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Ecology of Non-Parental Child Care (FAMILY TIME (GBHinckley: Take time for…
Ecology of Non-Parental Child Care
Optimal Child Care
-Warm, loving safe care
-Size of overall group
-Caregiver has specialized training
Types of Child Care
-Child-care Centers
-Family Day-Care
-Nannies
Macrosystem Influences
Political: social responsibility, competition, equal opportunity
Economics: Two working parents
Science/Technology: Academic skills
20th Century Influences:
-Day Nurseries: for factory workers/custodial child care
-Nursery School: University of Chicago 1915 faculty children and parent participation
-Parent Employment: Enables women to work outside the home
-Intervention: Economic Opportunity Act 1964 includes health, nutrition, and social services
-Early Child Education: Head Start
Social and Cognitive Development
Children more competent, less fearful, more outgoing
Less polite, more aggressive
Quality day-care=higher intellectual performance
IQ increase not permanent
Intervention programs for disadvantaged must have parental participation for success
Government and Business
School and Community
Extended day care
YMCA programs
Adult-supervision 5th – 9th grade
Latchkey children 12-14 years old
Government and Business
Head Start – Federal government program
City/State Programs – Perry Preschool Project
Gains in emotional/cognitive development
Improved parent-child relationships
Improved educational process and outcomes
Increase in economic self-sufficiency
Reduced criminal activity
Improvement in child abuse, maternal reproductive health, maternal substance abuse
Socialization
Teacher Directed
Behaviorism
Tools of the Mind Curriculum
-Disciplined-
-Synthesizing
-Creating
-Respectful
-Ethical
-Learner-directed
Learner Directed
Cognitively oriented curriculum
Piaget: assimilation and accommodation = equilibrium
-Sensorimotor (1.5-2 yrs thinking is action)
-Preoperational (2-7 year thinking is based on appearances)
-Concrete operational (7-11 years thinking is based on reality)
-Formal operational (11+ years thinking is based on abstractions)
Montesssori
Developmental Interaction Curriculum
Developmentally Appropriate
Maturation level
Mix of independent-oriented and interdependent-oriented caregiving
Child Protection
Maltreatment of children must be reported
We Are Asking Too Much of Day Care
Child does not receive consistent, sensitive, high-quality nurturing care
Lack of consistent staff
High quality is the exception rather than the rule (9-15%)
Lower quality for the youngest of children
More prone to illness
More risk of hazards to safety
Lack of intellectual growth
Positive caregiving very characteristic: 9%
Positive caregiving somewhat characteristic: 30%
Positive caregiving somewhat uncharacteristic – 53%
Positive caregiving very uncharacteristic-8%
Government perpetuates low standards
Higher student to teacher ratios
Lower academic standards
The quality of the interactions has greatest significance on child development
High quality child care is good
Environment is important to how a child thinks, communicates, relates
Type of Communities
Families
Government policies
of hours outside the home=care giver reports of behavior problems
Children should be the main priority when mother and father consider working
FAMILY TIME
GBHinckley: Take time for FHE
LTPerry: Time out for Eternal Activities
Family Prayer
Family Scriptures
FHE
NAMaxwell: Parental Transfer
Genes do not transfer gospel doctrine or history
Rising generation needs more parental time
Parental time helps children know the Lord
RGScott: Time to Ponder
Wholesome activities do not take the place of eternal activities
Take time to ponder/quiet time in the temple
What are my priorities?
Put first things first
DHOaks: Priorities
Become more nourished in the things that matter
Allocate time for meaningful family activities
Overnourished on junk food; undernourished on the Bread of Life
RGScott: Quiet Promptings
Quietude invites revelation
Satan seeks to destroy pondering
Promptings bring answers/direction
Is Day Care Harmful or Helpful?
Separation from mother
Contemporary Studies: Poor quality child and mother’s sensitivity determines attachment
Skeel Study (30 year longitudinal; institutionalized children): Nuture Care
Bowlby Study (The Strange Situation): Nature Care
Spitz Study (foundling home vs prison mothers): Nature Care