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Ecology of Non-parental Child Care (quality day care (outcomes related to…
Ecology of Non-parental Child Care
quality day care
warm
loving
works with family
guidence
safe
secure
healthy
activities that develop
emotionally
socially
mentally
physically
ratio of children to adults
training
smaller groups/ratio
authoritative
planned activities
outcomes related to quality
cooperative play
sociability
ability to solve conflicts
self-control
language development
cognitive development
poor quality day care
high caregiver turnover
low-wages
state differences
macrosystems child care 20th century
social service
enrichment
parent employment
intervention
readiness
chronosystem
separation from mother
Skeels's (1966)
other care takers can be successful
Bowlby's (1966, 1973)
"nature" care too
any "break" caused
depresion
mental and physical
delinquent
Spitz's (1946)
"nature" care
study compared
mentally disturbed prison mothers
trained care taker: 8 infants
secure and insecure attachment
quality care program + responsive mother
child care setting
physical environment
socio-emotional relationships
intellectual stimulation
ecological systems
family factors
child care factors
cultural factors
children from child care programs
self-confident
outgoing
less fearful
assertive
self sufficient
know more of
gender roles
taking others perspective
social interaction problems
emotional labels
socially competent
less polite
more aggressive/hostile
Karloy's (1998) quality preschool
gains in cognitive and emotional development
improvements in educational process and outcomes
increase in economics
parent, later for child
labor force perticipation
higher income
lower welfare usage
reduce levels of criminal activity
improvements in health related indicators
child abuse
maternal health
maternal substance abuse
day care at work
family and community
parents visit children during breaks
learn about work
touring workplace
meet other employees
(Galinsky 1987, 1992)
employee absentee is lower
positive attitude toward work
new employees easier to recuit
job turnover is lower
learner directed
cognitively oriented curriculum
HighScope
David Weikar
assimilation: incorporating ideas
accommodation: reconciling differences of experiences
equilibrium: a state of balance, accommodation and assimilation properly
Montessori
adults should not impose their ideas and wishes
children must educate themselves
teachers need to be keep observers of children
when to encourage, divert, and leave child alone
exercises:
gardening
setting the table
buttoning buttons
folding clothes
equipment for learning size, volume, weight
do real tasks
developmental interaction
Bank Street curriculum
Gilkeson (1919)
self-confidence
responsiveness
inventiveness
productivity
Piaget Stages
Sensorimotor stage (thinking is action) the here and now.
Preoperational stage (thinking is based on appearances)
Concrete operational stage (thinking is based on reality)
Formal operational stage (thinking is based on abstractions)
teacher directed
direct instruction
behaviorism
The Bereiter-Engelmann program
creative curriculum comprehensive support
curriculum
assessment
professional development
family connection
teacher and learner collaborated
tools of the mind
Gardner (2006
disciplined mind: mastering a skill
synthesizing mind: integrating ideas and communicating them
creating mind: uncover questions and solutions
4.respectful mind: differences in humans is recognized
ethical mind: the greater good