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#5 Ecology of Nonparental Child Care (5-5 Noparental Child Care and Social…
#5 Ecology of Nonparental Child Care
5.1 Nonparental Child Care
day care
(non parent persons that care of child during the parents of the day that parents are absent)
extended day care
(non parental care for children before and after school hours or doing vacations)
5-1a Components of Optimal Quality Care
The size of the group of children
caregiver-child ratios
whether the caregiver had specified training and education
High quality programs
Promote positive relationships
Implement curriculum for all areas of child development
appropriate and effective teaching approaches
provide ongoing assessments of child progress
promote the nutrition and health of children and staff
Employ ans support qualified staff
Establish and maintain use community
Provide safe and healthy environment
implement strong program management
Low quality programs
High caregiver turnover
low wages
lack of benefits
adverse working conditions
different state requirements for child-care facilities and teachers
DAP (Developmentally appropriate practice)
How does accreditation take place?
self-evaluations by staff and parents
Professional validators (NAEYC) conduct visits (accredited for 3 years)
Standards are met
Family day-car homes
self-evaluation
external evaluation
health and safety
nutrition
indoor outdoor play environment
interactions
continuing education (CPR)
In-Home nannies (INA) Internal Nanny Association
NICHD (National Institute of Child Health and Human Development)
NAEYC (National Association for the Education of Young Children)
5-2 Macrosystem Influences on Nonparental Child Care
Political ideology
social responsibility
Competition
equal opportunity
economics
need for both parents to work
science and technology
Macrosytems influences
social service
Enrichment
Parent employability
intervention
Readiness
5-3 Chronosystem influences on non parental child care: Research concerns
Separation from mother
child care setting
ecological systems
5-4 Nonparental Child Care and Psychological Development
Spit'z Study( ByRene Spitz (1946) ("nature")
Bolby's Study(John Bowlby 1966, 1969, 1973) ("nature")
Skeel's Study (Harold Skeels (1966) ("nurture")
Contemporary studies (Jay Belsky, 2009; Belsky & Rovine, 1988)
5-5 Noparental Child Care and Social Development
interact more with peers (positively and negatively
less cooperative and responsive with adults than children
more social competent
more self-confident
more outgoing
less fearful
more assertive
more self-sufficient
social world (gender roles, taking the perspective of others, solving problems, emotional labels (cheater, crybaby, bully)
less polite
less respectful of other rights
less compliant with adults commands
more aggressive and hostile to others
5-6 Nonparental Child Care and Cognitive Development
more verbally expressive
more interactive with adults
increased intellectual capacity (increase of IQ by 10%)
I
ntervention Programs for Children who are Disadvantaged
(CFRP) Child and Family Resource Program (part of the Head start program)
5-7 Mesosystem Influences on Nonparental Child Care
(infants and toddlers) relatives, family day-care, day care centers
Preschoolers (ages 3-4) child car center, or by relatives
school age (ages 6-12) family day care or relatives
School and Community Involvement in Nonparental Child Care
afterschool programs
YMCA
Girls and boys clubs
latchkey kids
Government and Business Involvment in Nonparetal Child Care
child care assistance
parental leaves
flexible scheduling
list of resources
start-up funds or contributions to the community child-care centers
5-8 Nonparental Child Care and Socialization Outcomes
family day care
income care
center based care (curriculum)
Some Quality Nonparental Child Care Curriculum Models and Socialization outcomes
Cognitively Oriented Curriculum (learner-directed)
attempts to blend the virtues of purposeful teaching with open-ended, child initiated activities.
assimilation (incorporating experiences)
accommodation (reconciling differenced of experiences)
equilibrium (balance between simulate and accommodate new information)
Four stages of Learning
Sensorimotor (thinking in action)
Preoperational (thinking is based on appearances)
Concrete operational (thinking is based on reality)
Formal operational (thinking is based on abstractions)
David Weiker, (represents an application to Jean Piaget's theory)
Developmental Interaction (learner-directed)
individualized in relation to each childs stage of development while providing many opportunities for children to interact with peers and adults
Bank Street curriculum
development of self-confidence, responsiveness, inventiveness and productivity
John Dewey (1944)
help children to understand more fully what is already known to them
learning is organized around children's own experience bases
(similar to the Montessori curriculum)
activities are built around concepts
Montessori (learner-directed)
respected and treated as individuals
based on individual self-directed learning
teacher as facilitator
materials provide exercises in daily living, seniors development and academic development
fosters reality training
Dr. Maria Montessori
Direct Instruction Curriculum (teacher-directed)
based on behaviorist principles
dividing learning tasks into small progressive segments and reinforcing mastery of them
learning is mastery of specific content
designed to to foster IQ gain and improve achievement test performance
The Creative Curriculum
"what"
"why"
"how"
research bases and developmentally appropriate
B.F Skinner (1968)
Tools of the Mind (teacher-learner collaboration)
Vygotsky's (1978)
help children to become intentional and reflective learners
Howard Gardner (2006)
"Five minds"
The disciplined mind (socialization toward mastering a skill) "graphics practice"
The synthesizing mind (socialization toward integrating ideas and the ability to communicate that integration) "Venger drawing"
3.The creating mind (socialization toward the capacity to uncover and clarify new problems and questions and pose possible and novel solutions)"play planning"
The respectful mind (socialization towards awareness and appreciativeness of differences between human individuals and between human groups) "buddy reading"
the ethical mind ( socialization toward the ability to evaluate one's own work and the needs of society) "collection-making"
Intentional Teaching (specific outcomes or goals in mind for children development and learning)
Nonparental Child-Care Ideologies and Socialization Practices
ideology( concepts about human life and behavior)
5-9 Developmentally Appropriate Caregiving
Collaborative Caregiving
maturation (developmental changes associated with the biological process of aging)
listening to parents
empathizing
translating emotional responses into concrete ones that can be acted on
modeling methods of guidance and discipline
providing opportunities for support groups and parent education
enabling the family to link with services in the community
5-10 Caregivers and Child Protection