The influence of nursery school on social interactions.

Raph, Jane Beasley; Thomas, Alexander; Chess, Stella; Korn, Sam

doi:10.1111/j.1939-0025.1968.tb00566.x

Cited by 39 publications

(17 citation statements)

References 4 publications

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“…See Caldwell et al (1970), Doyle (1975a), Kohen-Raz (1968), Leiderman and Leiderman (1974), Lippman and Grote (1974), Raph et al (1968), Robinson and Robinson (1971), Schwartz et al ( 1974), Tizard et al (1972), andWinnett et al (1975).…”

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confidence: 99%

The Effects of Infant Day Care On Psychological Development

Kagan

Kearsley

Zelazo

1977

Evaluation Quarterly

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A longitudinal investigation was designed to assess the psychological effects of an experimentally conducted day care program on children aged 3.5 to 29 months. The subjects were Chinese and Caucasian children from working-and middle-class families who were cared for at a special group care center five days a week; the major control group consisted of children reared totally at home and matched with the experimental children in terms of ethnicity, social class, and sex. Data gathered during the last two assessments, at age 20 and 29 months, revealed little difference between the day care and home control children with respect to cognitive functioning, language, attachment, separation protest, and play tempo; the only simple effect of rearing involved behavior with unfamiliar peers. There was a provocative interaction among ethnicity, social class, and rearing: among working-class Chinese children, the day care experience facilitated cognitive development and reduced apprehension in unfamiliar situations; this effect did not occur among Caucasians In general, the home environment seemed more influential in sculpting each child's early development than were day care experiences.The question that provoked the work to be summarized here can be put in deceptively simple form. Do infants attending a wellrun, nurturant, responsible group care center five days a week for a little over 100 weeks display different patterns of psychological development during or at the end of that period compared with children of the same AUTHORS' NOTE An earlier version of this paper was presented at a symposium on

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confidence: 99%

The Effects of Infant Day Care On Psychological Development

Kagan

Kearsley

Zelazo

1977

Evaluation Quarterly

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“…'i'hat lengtii oi' exposure to pre-school provision makes children more s(H:ially rnatiux: has been well-doeumented (e.g. Raph et al, 1968) and is (iiseussed by Srnitfi (1977); however, lhe role played by the single-parent, faniily situation in social (l<;vek>pnient is more diffieult lo assess. While Ferri (1976) found that being in a single-parcns iamily was not a handicap per se there is, on the other hand, no research eviiience to suggest that these children are more outgoing and in(lej>endevit.…”

Section: Discussionmentioning

confidence: 99%

Nursery Nurses and Nursery Teachers I: Their Assessment of Children's Verbal‐social Behaviour

Gipps

1982

Child Psychology Psychiatry

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Ratings of verbal-social behaviour assigned by nursery nurses in day nurseries, nursery schools and centres were compared with those assigned by nursery teachers. There were significant differences in ratings assigned by the different professional groups of staff: nursery nurses in day nurseries assigned the highest verbal-social ratings, but these were not supported by observations of the children's verbal-social behaviour or by language test scores. Correlations showed that, while the nursery nurses were assessing directly measurable verbal and social behaviour, the teachers were not, and it is suggested that they were assessing a more complex reasoning skill.

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“…En outre, Prescott (1978) décrit ces enfants comme étant plus aptes à remettre en question les directives de l'éducateur et plus enclins aussi à attendre un soutien émotif de sa part, surtout en ce qui concerne leur tolérance à la frustration. Pour leur part, Raph et al (1964) concluent que ces attitudes négatives envers les éducateurs varient directement selon le nombre d'années d'expériences vécues en groupe, celles-ci allant de une à trois. Ces caractéristiques semblent dénoter que les enfants provenant d'un service de garde sont plus orientés vers leurs pairs que vers les adultes.…”

Section: La Compétence Socialeunclassified

“…Ces résultats viennent encore une fois appuyer ceux de plusieurs autres recherches (Moore, 1964;Prescott, 1978;Raph et al, 1964;Robertson, 1982;Schwarz, Strickland et Krolick, 1974). Cette attitude de l'enfant est souvent perçue comme une difficulté par les éducatrices de maternelle.…”

Section: Analyse Des Résultatsunclassified

Les enfants de maternelle provenant des services de garde : perceptions des éducatrices à leur égard

Betsalel-Presser

Lavoie

Jacques

2009

rse

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Citer cet article Betsalel-Presser, R., Lavoie, C. & Jacques, M. (1989). Les enfants de maternelle provenant des services de garde : perceptions des éducatrices à leur égard. Revue des sciences de l'éducation, 15(3), 399-432. doi:10.7202/900641ar Résumé de l'article Cette recherche descriptive a pour but d'étudier la perception de 95 éducatrices de maternelle de la région de Montréal à l'égard de l'enfant ayant une expérience de garde en groupe. Les résultats indiquent que l'enfant recourt à l'éducatrice au besoin, mais qu'il conteste aussi ses consignes; qu'il réussit dans ses relations avec ses pairs, mais qu'il est souvent agressif aussi; qu'il préfère les activités manuelles et créatives aux activités formelles; qu'il est à l'aise et autonome. Les résultats montrent aussi le besoin d'une concertation entre les éducatrices des services de garde et celles des maternelles, en vue de faciliter la transition des enfants d'un milieu à l'autre. Revue des sciences de l'éducation, vol. XV, no 3, 1989 Les enfants de maternelle provenant des services de garde: perceptions des éducatrices à leur égard Raquel Betsalel-Presser, Carole Lavoie et Marie Jacques* Résumé -Cette recherche descriptive a pour but d'étudier la perception de 95 édu-catrices de maternelle de la région de Montréal à l'égard de l'enfant ayant une expérience de garde en groupe. Les résultats indiquent que l'enfant recourt à l'éducatrice au besoin, mais qu'il conteste aussi ses consignes; qu'il réussit dans ses relations avec ses pairs, mais qu'il est souvent agressif aussi; qu'il préfère les activités manuelles et créatives aux activités formelles; qu'il est à l'aise et autonome. Les résultats montrent aussi le besoin d'une concertation entre les éducatrices des services de garde et celles des maternelles, en vue de faciliter la transition des enfants d'un milieu à l'autre.Abstract -The aim of this descriptive research is to study the perception of 95 kindergarten teachers in the Montreal region with regards to a child coming from a group day-care program. The results describe this type of child as one who seeks out the teacher when in need but also contests her directions; has successful relationships with his peers but is often agressive; prefers manual and creative activities to more formal ones; is at ease and is autonomous. The results also demonstrate the need for coordination between the day-care educator and the kindergarten teacher in their efforts to facilitate the transition from one environment to the other.

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The influence of nursery school on social interactions.

Cited by 39 publications

References 4 publications

The Effects of Infant Day Care On Psychological Development

The Effects of Infant Day Care On Psychological Development

Nursery Nurses and Nursery Teachers I: Their Assessment of Children's Verbal‐social Behaviour

Les enfants de maternelle provenant des services de garde : perceptions des éducatrices à leur égard

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