TY - JOUR
T1 - Peer and parent-child interaction before and after enrollment in nursery school
AU - Roopnarine, Jaipaul L.
AU - Lamb, Michael E.
N1 - Funding Information:
As the recent review by Belsky and Steinberg (1978) attests, there is considerable interest in determining whether and how extrafamilial care for preschoolers affects their socioemotional and cognitive development. The research conducted thus far has not yielded clear and persuasive findings because methodological and conceptual confounds plague many of the studies in this area. One such flaw is the implicit assumption that at the time of enrollment in day care or nursery school, children are indistinguishable from peers who continue to be reared at home. Thus any difference between day care and non-day care children is attributed to the substitute care experience. The present study was designed to test *This research was supported by a grant to author Lamb from the Graduate School Research Committee of the Universityo f Wisconsin-Madison.C asey Felber, Diane Grinnell, Monica Host, Cindy Neff, and Elizabeth Socha assisted with the observations. Address correspondence and reprint requests to Michael E. Lamb, Department of Psychology and Center for Human Growth and Development, Universityo f Michigan, 1111 E. Catherine Street, Ann Arbor, MI 48109.
PY - 1980
Y1 - 1980
N2 - Forty-five three-year-olds and their parents participated in the research. Twenty-four of the children were observed two months and one week before, as well as two months after, enrollment in a nursery school. The others were observed at comparable intervals, but remained at home in the fulltime care of their parents. On all occasions, the children who were about to enter or had entered nursery school engaged in more positive interaction with and sought more proximity to their parents than the home care children did. These tendencies were unaffected by enrollment in nursery school. There were no differences between nursery school and home care children on measures of peer interaction eithe before or after nursery school began. The need to consider differences between nursery school and home care children that antedate enrollment is emphasized.
AB - Forty-five three-year-olds and their parents participated in the research. Twenty-four of the children were observed two months and one week before, as well as two months after, enrollment in a nursery school. The others were observed at comparable intervals, but remained at home in the fulltime care of their parents. On all occasions, the children who were about to enter or had entered nursery school engaged in more positive interaction with and sought more proximity to their parents than the home care children did. These tendencies were unaffected by enrollment in nursery school. There were no differences between nursery school and home care children on measures of peer interaction eithe before or after nursery school began. The need to consider differences between nursery school and home care children that antedate enrollment is emphasized.
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U2 - 10.1016/0193-3973(80)90063-5
DO - 10.1016/0193-3973(80)90063-5
M3 - Article
AN - SCOPUS:0039007735
SN - 0193-3973
VL - 1
SP - 77
EP - 81
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
IS - 1
ER -