Transcript Internship Population Research

Internship
Population
Research
Delta Christian Academy
and Child Development
Center
Heather Wiese
Developmental Benefits of
Childcare Centers
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Types of care and their association with social, emotional, or
cognitive development in children.
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Mother care
Latchkey
Child-care centers
Positive outcomes in child-care centers
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Psychological
Behavioral
Social
Ramanan, J., & Vandell, D.L. (1991). Children of the national
longitudinal survey of youth: Choices in after-school care and
child development. Developmental Psychology, 27(4), 637-643.
Social Development of
Children in Daycare
 Social
effects of participation in
daycare on children.
 Areas of early childhood socialization
Bradbard, M.R., & Watkins, H. (1982). The social development of
young children in day care: What practitioners should
know. Child Care Quarterly, 11(3), 169-187.
Effects of Childcare and
School Adjustment
A
possibility of negative effects
 Conflicting Research
 Many influencing factors on development
Carollee, H. (1990). Can the age of entry into child care and the quality of child
care predict adjustment in kindergarten? Developmental Psychology,
26(2), 292-303.
Effects of Childcare on
Language Development
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Role of environment and quality
Influences on language development
McCartney, K. (1984). Effect of Quality of Day Care Environment on
Children's Language Development. Developmental
Psychology, 20(2), 244-260.
Quality is a Multidimensional
Construct
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An impact on overall child development
Teacher-child relationships
Graves, S.L., & Howes, C. (2011). The impact of teacher child
relationships and classroom quality. School Psychology
Quartely, 26(3), 202-214.
Connecting With Children
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Communication is basic to the development of
positive relationships in children.
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Several elements of communication with children.
Developing positive relationships with children.
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The importance of friendship, the ability to make and
keep relationships with friends indicates positive
developmental outcomes.
Karlsson, B. (2008). Connecting with children, developing
working relationships. International Journal of Early
Childhood, 40(2), 145-146.
Remaining Flexible and
Reasonable
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Transitions
Expectations
Children learn through concrete experiences
Collins, E.N., & McGaha, C.G. (2002). Create rewarding
circle times by working with toddlers, not against
them. Childhood Education, 7(4), 194-200.
Children and Play
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Development and progression of Play
Association with cognitive development
Cole, D., & LaVoie, J.C. (1985). Fantasy play and related cognitive
development in 2- to 6-year-olds. Developmental
Psychology, 21(2), 233-240.
Expression of Affection and
Daycare
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Who shows affection?
Frequency of affectionate behavior and types.
 Verbal
 Physical
Botkin, D., Cunningham, J.L., Twardosz, S., & Weddle, K. (1987).
Expression of affection in day care. Child Study Journal,
17(2), 133-151.
Expression of Care
 Comparisons
between home and child-
care settings
 Different patterns of care, same
experience
Ahnert, L., Rickert, H., & Lamb, M.E. (2000). Shared caregiving:
Comparisons between home and child-care settings.
Developmental Psychology, 36(3), 339-351.
Summary
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There are many theories of child development and many studies
that attempt to analyze and understand those children who are
involved in childcare. The cognitive, emotional, physical, social
and educational growth that children go through from birth and
into childhood can be strongly influenced by childcare.
Understanding the appropriate ways of communicating with
children at differing ages as well as having appropriate
expectations of children at differing ages are key to positive
interaction. Additionally, in researching the childcare population, I
have found that there is a large concern around the quality of
childcare. Quality seems to have both negative and positive
effects on overall child development. These effects can be seen
socially, psychologically, and behaviorally. The childcare
population is affected not only by their association with childcare
centers, but also by many other elements that affect overall child
development, such as those elements children who are not
involved in childcare encounter.