As non-parental care during a child's early years has increased recently, the impact of this shift in care experiences has been closely examined. This study investigated the relation between the number of years a child experiences parental care prior to entrance into kindergarten and teacher ratings of social skills and behavior in kindergarten. Forty-three parents and seven kindergarten teachers in a small, suburban school district participated. The results did not substantiate this study's initial hypothesis that experiencing more years of parental care would relate to higher ratings of social skills and lower ratings of problem behavior. There was no significant correlation between teacher ratings and the number of years a child receives parental care, though the correlations were in expected directions. Additionally, it was found that boys were rated as exhibiting more problem behaviors. The impact of a small sample size and other limitations of the study are discussed.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Early childhood education, Educational psychology|
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