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Full-Text Articles in Education
Caregiving Through A Relationship Lens In Reggio Emilia And A Lab School In Canada, Carolyn P. Edwards, Alex Dougherty
Caregiving Through A Relationship Lens In Reggio Emilia And A Lab School In Canada, Carolyn P. Edwards, Alex Dougherty
Department of Psychology: Faculty Publications
In recent years developmental scientists have described the tasks of relationship-building that contribute to early development: security and attachment, self-recognition and validation, mutuality and companionship, passionate experience, identification and group belonging, and giving care to others. Relationship-building begins within the family, then, in extending it outside the family, early education can play a key role. This selection contains two parts. The first piece describes the kinds of benefits these widening relationships can provide for very young children and outlines some specific steps that educators in Reggio Emilia, Italy, have taken to ensure the best, most "amiable" environments. The second piece, …
The Effects Of Day Care Participation On Parent-Infant Interaction At Home, Carolyn P. Edwards, Mary Ellin Logue, Sandra R. Loehr, Sanford B. Roth
The Effects Of Day Care Participation On Parent-Infant Interaction At Home, Carolyn P. Edwards, Mary Ellin Logue, Sandra R. Loehr, Sanford B. Roth
Department of Psychology: Faculty Publications
This study assessed how parents who placed their children in a high-quality infant and toddler program were, over time, influenced by three salient features of the center: its child-centered focus, its social orientation, and its support for men in nurturing roles.
The Influence Of Model Infant Group Care On Parent/Child Interaction At Home., Carolyn P. Edwards, Mary Ellin Logue, Sandra Loehr, Sanford Roth
The Influence Of Model Infant Group Care On Parent/Child Interaction At Home., Carolyn P. Edwards, Mary Ellin Logue, Sandra Loehr, Sanford Roth
Department of Psychology: Faculty Publications
The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day, high-quality infant-toddler program. Hypotheses concerned whether "child-centered" features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2-24 months at start) were followed for 8 months. All had employed or student mothers. Methods included brief parent-reported "spot" observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center …