Date of Award

5-1-1990

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Abstract

The effect of day care on children's development is widely debated. The purpose of this study was to complement and extend the knowledge of variables moderating children's language development in day care. Forty-one 30- to 36-month-old children, with varying amounts of experience in day care, were given a standardized language test. Stepwise regression analyses indicated receptive language was predicted by age of entry, chronological age, and the educational level of the parents. Expressive language was predicted by age of entry and parent's rating of the language environment of the day care center. These findings suggest that early entry into day care has a positive affect on children's subsequent language development. Social pressures to communicate have a significant influence on expressive and receptive language skills.

Comments

A Thesis Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha. Copyright Amy C. Elofson May, 1990

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