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Ecology of Non- Parental Childcare :forbidden: :children_crossing: -…
Ecology of Non- Parental Childcare :forbidden: :children_crossing:
nonparental child care :house_buildings:
child care
accreditation process
staff self evaluations
professional validators
parent evaluations
good for 3 years
early childcare standards for NAEYC
table on pg. 174
day care
NAFCC (family day care)
external validation
caregiver self evaluation
continuing education
valid CPR
health & safety/nutrition eval.
FMLA = 12 weeks
Extended day care :school:
quality
quality caregiver= meets childs developmental needs :hearts:
Setting
safe :lock:
secure
healthy :check:
proper develop. activities :books:
components
physical, cognitive, emotional, social elements
size of group
MORE=cooperation, creative, talkative, involved tasks
caregiver ratio
child development training??
authoritative
planned activities
less stress
good parent/ teacher commuication
NAEYC expectations pg. 172
give accreditation for high quality facilities
DAP= Developmentally appropriate practice
primary indicator for child development
causes of poor quality
high caregiver turnover
low wage/lack benefits/ adverse working conditions
diff. state requirements for facilities/teachers
availability and affordability make parents overlook quality
Macrosystem influences
political ideology
social responsibility
adaptation for immigrants
equal opportunity
assisting poor/ethnic groups
competition
preparing kids for the future
economics
need for both parents to work
science and Tech.
pg. 125 20th century influences
social service
1st day nurseries for neglected children
enrichment
nursery schools 1930's-1960's
parent employability
TANF= 60 months
intervention
civil rights= opportunity
readiness
ex: head start program
No child left behind act
good start grow smart
Chronosystem research
concerns
childcare traditionally family responsibility
fear of government involvement to validate rights to raise a child how you want
FED. government has not committed to creating child care standards
Separation from mother research outdated and needs to be done in child care facilities
quality of child care settings??
childcare more collaborative in today's socialization process
Psychological Development
Mother/ Child relationship
Spitz research
"nature" care
one/one mother -child nurturing
Bowlby's study
maternal love and care= most important
"nature" care
break in relationship between mother/child
= depressed, physically & mentally retarded, or delinquent infants
Skeel's study
"nurture" care
children need care and nurturance to be normal
can be by someone other than mother
children initial deprived can be normal if intervention with caring caregiver
contemporary studies
babies with non parental care more than 20 hrs. can develop insecure attachment
social Development
preschool= less cooperative and responsive to adults
childcare= more competent
but less polite
more outgoing, less fearful, more self confident= childcare
Cognitive development
children (low income especially) in quality childcare
more verbally expressive and interact with adults more
IQ and academic achievement higher with quality care
intervention programs implemented for disadvantaged children
family support programs
Ex: Family and Child resource Program
best when families involved
Childcare socialization outcomes table pg.181
Mesosystem influences
School & community
elementary school extend hours or extend care to kids under 5
schools could eventually be the hub social services for families
breakfast club
extended care at schools
male role models for single mother families
latchkey children
unsupervised by adults after school
community child care services = decrease of child abuse & neglect
Karoly's research
government funded intervention programs for african-american kids
gains in emotional/cognitive development
improvement in educational process and outcomes
increased economic self sufficiency
reduced levels of criminal activity
improvement in health related indicators
Galinsky research
employer sponsored family support programs
less employee turnover
easier recruiting
absenteeism lower
positive work attitude
Socialization outcomes
curriculum
goals and objections of educational program
"NO" one best program for all
Socialization and types of quality care table pg. 187
Goffin
1-national school goals 2000= all children school ready when entering
2-concern low academic achievement from low income families
3-state policy responding to findings on neuroscience developments
4-low quality or center based/family care child care
well studied curriculum promoted to school disctricts
dependable early outcome
accountability of public investments
Teacher directed curriculum
learning activities planned by teacher
direct instruction
behaviorist principles
waiting for children to be academically ready
reinforcement and individualized instruction
Bereiter Engelmann preschools pg. 190
learner directed curriculum
learning activities emerge from childs interests
cognitively oriented curriculum
purposeful teaching with open ended activities child initiated
developmental interaction
developed b Gilkison
sensory and academic development
individual self directed with teacher assessments
materials provide exercise of daily living
classroom arranged for a variety of interests
montessori
children respected and treated as individuals
sensitive periods
hands on and flexible learning
reality training (pretend play)
tools of the mind
teacher/ learner collaborative
Vygotsky's sociocultural theory
5 minds pg. 192
discipline
graphics tool
synthesizing
venger drawing
creating
play planning
respectful
buddy reading
ethical
collection making
intentional/reflective learners
Piaget
assimilation
mental adaptation to ones environment from experiences
Ex: seeing a blue bird = bird concept in mind
accommodation
adaptation to ones environment with reconciliation of differences in ones experiences
Ex: seeing butterfly and calling it a bird but someone tells you no its a butterfly
equilibrium
balanced between assimilation & accommodation
child needs to make a connection with previous experiences
Piagets stages of development pg. 188-189
sensorimotor 0-4
understanding here and now
preoperational stage 2-7
thinking is based on appearance
concrete operational stage 7-11
thinking based on reality
Formal operational 11 on
abstract thinking
ideology
concepts about human life and experiences
miller= differences in socioeconomic status with language and social interaction
Appropriate caregiving
maturation=biological process of aging
collaboration with families vital
"transition time" = caregiver and teacher collaborate
cultural framework for socializing with caregivers table pg. 198
keeping children and families safe act 2003
defines maltreatment
mandated reporters