Educational daycare from infancy and externalizing and internalizing behaviors in early childhood: differential effect by children's vulnerability and childcare type.

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 and childcare type. ». Conference, International conference on new horizons in education, Prague, République Tchèque, juin 2012.

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Résumé

This study compares, for non-vulnerable and vulnerable children, externalizing and internalizing behaviors in toddlerhood and preschool years across children attending an educational daycare with those of children remaining under the care of their parent. The 66 participant experienced the same type of care from their first year of life to the year prior to kindergarten (daycare, n = 45; 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. On the other hand, parental care is associated with an increase in both externalizing and internalizing behaviors. This study suggests that the effect of childcare type on externalizing and internalizing behaviors from 2 to 4 years old is moderated by a child’s vulnerability

Type: Conférence
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: 28 nov. 2018 08:55
Dernière modification: 28 nov. 2018 08:55
Adresse URL : http://archipel.uqam.ca/id/eprint/11916

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