Relations Between Early Childhood Care Arrangements and College Students' Psychosocial Development and Academic Performance  

Oleh:

Ispa, Jean M. ; Gray, Mary M. ; Thornburg, Kathy R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Adolescence vol. 25 no. 99 (1990), page 529-542.
Topik: relationships; childhood; psychosocial development; academic performance

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: AA8.1 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Associations were explored between early substitute care and white middle - class college students' psychosocial development and academic performance. One set of analyses explored associations with the amount of substitute care experienced throughout early childhood (infancy and at ages 2 and 4) and college students' development, another set explored associations between amount of substitute care during infancy (none, part - time, or full - time). Substitute care experience during infancy alone did not differentiate students on the Erikson Psychosocial Inventory Scale (EPSI). There were some near - significant differences on the EPSI among students in different child care arrangements throughout early childhood, but these did not present a consistent pattern. Students' care experience also did not predict the number of extra curricular activities in whihc they were presently involved or whether they choose people - or thing - riented academic majors. However, no day care in infancy followed by full - time day care at ages 2 and 4 was the best predictor of above - average high school academic achievement, and part - time care throughout infancy and early childhood was the best predictor of average high school academic achievement.

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