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Ecology of Nonparental Child Care (Day Care) (Macrosystem Influences…
Ecology of Nonparental Child Care (Day Care)
Day Care
Extended Day Care
Optimal Quality Care
National Day Care Study
NAEYC
10 Standards
Accreditation
Child-Care Centers
NAFCC
Accreditation
Family Day-Care Centers
INA
Nannies
Macrosystem Influences
Political Ideology
Social responsibility
Competition
Equal opportunity
Economics
Need for both parents to work
Science & Technology
Pressure to impart academic skills
Social Service
for children of immigrants, neglected children
Enrichment
Parent employability
Intervention
Head Start
Readiness
Head Start, No Child Left Behind, Good Start, Grow Smart
Psychological Development
Spitz's Study
Supported "nature" care - one-on-one
Mothers in prison/Foundling homes
Bowlby's Study
Supported "nature" care
Studies on infants separated from mothers
Skeels' Study
Supported "nurture" over "nature"
30-year longitudinal study
Contemporary Studies
Attached to primary caregiver during first year of life
Mother, father, grandparent, older sibling, etc.
Social Development
Children in childcare compared to children in homes
Interact more with peers
Less cooperative w/ adults
More socially competent
More outgoing
Less fearful
More assertive, & self-sufficient
Know more about the social world...gender roles, perspective taking, solving problems
Less polite
Less respectful of others' rights
Less compliant w/ adult demands
Chronosystem Influences
Research Concerns:
Separation from mother
Child-care setting
Ecological systems
Mesosystems that work together: family, childcare & cultural factors.
Cognitive Development
Children in childcare compare to children in homes
Higher intellectual performance
More verbally expressive
More interactive with adults
Do better in school
IQ increases by 10 points
Mesosystem Influences
(Links between systems)
Collaborative links needed
School
Extended elementary school hours
YMCA extended day-care program
Community
Government
Pays for childcare in disadvantaged families
Tax credits
Early intervention programs
Block grants
Tax incentives to employers
Part-time work options
Unpaid parental leave from 3 months to 6 months
Some paid leave
Businesses
Provide child-care
New employees are easier to recuit
Employee absenteeism is lower
Employees have a more positive attitude toward their work
Job turnover is lower
Socialization Outcomes
Curriculum
Cognitively Oriented (learner-directed)
Direct Instruction (teacher-directed)
Montessori (learner-directed)
Developmental Interaction (learner-directed)
Tools of the Mind (teacher-learner collaboration)
Disciplined Mind
Synthesized Mind
Creating Mind
Respectful Mind
Ethical Mind
Ideologies
Developmentally Appropriate Caregiving
Maturation
Observation by teacher
Ongoing assessment
Sensitivity to children's needs
Responsiveness
Collaborative Caregiving
Professionals/Families
Transition time
Observe each other interact with child
Discuss socialization goals
Discuss methods & outcomes
Regular intervals
Caregivers and Child Protection
Keeping Children and Families Safe Act of 2008
Caregivers & educators are mandated reporters