The relation between third graders' after-school care and social, academic, and emotional functioning.
Outcome differences associated with types of after-school care were explored among 150 white, predominantly middle-class third graders from a suburban school system. Children returned home to their mothers, attended day-care centers, stayed with sitters, or returned home alone or with siblings. No differences were found between latchkey and mother-care children in terms of their classroom sociometric nominations, academic grades, standardized test scores, conduct grades, self-reports of self-competence, or parent and teacher ratings of the children. Significant differences were found for children who attended day-care centers after school. These children received more negative peer nominations, made lower academic grades, and had lower standardized test scores than either mother-care or latchkey children. The children who stayed with sitters after school received more negative peer nominations than the latchkey and mother-care children but, in other areas, resembled these groups. These outcome differences were apparent in both divorced and intact families. Factors contributing to these differences are examined.
Vandell
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DL
Program in Psychology, University of Texas at Dallas, Richardson 75080-0688.
Corasaniti
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MA
D000124:Achievement; D002648:Child; D002654:Child Care; D002656:Child Day Care Centers; D004243:Divorce; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D009035:Mothers; D010379:Peer Group; D012917:Social Adjustment; D012928:Social Desirability