Part of a book
Linda A. White, Anika Ganness, Michal Perlman
Craig H. Hart Peter K. Smith, Wiley, 2022 Mar, pp. 349--365
Craig H. Hart Peter K. Smith, Wiley, 2022 Mar, pp. 349--365
Cite
Cite
APA
White, L. A., Ganness, A., & Perlman, M. (2022). Children's Social Development within the Context of Early Childhood Education and Care Experiences. In C. H. H. Peter K. Smith (Ed.) (pp. 349–365). Wiley.
Chicago/Turabian
White, Linda A., Anika Ganness, and Michal Perlman. “Children's Social Development within the Context of Early Childhood Education and Care Experiences.” In , edited by Craig H. Hart Peter K. Smith, 349–365. Wiley, 2022.
MLA
White, Linda A., et al. Children's Social Development within the Context of Early Childhood Education and Care Experiences. Edited by Craig H. Hart Peter K. Smith, Wiley, 2022, pp. 349–65.
Summary
Families access Early Childhood Education and Care (ECEC) settings as a way to support maternal employment as well as to support children's development. Drawing on Bronfenbrenner's ecological system theory, this chapter first reviews the literature that documents the potential social and emotional effects of exposure to quality ECEC services. Specifically, it examines research about the delivery of ECEC services (for example, poor pay leading to high rates of staff turnover) that may explain findings in the research about associations between ECEC quality and child outcomes. Baker et al. found that increased ECEC had little effect on child development, with few or insignificant changes to children's temperament, motor and social development in response to ECEC programming. The chapter also examines policy features in Anglo-American countries such as Canada and the United States in particular that might account for the lack of association of ECEC programs and positive child-development outcomes.
