• 主题
高级搜索  >
历史搜索 清空历史
首页> 美国卫生研究院文献>other >Rural Families’ Use of Multiple Child Care Arrangements from 6 to 58 Months and Children’s Kindergarten Behavioral and Academic Outcomes
【2h】

Rural Families’ Use of Multiple Child Care Arrangements from 6 to 58 Months and Children’s Kindergarten Behavioral and Academic Outcomes

机译：农村家庭使用6个月至58个月的多重托儿安排以及儿童幼儿园的行为和学业成果

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务，本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文，但由于OA文献来源多样且变更频繁，仍可能出现获取不到、文献不完整或与标题不符等情况，如果获取不到我们将提供退款服务。请知悉。
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Non-parental child care prior to kindergarten is a normative experience for the majority of children in the United States, with children commonly experiencing multiple arrangements, or more than one concurrent child care arrangement. The experience of multiple arrangements has predominantly been shown to be negatively related to young children’s health and behavioral outcomes. The present study examined the use of multiple concurrent arrangements for children in the Family Life Project, a representative sample of families living in six high-poverty rural counties. Using the full sample of 1,292 children who were followed from six months to kindergarten, this study examined the associations between the number of child care arrangements averaged across six time points and children’s behavioral and academic outcomes in kindergarten. After including a number of control variables, regression results suggested that a greater number of arrangements prior to kindergarten were related to higher levels of teacher-reported negative behaviors, but not positive behaviors, and letter-word decoding skills, but not mathematics skills, though effect sizes were small. Moderation analyses by child care type and quality were conducted, with no evidence emerging that findings varied by type or quality of care.
机译：在美国，大多数儿童在上幼儿园之前的非父母儿童保育是一种规范性的经历，其中儿童通常经历多种安排，或同时进行多个儿童保育安排。多项安排的经验已被证明与幼儿的健康和行为结果负相关。本研究研究了家庭生活项目中对儿童的多种同时安排的使用，该项目是生活在六个高贫困农村县的家庭的代表样本。该研究使用了1292名从六个月到上幼儿园的儿童的全部样本，研究了六个时间点的平均托儿安排数量与儿童在幼儿园的行为和学业成绩之间的关系。在包括许多控制变量后，回归结果表明，幼儿园之前进行的更多安排与较高水平的老师报告的负面行为有关，而与积极行为无关，与字母解码技能有关，但与数学技能无关。效果大小很小。进行了按儿童保育类型和质量进行的适度分析，没有证据表明发现因护理类型或质量而异。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号