TY - JOUR
T1 - The influence of model infant-toddler group care on parent-child interaction at home
AU - Edwards, Carolyn Pope
AU - Logue, Mary Ellin
AU - Loehr, Sandra
AU - Roth, Sanford
N1 - Funding Information:
Portions of the findings were presented at the biennial meeting of the International Conference on Infant Studies, New York, April 1984, and the Annual Meeting of the American Educational Research Association, Chicago, April 1985. The research was supported by a grant from the Graduate Research Council of the University of Massachusetts to Carolyn Edwards. We would like to express our grateful appreciation to the families who participated in this study and to the staff of the Human Development Laboratory School at the University of Massachusetts, who gave generously of their time and expertise. We also thank Edward Tronick and James Thompson for helpful comments on an earlier draft of the paper.
PY - 1986/12
Y1 - 1986/12
N2 - The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant-toddler program. Hypotheses concerned whether "child-centered" features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2 to 24 months at start) were followed for 8 months. All had employed student mothers. Methods included brief parent-reported "spot" observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center homes were more child-centered with respect to play, safety, and dinner arrangements. Center parents scored higher in proximity and warmth and lower in "teacher-avoided" behaviors. Noncenter parents at study end scored higher in authority (limit setting) and communicating values and labels. The findings are interpreted as supporting an ecological model of substantial intersection and cross-influence between home and day care settings.
AB - The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant-toddler program. Hypotheses concerned whether "child-centered" features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2 to 24 months at start) were followed for 8 months. All had employed student mothers. Methods included brief parent-reported "spot" observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center homes were more child-centered with respect to play, safety, and dinner arrangements. Center parents scored higher in proximity and warmth and lower in "teacher-avoided" behaviors. Noncenter parents at study end scored higher in authority (limit setting) and communicating values and labels. The findings are interpreted as supporting an ecological model of substantial intersection and cross-influence between home and day care settings.
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U2 - 10.1016/0885-2006(86)90010-4
DO - 10.1016/0885-2006(86)90010-4
M3 - Article
AN - SCOPUS:38249040572
SN - 0885-2006
VL - 1
SP - 317
EP - 332
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 4
ER -