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Psychology AS - Attachment > Day Care > Flashcards

Day Care Flashcards

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1
Q

Define daycare

A

A form of care for infants and children, not provided by the family that takes places outside the home

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2
Q

 Social development involves a growth of a child’s abilities to interact with others in a pro-social manner (e.g. comforting, helping and sharing
There are several factors that might lead us to believe Day Care affects social development:
What are the three factors?

A
  • Bowlby (1953) – ‘separation of children from their mother would have adverse effects on child development and could even be a cause of delinquency’
  • Attachment theory predicts that children who are secure in their relationships with important figures in their lives will later on have more positive relationships with others
  • On the other hand – opportunities for social interaction hat occur in day care might promote social development
    o e.g. children in day care = more likely to learn negotiation skills and how to interact with others, and could have more intellectual challenges
     —-> Research has often shown that children with older brothers and sisters achieve milestones relating to social understanding quicker than first born or only child’s.
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3
Q

What does the attachment theory predict?

A

predicts that children who are secure in their relationships with important figures in their lives will later on have more positive relationships with others

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4
Q

‘separation of children from their mother would have adverse effects on child development and could even be a cause of delinquency’ - who said this in 1953?

A

Bowlby

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5
Q

Why is ‘methodology’ an issue to consider with day care research?

A

> It’s not possible to experimentally investigate the effects of day care because it is unethical
The two sets of characteristic’s mothers could have (day care or self-care) could influence the social development of the children
Ethical specifications and varying family characteristics mean a lack of control in experiment

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6
Q

Why is ‘The type of day care’ an issue to consider with day care research?

A

> Varying quality of care

  • child-minders, day care, day nurseries, play group, pre-school, work place crèche
  • home child care = au pairs, nannies
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7
Q

What is a day care nursery?

A

Group based care-controlled environment

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8
Q

How many maximum in a class in the UK?

A

26-40 children

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9
Q

1 member for staff for every ? 3-5 year olds

A

8

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10
Q

1 member for staff for every ? 2-3 year olds

A

4

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11
Q

1 member for staff for every ? under 2

A

3

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12
Q

What has changed about the standards of day care in recent years?

A

It is now being monitored under OFSTED - staff are regularly inspected for full qualifications and adequate class numbers

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13
Q

What’s the maximum number of children a child minder can have in their own home environment?

A

3

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14
Q

Similar to day care, what now happens to child-minders?

A

They are regularly inspected for full qualifications and adequate numbers

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15
Q

What are the factors affecting Quality of Day Care?`

A
  • the number ratio of staff to children
  • staff turnover
  • physical provisions
  • staff training
  • staff dedication
  • the type of children recruited etc.
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16
Q

who did the research in 1998 against the quality of day care?

A

Leach et all (1998)

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17
Q

What procedure did Leach et al 1998 use to show the effects of poor quality daycare?

A

1200 children and their families from North London and Oxfordshire
>Mother interviewed with child when child was ages 3, 10 and 18

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18
Q

What conclusion did Leach et al (1998) come to?

A

Children who were looked after by their parents were significantly better developmentally.

Followed second by nannies and child-minders

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19
Q

How many children were involved in Leach et al (1998)s study and where were they from?

A

1200 children and their families from North London and Oxfordshire

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20
Q

What is cognitive development?

A

changes that take place with respect to mental abilities, e.g. memory, language, intelligence

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21
Q

What are the strengths of the effects of day care on cognitive development? (2 x AO1 and 2 x AO2)

A

A01 - cognitive and language development is better in high quality care
AO1 - High quality care = attentive, responsive, affectionate and stimulating caregivers

AO2 - Anderson (1992)conducted cognitive tests - early entry into day care = better results
AO2 - Burchinal (1996) found a positive correlation between quality of care and cognitive development

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22
Q

What are the weaknesses of the effects of daycare on cognitive development? (2 x AO1 and 2 x AO2)

A

AO1 - lack of stimulation –> difficulty in developing secure and positive view of self (needed for curiosity and confidence)
AO1 - Poor quality of care undermines intellectual and language development - children don’t learn about the world around them and how to communicate

AO2 - Bryant (1980) ‘childminders support quieter behaviour which leads to passive and under stimulated behaviours’
AO2 - Rulm (2000) Daycare before age 3 = lower reading and maths skills. Best results = with mother till school.

