Abstract
This study investigated how the age of entry into regular group day care may influence, in the context of other relevant variables, some short-time outcomes of this experience. In particular the study focused on behaviours expressing well-being or discomfort in the day care environment during the third year. Subjects were 129 young children who were enrolled in group day care when they were 6–29 months old. During their third year their social behaviour was evaluated by caregivers with the Day Care Adaptation Scale. Researchers observed 54 of the children in reunion with their parents. The quality of care was rated with the ITERS scale. It was found that children who started day care in the intervals 6–12 months and 18–23 months displayed more frequently difficult reunions with their mothers, and were rated as less resistant to frustration. Children who started day care from 12–17 months showed lower relational distress. Some significant relationships were found between the ratings of ITERS and the Day Care Adaptation Scale. These findings are discussed with reference to theories of attachment.
Résumé
Cette recherche concerne les effets (bien-être ou difficultés relationnelles) sur des enfants de 3 ans de la garde non-parentale survenant à différents âge. 129 jeunes enfants ayant fréquenté régulièrement un centre de garde à partir d’un âge pouvant aller de 6 à 29 mois ont été examinés à l’âge de 3 ans à l’aide de la Day Care Adaptation Scale (DCAS). 54 de ces enfants ont été observés en relation avec leurs parents. La qualité de la prise en charge était évaluée à l’aide de l’échelle ITERS. Les enfants mis en garderie entre 6 et 12 mois ou entre 18 et 23 mois manifestèrent plus de difficultés dans le contact à leur mère et apparurent résister moins bien à la frustration que les autres. Les enfants ayant fréquenté une garderie à partir d 12–17 mois manifestèrent moins de signes de détresse dans la relation; Des relations significatives entre ITERS et DCAS. La théorie de l’attachement sert de cadre à la discussion de ces résultats.
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This research was supported in part by a grant of CNR of Italy.
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Varin, D., Crugnola, C.R., Molina, P. et al. Sensitive periods in the development of attachment and the age of entry into day care. Eur J Psychol Educ 11, 215–229 (1996). https://doi.org/10.1007/BF03172726
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DOI: https://doi.org/10.1007/BF03172726