Child, Family, School, and Community Socialization and Support 6th ed.

1
Child, Family, School, and CommunitySocializati
on and Support 6th ed.
Chapter FiveECOLOGY OF CHILDCARE
2
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

3
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.

4
CHILDCARE What is quality care?

• Accreditation of child care programs
• Voluntary systems exist nationally to
  establish higher-
• quality 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.   

5
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

6
CHILDCARE Macrosystem influences on child care
(contd)

• 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.

7
CHILDCARE Macrosystem influences on child care
(contd)

• 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.

8
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 seamens working
• wives and widows.

9
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.

10
CHILDCARE Chronosystem influences on child care
(contd)

• 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.

11
CHILDCARE Chronosystem influences on child care
(contd)

• 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.

12
CORRELATES AND CONSEQUENCES OF CHILD CARE Child
care and psychological development
Rene Spitz compared
Infants raised by their incarcerated mothers.
Infants raised by caregivers
TO
Infants raised by their mothers exhibited normal
development whereas the other infants were
delayed developmentally.
13
CORRELATES AND CONSEQUENCES OF CHILD CARE Child
care and psychological development (contd)
John Bowlby ANY break in the early
mother-child relationship could have detrimental
effects for the child.
14
CORRELATES AND CONSEQUENCES OF CHILD CARE Child
care and psychological development (contd)

• Harold Skeels
• the degree and nurturance received (NOT the
  caregiver) is the most important determinant of
  childrens development.
• infants who are initially deprived can grow
  up normally IF intervention provided by a caring,
  nurturing person.

15
CORRELATES AND CONSEQUENCES OF CHILD CARE Child
care and psychological development (contd)
Researchers say Children form can
SECONDARY attachments to caregivers if caregiver
provides care for a substantial amount of time.
16
CORRELATES AND CONSEQUENCES OF CHILD CARE Child
care and psychological development (contd)
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.
17
CORRELATES AND CONSEQUENCES OF CHILD CARE Child
care and psychological development (contd)

• Michael Lamb
• Day care does not affect mother-child
  attachment.
• Adverse effects poor-quality day care
  insensitive and unresponsive maternal behavior.

18
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.

19
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)

20
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.

21
MESOSYSTEM INFLUENCES ON CHILDCARE Child care
and the school and community (contd)

• 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.

22
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.

23
MESOSYSTEM INFLUENCES ON CHILDCARE Child care
and the government business (contd)

• The federal government plans to expand existing
  programs (Head Start).
• Some businesses provide child care assistance for
  employees

• start-up costs to community childcare centers
• financial assistance to pay for child care

• parental leaves
• flexible scheduling
• community resources
• on-site child care

24
CHILD CARE AND SOCIALIZATION
There are different types of childcare

• In-home care
• Family day care
• Center-based care

25
CHILD CARE AND SOCIALIZATION
Socialization effects of different preschool
programs

• Cognitively-oriented curriculum
• translates Jean Piagets theory of cognitive
  development into an educational program
• learner-directed

26
CHILD CARE AND SOCIALIZATION
Socialization effects of different preschool
programs (contd)

• Direct-instruction curriculum
• based on B.F. Skinners philosophy
• aims to enhance disadvantaged childrens learning
  experiences through behavior modification and
  controlled skill learning
• teacher-directed

27
CHILD CARE AND SOCIALIZATION
Socialization effects of different preschool
programs (contd)

• Montessori curriculum
• child should be treated as an individual
• children naturally absorb knowledge during
  sensitive periods.
• learner-directed

28
CHILD CARE AND SOCIALIZATION
Socialization effects of different preschool
programs (contd)

• Developmental interaction curriculum
• focuses on the development of self-confidence and
  productivity
• individualized in relation to each childs stage
  of development.
• learning organized around childs own experiences
• learner-directed

29
CHILD CARE AND SOCIALIZATION
Socialization effects of child care ideologies
People employ caregivers outside the family whose
child care ideologies generally match theirs
Cultural and economic background influences child
care beliefs
30
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.

31
DEVELOPMENTALLY APPROPRIATE CAREGIVING
Collaborative Caregiving
Experts suggest Parents and non-parental
caregivers set-aside transition time when
children enter a childcare center.
32
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