Li-Daycare Flashcards
what was the aim
to see the effects on cognitive abilities in children who received either high or low quality care at infant level and pre-school level
what ages were the children at the infant stage and pre-school stage
infant -0-2 years
pre-school-2-4.5 years
describe Li’s hypothesis (give 2)
-children who have high quality care at infancy will have better cognitive abilities, but this will reduce if care doesn’t continue in pre-school
-high quality care in both ages will be associated with higher cognitive ,language and academic performance
what was the sample
1364 families from north america
where did Li get her data
NICHD study
this was secondary data
at one years old what research methods were used to assess children
-observations
-questionnaires
-child assessments
what information was gathered about the families at 1 months old to avoid confounding variables
-ethnicity
-child temperament
-maternal age
-parental education
how was quality of childcare assesed
44 min ORCE
what ORCE score would indicate high quality care
3 and above out of 4
at the infant stage what test was used to assess IQ
Bayley mental developmental index
at the pre-school stage what 2 tests was used to assess children
-Woodcock johnson cognitive and achievement batteries
-preschool language scale
describe the procedure of Li
-used secondary data from NICHD study
-at the age of one month ,the children and families were assessed using a variety of methods:observations,child assesments and questionnaires
-information was also gathered on child temperament ,ethnicity and parental education to avoid confounding variables
-quality of childcare was assessed using 44 minute ORCE scores of 3 indicated high quality care
-at the infant stage the Bayley mental developmental index was used to score IQ
-at the end of pre-school stage a Woodcock johnson cognitive and achievement batteries and a pre-school language scale
describe 2 results of Li
-poor quality care during pre-school cancels the benefit of high quality infant care
-high quality pre-school causes improvement in cognitive ,language ,reading and maths results
conclusion of Li
high quality infant care is needed for cognitive development but this is undone if care isnt maintained
-high quality pre-school care is needed for maths and english skills
give a strength and a weakness of Li’s generalisability
-huge sample 1364 children more gen
-however all from north America so ethnocentric sample
give some strengths related to validity
-lots of triangulation methods e.g PLS and Woodcock Johnson can back eachother up=valid
-lots of EVs eliminated like paternal education and child tempermant
-longitudinal data=rich lots of detail
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give some weaknesses related to validity
-secondary data from NICHD was used so wont be aware of any errors
-quality of care was done on a likert scale of 4 which is reductionist and open to interpretation=subjective
-cant eliminate all EVS due to natural setting
strength on reliability and weakness
-highly standardised tasks easily repeated
-longitudinal harder/time consuming to repeat
strength of application
-ensuring daycare quality is improved as it improves cognative,maths and english skill so sensitive staff who will stimulate cognition should be hired to ensure high quality care
strength of ethical
measured naturally occuring event children werent forced to go to low-quality day cares as this was secondary research researchers caused no harm to children
how is Li’s research socially sensitive
-blames daycare worker for childrens cognitive abilitys
-some parents cannot afford high quality daycare and this research suggests it is essential for their children to have good academic and cognitive skills in the future so can make parents feel bad
