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Ecology of Nonparental Child Care (Nonparental Child Care and…
Ecology of Nonparental Child Care
Quality:
What is involved in quality child care?
The most significant predictors of positive classroom dynamics and child outcomes were: the size of the overall group, caregiver-child ratios, and caregiver training and specialization in child development.
The National Association for the Education of Young Children (NAEYC) set the accreditation standards for which it assesses the quality of programs. High quality programs contain these 10 characteristics.
Implement a curriculum that fosters all areas of child development - cognitive, emotional, language, physical and social
Use developmentally, culturally, and linguistically appropriate and effective teaching approaches
Provide ongoing assessments of child progress
Promotes postitive relationships for all children and parents
Promote the nutrition and health of children and staff
Employ and support qualified teaching staff
Establish and maintain collaborative relationships with families
Establish and maintain relationships and use resources of the community
Provide a safe and healthy physical environment
Implement strong program management policies that result in high-quality service
Macrosystem Influences:
What aspects of society have influenced nonparental child care?
Childcare practices are influenced by the macrosystems of political ideology, economics, and science and technology.
These aspects influence children through the following ways: social responsibility to children, providing competition, equal opportunity, social services, enrichment, parent employability, interventions, and ages of readiness.
Chronosystem Influences
: What is the relationship between society's traditional beliefs about nonparental child care and contemporary research issues?
There are still no government standards to established guaranteed high-quality child care. This is in part a cause of a fear of government involvement and views that families should take care of their own.
The chronosystem research concerns about childcare include influences on the child from separation from the mother, childcare settings, and ecological systems.
Nonparental Child Care and Psychological Development:
What are the effects of nonparental care on infants?
Recent data on psychological functioning of children in child care settings are confounded by many factors including the child's temperament, gender, family socioeconomic status, marital status, parent-child relationships, number of hours daily in care, and quality of that care including caregiver responsiveness and sensitivity.
In essence, nonparental care
in itself
does not affect mother-child attachment.
Nonparental Child Care and Social Development:
What is the effect of putting infants, toddleres, and preschoolers with peers in child care?
Children attending some form of child care have proven to interact more with their peers than those that do not attend. As a result, they seem to be more socially competent, outgoing, and less fearful.
Nonparental Child Care and Cognitive Development:
What is the effect of child care on intellectual outcomes?
Generally speaking, the intellectual performance of children attending nonparental child care (especially those of high quality) is higher than those that do not attend or who attend poor quality programs.
Mesosystem Influences:
What collaborative links are available for child care services?
Many groups take a collaborative approach to influence the many child care setting options. These include the schools, communities, government, and even businesses.
Nonparental Child Care and Socialization Outcomes:
How do different types of childcare curriculum models affect socialization?
Socialization of children is not only influenced by the type of care, but also by the curriculum implemented in the childcare setting.
Curriculum influences socialization
as it includes the educational goals and objectives of the program, the teacher's role, the equipment and materials, the space arrangements, the kinds of activities, and the way they are scheduled. The different types of curriculums used are as follows:
Cognitively oriented (learner-directed), Direct Instruction (teacher-directed), Montessori (learner-directed), Developmental Interaction (learner-directed, and Tools of the Mind (teacher-learner collaboration)
Developmentally Appropriate Caregiving
Caregivers who use developmentally appropriate caregiving must first have a background knowledge of child development and the implications of such knowledge.
This method in the nonparental childcare setting includes more collaboration with families about the ideologies and socialization goals in child rearing and education.