Social orientation to adults and peers in infant child care

Galluzzo, Darlene C.; Matheson, Catherine; Moore, Jane; Howes, Carollee

doi:10.1016/0885-2006(88)90038-5

Cited by 12 publications

(12 citation statements)

References 18 publications

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“…Also, stability in peer contacts has been associated with a child's better socio-emotional functioning. Children who remained longer with the same group of children in day care were more peer-oriented as well as adult-oriented and less solitary in their activities when compared with children who had shorter histories within a given group (Galluzzo, Matheson, Moore, & Howes, 1988). In this study within daycare centers, we distinguished between two domains of stability, i.e., long-term continuity and daily stability in care.…”

mentioning

confidence: 99%

The relation of flexible child care to quality of center day care and children’s socio-emotional functioning: A survey and observational study

Schipper

Tavecchio

IJzendoorn

et al. 2003

Infant Behavior and Development

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In two studies in daycare centers, we investigated a newly developed index for flexible child care describing parents' use of evening care and flexible attendance scheduling for their child. We examined the relation between this index together with stability in care, mother's stress and the child's temperament on the one hand, and quality of caregivers' behavior and a child's socio-emotional functioning in day care on the other. In Study I, the mothers and caregivers of 186 children (aged 6-30 months) participated in a survey. In Study II, approximately 18 months later, 52 children from Study I were observed in their daycare setting. Children showed more well-being in day care when they had few parallel care arrangements, and when there was more daily stability in staffing and grouping patterns. Unexpectedly, caregivers in groups with more stability in staffing and grouping patterns, showed less positive caregiving behavior. When staff turnover rate was higher, positive caregiving behavior was lower. Finally, children in more flexible child care showed more non-compliance. © 2003 Elsevier Science Inc. All rights reserved.Keywords: Day care; Flexible child care; Non-standard hours child care; Stability in care; Socio-emotional functioning; Quality of careIn recent years, parents using the services of center day care have urged child care centers to extend their child care facilities, i.e., to make them more "flexible," in order to enable the parents to optimally combine work and family demands. Parents nowadays frequently work for organizations that operate early mornings, evenings, nights and weekends as well as

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mentioning

confidence: 99%

The relation of flexible child care to quality of center day care and children’s socio-emotional functioning: A survey and observational study

Schipper

Tavecchio

IJzendoorn

et al. 2003

Infant Behavior and Development

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“…Childcare, in particular, is a unique setting in which children establish formative relationships with both peers and adults (Howes & James, 2002). Past research has consistently shown that toddlers and preschoolers who have had experience with peers in childcare and children who have been more engaged with their peers in childcare are more co‐operative, more prosocial, and more positive in their peer play during the preschool years (Campbell et al., 2000; Clarke‐Stewart, Gruber, & Fitzgerald, 1994; Farver & Branstetter, 1994; Field, Masi, Goldstein, Perry, & Pearl, 1988; Galluzzo, Matheson, Moore, & Howes, 1990; Harper & Huie, 1985; Holmberg, 1980; Howes & Phillipsen, 1998; Lamb et al., 1988; NICHD Early Child Care Research Network [ECCRN], 2001; Volling & Feagans, 1995). A recent, large‐scale longitudinal study of the effects of preschool experience on development conducted with 3,000 British children between the ages of three and seven from a variety of ethnic and socioeconomic backgrounds confirms the findings from past research (Sammons et al., 2003).…”

Section: Peer Experiences In Childcarementioning

confidence: 99%

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare¹

2008

Social Development

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The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large-scale NICHD Study of Early Child Care. In a sample of 1364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in child care between 24 and 54 months and the number of hours spent in child-care peer groups of different sizes (alone; dyad; small; medium; large), predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer group acceptance. Children who had more positive experiences with peers in child care had better social and communicative skills with peers in third grade, were more sociable and cooperative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in child care were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small-sized peer groups in child care (4 or fewer children at 24 months of age, up to 7 or fewer at 54 months), they were more sociable and cooperative in third grade, but their teachers rated them as more aggressive suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium-sized groups received higher ratings for peer aggression by their third grade teachers. Children who spent more time with one other child in child care or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self report. There were no significant associations between the amount of time children spent in large child-care based peer groups and third grade peer social competence.

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“…Children who spent more hours in child care were rated by their caregivers as more aggressive, but there was no relation between amount of child care and observed aggression with peers in child care. Previous research has shown that more time in child care relates to more positive peer interactions among toddlers and preschoolers (Galluzzo et al, 1990;Howes, 1990;Thornburg et al, 1990;Volling & Feagans, 1995) and fewer peer conflicts (O'Brien et al, 1999), and that more familiar peers exhibit more frequent and more positive interactions (Harper & Huie, 1985;Howes, 1988;Mueller & Brenner, 1977). Two recent studies that specifically addressed aggression among toddlers found no association between amount of child care and young children's tendencies to initiate conflict or to behave aggressively with their peers (Prodromidis, Lamb, Sternberg, Hwang, & Brober, 1995;Rubin, Hastings, et al, 1998).…”

Section: Child Care and Peer Competencementioning

confidence: 99%

“…Likewise, preschool children with prior experience in child-carebased peer groups are more involved with peers and more cooperative than children without such experience (Harper & Huie, 1985). Children who remain longer with the same group of children are more peer oriented and less solitary over time when compared with children who have shorter histories within a given peer group (Galluzzo, Matheson, Moore, & Howes, 1990;Holmberg, 1980), and they are more prosocial toward peers in distress (Farver & Branstetter, 1994). Similarly, the more hours per week children spend in center care with other children, the less socially withdrawn they are from peers, and the more often they engage in positive behavior with playmates Volling & Feagans, 1995).…”

Section: Introductionmentioning

confidence: 99%

“…In summary, the evidence suggests that young children's developing competence with peers is related to their experiences with both adults and peers in their child-care settings. With few exceptions (Galluzzo et al, 1990;Howes, 1988), however, researchers have not considered both amount of peer experience and quality of children's interactions with their caregivers in the same analysis; nor have they typically included family and child characteristics when examining child-care factors. The larger implication is that we do not yet have a coherent picture of which factors in very young children's social environments help to shape their developing peer competence.…”

Section: Introductionmentioning

confidence: 99%

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Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care

Appelbaum

Batten²,

Belsky³

et al. 2001

Child Development

175

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Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction.

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Social orientation to adults and peers in infant child care

Cited by 12 publications

References 18 publications

The relation of flexible child care to quality of center day care and children’s socio-emotional functioning: A survey and observational study

The relation of flexible child care to quality of center day care and children’s socio-emotional functioning: A survey and observational study

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare¹

Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care

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Social orientation to adults and peers in infant child care

Cited by 12 publications

References 18 publications

The relation of flexible child care to quality of center day care and children’s socio-emotional functioning: A survey and observational study

The relation of flexible child care to quality of center day care and children’s socio-emotional functioning: A survey and observational study

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care

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Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare¹