title: Less day care or different day care?
abstract: Commentary is provided on 2 papers published in this issue, which suggest some risks in nonmaternal or out-of-home care (National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network, this issue; Watamura, Donzella, Alwin, & Gunnar, this issue). In light of the findings, 2 child care policy options are examined: first, support for in-home care in the early years; and second, changes in the nature of out-of-home care. From ethnographic and experimental research, it is argued that out-of-home pre-elementary care can contribute positively to social development if it emphasizes (a) children's attachment to school and peer group, (b) constructivist rather than didactic learning, (c) intrinsic and internalized motivation, and (4) group structures that support social development.
authors.affiliation: Department of Psychology, Stanford University, CA 94305-2130, USA. maccoby@psych.stanford.edu
authors.forename: Eleanor E
authors.initials: EE
authors.lastname: Maccoby
authors.forename: Catherine C
authors.initials: CC
authors.lastname: Lewis
mesh_terms: D002654:Child Care / Q000592:standards* / Q000706:statistics & numerical data*; D002656:Child Day Care Centers; D002675:Child, Preschool; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D009042:Motivation; D009769:Object Attachment; D016487:Parenting; D010379:Peer Group; D012931:Social Environment