Aggression and Noncompliance among Swedish Children in Centre-based Care, Family Day Care, and Home Care

1995 ◽  
Vol 18 (1) ◽  
pp. 43-62 ◽  
Author(s):  
Margarita Prodromidis ◽  
Michael E. Lamb ◽  
Kathleen J. Sternberg ◽  
C. Phillip Hwang ◽  
Anders G. Broberg
Keyword(s):  
Child Care ◽  
Home Care ◽  
Day Care ◽  
Multiple Sources ◽  
Family Day Care ◽  
Composite Measures ◽  
Individual Family ◽  
Care Family ◽  
Using Data

The relations between individual, family, and child care characteristics and children's aggressive and noncompliant behaviours were examined in this study of 140 first-born Swedish children assessed at 16,28,40, and 80 months of age. All of the parents involved in the study had attempted to enrol their children in centre-based day care, but some were accepted instead into family day care settings, while others remained in the exclusive care of their parents. Composite measures of aggression and noncompliance were constructed using data obtained from multiple sources (i.e. mothers, teachers, observers). Child care arrangements and histories were not associated with levels of aggression or noncompliance. Multiple regression analyses suggested that the quality of home care was the best predictor of both aggressive and noncompliant behaviour. Boys were more aggressive than girls, and children with more controlling parents were more noncompliant. Individual differences in aggression (but not noncompliance) were moderately stable over time. Aggression and noncompliance were modestly but reliably related to one another. These results suggest that alternative care of high quality does not lead to noncompliance and aggression.

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

2003 ◽  
Vol 26 (3) ◽  
pp. 300-325 ◽  
Author(s):  
J.Clasien De Schipper ◽  
Louis W.C Tavecchio ◽  
Marinus H Van IJzendoorn ◽  
Mariëlle Linting
Keyword(s):  
Child Care ◽  
Observational Study ◽  
Day Care ◽  
Emotional Functioning

Upper Respiratory Tract Infections in Young Children: Duration of and Frequency of Complications

PEDIATRICS ◽  
1991 ◽  
Vol 87 (2) ◽  
pp. 129-133 ◽  
Author(s):  
Ellen R. Wald ◽  
Nancy Guerra ◽  
Carol Byers
Keyword(s):  
Child Care ◽  
Respiratory Tract ◽  
Home Care ◽  
Otitis Media ◽  
Day Care ◽  
Respiratory Tract Infections ◽  
Upper Respiratory Tract Infections ◽  
Upper Respiratory Tract ◽  
Upper Respiratory ◽  
Tract Infections

This study was performed to determine the usual duration of community-acquired viral upper respiratory tract infections and the incidence of complications (otitis media/sinusitis) of these respiratory tract infections in infancy and early childhood. Children in various forms of child-care arrangements (home care, group care, and day care) were enrolled at birth and observed for 3 years. Families were telephoned every 2 weeks to record on a standardized form the type and severity of illnesses experienced during the previous interval. Only children remaining in their original child-care group for the entire study period were compared. The mean duration of an upper respiratory tract infection varied between 6.6 days (for 1- to 2-year-old children in home care) and 8.9 days (for children younger than 1 year in day care). The percentage of apparently simple upper respiratory tract infections that lasted more than 15 days ranged from 6.5% (for 1- to 3-year-old children in home care) to 13.1% (for 2- to 3-year-old children in day care). Children in day care were more likely than children in home care to have protracted respiratory symptoms. Of 2741 respiratory tract infections recorded for the 3-year period, 801 (29.2%) were complicated by otitis media. During the first 2 years of life, children in any type of day care were more likely than children in home care to have otitis media as a complication of upper respiratory tract infection. In year 3, the risk of otitis media was similar in all types of child care.

