Socialization in Non-Family Childcare Settings
Introduction
According to Grusec and Davidov (2010), socialization is the process by which children obtain skills that allow them to operate effectively within the community to which they belong. Bronfenbrenner’s seminal Bioecological Systems theory attempts to act as a framework for the in-context development of socialization (Miller, 2016). Bronfenbrenner’s theory places the child in the center of a model of four levels of influential context.
The first of these levels is the microsystem, which includes family, peers, and the school environment. Within this microsystem, it is widely believed that the majority of socialization should occur within the family system. As two-income families become the norm, young children spend an increasing amount of time in non-maternal childcare settings, such as with relative care, in-home nannies, center-based daycares, and Head Start programs (Belsky et al., 2007; Delay et al., 2016). Some researchers suggest that early non-maternal childcare can positively improve social functioning, academic achievement, and cognitive and linguistic development (Belsky et al., 2007). However, others contend that exposure to extended periods of non-maternal care may result in adverse effects, including negative externalized behaviors (Belsky et al., 2007).
Socialization is Influenced by the Caregiver
Consistent with Bronfenbrenner’s framework, early childcare environments have been shown to have moderate predictive value on cognitive and behavioral outcomes in early childhood. One study found that children with high-quality early childcare experiences displayed sustainably improved vocabulary scores and transiently improved reading scores (Belsky et al., 2007). Vocabulary is essential to language development, which is a primary facilitator of the guided learning and group-participation domains of socialization (Grusec & Davidov, 2010). The same study showed that type of childcare environment could predict outcomes, with center-based childcare centers having a greater association with externalizing behaviors than in-home care (Belsky et al., 2007).
It is possible that coercive caretaker-childcare interactions occur more often in childcare centers than in-home care due to the larger caretaker/child ratio. A caretaker in a large center may not have the time to address a child’s negative behaviors appropriately, which can reinforce the behavior and teach the child’s peers that aggressive behavior is socially acceptable. Interestingly, the quantity of time spent in non-maternal childcare was not a significant predictor of any of the measured developmental outcomes (Belsky, 2007). Ultimately, this research showed that, despite the associations mentioned above, parents are primarily responsible for the social developmental outcomes of their children (Belsky et al., 2007).
Socialization Among peers
Vygotski’s Sociocultural approach suggests that cognitive advancement in children can be achieved by collaborating with not only adults (guided learning), but also more advanced peers (group participation) (Miller, 2016; Grusec & Davdov, 2010). This relationship appears to be especially strong with regards to impoverished children, who can be at a considerable disadvantage when they begin school (DeLay et al., 2016). Bronfenbrenner created the Bioecological theory and co-founded the Head Start program, which provides education, nutritional support, health, and parental education services to impoverished children (Miller, 2016).
A recent study shows variability in both nonverbal intelligence, social-emotional and literacy skills among children who enter Head Start programs. Furthermore, children who are behind in these areas may benefit from collaboration with their more advanced peers (DeLay et al., 2016). In this study, it was revealed that children tend to select peers with similar preschool competencies. It was also determined that over time, and with repeated interactions, peers influenced a child’s level of preschool competency toward the peer’s level of competency (DeLay et al., 2016). These findings suggest that interactions with peers impact a child’s social development and may also result in lasting cognitive and behavioral changes.
Conclusion
Socialization is a complex process that occurs across many contexts. According to the Bioecological Systems theory, children develop socialization through interactions within these contexts, such as with family, media, and culture (Miller, 2016). However, parental interactions remain the most predictive context of developmental outcomes (Belsky et al., 2007).
On a lesser scale, early childcare and educational environments also appear to influence the social development of children. For example, children with high-quality early childcare experiences show a sustained increase in vocabulary (Belsky et al., 2007). These children are likely better able to engage with their caregivers and peers in the guided learning and group participation domains of socialization (Grusec & Davidov, 2010).
Research also shows that children at risk for being less prepared to enter school may benefit from early intervention communication and social skills programs (DeLay et al., 2016). With support and resources, these programs can potentially encourage peer collaboration and improve preschool competencies in disadvantaged children. Given the evidence, it is clear that social interactions outside the family, especially peer-to-peer interaction, can have a significant impact on the long-term trajectory of social development.
