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It takes two: Sensitive caregiving across contexts and children's social, emotional, and academic outcomes

Resource Type: Reports & Papers
Author(s): Vesely, Colleen K.; Brown, Elizabeth Levine; Mahatmya, Duhita;
Date Issued: October, 2013
Description: Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study (n=135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence groups were created based on levels of high and low maternal and child care provider sensitivity. Children with high maternal sensitivity and low child care provider sensitivity had lower scores on measures of social competence and applied problems compared to children with high maternal and child care provider sensitivity. Children with low maternal sensitivity but high child care provider sensitivity displayed higher emotional competence than children with low maternal and child care sensitivity, implying an important protective benefit of child care. Practice or Policy: Current state and federal policy climates, including recently awarded Early Learning Challenge grants focused on social and personal development and the Academic, Social, and Emotional Learning Act, reflect an important emphasis on social and emotional learning. Given this, the findings from this study implicate the role of families and child care providers as important components in any policy or program focused on shaping children's early social and emotional outcomes. (author abstract)
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Data Collector(s): Research Triangle Institute
Journal Title: Early Education and Development
Volume Number: 24
Issue Number: 7
Page Range: 960-978
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality > Process Quality

Parents & Families > Parent/Family Characteristics
Country: United States
States: ILLINOIS, MASSACHUSETTS, TEXAS
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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