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A naturalistic observation of social behaviours during preschool drop-off

Resource Type: Reports & Papers
Author(s): Grady, Jessica S.; Ale, Chelsea M.; Morris, Tracy L.
Date Issued: December, 2012
Description: The present study utilised naturalistic observation to assess the impact of parental departure during daily drop-off at preschool on children's settling into daily preschool routines. Forty-six 3-5-year-old children and their parents/caregivers were observed during morning drop-off at preschool. Longer latencies of parent/caregiver leaving were associated with less child-peer engagement, solitary active play, and onlooking and were associated with more child-caregiver proximity-seeking, hugging and kissing, and picking up and holding. Mothers and other female caregivers were slightly more likely to pick up and hold their children during drop-off than fathers and other male caregivers. Findings suggest that continued parental involvement may initially hinder children's daily settling into the preschool classroom environment through facilitation of escape or avoidance. Additional research is needed to better understand individual differences that may serve as protective factors or vulnerabilities affecting children's daily adaptation to the preschool environment. (author abstract)
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Journal Title: Early Child Development and Care
Volume Number: 182
Issue Number: 12
Page Range: 1683-1694
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Parents & Families > Involvement In Child Care & Early Education > Parent-Child
Country: United States
ISSN: 1476-8275 Online
0300-4430 Paper
Peer Reviewed: yes
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