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23
Q

Which two psychologists did the research supporting the positive effects of daycare on cognitive development?

A

Leach(1992)

Burchinal(1996)

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24
Q

Which two psychologists did the research supporting the negative effects of daycare on cognitive development?

A

Bryant (1980)

Rulm (2000)

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25
Q

What four studies can be used to evaluate the effects of daycare on cognitive development?

A

Leach et al - better results earlier entry to day care
Burchinal - poisitive correlation

Bryant - childminder’s children learn different behaviours
Rulm - Best results if with mother until school

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26
Q

Evaluate the research into the effects of daycare on cognitive development

Leach Burchinal Rulm and Bryant

A
  1. Findings = correlational not causational
  2. Large variation in methods and quality of care and constant variations in a child samples – lack of reproducibility and reliability
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27
Q

What is Social development?

A

Takes place throughout ones life with respect to social behaviours - e.g. relationships with family

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28
Q

what are the positive effects of daycare on social development? (5)

A
  • Daycare = more sociable when they attend school
  • Amount of time spent in daycare is positively correlated with number of friends and extra-curricular activities
  • They cope with their peers and are more cooperative
  • They appear to be more independent and self-sufficient
  • They have developed more social skills
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29
Q

What are the negative effects of daycare on social development? (4)

A
  • They may be more aggressive
  • They may be less likely to follow instructions
  • More time in poor quality care = more stress = more disobedience
  • If they start before 1 they are more assertive, less responsive to adults; more avoidant in reunion with parents
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30
Q

It is believed that daycare could potentially affect attachments with parents because it affects their social development, however the research findings are unclear, give an example of such research?

A

Clarke-Stewart et al (1994) found no evidence of attachment differences between children cared for at home or by child-minders and those in group based care

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31
Q

Belsky and Rovine (1988) conducted a Strange Situation style study on children in daycare, what were their findings of children who spent 20hours+ a week in daycare?

A

That they were more insecurely attached than home care children

32
Q

What two effects of daycare does Belsky and Rovine’s 1988 study link to?

A

Effects on Social Development

Effects on Aggression

33
Q

Who did the research into the effects of daycare on insecurely attached children compared to securely attached children?

A

Egeland and Heister (1995)

34
Q

What were the findings of the Egeland and Heister (1995) study into the effects of daycare on insecurely attached children compared to securely attached children?

A
  • Negative effect on securely attached children
  • Positive influence on insecurely attached children
    Potential explanation: insecurely attached needed the compensatory care
35
Q

Despite the potentially worrying findings into the effects of daycare on social development, there is research to suggest a number of benefits of the effectiveness of pre-school on social development. Give details of the Schweinhart et al (1993) study

A

Between 1962 and 1967, The High/Scope Perry Pre-School Project provided high-quality pre-school education to 3-4year old African-American children in poverty and assessed to be of high risk of school failure and they were found to have lower subsequent delinquency rates in adolescence, were less likely to have a criminal record and receive welfare as adults.

36
Q

Explain the one key piece of research into the positive effects of daycare on social development

A

Schweinhart et al (1993) study:
Between 1962 and 1967, The High/Scope Perry Pre-School Project provided high-quality pre-school education to 3-4year old African-American children in poverty and assessed to be of high risk of school failure and they were found to have lower subsequent delinquency rates in adolescence, were less likely to have a criminal record and receive welfare as adults.

37
Q

What years did the High/Scope Perry Pre-school Project take place?

A

1962 - 1967

38
Q

The EPPE project links to the effects of daycare on what?

A

Aggression

39
Q

What was the Aim of the EPPE project?

A

To study the impact of pre-school on young people’s intellectual and social/behavioural development. (and also to see if it reduced social inequalities.)
Also aimed to find out whether some types of pre-school experience were more effective than others in promoting children’s development, and to discover the characteristics of an effective pre-school setting

40
Q

What was the procedure of the EPPE project?

