Citation

Jacobs NC, Guidubaldi J, Nastasi B. Early Child Res. Q. 1986; 1(4): 361-378.

Copyright

(Copyright © 1986, Elsevier Publishing)

DOI

10.1016/0885-2006(86)90013-X

PMID

unavailable

Abstract

This study examined differences in social and cognitive functioning of divorced- and intact-family preschool-age children enrolled in day care. Additionally explored were the relationships of environmental factors such as family and community support and substitute child care to child adjustment. Subjects were 38 divorced-family children (M=4.82 years) and 42 intact-family children (M=4.82 years) enrolled in three day care centers in a Midwestern suburban community. Parent and child interviews, ratings by day care personnel, and standardized tests were used to gather data. No significant differences in social functioning of divorced- and intact-family children were found. Differences in cognitive functioning favored divorced-family children. Support from extended family was associated with better social functioning of divorced-family children, whereas support from day care center staff was related to better cognitive performance. Findings have implications for research and direct service to divorced-family preschoolage children.