Educational Daycare from Infancy and Externalizing and Internalizing Behaviors in Early Childhood: Differential Effect by Children's Vulnerability

Lemay, Lise; Bigras, Nathalie et Bouchard, Caroline (2012). « Educational Daycare from Infancy and Externalizing and Internalizing Behaviors in Early Childhood: Differential Effect by Children's Vulnerability ». Procedia - Social and Behavioral Sciences, 55, pp. 115-127.

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Résumé

This study compares externalizing and internalizing behaviors in toddlerhood and preschool years across 66 non-vulnerable and vulnerable children attending an educational daycare (n = 45) or remaining under parental care (n = 21). Results indicate that, for non-vulnerable children, type of care isn’t associated with externalizing and internalizing behaviors. However, for vulnerable children, attending a daycare is associated with a reduction in externalizing behaviors and with higher (but also decreasing) internalizing behaviors between 2 and 4 years of age. In contrast, parental care is associated with an increase in both externalizing and internalizing behaviors.

Type: Article de revue scientifique
Mots-clés ou Sujets: Educational daycare, Risk factors, Externalizing behaviors, Internalizing behaviors
Unité d'appartenance: Faculté des sciences de l'éducation > Équipe de recherche Qualité des contextes éducatifs de la petite enfance
Déposé par: delegation Alexandra Paquette
Date de dépôt: 15 oct. 2018 09:04
Dernière modification: 15 oct. 2018 09:04
Adresse URL : http://archipel.uqam.ca/id/eprint/11730

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