outline and evaluate effects of day care.

In 1991 Field found that the time spent in full-time day care was positively correlated to the number of friends children had when they went to school. Yet this might be due to more outgoing children attend day-care and therefore are more sociable, compared to shy, unsociable children who inherited their temperament from their shy mothers who would prefer to keep care for their kids at home. Clark Stewart et al studied a hundred and fifty children in 1994. They found children who went to day-car compared to children who stayed at home were more advance in their social development. They interacted better with their peers and were more independent. Research shows that going to day-care has a positive effect on the child’s peer relations later on in life. The National Institute of Child Health and Human Development, NICHD, did a longitudinal study for twelve years between 1991 and 2003 on a thousand children all from different locations, families and cultures. They compared children who went to day-care compared to a control group of children who hadn’t gone to day-care, stayed at home instead. They found that by the age of five children who that the more time a child had spent the more aggressive and disobedient they appeared to be according to adults. This was still true when the quality of the day-care and the family background etc. was taken into account. Yet NICHD also found that kids who spent ten to thirty hours in day-care did not show any higher levels of aggression. Another of NICHD’s findings was that a mother’s sensitivity was more important that the time a child spends in day-care. A more sensitive mother linked to fewer behavioural problems as was higher family income