A
  1. EPPE studied 3000 children from 141 different pre-school centres. The sample was selected to include urban, suburban and rural areas, and a range of ethnic diversity and social disadvantages.
  2. Six main types of pre-school provision were included in the study. These were playgroups, local authority or voluntary day nurseries, private day nurseries, nursery schools, nursery classes and centres combining care and education
  3. Researches assessed children individually at ¾ years old. Assessments were undertaken to create a profile of each child’s intellectual and social/behavioural development using standardized assessments, observations and reports from the pre-school worker who knew the child best.
  4. Children were assessed again at entry to primary school and analyses were carried out to compare children’s progress, taking into account a range of background factors such as parental and home background. These assessments were undertaken to assess the ‘value added’ by pre-school
41
Q

What does EPPE stand for?

A

Effective Provision of Pre-School Education

42
Q

How many children were studies in the EPPE project?

A

3000

43
Q

How many different pre-school centres were the 3000 children from in the EPPE project?

A

141

44
Q

What was significant about the sample the EPPE project aimed to include and why?

A

The sample was selected to include urban, suburban and rural areas, and a range of ethnic diversity and social disadvantages.

45
Q

How many types of pre-school provisions were included in the EPPE project?

A

Six main types of pre-school provision were included in the study. These were playgroups, local authority or voluntary day nurseries, private day nurseries, nursery schools, nursery classes and centres combining care and education

46
Q

In the EPPE project, at what 2 points were the children assessed?

A

3/4 years old

entry into primary school

47
Q

What was the point of the assessments in the EPPE project?

A

The findings were analysed to establish the ‘value added’ by daycare

48
Q

What were the 4 findings of the EPPE project?

A

: 1. Pre-school attendance improved cognitive development for all children, as well as social behavioural aspects such as independence, cooperation, conformity and relationships with other children

  1. Disadvantaged children were more likely to have adverse social profiles but this study suggests that this increased risk of anti-social behaviour could be reduced by high-quality pre-school when the children were aged 3 and 4
  2. The type of pre-school a child attends was found to have an important effect on their developmental progress. Integrated centres (combined education with care) promoted better social and intellectual development, even after taking into account children’s’ backgrounds and prior social behaviour.
  3. Disadvantaged children did better in settings with a mixture of children from different social backgrounds rather than in settings containing mostly other disadvantaged children
49
Q

What is the summarized main conclusion of the EPPE project?

A

“High levels of group care before the age of 3 were associated with high levels of increased Anti-Social Behaviour”

50
Q

What are the 2 conclusions of the EPPE project?

A

[“High levels of group care before the age of 3 were associated with high levels of increased Anti-Social Behaviour”]

  1. Pre-school can have an important positive impact on the children’s intellectual and social development. It can help to overcome the effects of social disadvantage and investing in a good quality pre-school can help overcome social exclusion when starting school and in future life and break the cycle of disadvantage.
  2. Quality of preschool experience was seen particularly influential: higher quality pre-school = offers children a significant developmental boost both intellectually and socially.
51
Q

Evaluate the EPPE Project

A
  1. Well known for its contribution to ‘evidence-based policy’ in early-years education and care. Its findings are robust because they are based on sound research methods. As a result the conclusions of this study have been acted upon at both national and local levels.
  2. Some critics have argued that the application of its principle findings have not been widespread enough, Bryson et al (2006) conducted Department for Education and Skills survey found 1.3million families were unable to find a childcare place when they needed it.
52
Q

Who criticised in 2006, the fact the findings of the EPPE project had not been made sufficiently widespread?

A

Bryson et al

53
Q

What four other researchers support the EPPE project in conducting research into the effects of daycare on aggression?

A

Sammons
Melhuish
Baker
NICHD project

54
Q

What did Sammons et al (2003) conclude about the effects of daycare on aggression?

A

indicated slight risk of increased antisocial behaviour when children spend more than 20hours per week in nurseries, and this increases noticeably when they spend more than 40 hours per week in care.

55
Q

Melhuish was one of the researchers involved in the EPPE project, what did he also warn, alongside the findings of the project?

A

also warned of increased aggression among children whose carers were constantly changing.

