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1
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
Bratsch-Hines, Mary E
;
Carr, Robert
;
Zgourou, Eleni
;
Vernon-Feagans, Lynne
;
Willoughby, Michael
. - : Wiley, 2021
Abstract:
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.
Keyword:
Academic Success
;
Adult
;
Caregivers
;
Child
;
Child Care
;
Child Development
;
Educational Status
;
Family
;
Female
;
Humans
;
Infant
;
Language Development
;
Longitudinal Studies
;
Male
;
Parent-Child Relations
;
Preschool
;
Professional-Patient Relations
;
Quality of Health Care
;
Social Skills
;
Time Factors
;
United States
;
Young Adult
URL:
https://hdl.handle.net/10161/23712
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2
Caregiver-Child Verbal Interactions in Child Care: A Buffer against Poor Language Outcomes when Maternal Language Input is Less
Vernon-Feagans, Lynne
;
Bratsch-Hines, Mary E.
. - 2013
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