Infant day care facilitates preschool social behavior

Tiffany M Field, Wendy Masi, Sheri Goldstein, Susan Perry

Research output: Contribution to journalArticle

33 Citations (Scopus)

Abstract

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
Pages (from-to)341-359
Number of pages19
JournalEarly Childhood Research Quarterly
Volume3
Issue number4
DOIs
StatePublished - Jan 1 1988

Fingerprint

Infant Care
day care
Social Behavior
social behavior
infant
Reunion
parents
Socialization
verbal interaction
Preschool Children
preschool age
playground
teachers' behavior
rating scale
interaction
socialization
Mothers
Observation
rating
teacher

ASJC Scopus subject areas

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

Cite this

Infant day care facilitates preschool social behavior. / Field, Tiffany M; Masi, Wendy; Goldstein, Sheri; Perry, Susan.

In: Early Childhood Research Quarterly, Vol. 3, No. 4, 01.01.1988, p. 341-359.

Research output: Contribution to journalArticle

Field, Tiffany M ; Masi, Wendy ; Goldstein, Sheri ; Perry, Susan. / Infant day care facilitates preschool social behavior. In: Early Childhood Research Quarterly. 1988 ; Vol. 3, No. 4. pp. 341-359.
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