Teacher—Child Interaction and Child-Care Auspices as Predictors of Social Outcomes in Infants, Toddlers, and Preschoolers

Infants, toddlers, and preschoolers (N = 718), who were enrolled in 120 child-care centers from Massachusetts, Virginia, and Georgia, were assessed for social outcomes. Four auspices of child-care centers were sampled: nonprofit, local for-profit, national chains for-profit, and church-sponsored. Th...

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Bibliographic Details
Published in:Merrill-Palmer Quarterly 1997-07, Vol.43 (3), p.426-450
Main Authors: McCartney, Kathleen, Scarr, Sandra, Rocheleau, Anne, Phillips, Deborah, Abbott-Shim, Martha, Eisenberg, Marlene, Keefe, Nancy, Rosenthal, Saul, Ruh, Jennifer
Format: Article
Language:English
Subjects:
Behavior Problems
Caregivers
Child care
Child Care Centers
Child Development
Children & youth
Day Care
Day care centers
Day Care Effects
Day Care Quality
Families & family life
Family Work Relationship
Hypotheses
Infants
Mothers
Nonprofit organizations
Observational research
Parents
Parents & parenting
Preschool Children
Preschool Education
Profit centers
Quality
RESEARCH REPORTS
Researchers
Social change
Social Development
Social interaction
Studies
Teacher education
Teachers
Toddlers
Workforce planning
Young Children
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Summary:Infants, toddlers, and preschoolers (N = 718), who were enrolled in 120 child-care centers from Massachusetts, Virginia, and Georgia, were assessed for social outcomes. Four auspices of child-care centers were sampled: nonprofit, local for-profit, national chains for-profit, and church-sponsored. There were few associations between teacher—child interaction and children's social outcomes, with the exception that teacher—child interaction was associated with social bids by toddlers and preschoolers in the centers. Higher work—family interference was associated with poorer social outcomes generally. Children in nonprofit centers had better social outcomes on some measures, although effects were small. Policy and research implications are discussed.
ISSN:0272-930X
1535-0266