The Effects of Different Types of Nursery on Children’s Social and Emotional Behaviour

Abstract

The role of the nursery group in promoting the social and emotional development of pre-school age children has long been regarded as of prime importance, either as a positive contribution to subsequent adjustment to the school system or, more realistically perhaps, as an immediate source of enjoyment and well-being for the children concerned. The opportunity for co-operative play and for developing social relationships with other children and adults is seen as one of the positive features of all types of nursery provision, although for some children, especially those receiving full day care on priority grounds, the role of the nursery with regard to their social/emotional development may be more compensatory than enriching.