Transcript Child, Family, School, and Community ocialization and Support 6 ed.

Child, Family, School,
and Community
Socialization and Support
th
6
Chapter Five
ECOLOGY OF CHILDCARE
ed.
CHILDCARE
What is quality care?
The National Day Care Study has found three
predictors of positive classroom dynamics and child
outcomes:
• Size of the overall group
• Caregiver-child ratios
• Specialized training of caregivers in child development
or early childhood education
CHILDCARE
What is quality care?
Advocacy for quality care
• National Association for the Education of Young
Children (NAEYC) has its own accreditation standards
to promote developmentally appropriate practice.
• A federal child-care bill was passed in 1990, which
include a Childcare and Development Block Grant.
• The Family and Medical Leave Act was passed in 1993.
CHILDCARE
What is quality care?
Accreditation of child care programs
• Voluntary systems exist nationally to establish higherquality standards than are required by law.
• The standard criteria addresses staff qualifications and
training, administration and staffing patterns, the physical
environment, health and safety issues, and nutrition and
food service.
• In 1998, the National Association for Family Day Care
(now the National Association for Family Child Care) began
a program for voluntary accreditation for in-home childcare
services.
CHILDCARE
Macrosystem influences on
child care
Generally child care and educational practices
have been affected by four distinct
macrosystems:
• Political Ideology
• Culture/Ethnicity
• Economics
• Science/Technology
CHILDCARE
Macrosystem influences on
child care
(cont’d)
• The first day nurseries were established to
cope with the children of masses of
immigrants to the United States during the
mid-nineteenth century.
• The first cooperative nursery school was
inaugurated at the University of Chicago in
1915.
CHILDCARE
Macrosystem influences on
child care
(cont’d)
• In 1964, the Economic Opportunity Act was
passed to provide educational and social
opportunities for children from low-income
families.
• The political activism in the 1960s provided part
of the rationale for early intervention.
• President George Bush outlined his plan for
educational reform in his “No Child Left Behind”
Act.
CHILDCARE
Chronosystem influences on
child care
Nineteenth century
• Industrialization and a flood of immigrants
led to the need for childcare.
• Mrs. Joseph Hale opened the first day
nursery for children of seamen’s working
wives and widows.
CHILDCARE
Chronosystem influences on
child care
Twentieth century
• Most childcare could be classified as
custodial.
• President Franklin Roosevelt made public
funds available for childcare as part of the
Works Project Administration (WPA). These
funds were stopped when the WPA was no
longer in force.
CHILDCARE
Chronosystem influences on
child care
(cont’d)
Twentieth century
• Federal funds, made available through the
Lantham Act of 1942, made child care
available to women working in the war effort.
• After the Lantham Act was discontinued,
childcare facilities continued to exist as
many women continued to work.
CHILDCARE
Chronosystem influences on
child care
(cont’d)
Twentieth century
 Philosophy of childcare changed from a support
service for needy families to a developmental service for
all children.
 The 1971 White House Conference announces the
need for quality care as the most serious problem for
families.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and psychological
development
Rene Spitz compared:
Infants raised by
caregivers
TO
Infants raised by
their incarcerated
mothers.
Infants raised by their mothers exhibited
normal development whereas the other
infants were delayed developmentally.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and psychological
development (cont’d)
John Bowlby:
ANY break in the early mother-child
relationship could have detrimental effects for
the child.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and psychological
development (cont’d)
Harold Skeels:
• the degree and nurturance received (NOT
the caregiver) is the most important
determinant of children’s development.
• infants who are initially deprived can grow
up normally IF intervention provided by a
caring, nurturing person.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and psychological
development (cont’d)
Researchers say :
Children form can SECONDARY attachments
to caregivers if caregiver provides care for a
substantial amount of time.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and psychological
development (cont’d)
Jay Belsky says:
Infants under age 1 receiving non-maternal
care 20+ hours a week are at a greater risk of
developing insecure relationships with their mothers.
