Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

被引：45

作者：

Bratsch-Hines, Mary E. ^{[1
]}

Carr, Robert ^{[2
]}

Zgourou, Eleni ^{[1
]}

Vernon-Feagans, Lynne ^{[1
]}

Willoughby, Michael ^{[3
]}

机构：

[1] Univ N Carolina, Chapel Hill, NC 27515 USA

[2] Duke Univ, Durham, NC 27706 USA

[3] RTI Int, Durham, NC USA

来源：

CHILD DEVELOPMENT | 2020年 / 91卷 / 06期

关键词：

CONTINUITY; EDUCATION; ARRANGEMENTS; ADJUSTMENT; PROVIDERS; LANGUAGE; BEHAVIOR;

D O I：

10.1111/cdev.13389

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten.Qualitywas measured separately as caregiver-child verbal interactions and caregiver sensitivity, andstabilitywas measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.

引用

页码：1854 / 1864

页数：11

共 58 条

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