1. Chapter 5 Ecology of Nonparental Child Care

2. Chapter Objectives 1. Indicators of quality in nonparental care and the relationship of these indicators to child outcome. 2. Describe macrosystem, chronosystem, and mesosystem influences on child care and education. 3. Child care curricula according to philosophy and outcome. 4. Explain collaborative caregiving. 5. Indicators of suspected child maltreatment by abuse type.

3. (Non)Parental http://www.youtube.com/watch?v=O5uuMr1YEyE “Modern Family” Trailer What were you thinking when you watched this? (Whole group discussion) 1. How was your family like this? or not like this one? 2. Discuss your family ? 3. Is this how you want your kids to be raised? 4. Discuss why.

4. Who’s Watching the Children? Relatives: 21.4 % Family Child-care homes: 23.5 % Parents: 22.0 % In-home care: 4.9 % Child-care centers: 25.1 % Other: 2.9 %

5. Macro-system Influences http://www.youtube.com/watch?v=Ddm btyEtU8s Daddy Daycare

6. Child Care........ Purposes Has been used during the latter part of the twentieth century for three basic purposes:  Enrichment for middle-class preschoolers (intellectual growth);  Intervention to equalize learning opportunities for disadvantaged preschoolers (compensation); and  Employability for women who seek a job outside the home.

7. Indicators of Quality : Conditions allowing teachers to engage in more social interaction with children:  Size of the overall group  Ratios: caregiver-child  Specialized training in child development or early childhood education  Parents place emphasis on availability and affordability

8. Findings……..(preschool) Outcomes related to “quality” include:  cooperative play,  Social competence,  ability to resolve conflicts,  self-control,  assertive,  language and  cognitive development higher than those who did not attend.

9. Advocacy for Quality Care The National Association for the Education of Young Children (NAEYC) set its own criteria. Developmental Appropriate Practice (DAP) involves knowledge of children’s normal growth patterns and individual differences.

10. 1990 Federal Child-care Bill Included a Child Care and Development Block Grant to state governments, requiring them to: designate a lead agency to direct their child-care programs, to set health and safety standards, and to allow eligible low-income families to choose any licensed child-care provider.

11. Child-care Bill and FMLA The child-care bill included tax credits for working families with children. The government passed the Family and Medical Leave Act (FMLA) in 1993, which requires all public and private employers to provide up to 12 weeks of unpaid leave per year to employees who need to care for a new child or a seriously ill family member, or who themselves become seriously ill.

12. Mesosystem Interaction between the Parents and community services Government and Business interactions for quality DayCares School and community interaction for extended Day Care

13. Consequences of Child Care John Bowlby Skeel’s study Jay Belsky’s

14. ©2010 Cengage Learning. All Rights Reserved. Research Trends Attachment Spitz Bowlby Skeels Belsky Concerns about full-time care Belsky Compensation Intervention Family Support Community Support Programs

15. Study 1: Consequences of Child Care Disrupt the natural mother- child bond of attachment Rene Spritz: Prison study John Bowlby showed that children need care and nurturance to develop normally, socially and intellectually.  Maternal love has a great impact on infant’s future development.

16. Study 1: Consequences of Child Care Rene Spritz: Prison study

17. Study 2: Psychological Development; Skeel’s study has implication for society:

18. Study 2: Psychological Development; Skeel’s study has implication for society:  deprivational effects caused by neglect in infancy can be reversed by intervention,  we can enable many children to grow up to be independent, self-sufficient, responsible adults who are assets to society rather than liabilities.

19. Study 3: Jay Belsky’s Shows that babies ….

20. Intervention Programs DSIB #4 Attempt to compensate for the perceived academic, physical, and social disadvantages of children who come from:  low-SES families or  ethnic minority families, or are  disabled, or have been  abused. Compensation means making amends for what is lacking.

21. Bowlby’s Study “nurture care” “ Any Break”

22. Parenthood http://www.youtube.com/watch?v=RgrbuRNc-AQ 1. Fantasy or reality: Are modern families like this one? Discuss 2. How was your family like this? or not like this one? 3. Which movie would illustrate your family growing up or your current family now?

23. Family Support Programs DSIB #4 1973 Head Start It enrolled qualified families of children from birth through age 8, rather than just the children. It provided:  diagnostic medical,  dental, nutritional,  prenatal care, and  mental health services as well as treatment.

