Child Care and Early Education Research Connections

Skip to main content

Early nonparental care and social behavior in elementary school: Support for a social group adaptation hypothesis

Description:
This study examined the contribution of nonparental child-care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Quebec, Canada (N = 1,544). Mothers reported on the use of child-care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child-care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This "catch-up" effect from the perspective of children's adaptation to the social group is discussed. (author abstract)
Resource Type:
Reports & Papers
Country:
Canada

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Adaptive Social Behavior Inventory

Instruments

Promoting social behavior of young children in group settings: A summary of research

Other

Roadmap to effective intervention practices: Promoting social behavior of young children in group settings: A summary of research

Other
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT