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Peer reviewedSchenk, Vicky M.; Grusec, Joan E. – Merrill-Palmer Quarterly, 1987
Responses of day care and home care children to an adult dropping items, banging her knee, giving the children opportunity to leave the larger of two prizes for a peer, and asking for donation to sick children were compared. Prosocial reasoning in these 47- to 75-month-old children was assessed via their responses to stories in which help was…
Descriptors: Altruism, Child Rearing, Day Care, Preschool Education
Peer reviewedVaughn, Brian E.; And Others – Monographs of the Society for Research in Child Development, 1985
Discusses young children's adaptation to out-of-home care with regard to both immediate and long-term effects. Presents results of two studies that illustrate alternative research strategies and address substantive issues concerning the effects of out-of-home care on the behavior and quality of adaptation of young children. (Author/NH)
Descriptors: Adjustment (to Environment), Attachment Behavior, Day Care, Nursery Schools
Peer reviewedGirolametto, Luigi; Hoaken, Lisa; Weitzman, Elaine; van Lieshout, Riet – Language, Speech, and Hearing Services in Schools, 2000
This study investigated the language input of eight childcare providers to eight young children with developmental disabilities and language delay in day care contexts. Findings indicated that language input addressed to these children was directive and not finely tuned to their expressive language levels. Also, these children interacted…
Descriptors: Caregiver Child Relationship, Caregiver Speech, Day Care, Developmental Disabilities
Peer reviewedKingsbury, Nancy M.; Hall, Joan C. – Early Child Development and Care, 1988
Assessed a preschool health education program. Preschoolers of four, five, and six years attended a 15-week health education program, and 19 of the children took pretests and posttests of health knowledge. Results indicated an increase in health knowledge. Six curriculum objectives were shown to have higher scores at the posttest than at the…
Descriptors: Curriculum Development, Day Care, Educational Strategies, Health Education
Peer reviewedHowes, Carollee; Farver, JoAnn – Early Childhood Research Quarterly, 1987
Examines the role of the partner in the development of social pretend play in two related studies. In both studies, toddler age children played with same-age and five-year-old partners. In both studies, two-year-olds engaged in more social pretend play with older than same-age partners. (Author/BB)
Descriptors: Age Differences, Child Development, Day Care, Early Childhood Education
Peer reviewedRoberts, Joanne Erwick; And Others – Journal of Speech and Hearing Research, 1989
Disadvantaged preschool children (N=57) attending a language-enriched day care program with a parent education component were found to use a greater proportion of high-quality topic manipulation skills than did children without language-enriched day care. No significant differences were found for structural complexity, semantic diversity, and…
Descriptors: Communication Skills, Comparative Analysis, Day Care, Early Intervention
Peer reviewedHendrickson, Jo M.; And Others – Journal of Applied Behavior Analysis, 1993
A structured coaching strategy was effectively used with three day-care teachers, resulting in (1) substantial increases in delivery of behavioral support of social interactions of children with developmental disabilities; and (2) marked increases in positive interactions of socially withdrawn children. Long-term maintenance effects were also…
Descriptors: Behavior Change, Day Care, Day Care Centers, Developmental Disabilities
Peer reviewedDonohue, W. Anthony; And Others – Journal of Research in Childhood Education, 1987
Studied computer use in licensed preschool and day care programs in Dane County, Wisconsin. Results indicated substantial levels of frustration. Effective computer use presented administrators and teachers with challenges related to personnel, curriculum, and practical concerns. (BB)
Descriptors: Administrator Role, Computer Uses in Education, Curriculum Problems, Day Care
McConnochie, K. R.; Russell, A. – 1982
The report is the result of a 1981 research project commissioned by Australia's Commonwealth Department of Education to investigate early childhood education for Aborigines. The study encompassed the care and education of Aboriginal children from age 0 to age 5 in government and non-government school systems. The report is divided into three major…
Descriptors: Acculturation, Children, Compensatory Education, Day Care
Peer reviewedGordon, Alice M. – Developmental Psychology, 1984
Comparisons were made in the conversations of 16 low income children in a preschool intervention program, a group of low income children not in the program, and a group of middle income children. Adults' conversational turns included three types of cognitively complex initiations. Results demonstrated a facilitating effect of day care…
Descriptors: Cognitive Ability, Communication Research, Communication Skills, Comparative Analysis
Does Day-Care in Creches Present a Risk? A Critical Assessment of International Research on Creches.
Peer reviewedBensel, Joachim – Zeitschrift fur Padagogik, 1994
Contends that appropriate day care for infants and toddlers is still an unresolved issue. Examines international research and identifies preconditions for transferring good practices to Germany. Argues for child care that allows more individual attention to the child. (CFR)
Descriptors: Child Caregivers, Child Development Centers, Comparative Education, Cross Cultural Studies
Download full textProvence, Sally, Ed.; And Others – 1992
This anthology contains 19 articles selected from the "Zero To Three Bulletin" from 1984 through the spring of 1992 and organized into five sections. The section on relationships in infant/toddler child care includes: "Infants in Day Care: Reflections on Experiences, Expectations, and Relationships," by J. H. Pawl; and…
Descriptors: Anthologies, Child Caregivers, Child Development, Child Development Centers
Seppanen, Patricia S.; Love, John M. – 1990
This paper presents recommendations about measures for assessing cognitive and social-emotional outcomes of children in Chapter 1 preschool and kindergarten programs. Section I explains the purpose and design of the study, giving special attention to the Chapter 1 substudy. Section II covers critical issues related to cognitive and…
Descriptors: Cognitive Development, Compensatory Education, Criteria, Day Care