24. Child Care and The Community U.S. Census Bureau (2003) indicated that about  5 million children age 5 to 14 are left alone to care for themselves outside of school hours, while their parents work. There is no exact number of children  under age 5 who are left alone all day, but a significant number are cared for by a sibling under age 14.

25. Program Benefits Child care affects the economics of the community in that it enables adults to work.  Government-subsidized child care  have the potential to break the cycle of poverty. Children who had attended a “quality preschool” significantly outperformed those who had not.

26. Lasting Effects Thus, preschool, or child care, does have lasting effects because is starts them off on a more positive track.  More committed to school  Less disruptive  Preschool is beneficial for society because it is cost efficient.  Less problems with separation anxiety

27. Yours, Mine, & Ours 1. What parenting style does Rene Russo system) 2. What parenting style does Dennis Quad use, according to the textbook? Explain 3. What Family Configuration does Yours, Mine, and Ours represent? Explain why that works, doesn’t work? 4. Explain the family structure (matriarchal, patriarchal, or Egalitarian), functions, roles, & authority patterns. 5. What societal issues had an impacted the family, indirectly (meso-to-exo-system) or directly: economic, social, Political? 6. What was their method(s) of socialization: Affective, Operant, Observational, Cognitive, Sociocultural, and/or Apprenticeship?

28. “Stir-It-Up” # off 1-5 Create mixed (heterogeneous) groups May use popsicle sticks A curriculum translates theories about learning into action; consequently, they have different socialization effects. Discuss (and write) in your groups what you know about each type of curriculum.

29. Curriculum Models (DSIB 3: C.) How will you Ensure Learning? What curriculum model would you use? Which model is used with different populations of students?

30. 1) Cognitively Oriented Curriculum Piaget’s theory of development based on age appropriate learning. Learner directed  experiences that stimulate thinking, language, and social development. DAP Developmentally Appropriate Practice  (Materials& Activities)………………

31. 1) Cognitively Oriented Curriculum

32. Development of Appropriate Materials & Activities Piaget believed that humans adapt mentally to their environment through their  interactions or  experiences with people, objects, and events. Piaget recommends that all new experiences be planned in such a way that a child can  make a connection or  relationship to previous experiences.

33. Cognitively Oriented Curriculum All children mature in a certain order. Are encouraged to become actively involved in constructing their own learning. Thus learning to:  make decisions,  set goals, and  solve problems by  finding alternatives to plans that did not work out as anticipated.

34. 2 ) Direct Instruction Curriculum Behaviorist Principles  Subdividing learning tasks into small progressive segments  Mastery B. F. Skinner’s Behaviorist Theory  Behaviorism is the doctrine that observed behavior, rather than what exists in the mind, provides the only valid data for psychology.  Factual knowledge is taught and is conveyed through a traditional model.

35. 2 ) Direct Instruction Curriculum

36. “Readiness” Through Behavioral Principles Reinforcement and individualized instruction, whatever the IQ or background of the child. The content and sequence are determined by the teacher, the school, or the book. Learners receive immediate feedback, which will produce student-responsibility.

37. T-directed Direct Instruction Curriculum The program is designed to foster IQ gain and improve achievement- test performance in the early school years. Students are quiet and responsive. uses few of the play materials normally seen in many early childhood programs.

38. 3) Montessori Curriculum Children must educate themselves. “learner-directed.” involves children of different ages. The teacher, director, prepares the classroom environment for the children so that the children can do things independently.

39. 3) Montessori Curriculum

40. Montessori curriculum: L-Directed Fosters reality training Children use real things instead of play things and do real tasks, such as setting the table with real silverware and ironing with a real iron. Younger children learn from the older ones. The teacher introduces materials and the correct way to use them. The children are free to choose any materials they wish to work with.

41. 4) Developmental Curriculum Self motivation Children are naturally curious “Learner-directed” Individualized in relation to each child’s stage of development John Dewey and Sigmund Freud Extrinsic rewards (tokens) Activities built around concepts projects, themes, centers

42. 4) Developmental Curriculum

43. Teaching Programs  Teacher-directed (learning activities are planned by the teacher for all the children)  Traditional Curriculum Learned-directed (learning activities emerge from individual interest and teacher guidance). Modern Curriculum “Whole –Child”

44. Learner-Directed Three Advantages 1. Children scored higher on the nonverbal reasoning and problem-solving tasks. 2. The children from these classrooms were involved in more cooperative work with other children and were more independent. 3. More positive about school

45. Teacher-Directed Advantage Better for students w/Disabilities Children scored higher on  reading  math achievement  Standardized tests.