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15 Cards in this Set
- Front
- Back
What type of study was this?
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Longitudinal
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Who was sample?
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- 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 |
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Who was this sample compared with?
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Group of kids that couldn't get into day care due to competition
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Procedure/methodology
What was one part of the procedure before day care had started? |
- 18 months - kids observed in homes playing with familiar peers
- Researcher assessed standard of care using Caldwell's HOME inventory |
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Procedure/methodology
What was the second part of the procedure after day care had started? |
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 |
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Procedure/methodology
What happened when the children were 6 and a half? |
Social competence assessed by asking care provider to describe child's social skills
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Procedure/methodology
What happened when the children were 8 and a half? |
Class teachers asked to give perceptions of child's social behaviour
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Procedure/methodology
What happened when they reached 15 years of age? |
Participants visited at home and completed two self-report measurements of social development
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Procedure/methodology
What were these self-report measurements and what kinds of questions did they include? |
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?" |
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Campbell et al. (2000)
Outline some of the findings |
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 |
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Campbell et al. (2000)
How can these findings be explained? |
Small kids who have long days may become tired/frustrated with having to share adult attention for long time = more negative interactions with peers
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Campbell et al. (2000)
Outline some of the findings |
- Those who attend more days but with shorter sessions gain more social benefit
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Campbell et al. (2000)
Outline some of the findings in regards to quality of care |
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 |
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Campbell et al. (2000)
Outline some of the findings in regards to quality of care What do these findings imply? |
Social skills have largely developed around 3 and a half; remain relatively constant throughout childhood
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Campbell et al. (2000)
What does this study strongly suggest? |
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
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