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Child Care Programs (History of Child Care (Studies (Spitz: studied…
Child Care Programs
History of Child Care
Most children 0-4 taken care of by relative, 24% in program, 13% nonrelative, rest care for themselves
Quality: size of total group, caregiver-child ratio, if caregivers trained
Poor quality: low wages, no benefits, different state requirements, high caregiver turnover
High quality programs: Promote + relationships, foster all child development areas, effective teaching approaches, constant assessments, good nutrition, relationships with family members, use resources of community, safe environment, good mangement
Purposes: Social service, enrichment (cognitively and socially), parent employability, intervention (help low income, abused, disability, and of minorities), readiness (
Concern: Government not made clear requirements for child care, what focus should be?, separation from mother effects attachment, child-care better than home?, ecological systems disrupt development?
Studies
Spitz: studied affects of attachment, not attached were behind in growth and mental abilities
Bowlby: Loss of mother also lead to child problems in future
Skeel: children need nurturing to develop well, nurture can be given by someone other than mother, those deprived at first can still be 'normal' if nurture given later
Modern studies: weak ties more disobedient, if child in day care for 20+ mothers less aware of cues,
Child Development
Social development (in child care)- interact more with peers, less cooperative and respond less, more social competent, more confident and outgoing, less polite, less respectful, and more aggressive
Cognitive (quality day care)- more verbally expressive, higher IQ, better academic achievement,
Disadvantaged- best if all family involved (family support programs),
Maturation- changes that happen with age
Mesosystem involvement
Community try to create more after-school supervised programs for children
Create more organizations decrease juvenile crimes
Gov. creates more preschool for families- increase success in life, allow parents to work,
Socialization outcomes
Curriculum- goals and objections of program
Cognitively- blend purposeful teaching with open-ended child-initiated acts. (Piaget)
Direct Instruction- behaviorist principles
Developmental- individualized to each child's stage and give opportunities to interact with others
Montessori- self-directed learning with teacher as facilitator; provide exercises in daily living, sensory development, and academic living
Tools of Mind- 5 minds: 1.disciplined (master one way of thinking) 2. Synthesizing 3.creating 4. respectful 5. ethical
Intentional- teachers act with specific outcomes