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Ecology of Nonparental Child Care - Coggle Diagram
Ecology of Nonparental Child Care
nonparental child care
, or day care the care given to children by persons other than parents during the parts of the day that parents are absent
extended day care
the care provided for children before or after school hours or during vacation
latchkey children
children who carry their own key and let themselves into their homes
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 experience
equilibrium
a Piagetian term for the state of balance between assimilation and accommodation, thereby allowing knowledge to be incorporate
ideology
concepts about human life and behavior
maturation
developmental changes associated with the biological process of aging
NAEYC accreditation system High-quality programs:
Promote positive relationships for all children and adults
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
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
Child Care Purposes
Social Service, Enrichment, Parent employability, Intervention, Readiness
Child Care Concerns
separation from mother, child care setting, ecological systems
Piaget's 4 Stages
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
curriculum
the goals and objections of an educational 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
Direct Instruction curriculum
a curriculum based on behaviorist principles
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
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
5 Minds
1.The disciplined mind
2.The synthesizing mind
3.The creating mind
4.The respectful mind
5.The ethical mind
We Are Asking Too Much of Day Care
About 9-15% child care high quality
NICHD "quality counts, no matter what the setting."
"The number of hours children spend in day care also influence their behavior
Institutionalized day care began to grow in 1960s and 1970s
About half of nations children are now in nonfamilial child care and about half of these are in child care 35+ hrs/week
The two opposing messages:
Day care is fine for children.
Day care as practiced is not fine.
Gender equality and best conditions for our children should not be seen as competing issues.
A Parent's Priority
Two realities:
Child's needs, Both parents' needs
Four Thirds Solution
"...each parent or caregiver works only two thirds of the time, instead of full time, so that each can devote one third of his or her time during the workweek to the couple's child or children"
Child's needs
must be the main concern in both parent's career and financial decisions.
Most important gift
parent's can give children is regular, substantial chunks of time.
When Mom Can't Be Home
-Winder, Evans, Doxey
Spend
quality
time with children and develop mind and spirit
First
, prayerfully consider your child’s age, needs, and any special circumstances.
Home care.
Here, children are cared for in their own home by a relative or other responsible adult.
Home child center.
In this arrangement, several children from different families are cared for in a home.
Child center.
Facilities in a child center accommodate a larger number of children than can be cared for in a home.
Industry or university care.
In some areas, day-care services are offered to employees of a business or to students enrolled in a university.
Neighborhood baby-sitting.
Residents of some neighborhoods have worked out a system in which parents take turns in caring for each others’ children.
Alternate work schedules.
When both parents work, they sometimes can alternate their work schedules so when one parent is away, the other is home caring for the children.
When Choosing Day Care:
Quality of Care, Curriculum, Personnel, Safety, Cleanliness, Meals & Snacks, Licensing, Cost.
Overscheduled Families-Today Show
3 year-old's day is completely structured so she can "get ahead in life".
"Mom ordered to stop babysitting kid's friends." - Today Show
Mom accused of running unlicensed day care. Actually helping friends by letting them drop their kids off at her home for the school bus stop in the mornings.
Piaget Preoperational Stage
- video ideas of permanence and abstract thinking evolve as child grows
Family Time: Excerpts From Church Leaders
protect family time, use "time-out" for time of renewal and to refocus priorities, quality family time not just quantity, make family spiritual time priority, find peaceful place to ponder and let Lord lead you, don't be so busy you don't notice the Spirit