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Lesson 6 (Readings ("When Mom Can't Be Home - Making the Best of…

- - - - Nonparental child care, or as it is sometimes called, day care, refers to the care given to children by persons other than parents during the parts of the day when parents are absent.
      - Nonparental child care provided for children before or after school hours or during vacations is referred to as extended day care
    - - Latchkey children - children who carry their own key and let themselves into their homes.
    - - The chronosystem reflects the following areas of concern that provided the bases for research at the time:
        Separation from mother, Child-care setting, Ecological systems.
    - - Spitz’s Study: He compared the development of infants raised by caregivers in a foundling home (a home for illegitimate and abandoned babies) to that of infants raised by their mothers in a prison. The infants raised in the foundling home had poor appetites and lacked interest in their surroundings; they exhibited severe depression, according to Spitz. As a result, they were delayed in their growth and mental development. The infants raised by their mothers in prison, on the other hand, developed normally. Spitz supported “nature” care.
      - Bowlby’s Study: wrote that maternal love and care are the most important influences on an infant’s future development. After reviewing studies on infants separated from their mothers, he concluded that any break in the early mother-child relationship could have severe emotional, social, and intellectual consequences. . Bowlby, too, supported “nature” care.
      - Skeels’s Study: A 30-year longitudinal study completed in 1966 by Harold Skeels demonstrated that it is the quality of care (nurture) that afects children’s development, not the relationship of the person who provides it (nature). , Skeel’s longitudinal study supported “nurture” care. It showed that children need care and nurturance to develop normally (in this respect, Skeels agrees with Spitz and Bowlby); care and nurturance can be provided by someone other than the mother (here Skeels disagrees with Spitz and Bowlby); and infants who are initially deprived can grow up normally if intervention by a caring, nurturing person is provided (Spitz and Bowlby did not even consider this possibility).
    - - Macrosystem influences: Social service, enrichment, parent employability, intervention, and readiness.
    - - A curriculum includes the educational goals and objectives of the program, the teacher’s role, the equipment and materials, the space arrangement, the kinds of activities, and the way they are scheduled.
      - Teacher-directed - curriculum a curriculum in which the learning activities are planned by the teacher for all the children
      - Learner-directed - curriculum
        a curriculum in which the learning activities emerge from individual interests and teacher guidance
      - Cognitively oriented curriculum - a curriculum that attempts to blend the virtues of purposeful teaching with open-ended, child-initiated activities
      - Assimilation - a Piagetian term for mental adaptation to one’s environment by incorporating experiences
      - Accommodation - a Piagetian term for mental adaptation to one’s environment by reconciling differences of experiences
      - Equilibrium - a Piagetian term for the state of balance between assimilation and accommodation, thereby allowing knowledge to be incorporated
      - Sensorimotor - the first stage of Piaget’s theory of cognitive development (ages 1½–2 years), in which the child uses senses and motor abilities to interact with the environment and understands only the here and now
      - Preoperational - the second stage in Piaget’s theory of cognitive development (ages 2–7 years), in which children use symbols to represent objects, make judgments based on appearances, and believe that everyone shares their viewpoint
      - Concrete operations - the third stage in Piaget’s theory of cognitive development (ages 7–11 years), in which the child can apply logical, systematic principles to specific experiences, but cannot distinguish between assumptions or hypotheses and facts or reality
      - Formal operations - the fourth stage in Piaget’s theory of cognitive development (ages 11 years and up), in which the child can think logically about abstract ideas and hypotheses as well as concrete facts
      - Montessori curriculum - a curriculum based on individual self-directed learning with the teacher as facilitator; materials provide exercises in daily living, sensory development, and academic development
      - Direct Instruction curriculum - a curriculum based on behaviorist principles
      - Developmental Interaction curriculum - a curriculum that is individualized in relation to each child’s stage of development while providing many opportunities for children to interact with peers and adults
      - Tools of the Mind curriculum - a curriculum based on Vygotsky’s sociocultural theory of learning and Gardner’s theory of five minds for the future
      - Intentional teaching - teachers act with specific outcomes or goals in mind for children’s development and learning
      - Ideology - concepts about human life and behavior
    - - Maturation - developmental changes associated with the biological process of aging