The Effect of Early Day Care on the Social Skills of Kindergarteners and Third Graders

Author

Jodie Baugh, University of Texas Permian Basin

Date of Award

5-1990

Document Type

Research Project Report

Degree Name

Master of Arts (MA)

Department

Education

Supervisory Committee Chair

Spencer K. Thompson, Ph.D.

Second Advisor

Emilio Mutis-Duplat, Ph.D.

Third Advisor

Judith Cochran, Ph.D.

Abstract

The effect of day care histories (full-time care beginning in infancy, part-time care, and exclusive maternal care) on kindergarteners and third graders social development was examined. One hundred and fifty-one students from Midland Independent School District participated in the study. The students were rated on their social behavior by their teachers and peers. There were no significant differences between children who had been in day care and children who had not. The children who began full-time day care in infancy were rated lower on some behaviors than their peers who had entered day care at later ages. The main effects of sex and grade produced differing results in the interactions of children with day-care experiences which could be of importance in a more comprehensive study.

Comments

BF723.S62.B38 1990

Recommended Citation

Baugh, Jodie, "The Effect of Early Day Care on the Social Skills of Kindergarteners and Third Graders" (1990). Graduate Theses. 86.
https://falconcommons.utpb.edu/utpb-edu/86