Parental work, child-care use and young children's cognitive outcomes / By Lynda G. Gagné. : CS89-594/2003E-PDF
To examine whether parental labour market participation and the use of substitute child-care influence the development of the skills needed by pre-school-aged children in order to begin school. The analysis in this paper is based on the arguments that parent-child interaction fosters the development of the skills needed by pre-school-aged children in order to begin school successfully, and that full-time participation in the work force by lone parents (in one-parent families) and by both parents (in dual-parent families) often results in comparatively less time for parent-child interaction than in families with a stay-at-home parent. Therefore, the purpose of this study is to determine whether reductions in parental time spent with children as a result of work outside the home impact the intellectual development of young children.
Lien permanent pour cette publication :
publications.gc.ca/pub?id=9.686718&sl=1
| Ministère/Organisme | Statistics Canada. |
|---|---|
| Titre | Parental work, child-care use and young children's cognitive outcomes / By Lynda G. Gagné. |
| Type de publication | Monographie |
| Langue | [Anglais] |
| Autres langues publiées | [Français] |
| Format | Électronique |
| Document électronique | |
| Information sur la publication | Ottawa - Ontario : Statistics Canada 2003. |
| Description | 42p.graphs, references, tables |
| ISBN | 0-662-35196-7 |
| Numéro de catalogue |
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| Descripteurs | Child care Child development Parenting Workers |
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