Ecology of Non-parental Child Care (Socialization Outcomes (Sensorimotor…
Ecology of Non-parental Child Care
Nonparental Child Care
The care given to children by persons other than parents during the parts of the day that parents are absent.
Extended Day Care
The care provided for children before or after school hours or during vacations
Components of Optimal Quality Care
Size of the group, caregiver-child ratios, whether the caregiver had specialized training in child development or early childhood education
NAEYC standards for preschool
Promote the nutrition and health of children and staff
Employ and support qualified teaching staff
Provide ongoing assessments of child progress
Establish and maintain collaborative relationships with families
Use developmentally, culturally, and linguistically appropriate and effective teaching approaches.
Establish and maintain relationships and use resources of the community.
Implement a curriculum that fosters all areas of child development - cognitive, emotional, language, physical, and social.
Promote positive relationships for all children and adults
Provide a safe and healthy physical environment
Implement strong program management policies that result in high-quality service
Chronosystem Influences (Research Concerns)
Separation from Mother
Fear it would disrupt the natural mother-child bond of attachment and would result in psychological and social problems
Children need care and nurturance to develop normally
Care and nurturance can be provided by someone other than the mother.
Infants whoa re initially deprived can grow up normally if intervention by caring, nurturing person
Children who carry their own key and let themselves into their homes
Why is adult-supervised extended day care so important?
Researches found both boys and girls in fifth through ninth grade to be more susceptible to peer pressure when they were in an after-school situation in which there was no consistent adult control.
Data from FIFCFS indicated that about 2% of children ages 5 to 8, about 10% of children ages 9 to 11, and about 33% of children ages 12 to 14 are left alone to care for themselves outside of school hours while parents work.
Children who attended "quality preschool" significantly outperformed those who had not. Especially in the following.
Gains in emotional or cognitive development for the child
Improvements in educational process and outcomes for the child
Increased economic self-sufficiency
Reduced levels of criminal activity
Improvements in health-related indicators
The 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.
A curriculum in which the learning activities are planned by the teacher for all the children.
A curriculum in which the learning activities emerge from individual interests and teacher guidance.
A curriculum that attempts to blend the virtues of purposeful teaching with open-ended, child-initiated activities.
A Piagetian term for mental adaptation to one's environment by incorporating experiences
A Piagetian term for mental adaptation to one's environment by reconciling differences of experiences
A Piagetian term for the state of balance between assimilation and accommodation, thereby allowing knowledge to be incorporated.
The first stage of Piaget's theory of cognitive development in which the child uses senses and motor abilities to interact with the environment and understands only the here and now
Second stage in which children use symbols to represent objects, make judgements based on appearances, and believe that everyone shares their viewpoint
3rd stage in which the child can apply logical, systematic principles to specific experiences, but cannot distinguish between assumptions or hypothesis and facts or reality
4th stage in which the child can think logically about abstract ideas and hypotheses as well as concrete facts.
Direct Instruction curriculum
Curriculum based on behaviorist principles.
A curriculum based on individual self-directed learning with the teacher as facilitator; materials provide exercises in daily living, sensory development, and academic development
Developmental Interaction Curriculum
A curriculum that is individualized in relation to each child's stage of development while providing many opportunities for children to interact with peers and adults
Developmentally Appropriate Caregiving
Developmental changes associated with the biological process of aging