Andersson B E
Department of Educational Research, Stockholm Institute of Education, Sweden.
Child Dev. 1989 Aug;60(4):857-66. doi: 10.1111/j.1467-8624.1989.tb03518.x.
119 Swedish children were followed from their first year of life up to the age of 8. Most could be classified according to (a) type of day-care they had experienced during their first 7 years of life and (b) time of first entrance into day-care. At 8 years, the children were tested with aptitude tests and rated by their teachers on school performance and social and personal development. Hierarchical regression analyses and MANCOVAs were used in the statistical treatment. Time of entrance into day-care predicted children's cognitive and socioemotional development, controlling for sex and home background. Children with early day-care (entrance before the age of 1) were generally rated more favorably and performed better than children with late entrance or home care. There was a tendency for early center care to predict a more favorable outcome than other care.
119名瑞典儿童从一岁起就受到跟踪，直至8岁。大多数儿童可以根据以下两点进行分类：（a）他们在生命的头7年里所经历的日托类型；（b）首次进入日托的时间。在8岁时，对这些儿童进行了能力测试，并由教师对他们的学业成绩、社交和个人发展进行评分。统计处理采用分层回归分析和协方差分析。进入日托的时间预测了儿童的认知和社会情感发展，同时控制了性别和家庭背景。早期进入日托（1岁前入学）的儿童通常比入学晚或在家接受照顾的儿童得到更积极的评价，表现也更好。与其他类型的照顾相比，早期进入中心日托有预测更有利结果的趋势。
