Early nonparental care and social behavior in elementary school : support for a social group adaptation hypothesis
dc.contributor.author | Pingault, Jean-Baptiste | |
dc.contributor.author | Tremblay, Richard Ernest | |
dc.contributor.author | Vitaro, Frank | |
dc.contributor.author | Japel, Christa | |
dc.contributor.author | Boivin, Michel | |
dc.contributor.author | Côté, Sylvana | |
dc.date.accessioned | 2018-10-02T18:21:34Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2018-10-02T18:21:34Z | |
dc.date.issued | 2015-08-06 | |
dc.identifier.uri | http://hdl.handle.net/1866/20971 | |
dc.publisher | Wiley | fr |
dc.subject | Child care | fr |
dc.subject | Primary school | fr |
dc.subject | Social behaviors | fr |
dc.subject | Shyness | fr |
dc.subject | Social withdrawal | fr |
dc.subject | Prosociality | fr |
dc.subject | Opposition and aggression | fr |
dc.title | Early nonparental care and social behavior in elementary school : support for a social group adaptation hypothesis | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté de médecine. Département de psychiatrie et d'addictologie | fr |
dc.contributor.affiliation | Université de Montréal. École de santé publique. Département de médecine sociale et préventive | fr |
dc.identifier.doi | 10.1111/cdev.12399 | |
dcterms.abstract | We examined the contribution of non-parental child care services received during the preschool years (i.e. between 5 months and 5 years) to the development of social behavior between kindergarten and the end of elementary school (i.e. between 6 and 12 years) with a birth cohort from Québec, Canada (N=1544). Mothers reported on the use of child care services, while elementary school teachers rated children’s shyness, social withdrawal, prosociality, opposition and aggression. Children who received non-parental child care services during the preschool years were less shy, less socially withdrawn, more oppositional and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care during the preschool years caught up with those who received non-parental care services. We discuss this “catch-up” effect from the perspective of children’s adaptation to the social group. | fr |
dcterms.isPartOf | urn:ISSN:0009-3920 | fr |
dcterms.isPartOf | urn:ISSN:1467-8624 | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | Pingault, J.-B., Tremblay, R. E., Vitaro, F., Japel, C., Boivin, M. & Côté, S. M. (2015) Early nonparental care and social behavior in elementary school: Support for a social group adaptation hypothesis. Child Development, 86(5), 1469-1488. | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | Child development | |
oaire.citationVolume | 86 | |
oaire.citationIssue | 5 | |
oaire.citationStartPage | 1469 | |
oaire.citationEndPage | 1488 |
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