Ecology of Nonparental Child Care
Ecology of Nonparental Child Care
Facts and Figures
What to look for:
Quality, curriculum, Personnel, Safety, Cleanliness, Meals/Snacks, Licensing, Cost
Learn from each other, assist ward members.
Where quantity time is limited, quality time is paramount. :red_flag:
Go the Second Mile, consistent communication, pick up on time, take time in the first 3 minutes, spend a day at the facility with your child, meet emotional and spiritual needs, etc. :red_flag:
Quality Care- Positive classroom dynamics and child outcomes.
Size, Caregiver-child ratio, and whether the caregiver has specialized training in child development or early childhood education.
When these needs are met children are more cooperative, more involved in tasks, more talkative, and more creative, and more cognitive gains.
Child to staff ratios: 1-12 months=6-8 kids with a 1:3 to 1:4 ratio. 4-5 year: 16-20 kids with a 1:8 to 1:10 ratio.
High quality programs
Promote positive relationships for all children and adults
Curriculum fosters all areas of development.
Use developmentally appropriate teaching.
Ongoing assessments of child's progress.
Promote nutrition and health of children and staff.
Employ qualified staff.
Establish and maintain collab. relationships with families.
Safe and healthy environment.
Strong program management.
"Overscheduled Families": How much is too much? Will our children suffer if they aren't in the best care?
The issue isn't cognitive and language development, it is social and emotional. Is there too much emphasis on being intellectually competent and not socially competent ?
School and Community involvement.
Some school's provide extended care. (Head Start)
Government funded intervention programs (Perry Preschool Project).
Social Responsibility, competition, and equal opportunity.
Separation from mother, child-care setting, ecological systems
Children younger than 3- cared for by parents. Children ages 3-5 are most likely to be in day care.
49% of children ages 0-4 -cared for by relatives
24%- day care
Some children spend many times a week unsupervised and caring for themselves.
Cognitively-Oriented Curriculum: curriculum that attempts to blend the virtues of purposeful teaching with open-ended, child-initiated activities. :star: : : :
Assimilation: mental adaptation to one's environment by incorporating experiences. :Star:
Equilibrium: state of balance between assimilation and accommodation, thereby allowing knowledge to be incorporated. :star:
Accomodation: mental adaptation to one's environment by reconciling differences of experiences. :star:
Piaget's stages of development.
Tools of the Mind
Learner-directed curriculum: the learning activities emerge from individual interests and teacher guidance. :star:
Montessori curriculum :red_flag:
Develop. Interaction Curriculum
Teacher-directed curriculum: curriculum in which the learning activities are planned by the teacher for all the children. :star:
Direct Instruction (Skinner-behaviorism)
Curriculum: goals and objections of an educational program, the teacher's role, the equipment and materials, the space arrangement, the kinds of activities, and the way they are scheduled. :star:
Spitz: nature care. Babies who are raised by their mothers, even mothers with issues, develop more normally than babies raised in foundling home.
Bowlby: nature care. Breaks in the early mother-child relationship have severe repercussions.
Skeel: Nurture care. It is the quality of the care not the relationship with who gives the care.
"Daycare can never replace the nurture and care of a parent."
Contemporary: principles of attachment. children in day care 20+ hours each week, mother's sensitivity to the child is less than that of mothers who use minimal to no care.
Children interact more with children than adults and are therefore less cooperative and responsive with adults than children in home care.
More socially competent, more self-confident, more outgoing, less fearful, more assertive, more self-sufficient, know more about the social world.
Less polite, less respectful of others' rights, and less compliant with adult demands, more aggressive and hostile
All learned skills or negative skills carry into adolescence and adulthood.
Higher intellectual performance.
Better qualified to meet requirements of grade school.
Carries into High School.