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

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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 Children who received nonparental child-care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years).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

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