Phillips and Clarke-Stewart says:
Children in full-time day care may have different coping
styles and traditional assessments of attachment may
not be adequate for children reared in diverse
environments.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and psychological
development (cont’d)
Michael Lamb:
•
Day care does not affect mother-child
attachment.
•
Adverse effects = poor-quality day care +
insensitive and unresponsive maternal
behavior.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and social development
• Numerous studies show children experienced in
childcare programs are more socially competent
than children not experienced.
• Non-childcare children are typically more
aggressive and hostile toward others.
CORRELATES AND
CONSEQUENCES OF CHILD CARE
Child care and cognitive development
Research shows:
• A positive relationship between attendance in
quality day care and cognitive development.
• Child care effects on cognitive development
depend on many factors (i.e. home life)
MESOSYSTEM INFLUENCES ON
CHILDCARE
Child Care and the School and Community
Ways to Increase Childcare Options:
• Extend services in elementary school to children
under age 5 and to extend the class hours.
• Cooperative community ventures with urban
public school districts and the YMCA.
MESOSYSTEM INFLUENCES ON
CHILDCARE
Child care and the school and community
(cont’d)
• Childcare affects not only children and families,
but communities as well.
• The quality of family life in communities is often
elevated by the provision of childcare.
• Childcare affects the economics of communities
in that it enables adults to work.
MESOSYSTEM INFLUENCES ON
CHILDCARE
Child care and the government business
•
Current U.S. policy: government pays for
disadvantaged families’ childcare and grants tax
credits to other families.
•
Perry Preschool research: children who attended
a quality preschool significantly out-performed
those who did not.
MESOSYSTEM INFLUENCES ON
CHILDCARE
Child care and the government business
(cont’d)
•
The federal government plans to expand existing
programs (Head Start).
•
Some businesses provide child care assistance
for employees:
• parental leaves
• flexible scheduling
• community resources
• on-site child care
• start-up costs to
community childcare
centers
• financial assistance to
pay for child care
CHILD CARE AND
SOCIALIZATION
There are different types of childcare:
• In-home care
• Family day care
• Center-based care
CHILD CARE AND
SOCIALIZATION
Socialization effects of different preschool programs
Cognitively-oriented curriculum:
• translates Jean Piaget’s theory of cognitive
development into an educational program
• learner-directed
CHILD CARE AND
SOCIALIZATION
Socialization effects of different preschool programs
(cont’d)
Direct-instruction curriculum:
• based on B.F. Skinner’s philosophy
• aims to enhance disadvantaged children’s
learning experiences through behavior
modification and controlled skill learning
• teacher-directed
CHILD CARE AND
SOCIALIZATION
Socialization effects of different preschool programs
(cont’d)
Montessori curriculum:
• child should be treated as an individual
• children naturally absorb knowledge during
“sensitive periods.”
• learner-directed
CHILD CARE AND
SOCIALIZATION
Socialization effects of different preschool programs
(cont’d)
Developmental interaction curriculum:
• focuses on the development of self-confidence and
productivity
• individualized in relation to each child’s stage of
development.
• learning organized around child’s own experiences
• learner-directed
CHILD CARE AND
SOCIALIZATION
Socialization effects of child care ideologies
Cultural and
economic
background
influences child care
beliefs
People employ
caregivers outside
the family whose
child care
ideologies generally
match theirs
DEVELOPMENTALLY
APPROPRIATE CAREGIVING
Collaborative Caregiving
• Professionals who care for infants and children
MUST collaborate with families regarding
ideologies and socialization goals.
• Diversity in socialization can be observed in
communication styles with infants.
DEVELOPMENTALLY
APPROPRIATE CAREGIVING
Collaborative Caregiving
Experts suggest:
Parents and non-parental caregivers
set-aside “transition time” when
children enter a childcare center.
DEVELOPMENTALLY
APPROPRIATE CAREGIVING
Caregivers and child protection
• Caregivers MUST report suspected
maltreatment under the law, Child Abuse
Prevention and Treatment Act
• There are physical and behavioral indicators
of maltreatment