Impact of Day Care on the Child

PEDIATRICS ◽  
1993 ◽  
Vol 91 (1) ◽  
pp. 225-228
Author(s):  
Bettye M. Caldwell
Keyword(s):  
Child Care ◽  
Knowledge Base ◽  
Day Care ◽  
Conceptual Structure ◽  
Child Characteristics ◽  
Care Research ◽  
The Family ◽  
The World ◽  
The Status ◽  
Care Family

In the world of day-care research, the status of our knowledge is sufficiently shaky that we must continue to keep an open mind about the service. The knowledge base is growing rapidly, but the conceptual structure that supports it is flimsy and insubstantial. Fortunately, current research efforts are improving this situation. Regardless of whether we like or dislike day care, it is, like the family, here to stay. That realization alone should strengthen our resolve not to compromise on the type of service we create. We have to continue to identify parameters of quality and become good matchmakers in terms of child care, family, and child characteristics. Through such efforts, a network of educare programs that will foster favorable development in children can become a national and global reality.

The quest for quality in early day care and preschool experience continues

2001 ◽  
Vol 25 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Edward C. Melhuish
Keyword(s):  
Child Care ◽  
Young Children ◽  
Day Care ◽  
School Effectiveness ◽  
Developmental Psychology ◽  
Developmental Outcomes ◽  
Preschool Education ◽  
Care Quality ◽  
Preschool Experience

In research in the areas of day care for young children and preschool education at the end of the second millennium, common themes can be recognised. Early research was primarily concerned with whether children attending institutions (day care or preschool centre), developed differently from those not attending such centres. Later work recognised that day care or preschool experience is not unitary and that the quality or characteristic of experience matters. Yet further research drew attention to the importance of the interaction between home and out of home experience. These have been referred to as the three waves of research. In the 1980s, the proposition emerged that infant day care may be a risk factor for insecure attachment to the mother. In an ideologically and politically sensitive ” eld, the concern raised by this proposition that day care might be bad for infants, led to the funding of one of the largest studies of day care, the NICHD study. The results of this study so far indicate that quality of care is an important aspect of child care experience. This study is likely to be a watershed in that the sample size and detail of data are far greater than preceding studies. The conclusion that quality of experience for young children matters however, sets the agenda for research in the new millennium. Currently, approaches to this issue generally adopt the strategy of using a measure of child care quality and investigating associations with child development outcomes. An alternative approach derives from school effectiveness research. Children from specific centres are followed longitudinally. Their developmental progress is then considered in terms of family factors, type amount and quality of centre experience, and the specific centre attended. In this approach the presence of specific centre effects can be detected so that a specific centre can be identi” ed as associated with a quantifiable positive or negative effect on development. The resulting incongruence between traditional measures of quality and measures derived from developmental effects will require a reformulation of the links between child care characteristics, child experience, and developmental outcomes. As measures of quality become more ”rmly related to developmental outcomes child care research can become more integrated within developmental psychology.

INTRODUCTION

PEDIATRICS ◽  
1993 ◽  
Vol 91 (1) ◽  
pp. iv-iv
Author(s):  
AUDREY K. BROWN
Keyword(s):  
Quality Of Care ◽  
Child Care ◽  
Day Care ◽  
Well Being ◽  
Developmental Needs ◽  
Developmental Potential ◽  
Pediatric Service ◽  
The Subject ◽  
Future Direction

The Trustees of the Johnson and Johnson Institute for Pediatric Service (now The Johnson & Johnson Pediatric Institute) have, over the past 25 years, sponsored symposia on topics of major importance to the health and well-being of children. The subject of group day care for children was chosen for the symposium held October 4 and 5, 1991 at the Ritz Carlton Hotel in Arlington, Virginia. This choice was made, not only because the subject has been propelled into prominence by the dramatic recent changes in the pattern of family life and the role of women in our society, particularly the remarkable increase in the number of mothers working outside of the home, but because group day care was growing with little sense of direction. The Trustees felt that the quality of care would, to a large extent, shape the early development of the involved children, and that it is evolving with insufficient coordination among the disciplines essential to the development of child care settings of high quality. They felt that too little attention had been paid to the fact that the quality of care which was being substituted for maternal care demanded not only safe supervision, but also specific attention to the developmental needs of children at a time in life now recognized as perhaps the most developmentally critical. They felt it was time to bring together authorities in diverse disciplines, whose work impacted on this burgeoning field, to exchange information which could determine the future direction of child care by emphasizing those features in early care that enhance the child's full developmental potential.

