effects of early education on later social, adaptative and behavioural functioning / by arlene d. whiffen.
abstract
the effects of early education on later social, adaptive and
behavioural functioning was assessed using the child behavior
checklist and the teacher’s report form. twenty- five primary grade
children who had been previously exposed to a pre school programme
were compared with twenty- five children who were either cared for by a
babysitter or a parent at home prior to entering the primary grade.
results indicated that children exposed to an early education programme
were more likely to be rated by parents as socially withdrawn, that is,
having poor peer relations, feeling persecuted, preferring to be alone
and being teased. in addition, children cared for by a parent in the home,
as opposed to a babysitter, were rated by parents as less involved in
social activitiies, i.e., sports, clubs. teacher’s described children raised
by a babysitter as having anxious qualities such as being shy, timid and
clinging to adults. correlations between length of care and the
dependent variables and the association between parent and teacher
ratings on various sub- scales of the child behavior checklist and the
teacher’s report form are also discussed. the social implications of
these findings are reviewed.
collections
- retrospective theses [1604]