Children's arrival time behaviors at child care

The purpose of this study was to investigate the nature of differences in: (1) children's separation behaviors and to whom/what these behaviors were directed upon arrival at child care; and (2) length of transition time into the classroom between three groups of children (classified by their type of attachment to inanimate transitional objects). The sample consisted of 105 children 18-36 months of age enrolled in 11 child care centers. Data were collected using direct observation, parent questionnaires, and teacher questionnaires. Results indicated that there were no statistically significant differences between the three groups in length of time needed to transition into the classroom environment, but children who are attached to inanimate transitional objects and use the objects at arrival time engaged in more touching behaviors than the other two groups. The results are discussed with regard the the ritualistic behaviors associated with the transitional phenomena.