{'fraction_non_alphanumeric': 0.050028752156411734, 'fraction_numerical': 0.0425531914893617, 'mean_word_length': 4.304878048780488, 'pattern_counts': {'":': 0, '<': 2, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Aggression and Anxiety in Day-Care Graduates

Evidence on psychological outcomes of preschool day care indicates that children who attend over a long period may have problems of attachment and of social interaction with peers, including aggression (3). Longitudinal data on 632 urban chddren born in 1980 (1) indicated that 146 graduates of group day care were significantly more aggressive and active than those who had home care only. Mothers completed the measure of child behavior (4) when children's mean age was 6.9 yr. Validity was established from a subsample for whom teachers rated behavior using the same instrument. These findings were based on all 146 subjects who attended preschool group day care for at least 6 mo. at any age. To establish sequels of longterm care we identified 42 subjects (without handicap) who attended continuously from 18 mo. or earlier, 30 hr. a week, for at least 4 yr. Forty-two controls never attended day care and were matched individually for difficult temperament score (2) at age 3, absence of handicap, sex, maternal education, father's absence, month of birth, and number of siblings at age 6. All subjects were white. Day-care graduates were more aggressive (Ms = 17.42, SD = 4.6 vs 13.85, SD = 3.7, p < .002) and overactive (Ms = 15.70, SD = 4.2 vs 11.43, SD = 4.7, p < .001) than controls, but less anxious (Ms = 7.10, SD = 3.4 vs 10.48, SD=4.O, pc.002) . No significant differences for the 20 boys emerged. The hypothesis of more negative social behaviors among day-care graduates is supported, while that of more attachment or anxiety problems is rejected. The anxiety scale, with items such as "cries on arrival at school" appears to be a reasonable indicator of aspects of attachment.