Please enable JavaScript.
Coggle requires JavaScript to display documents.
Ecology of Non Parental Childcare (5-9 Developmentally Appropriate…
Ecology of Non Parental Childcare
5-1 Different types of non parental child care
Child-care Centers
Family Day-care Homes--in another home
In-Home care: Nannies, relatives or firends
Defined as care given to children by persons other than parents during the day or part of the day.
Components of optimal care
Caregiver provides warm, loving care, & guidance for child & works with family to ensure development in best way
Provides a safe , secure, & healthy setting
Provides activities that help child develop emotionally, socially, & physically
5-2 Purposes based on Macrosystem
Political Ideology:
seen in values like social responsibility--fostering adaptation in immigrants
competition--providing children with learning opportunities to prepare for future
equal opportunity--assisting poor families & including ethnically diverse children & those with disabilities
Economics
seen when both parents need to work
Science/Technology
reflected in pressures to impart academic skills to all children as early as possible
Macrosystem influences 5 purposes
Social service: motivation to open day nurseries was to care for neglected children& care was essentially custodial
Enrichment: to give kids opportunities to play in supervised environment where could develop impulse control, verbal skills, & knowledge of the world
Parent employability: to enable parents to seek job training/ employment outside the home
Intervention: designed to compensate for physical, social, & academic disadvantages of low-income families & others
Readiness: ensure kids are equipped with skills needed to be ready to learn in school
Cultural/Ethnicity:
5-3 Chronosystem concerns
Separation from mother
Child-care setting--physical environment, socio-emotional relationships & intellectual stimulation
Ecological systems--family factors, child-care factors, & cultural factors that work together
'childrearing has become a collaborative endeavor with children moving back and forth between homes and child care' p177
5-4 Psychological Development
Focuses on attachment: kids who attend a quality cay-care program so not differ in attachment to mothers from kids cared for at home
5-5 Social Development
Focused on peer relations: day-care kids tend to be more self-sufficient, outgoing, & aggressive than kids not in day-care programs
5-6Cognitive Development
Focused on academic achievement: day-dare kids higher in intellectual achievement than kids not attending quality programs
5-7 Mesosystems Influences
School & Community
could extend hours of sessions
could extend services to younger children
Child-care in community is beneficial economically
Government
provides funding of child care
provided tax credits for families using child=care
Business
may provide benefits & services for employees
Variables influencing Child-care socialization outcomes
Child-care variables
type of care--in-home, family day care, or center care
type of program--compensatory, or enrichment
compensation of caregivers
caregiver stress
stability of caregivers
adult-child ratio
quality of day-care setting
sensitivity & responsiveness of caregiver to child
caregiver education/training
caregiver ideology & attitudes toward child rearing
caregiver-parent communication
part- or full-time day care
Family variables
socioeconomic status
culture/religion
family structure--2-parent, single, step, kin
parental educational level
mother employed--part- or full-time
mother's attitude to work
mother's attitude to childcare
mother's sensitivity & responsiveness to child
roles & relationships between parents
father's involvement in child care
parenting styles
stress/coping strategies: availability of social supports in community
Child variables
age at entry into day care
gender
health
temperament
security of attachment to mom
5-8 curriculum models
Cognitively Oriented Curriculum: attempts to blend purposeful teaching with open-ended, child-initiated activities
learner-directed
application of Piaget's throes of cognitive development
Sensorimotor: 1 1/2y - 2y--kids uses senses & motor abilities to interact with world, understands only here & now
Preoperational: 2-7y--kids use symbols to represent objects, make judgements based on appearance, and believe everyone shared their viewpoint
Concrete Operations: 7-11y--kids can apply logical, systematic principles to specific experiences, but cannot distinguish between assumptions & facts or reality
Formal Operations: 11y+--can thin logically about abstract ideas & hypotheses as well as concrete facts
Direct Instruction Curriculum: based on behaviorist principles
teacher-directed
divide learning into small progressive segments & reinforces mastery
learning is mastery of certain content determined by teacher.
few play materials to minimize distractions
Montessori Curriculum: based on individual self-directed learning w/ teacher as facilitator
learner-directed
children treated respectfully as individuals
children must educate themselves--materials provide experiences in daily living, sensory & academic development
Developmental Interaction Curriculum: individualized to each child's stage of development while providing opportunities for interaction with peers & adults
learner-directed
focuses on development of self-confidence, responsiveness, inventiveness, & productivity
learning is organized around child's experience base
class is organized with interest centers to be explored
curriculum developed around themes or units--like community helpers, or animals
Tools of the Mind Curriculum: designed to help children become intentional & reflective learners
teacher-learner collaboration
engaged in activities with others more expert (masters)
5 cognitive minds
the disciplined mind: can focus on improving & mastering a skill
the synthesizing mind: can integrate ideas from different disciplines & communicate that integration
the creating mind: capacity to uncover & clarify new problems & Q's, & figure possible new solutions
the respectful mind: awareness & appreciativeness of differences between individuals & groups
the ethical mind: ability to evaluate own work & the needs of society, figuring how all people can work together for a common good
5-9 Developmentally Appropriate Caregiving
listen to parents
empathize
translate emotional responses into concrete actions
model methods of guidance & discipline
provide opportunities for support groups & parent education
enable family to link with services in community
5-10 caregivers have a legal role to report maltreatment
Quality counts no matter the setting--from 'we are asking too much of the day care