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Ecology of nonparental childcare - Coggle Diagram
Ecology of nonparental childcare
nonparental childcare (day care)
care given to children by persons other than parents during the parts of the day when parents are absent
extended day care-Nonparental child care provided for children before or after school hours or during vacations
components of optimal quality care
size of the group
caregiver-child ratios
training of caregiver
Macrosystem Influences on Nonparental Child Care
political ideology- social responsibility, competition and equal opportunity
economics- need for both parents to work
science and technology- e pressure to impart academic skills to all children as early as possible
Chronosystem Influences on Nonparental Child Care: Research Concerns
The 1971 White House Conference on Children pointed to the need for quality child care as the most serious problem confronting families and children.
Childcare standards continue to vary widely from state to state and family to family.
separation from mother would disrupt the mother-child bond of attachment
child-care settingz
ecological systems
Nonparental Child Care and Psychological Development
Spitz's study- detrimental effects of separating infants from their mothers- Spitz supported "nature" care
Bowlby's study- studied infants separated from their mothers- t any break in the early mother-child relationship could have severe emotional, social, and intellectual consequence. Bowlby supported "nature" care.
Skeel's study-quality of care (nurture) that affects children’s development, not the relationship of the person who provides it (nature)
Belsky- babies less than 1 year old who receive nonparental care for more than 20 hours a week are at a greater risk of developing insecure attachments to their mothers; they are also at increased risk of emotional and behavioral problems in later childhood
NICHD (2005)-when infants are in day care for more than 20 hours per week, the mother’s sensitivity to the infant is less than that of mothers who do not use nonparental care or do so minimally.
Nonparental Child Care and Social Development
children attending some form of child-care program interact more with peers, positively and often negatively, and that they are less cooperative and responsive with adults than children in home care
children who have had experience in a child-care program seem to be more socially competent than those who have not had such an experience
Nonparental Child Care and Cognitive Development
the intellectual performance of children who attend a quality day-care program is higher than that of children from similar family backgrounds who do not attend a day-care program or who attend one of poor quality
Intervention Programs for children who are disadvantage
fared better academically, socially, and emotionally than their nonparticipant counterparts
Mesosystem Influences on Nonparental Child Care
School and community Involvement in Nonparental child care
extend hours and services
Government and Business Involvement in Nonparental child care
Nonparental Child Care and Socialization Outcome
teacher directed curriculum- learning activities are planned by the teacher for all the children
learner directed curriculum- learning activities emerge from individual interest and teacher guidance
cognitively oriented curriculum-attempts to blend the virtues of purposeful teaching with open-ended, child-initiated activities