Infant day care facilitates preschool social behavior

Tiffany Field, Wendy Masi, Sheri Goldstein, Susan Perry

Research output: Contribution to journalArticlepeer-review

34 Scopus citations


Seventy-one preschool-age children entering infant day care at varying times and receiving varying amounts of infant day care were compared on their reunion-with-parent behavior, teacher and parent ratings of their behavior, and playground play interactions. Age of entry into day care (≤ 6 months vs. > 6 months) had no significant effect on attachment to mother as measured by reunion behaviors or on play and socialization skills as measured by observation and behavior rating scales in a full-time day-care setting. Furthermore, children with more hours and months of day care engaged in less watching, solitary play, and teacher comfort-seeking behavior, and they showed more cooperative play, positive affect, peer interaction, and positive verbal interaction. Thus continuous infant day care in quality centers appears to facilitate preschool social behavior and does not negatively affect attachment behavior.

Original languageEnglish (US)
Pages (from-to)341-359
Number of pages19
JournalEarly Childhood Research Quarterly
Issue number4
StatePublished - Dec 1988

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science


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