Ecology of Nonparental Childcare
nonparental childcare
components of optimal quality care
predictors of positive child outcomes > size of group; caregiver-child ratio; whether caregiver had specialized training in child development/early childhood education
classifications
nonparental child care or day care -- care given to children by persons other than parents during parts of the day that parents are absent; extended day care -- care provided for children before or after school hours or during vacations
Infant/toddler Environment Rating Scale & the Early Childhood Environment Rating Scale assess quality
the National Assoc. for the Education of Young Children (NAEYC > outlines criteria/national standards/accreditation requirements for all programs > developmentally appropriate practices (DAP) > child care centers, family day-care homes, in-home: nannies
components of optimal care include: 1. caregiver provides warm, loving care and guidance for the child and works with the family to ensure that the child develops in the best way possible; 2. a setting that keeps the child safe, secure, and healthy; and 3. activities that help the child develop emotionally, socially, mentally, and physically.
macrosystem influences
3 macrosystem influences > political ideology -- social responsibility, competition, equal opportunity; economics -- both parents need to work; and science & technology -- pressure to impart academic skills to all children as early as possible.
purposes of child care in 2oth century > social service (custodial), enrichment (stimulate intellectual growth); parent employability; intervention (low-income families -- 1960s - compensate for physical, social, and academic disadvantages); readiness (take advantage of critical time for developing physical, emotional, social, cognitive skills needed for rest of their lives).
chronosystem influences
historical changes in the U.S. movement to nonparental child care. Chronosystem reflects these areas of concern: 1. separation from mother disruption of mother-child bond); 2. child-care setting (concerns about quality - physical environment, socio-emotional relationships, intellectual stimulation); ecological systems (family factors, child-care factors, and cultural factors > working together to affect children's development.
& psychological development
Spitz's study -- infants raised by mothers in prison resulted in normal development vs. institutional care > supported "nurture" care
Bowlby's study -- deprivation of early mother-child relationship > poor infant outcomes > supported "nurture" care
Skeel's study -- quality of care (nurture) affects development, not the relationship to the person who provides it (nature) . Deprivational effects caused by neglect can be reversed by intervention.
Contemporary studies -- nonparental care in itself does not reliably affect mother-child attachment. Children in a quality daycare program, compared to children cared for at home, attach to their mothers similarly.
& social development
& cognitive development
mesosystem influences
developmentally appropriate caregiving
& socialization outcomes
caregiving & child protection
spiritual connections
Child Abuse Prevention & Treatment Act > caregivers mandated by law to report maltreatment
nonparental care studies > children are more socially competent; more self-confident, more outgoing, less fearful; more assertive and self-sufficient; know more about the social world (gender roles, taking perspective of others, solving problems regarding getting along with another child, emotional labels e.g. "crybaby"). Also observed to be less polite, less respectful of others' rights, less compliant with adult demands, more aggressive & hostile
generally, the intellectual performance of children who attend a quality day-care program is higher than children from similar family background who do not attend a day-care program or who attend one of poor quality.
1960s & 1970s -- intervention programs with enrichment activities for children who did not receive intellectual stimulation at home
the best programs that encourage children to become competent cognitively, socially, and behaviorally involve the family
need for increased availability, accessibility, affordability of child-care options
curriculum models/types
cognitively oriented (learner-directed) -- a curriculum that attempts to blend the virtues of purposeful teaching with open-ended, child-initiated activities. Piaget's theory of cognitive development
direct instruction (teacher-directed) -- a curriculum based on behaviorist principles
Montessori (learner-directed) -- based on individual self-directed learning with the teacher as facilitator; materials provide exercises in daily living, sensory development, & academic development
developmental interaction (learner-directed)-- a curriculum that is individualized in relation to each stage of development while providing many opportunities for children to interact with peers and adults
Tools of the Mind (teacher-learner collaboration) -- based on Vygotsky's sociocultural theory of learning & Gardner's theory of five minds for the future > disciplined mind (graphics practice); synthesizing mind (Venger drawing); creating mind (play planning); respectful mind (buddy reading); ethical mind (collection-making)
ideologies & socialization practices
when nonparental child care complements family ideology & behavior, it is more beneficial for the child, whenit differs it is more likely to be harmful.
school & community involvement
government & business involvement
elementary school extend hours & extend services to include children under 5
neighbors
community programs, YMCA > programs improve the quality of family life (lower incidence of child abuse & neglect) > economically beneficial because of decreased need for gov't social services.
decrease numbers of unsupervised/latchkey children
employer sponsored day care > benefits
easier to recruit new employees
lower employee absenteeism
employees have a more positive attitude towards their work
lower job turnover
gov't programs > socially cost effective
starts children off on positive track > experience greater success in school, pride in themselves, a greater commitment to school, less disruptive behavior.
reduces the need for special education & the likelihood of dropping out of school & ending up on welfare or becoming delinquent
caregivers who implement developmentally appropriate practices must know about child development& the implications of this knowledge for how to teach, the content of the curriculum -- what to teach & when -- how to assess what children have learned, & how to adapt curriculum & instruction to children's individual strengths, needs & interests. Also must know how to collaborate with families.
gov't funded, tax credits for child care
curriculum -- the goals & objectives of an educational program, the teacher's role, the equipment & materials, the space arrangement, the kinds of activities, and the way they are scheduled
outcomes
in-home care (privately funded or by relative) > one-to-one interaction & training by adult -- developmental differences >scored lowest on assessments of cognitive ability, social understanding, cooperation, friendliness, and independence; socialization > one-to-one interaction & training by adult
family day care (privately funded) -- developmental > scored second highest on assessments of friendliness, lowest on independence from mother; socialization > experience in complex interactions with children of different ages.
center-based care (privately & publicly funded) > developmental > scored higher on assessments of cognitive ability, social understanding, cooperation, friendliness, & independence; socialization > increase in social competence, maturity, intellectual development
independence oriented -- individual achievement is valued; object-focused activities are emphasized; communication of feelings is openly expressive
interdependence oriented -- group cohesiveness is valued; people-focused activities are emphasized, communication of feelings is restricted.
very young children need a setting that parallels a home environment
limitations & adaptations
4 state study results > rated 86% of child care centers to be "less than good" & 10% to be "high quality"
four-thirds solution -- between both parents, four-thirds of their combined time is them working, and two thirds is spent with the child(ren) ; a solution to minimize a child's time in out-of-home care.
Piaget's theory
preoperational stage (2nd stage, ages 2-7) -- symbols represent objects, make judgements on appearances, believe everyone shares their view
concrete operations (3rd stage, ages 7-11) -- apply logical, systematic principles to specific experiences, cannot distinguish between assumptions or hypotheses and facts or reality
formal operations (4th stage, ages 11 & up) -- logical thinking about abstract ideas & hypotheses as well as concrete facts
sensorimotor (1st stage, ages 1 1/2 - 2) -- uses senses & motor abilities to interact with environment, understands only the here & now.
family prayer, meaningful gospel conversations, family night/time, make family a priority and discontinue activities of little value, take time to listen for the Spirit