SCHWEINHART- HIGH/SCOPE Perry preschool-
Looked at daycare for disadvantages children (handicapped) and found that daycare helped social and cognitive development. In 1993; 66 children who were involved in high/scope Perry preschool in younger life, showed positive effects in later life such as a decreased rate in reported delinquency at the age of 14, decreased official chronic delinquency at the age of 19 and in the most recent follow up a decreased rate in adult criminality at the age of 27.
CREPS AND VERNON- FEAGANS-
In 1999 this study found that infants that started daycare before six months old were more sociable later in life than those who started daycare later in life. This suggested that early daycare might be better for social development.
The research that shows NEGATIVE effects of social development
BOWLBY’S MATERNAL DEPRIVATION HYPOTHESIS-
This hypothesis is about the psychological effects of daycare and that emotional care is as important to a child as physical care. Bowlby famously said “mother-love in infancy is as important for mental health as are vitamins and proteins are for physical health”. He thought it wasn’t enough just to keep a child well fed, kept, safe and warm he said that infants need continuous care/ love from the mother/primary caregiver to ensure continuous normal mental health, and if not the child will have problems forming relationships and struggle developing both socially, emotionally and cognitively.
BRYANT-CHILDMINDING-
This study found that the children in a daycare setting were actually disturbed. They suggested this is because the childminders who supplied the daycare don’t feel they have to make the effort to make special emotional bonds with the infants and don’t show as much genuine interest as the child would receive at home. This study was conducted in 1980. Showed that parents have a greater investment in the Childs well- being and are better looking after the child themselves, so not to cause any negative effects.
VIOLATTA AND RUSSELL-META-ANALYSIS-
This did a meta-analysis of the findings of 88 studies, concluding that regular daycare for more than 20 hours per week had an unmistakable negative effect on socio-emotional development, behaviour and attachment of young children.
Evaluation points from table in task two, which apply to social development
- Babies who spend more than 10 hours a week in daycare are more aggressive when they go to school
- Shy children find it difficult cope
- There are many variables involved in the relationship between daycare and the outcomes
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Some studies are over ten years old so their conclusions might not be relevant today.
These are some evaluation points for social development. But more damage is done when babies spend over 20 hours in daycare a week when talking about there later social development. True different personalities the children have will effect their social development, such as shy children will be less outgoing etc… Also yes there are many variable that will effect a Childs social development through out his/her life. Studies over ten years old may not be as relevant today as they were when they were conducted, so conclusions aren’t accurate.
TASK 4
The positive and negative daycare as on cognitive
development using research evidence
The research that shows positive effects of social development
ANDERSSON- SWEDISH STUDY-
(SAME AS IN TASK 3)
BROBERG- SWEDISH STUDY-
Study conducted in 1997 in Sweden, found at age 8 children who had been in day nursery, from all social classes, were consistently better on tests of mathematical and verbal ability than those cared for at home by parents or childminders. In fact childminding came out worse.
CAMBELL- FOLLOW UP STUDY (ABECEDARIAN)-
The Abecedarian project was with low-income children. It was started in 1972; 50 infants were assigned to high quality care, while the other 50 had a variety of different arrangements. Cambell in 2001, studied the children 20 years later and found that those who had received high-quality care were twice as likely to continue in school and scored significantly higher on reading and maths tests. They were also more likely to have a job.
The research that shows negative effects of social development
RUHM- READING AND VERBAL ABILITY-
This study in 2000 surveyed 4000 and found that 3 and 4 yr olds tend to have lower verbal ability if their mothers worked, during the child’s first year. Five and 6 yr olds tend to have worse reading and maths skills if their mothers working during the first 3 years of the child’s life.
BAYDER AND BROOKS- GUNN-
In 1991 a study on 1000 children was conducted, Bayder and Brooks concluded that their cognitive development was lower if their mothers worked when they were of a very young age, before 1 yr old, compared to the children who’s mothers started work later in their lives.
BOWLBY’S MATERNAL DEPRIVATION HYPOTHESIS-
(Same as in task 3)
Evaluation points from table in task two, which apply to cognitive development
- There are many variables involved in the relationship between daycare and the outcomes
- Daycare can show a correlation with the outcomes but it can’t tell us about the causes
- Some studies are over ten years old so their conclusions might not be relevant today.
- Insecurely attached children do best in daycare
There are lots of variables that a child will encounter during his/her cognitive development. Daycare can only show a link between cognitive development and separation from child mothers, but can’t actually prove the cause of how the child turns out. Again older studies aren’t as good as the newer ones but still provide evidence. Differently attached children perform differently at daycare for example insecure children won’t be thinking about their mother and will be able to work etc…
