Internship Population Research Delta Christian Academy and Child Development Center Heather Wiese

Developmental Benefits of Childcare Centers  Types of care and their association with social, emotional, or cognitive development in children.  Mother care  Latchkey  Child-care centers  Positive outcomes in child-care centers  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),

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),

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),

Effects of Childcare on Language Development  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),

Quality is a Multidimensional Construct  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),

Connecting With Children  Communication is basic to the development of positive relationships in children.  Several elements of communication with children.  Developing positive relationships with children.  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),

Remaining Flexible and Reasonable  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),

Children and Play  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),

Expression of Affection and Daycare  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),

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),

Summary  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.