PubMed Health⌕ Search

Biomedical subjects

C Howes

Publications and source records attributed to C Howes.

27 records · Page 2Linked to original sources
PubMed1990

Peer interactions and friendships in an ethnically diverse school setting.

Peer interaction, social status, and reciprocated friendships were examined in 2 ethnically diverse groups of children: 104 kindergartners and 106 third graders. There was no correlation between social status and ethnicity. Third-grade children formed more cross-ethnic friendships and engaged in more cross-ethnic positive peer interaction than kindergartners. Children with more cross-ethnic friendships and more cross-ethnic peer interaction were no different in social status than children with fewer cross-ethnic experiences.

Child↗
PubMed1985

The consequences of child abuse for the formation of relationships with peers.

The peer interaction of 26 physically abused children was observed and compared to the peer interaction of normal children (n = 26), neglected children (n = 4) and children referred to a child guidance clinic (n = 21). The children were either enrolled in a day-care intervention program and observed in well-established peer groups or not enrolled in peer-based intervention and observed in newly formed peer groups. The hypothesis that abused children who were enrolled in day-care intervention programs would be more competent in peer interaction than abused children who were observed in newly formed groups and not enrolled in peer-based intervention programs was supported. The peer interaction of abused children in well-established groups was similar to that of normal children and more skillful than that of abused and clinic children in newly formed groups. Normal children engaged in similar peer interaction in newly formed and well-established groups. The results are discussed in terms of the social support network provided by the day-care intervention and missing in the family environment of abused children.

Child Abuse↗
PubMedDate not supplied

Pressuring children to learn versus developmentally appropriate education.

Preschool and kindergarten programs have changed focus from an emphasis on play to an emphasis on formal academics. This trend is evaluated in light of research on children's development and learning. An alternative model of a developmentally appropriate program for young children is discussed.

Child Development↗
PubMedDate not supplied

The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.

The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher-child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.

Child↗
PubMedDate not supplied

Child care cost and quality.

This article summarizes what is known about the cost and quality of full-time child care in centers and family child care homes, and about parents' attention to quality in making child care choices. It relies primarily upon two recent studies which are among the first to collect detailed information about child care operating costs: the Cost, Quality, and Child Outcomes in Child Care Centers study and the Economics of Family Child Care study. Results indicate that mediocre quality is the rule and that parents often do not choose quality settings for their children. At the present time, child care quality is only modestly related to the cost of providing services. In part, the modesty of this relationship reflects the low wages of child care staff, the availability of in-kind donations in the nonprofit sector, and the altruistic motivations of many providers that depress direct costs and the fees charged for child care. The article concludes with recommendations of future: (1) launch consumer education efforts; (2) implement higher standards for child care at the state level; (3) avoid public policies that encourage people to become child care providers if they have no interest in such a career; (4) increase public and private investments in child care; and (5) develop the means to compensate child care workers as is appropriate for their levels of training, experience, and responsibility.

Accreditation↗