English  |  正體中文  |  简体中文  |  Items with full text/Total items : 86460/115165 (75%)
Visitors : 23138320      Online Users : 188
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/62520


    Title: Multiple Child Care Arrangement and Child Well Being: Early Care Experiences in Australia
    Authors: 陳人豪
    Chen,Jen-Hao;Claessens,Amy
    Contributors: 社會系
    Keywords: Australia;Child care multiplicity;Socioemotional skills
    Date: 2013.03
    Issue Date: 2013-12-13 18:00:44 (UTC+8)
    Abstract: Nearly one quarter of Australian children under the age of 5 experience multiple non-parental child care arrangements. Research focused on the relationship between multiple child care arrangements and child socioemotional development is limited, particularly in Australia. Evidence from the United States and Europe has linked multiple child care arrangements to increases in children's problem behaviors (de Schipper et al., 2004 and Morrissey, 2009), but there is little corresponding evidence on Australian children's child care experiences. Using a nationally representative sample of Australian children, we examined the associations between concurrent multiple child care arrangements and child socioemotional and behavioral development at age 4.5. We found suggestive evidence that child care multiplicity at age 4.5 is related to higher levels of behavior problems. However, this relationship is moderated by prior child care experiences. We found that prior care multiplicity mitigates the relationship between concurrent multiplicity and children's prosocial skills and conduct problems. In contrast, moving from a single arrangement or no non-parental child care to multiple arrangements appears to be negatively associated with children's concurrent socioemotional skills. Implications for policy and practice are discussed.
    Relation: Early Childhood Research Quarterly, 28,49-61
    Data Type: article
    Appears in Collections:[社會學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    4961.pdf417KbAdobe PDF917View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback