Date of Award

Fall 1996

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Elaine M. Justice

Committee Member

Raymond H. Kirby

Committee Member

Janis Sanchez-Hucles

Call Number for Print

Special Collections LD4331.P65 C655

Abstract

The purpose of the present study was to investigate differences in the school performances of children with different early child care experiences. The relationship between parental quality ratings of early child care experiences and subsequent school performance was also examined. The subjects in this study were 99 first grade students from two public elementary schools in Chesapeake, Virginia. The parents of these students were asked to assess broad areas of their children's early care. This assessment resulted in four subscores and one overall score of quality. The school performance scores included two measures of academic achievement obtained from the students' kindergarten records and a measure of social-emotional adjustment obtained from the students' teachers. The results of analyses of variance indicated that there were very few differences in the school performance measures among the various early child care settings. Multiple regression analyses and Pearson Product Moment correlations revealed that there was a significant relationship between parental ratings of early child care experience and the three school performance measures. These results support the view that parents should look for desired qualities within a particular setting when making a child care choice.

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DOI

10.25777/0s29-aw67

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