Research Into Effects Of Day Care - Campbell Et Al. (2000)

Front 1

What type of study was this?

Back 1

Longitudinal

Front 2

Who was sample?

Back 2

- Kids from Sweden - all attended childcare continuously between ages of 18 months and 3 and a half
- 9 attended family based day care (childminder)
- 30 attended nursery
- Another 9 switched from family based care to nursery based care during study

Front 3

Who was this sample compared with?

Back 3

Group of kids that couldn't get into day care due to competition

Front 4

Procedure/methodology
What was one part of the procedure before day care had started?

Back 4

- 18 months - kids observed in homes playing with familiar peers
- Researcher assessed standard of care using Caldwell's HOME inventory

Front 5

Procedure/methodology
What was the second part of the procedure after day care had started?

Back 5

Observed playing with other kids for 30 mins
Provided researchers with baseline condition at 18 months to see how socially skilled kids were before care started
Two assessments (home/day care observation) repeated at 2 and a half and and a half years of age

Front 6

Procedure/methodology
What happened when the children were 6 and a half?

Back 6

Social competence assessed by asking care provider to describe child's social skills

Front 7

Procedure/methodology
What happened when the children were 8 and a half?

Back 7

Class teachers asked to give perceptions of child's social behaviour

Front 8

Procedure/methodology
What happened when they reached 15 years of age?

Back 8

Participants visited at home and completed two self-report measurements of social development

Front 9

Procedure/methodology
What were these self-report measurements and what kinds of questions did they include?

Back 9

1) Friendship quality questionnaire (FQQ)
2) Social style questionnaire (SSQ)
Included questions such as:
'How good are you at going to places where there are unfamiliar people?'
'How good are you at listening whilst others let off steam about problems?"

Front 10

Campbell et al. (2000)
Outline some of the findings

Back 10

Kids who spent long days in day care (8am - 6pm) under age of 3 and a half = less socially competent
Those attended more days per week but with shorter days more socially competent

Front 11

Campbell et al. (2000)
How can these findings be explained?

Back 11

Small kids who have long days may become tired/frustrated with having to share adult attention for long time = more negative interactions with peers

Front 12

Campbell et al. (2000)
Outline some of the findings

Back 12

- Those who attend more days but with shorter sessions gain more social benefit

Front 13

Campbell et al. (2000)
Outline some of the findings in regards to quality of care

Back 13

Those who attended high quality care before 3 and a half developed better social abilities
Social competence relatively stable between 3 and a half and 15 years of age
Children socially skilled at 3 and a half tended to be socially skilled at three later intervals

Front 14

Campbell et al. (2000)
Outline some of the findings in regards to quality of care
What do these findings imply?

Back 14

Social skills have largely developed around 3 and a half; remain relatively constant throughout childhood

Front 15

Campbell et al. (2000)
What does this study strongly suggest?

Back 15

Good quality early childcare at least up to age of 3 and a half important in development of socially skilled children/social competence level persists through childhood and adolescence