Description:
The objective of this study is to determine which features of non-parental child care and education (ECE), from infancy through preschool, together with family experiences, predict the development of prosocial behavior, a critical and early-appearing component of social competence. Exploring these associations is especially important given the ubiquity of ECE in the lives of infants and young children today, and the central role of prosocial behavior in academic and social success.
Resource Type:
Administration for Children and Families/OPRE Projects
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