study.

Cited by 122 publications

References 41 publications

Contexto e desenvolvimento cognitivo: freqüência à creche e evolução do desenvolvimento mental

Contexto e desenvolvimento cognitivo: freqüência à creche e evolução do desenvolvimento mental

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

Chapter 7: Children's and young people's health

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