A Longitudinal Study of Children with Day-Care Experiences of Varying Quality
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Abstract
VANDELL, DEBORAH LOWE; HENDERSON, V. KAY; and WILSON, KATHY SHORES. A Longitudinal Study of Children with Day-Care Experiences of Varying Quality. CHILD DEVELOPMENT, 1988, 59, 12861292. 20 white, middle-class 4-year-olds were observed during free play at good and poor quality day-care centers and again at 8 years as they participated in triadic play sessions. Maternal, peer, and observer ratings were obtained. Hierarchical regressions were used to determine the effects of daycare quality after removing the effects of family social class. Compared to children from poorer quality day-care, children from better quality day-care had more friendly interactions and fewer unfriendly interactions with peers, were rated as more socially competent and happier, and received fewer shy nominations from peers. Significant continuity between the 4-year-olds' behaviors in the day-care centers and the children's functioning at 8 years was found. Positive interaction with adults at 4 years was positively related to ratings of empathy, social competence, and peer acceptance at 8 years, while unoccupied behavior at 4 years was negatively related to ratings of empathy, conflict negotiation, and social competence at 8 years.