56
Q

Describe the NICHD study of Early childcare (into the effects on aggression)

A

> Longitudinal Study of over 1,000 children
studied children who were 4 ½ years old and currently in kindergarten with data being recorded on social competence and problem behaviours (inc. challenging behaviours such as talking back to adults). Compared to the one-to-one care offered by child-minders; the group care tended to have more adverse effects:

57
Q

What type of Study was the NICHD study?

A

Longitudinal

58
Q

How many children were involved in the NICHD study?

A

1000

59
Q

How old were the children studied in the NICHD study?

A

4 1/2 years old

60
Q

What kinds of care did the NICHD project compare?

A

Group cares, such as kindergartens and one-to-one care such as child-minders

61
Q

What could we conclude from the NICHD project?

A

The more time children spent in group care, the more aggressive and disobedient they were between 2 and 6 years old.

62
Q

‘The more time children spent in group care, the more aggressive and disobedient they were between 2 and 6 years old.’
Was the conclusion from which study?

A

NICHD

63
Q

Why can the conclusion of the NICHD project be trusted?

A

These effects remained even when quality and type of childcare, maternal sensitivity and other family background factors were taken into account.

64
Q

What was the name of Baker’s 2005 study?

A

Universal Care Day in Quebec

65
Q

What was the ‘Universal Care Day in Quebec’ study by Baker in 2005?

A

> Post movement data on 33,000 children of two parent families was analysed by Baker el a (2005):

  • Aggression around 2-4year olds increased 24% in Quebec, compared with 1% in rest of Canada
  • Wellbeing of parents declined, with a greater incidence of hostile parenting and dissatisfaction with spouses
  • They showed high levels of aggression when they went to pre-school and school
66
Q

The findings of the EPPE project can also be linked to the effects of daycare on peer relations, how?

A

EPPE findings were pre-school = greater independence, cooperation, conformity and sociability with other children and these effects were greater still in higher qualified institutions with higher qualified staff.

67
Q

As well as a study into Social development and daycare, Clarke-Stewart also did research in 1994 into the effects of daycare on peer relations, describe it?

A

found that children in group based day care were actually more sociable and were better able to negotiate with peers than children cared for at home or by child-minders.

68
Q

Clarke-Stewart’s 1994 research matches the conclusion of which other piece of research into the effects of daycare on peer relations?

A

Harvey 1999

69
Q

What was Harvey 1999’s significant statement as a result of his research?

A

Children are not affected by working moms

70
Q

Describe Harvey’s 1999 study into the effects of Daycare on peer relations

A

> Evaluated development and health of more than 6000 youngsters and found that children of women who work outside the home suffered no permanent damage due to their mother’s absence.

> His findings differed from other studies using the same group of children because he examined them later on when they were 12 years old; some of the problems detected at ages 3 and 4 may have gone away.

> According to Harvey, issues exist that are more important than outside employment of the mother: quality of parent child relationship and quality of child’s day care arrangement.

71
Q

Name the researchers involved in exploring the effects of day care on peer relations (6)

A 
EPPE
Clarke-Stewart
Harvey
Field
Campbell
Larner
72
Q

Explain Field’s 1991 research into the effects of daycare on peer relations

A

She examined amount of time children spent in day care and the quality of care they received there. She found the more time children spent in day care, the more extra-curricular activities they engaged in. Also found children who experience high quality day care showed more physical affection during peer interactions.

73
Q

Describe Campbell et al’s 2001 study into the effects of daycare on peer relations

A

Developed Field’s research, showed how the age a child enters day car is also vital for their social development. Their results showed that social competence with peers begins to stabilise at around 3 ½ years, therefore the amount and quality of out-of-home care before this age plays an important role in shaping children’s social skills.

74
Q

Describe Larner et al’s 1989 study into the effects of daycare on peer relations and why it failed.

A

was unable to complete their longitudinal study of 120 Swedish children because, over the 10 year time period, the effect of individual differences began to overtake the effects of their early care arrangements.

75
Q

What conclusions can we draw from daycare research?

A

> Comparing the effects of both home and day care on social development is difficult because of methodological problems.
Ambiguity – Belsky, ‘What determines quality of day care?’
Not all findings agree or even share same general trend
Quality of support surrounding child and home or day care must also be evaluated and individual difference considered in order to be accurate = lack of generalizability.

Psychology AS - Attachment (8 decks)

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