3. choose childminding as it is similar to at home care Mayall and Petrie F: quality of care varied with some being under stimulating where the children didn’t thrive : stimulating Harris et al F: some children were disturbed. The childminders didn’t form emotional bonds and rewarding quiet behaviour Kagan 33 infants 3 ½ months old, full time in a nursery, against a control group assessed throughout 2 years F: no consistently large differences between home and nursery children in attachment, sociability and cognition Vandell et al Rated by teachers and parents Texas children in day nurseries had low peer relations and emotional health

4. researched the effects of three factors Quality of day care amount of care and type of care all three had never been looked at together before longitudinal study looked at cognitive and social development frequent intervals from infancy to 54 months later research looked at the effects up till 12 years detailed info on the family backgrounds was taken fully into account when working out the effects of day care reduced selection bias by identifying it compared effects of 5 different forms of day care father care grandparent care home based care outside caregivers home, excluding grandparents in home care, any caregiver except father and grandparents centre group care

5. Belsky increased risk of a child developing insecure attachment if in day care for 4 months before the 1 st birthday Clark – Stewart et al attachment is not effected by separation in comparing high intensity and low intensity care Roggman Using the strange situation compared in home care with day care before the age of 1 no difference in attachment Erel day care had no adverse effects had no effect on cognitive abilities

6. there may be negative effects on day care for very young children there may be positive effects on day care for social skills Children may become more active, outgoing and playful who go to day care Shea increase in sociability linked to 5 day a week day care : 2 days peer relationships are more advanced in day care Clarke – Stewart children in day care learned how to cope in social situations and negotiate Those in high quality care, have educated parents compared to those in low quality care therefore you cannot be sure whether or not it is parenting or day care which is responsible NICHHD day was linked to peer relations high quality care was more so

7. day care affect aggression more opportunities learn how to resolve conflict physical aggression is at peak in pre-school years may be a chance for anti-social behaviour Vandell 8 year olds in full time care from 1 st year of live rated by teachers and parents as being non - compliant Bates any type of day care in the first 5yrs of life led to behavioural problems and aggression adverse effects of day care would by seen when the children are in large groups Haskins behavioural problems were among children spending the most time in day care Borge compare physical aggression in children in day care : full time with mothers more aggression in those children looked after full time by their mothers who were less socially disadvantaged researchers fail to distinguish between assertive, and aggressive and disobedient behaviour NICHHD used a Q to separate the 2 and rate aggression and assertiveness were higher in day care children ijzendoorn re-assessed the NICHHD research centre based care associated with externalising problems occurred when day care involved non relatives

8.  Cannot control the external variable of which children go into day care therefore the externalising factors may be caused by factors outside of day-care  most research into aggression fails to take account of the different types of externalising factors such as assertiveness and disobedience, therefore the accuracy of the research decreases as results may not actually show aggression  much research doesn't take into account the three factors quality of care, duration of care or type of care, therefore isn’t a reliable account on how it effects social development and only those studies which do e.g. NICHHD are reliable enough to draw definitive conclusions  small sample size decreases reliability and validity of the studies as they aren’t large enough to make reliable conclusions about the rest of children in day care  most of these studies involve American infants for that reason the results and conclusions are culturally bias and ungeralisable to other infants in day care in other countries  most research only considers the effects at early age not looking at the long term effects of it so much of the effect cannot be validated to long term cause.

10. Hodges and Tizzard highlight the importance of consistency, in their study of orphanages children couldn’t form attachments and had been with over 50 caregivers NICHHD there should be a maximum ratio of 1:3 minimal turnover each child assigned to 1 specific individual( primary caregiver)

11. high quality care is fundimental to good social development increase verbal communication increasing availability of toys providing sensitive emotional care higher caregiver to child ratios increasing verbal communication oates observed engagement in classes was linked to quality of care sensitive emotional care NICHHD ¼ highly sensitive ½ moderately sensitive 1/5 emotionally detached Harris see earlier slide possible to improve quality of care Howes 6 months of training more secure children more sensitive caregivers other ways to improve quality Howes increasing caregiver to child ratio’s more training to caregivers Childs emotional and intelligence increased caregivers were more responsive Manipulation ofvariables

12. financial aspects play a large part in whether or not a child goes into day care it may be better for the parents to consider the needs and personality of their child as to what type of day care they are put in externalising factors such as aggression are more prominant in centre based care facilities therefore a child with aggressive tendencies may be better suited to in- home care children from socially disadvantaged backgrounds may be subject to more beneficial effects from group care compared to the opposite. Borge – see previous slide children who attend day care have more advanced peer relations (Clarke and Stewart) may be beneficial for young children with no siblings to attend group day care compared to those without