Attitudes of Russian Immigrant and Israeli-Born Women toward Child-Care Services

1994 ◽  
Vol 74 (3) ◽  
pp. 880-882
Author(s):  
Richard E. Isralowitz ◽  
Ismael Abu Saad
Keyword(s):  
Child Care ◽  
Day Care ◽  
Child Care Providers ◽  
Care Providers ◽  
Family Day Care ◽  
Care Services ◽  
Child Care Services

Israel, like most other societies, has a variety of subgroups differentiated by ascribed attitudes or characteristics which are imputed to individuals. These differences may be reflected by attitudes which are evaluative statements concerning objects, people, or events. In this study the attitudes of Israeli women—30 veterans and 30 newly arrived from the Soviet republics—toward family day-care services were examined. A number of significant differences between the study cohorts, such as amount of interaction between parents and child-care providers, were found and have implications for provision of service and absorption of immigrants.

The Application of Health and Safety Guidelines to Out-of-Home Child Care Programs

PEDIATRICS ◽  
1994 ◽  
Vol 93 (6) ◽  
pp. 1016-1017
Author(s):  
Keyword(s):  
Child Care ◽  
Preschool Children ◽  
Young Children ◽  
Day Care ◽  
Early Education ◽  
Nursery School ◽  
Large Family ◽  
The United States ◽  
Substitute Care ◽  
Family Day Care

In the United States, the structure, espoused purpose, and quality of child care vary widely. Community programs that provide out-of-home care for infants and preschool children have evolved either with no community regulation or with a variety of different institutional or governmental supports and regulations.1 In general, infant and preschool programs are designed either to provide substitute care when parents work and/or to promote socialization and early education. Frequently, these programs serve children only for a portion of the day and for part of the week and year. Programs that primarily provide substitute care are usually called "day care." Included in this grouping are "family day care" and "large family day care," programs in which children are cared for in someone's home, and "center day care," programs in which children receive care in settings specifically intended for that purpose. The labels traditionally applied to early education programs are "nursery school" or "preschool." These labels are not necessarily mutually exclusive. The American Academy of Pediatrics believes that education, in the broad sense, and the care of infant and preschool children are inseparable.1 In fact, the new terminology applied to these services for young children is "early childhood education/care programs." Young children are constantly learning while they play and while they engage in everyday activities.2,3 Also, young children in educational settings require "care" in the sense of needing to be comforted and to be instructed in the development of health behaviors such as hand washing and controlling their own excretions. In all settings, the safety of children should be assured.

Respiratory Illness in Preschool Children With Different Forms of Day Care

PEDIATRICS ◽  
1976 ◽  
Vol 57 (2) ◽  
pp. 191-196
Author(s):  
Katherine Strangert
Keyword(s):  
Preschool Children ◽  
Respiratory Tract ◽  
Home Care ◽  
Day Care ◽  
Care Center ◽  
Care Homes ◽  
Respiratory Tract Disease ◽  
Day Care Centers ◽  
Family Day Care ◽  
Tract Disease

The incidence of respiratory tract disease was investigated in three groups of Swedish children: those in 14 day-care centers with 18 to 68 children each; those in home care (usually no siblings); and those in family day-care homes (average, four children). In family day-care homes a mother cared for her own and one to four other children during the day. A preliminary nine-month study of 41 preschool children attending a day-care center and 41 comparable children in home care showed that children under 2 years of age in the center had more days with respiratory symptoms and more febrile illnesses (four per child) than those in home care (one per child). In a subsequent eight-month study of children under 2 years of age, children in day-care centers and home care were compared with children in family day-care homes. The 108 children in centers had more febrile illnesses (five per child) than the 57 children in home care (two per child), but the 42 children in family day-care homes had as many illnesses as those in day-care centers. The data suggest that increasing the number of contacts of an infant in day care beyond four to six children does not increase remarkably the incidence of respiratory tract disease.

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