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Abstract
General world knowledge and language development of pre‐kindergarten children from either day care or in‐home care were compared. Sample groups were delimited to English speaking in‐tact middle‐ and upper‐middle class families where parents were college educated professionals. Day care sample had been placed there due to parents’ desires to continue careers. Subjects were at least 5, enrolled for Kindergarten in large private schools.
Subjects were given the Peabody Individual Achievement Test ‐ Revised with additional questioning and probing and sessions were recorded. ANOVA for General Information and Total Test scores showed no significant differences. A two‐way ANOVA showed that in‐home care boys scored significantly higher.
Positive indicators of language development were: complete sentences, complete thoughts, expanded vocabulary, elaboration of ideas, correct word usage, clear speech, logical flow of ideas. Negative indicators: irrelevant statements, nonsensical statements, incorrect word usage, unintelligible speech. A two‐way ANOVA showed significant differences in the interaction of gender and type of care in the quality of language and self‐expression, with in‐home care boys and day care girls exhibiting more positive language development.
