A developmental perspective on day care |
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| Institution: | 1. Department of Psychology, Southern Illinois University, USA;2. Department of Family and Community Medicine, Southern Illinois University School of Medicine, USA;1. Dept. Translational Neuroscience, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht University, Utrecht, the Netherlands;2. Faculty of Social and Behavioural Sciences, Leiden University, Leiden, the Netherlands;3. Dept. of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, the Netherlands;4. Primary Care Unit, School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom;5. Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands;6. University of Groningen, University Medical Center Groningen, Groningen, the Netherlands;1. Molecular Endocrinology Lab. (KMEB), Department of Endocrinology, Odense University Hospital & University of Southern Denmark, Odense, Denmark;2. Laboratory of Molecular and Cellular Cardiology, Dep. of Clinical Biochemistry and Pharmacology, Odense University Hospital, Denmark;3. Danish Center for Regenerative Medicine, Odense University Hospital, Denmark;4. Clinical Institute (University of Southern Denmark), Winsløwparken 213rd, Odense, Denmark;5. Department of Cancer and Inflammation, Institute of Molecular Medicine, University of Southern Denmark, Odense, Denmark;6. Department of Cardiac and Renal Research, Institute of Molecular Medicine, University of Southern Denmark, Odense, Denmark;7. Department of Cellular and Molecular Medicine, DanStem (Danish Stem Cell Center), Panum Institute, University of Copenhagen, Copenhagen, Denmark;8. Stem Cell Unit, Department of Anatomy, Faculty of Medicine, King Saud University, Riyadh, Saudi Arabia;9. Department of Biological Sciences, College of Science, King Faisal University, Hofuf, Saudi Arabia |
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| Abstract: | Issues surrounding early day care become clarified when brought within a developmental perspective. Day care is examined in the context of normal developmental issues. A series of questions emerges. How does development commonly unfold in the context of nondisrupted parental care? How is development organized; what are major sequences of development and, especially, how does one phase build upon and set the stage for others? What is required of social partners to promote optimal development? How does this change with age? In brief, what do infants need from the social environment, and how do they typically get it in the context of the family? One then asks questions concerning day care. For example, what kinds of arrangements are and are not generally compatible with infant needs and under what circumstances? A developmental perspective also provides a framework for organizing findings from day care research and even suggests strategies for intervention research. While not fully explicit, Belsky's review (in this issue) provides a valuable service by introducing developmental concepts to the day care discussion. In the present paper this viewpoint is elaborated. |
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