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



État de publication: Publiée (2012 )

Type de présentation: Article

Nom de la rencontre: 3rd International Conference on New Horizons in Education 2012

Lieu: Prague, République Tchèque


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.

Théorie de l'activité: