643 results on '"DAY care centers"'
Search Results
2. Tribal Child Care Facilities: A Guide to Construction and Renovation.
- Author
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National Child Care Information Center, Vienna, VA.
- Abstract
This document provides technical assistance in addressing major areas of the child care facility construction and renovation process, including conducting a child care community needs assessment, identifying a site, financing costs, developing a business plan, conducting an environmental assessment, building and designing a facility, and hiring contractors. A glossary of terms and resources are provided. Appendices contain a sample notice of federal interest, a list of construction and renovation documents and deadlines, and an application of Title III (Public Accommodations) of the Americans with Disabilities Act to the Tribes. (GR)
- Published
- 1999
3. Assessing the Needs and Resources for North Carolina's Smart Start Population.
- Author
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North Carolina Child Advocacy Inst., Raleigh.
- Abstract
This report is the inaugural edition of a triennial profile of the condition of North Carolina's youngest population (age birth through 5 years), the target population for the state's "Smart Start" program. Part 1 of the report details the needs of young children in the state by means of state and county-by-county data. Part 2 presents resources such as a history and description of the Smart Start program, a list of Smart Start Partnerships by year, and county resources. The final section defines and explains the data presented. The data are presented in three areas--early education, health, and economics and family structure--with key indicators in each. The indicators are: (1) child care arrangements; (2) enrollment of child care centers; (3) services for children with developmental disabilities; (4) publicly subsidized child care; (5) Head Start; (6) early education program accreditation; (7) child care provider training; (8) healthy birth and early childhood; (9) access to health care; (10) safety; (11) family income; (12) family poverty and assistance; (13) family structure; (14) general demographic data; (15) child care provider statistics; (16) family income distribution; (17) immunizations; (18) child deaths; and (19) leading causes of death for children over 1 year old. (LBT)
- Published
- 1999
4. Beyond Early Intervention: Utilization of Community Resources and Supports by Families with Young Children with Disabilities.
- Author
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North Carolina Univ., Chapel Hill. Frank Porter Graham Center., Kochanek, Thomas T., McGinn, Jane, and Cummins, Catherine
- Abstract
This study examined the use of community resources and supports outside of formal infant/toddler and preschool programs for children with disabilities participating in early intervention programs in nine communities in three states (Colorado, North Carolina, and Pennsylvania). Data on community resource utilization were gathered for 16 months from parents of 135 infants/toddlers and 148 preschool children. Resources included child care, child therapy services, family need and support programs, health/mental health programs, recreational/socialization programs, and parent employment/education programs. Findings indicated that: (1) most families used community resources at least once during the period; (2) the proportion of families using resources increased over time; (3) child care services were the most frequently utilized resource; (4) the use of informal systems (family member or friend) was more prevalent than the use of formal systems; (5) approximately 34 percent of infants/toddlers and 39 percent of preschoolers received additional child therapy services; and (6) the use of child-centered services exceeded the use of family-centered services. Significant variability across communities was observed, suggesting that the community exerts a significant influence on the availability and utilization of child and family resources. The study protocol is appended. (Contains 24 references.) (DB)
- Published
- 1998
5. The Relationship between Teacher Behaviors and Student Academic Engagement in an Inner-City Preschool.
- Author
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Ortiz, Camilo
- Abstract
This study examined whether teacher behaviors (such as teacher enthusiasm, level of lesson difficulty, teacher voice volume and inflection, teacher use of inquiries, and teacher use of positive feedback) were related to student academic engagement in an inner city day care center. Data were collected by videotaping 13 teachers and 94 ethnic minority children in the day care center. Analysis indicated that all five teacher behaviors were related to student academic engagement, although none of these correlations was statistically significant. Student academic engagement was also found to be significantly correlated with measures of emergent literary skills. Results suggest that educational researchers include engagement among their outcome variables, and that educators add fostering student engagement to the goal of increasing student academic achievement. (JPB)
- Published
- 1997
6. Children's Day Care Experiences: Differences by Age, Gender, and Type of Program.
- Author
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Clawson, Mellisa A.
- Abstract
This study examined how children's experience of regulatable quality and teacher-child interaction differs between nonprofit and for-profit day care settings. Gender and age differences in children's day care experiences were also explored. Assessments of regulatable quality and teacher-child interaction were conducted in three for-profit and two nonprofit centers serving, respectively, 122 and 72 children age 36 to 71 months. Data collection included classroom observations and teacher interviews. Regulatable quality variables included teacher-child ratio, class size, and teacher qualifications. Teacher-child interaction was assessed with respect to rate, content, and affective tone. Results indicated that: (1) older children experienced day care environments of higher quality in terms of both regulatable features and teacher-child interaction; (2) boys' environments were less optimal than girls' with respect to teacher-child interaction; and (3) nonprofit centers had higher levels of regulatable quality and positive, meaningful teacher-child interactions compared to for-profit centers. (Contains 24 references.) (Author/KDFB)
- Published
- 1997
7. Contributions of Regulatable Quality and Teacher-Child Interaction to Children's Attachment Security with Day Care Teachers.
- Author
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Clawson, Mellisa A.
- Abstract
This study examined regulatable quality and teacher-child interaction and, their influences on the quality of the attachment relationship developed by preschool children with their day care teachers. Observation and interview procedures were completed in 12 classrooms serving 194 preschoolers. Regulatable quality variables included teacher-child ratio, class size, and teacher qualifications. Teacher-child interaction was assessed with respect to rate, content (traditional, socially-oriented, or control/disciplinary style), and affective tone. Results indicated that class size and teacher-child ratio were especially variable, because classes were often combined for joint activities or were divided into small groups. Negative teacher affect occurred infrequently, but flat emotional tone was not uncommon. Controlling for child age, it was found that class size was negatively related to teacher-child ratio and teacher qualifications, and teacher-child ratio was positively related to teacher qualifications. The rate of teacher-child interaction was positively related to traditional and socially-oriented interactions. Control interactions were related to negative and neutral teacher affect, and negatively related to positive teacher affect. Class size was negatively related to interaction rate and traditional- and socially-oriented interactions. Teacher-child ratio was related to interaction rate and traditional interaction. Children's attachment security scores were negatively associated with neutral teacher affect and control interaction. The composite variables of quality and teacher-child interaction, formed from the results of a principle components analysis, were used in multiple regression analyses. Tentative support was found for paths between: (1) low quality teacher-child interaction and children's insecurity in the teacher-child relationship; and (2) regulatable quality and high quality teacher-child interaction. (Contains 21 references.) (KDFB)
- Published
- 1997
8. Individual and Contextual Predictors of Children's Behavior in Daycare during Caregiver Turnover Episodes.
- Author
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Shpancer, Noam and Wachs, Theodore D.
- Abstract
This study examined the effects of caregiver stability on children's behavior in day care centers during a period of caregiver turnover. A total of 25 children, ages 2-5 years, in 7 day care centers who encountered caregiver turnover participated in the study. Baseline and turnover observations were conducted and scored, and correlated with demographic and family variables. Results showed no main effects of the turnover event on children's behavior. However, the findings suggested that temperamentally persistent, less emotional children, who spent more time in care, who had sensitive, responsive, and nonrestrictive caregivers, and who came from less disorganized home environments with more highly educated parents showed better adaptation and functioning during caregiver turnover in day care than their peers. The results also suggested that girls adapted more easily than boys. The findings underscore the link between home and day care contexts and how the characteristics of the home ecology bear on children's adaptation to day care. (MDM)
- Published
- 1997
9. Parent Handbook.
- Author
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Illinois Univ., Urbana. Child Development Lab.
- Abstract
This booklet contains information for parents whose children are enrolled in the Child Development Laboratory (CDL), a university-based preschool and child care program operated by the Department of Human and Community Development on the campus of the University of Illinois. The program provides half-day preschool for 2- to 4-year-old children and full-day child care programs for 3- and 4-year-old children. The mission of the CDL is to provide model programs for the local, state, and national early childhood communities; provide personnel training in child development and early childhood education; and facilitate research in child development and early childhood education. The booklet is organized into the following sections: (1) "Organization, Goals, Philosophy"; (2) "Daily Programs"; (3) "Enrollment Procedures"; (4) "Fees and Payment Schedules"; (5) "Delinquent Fees Policies" for both half-day preschool and full-day child care; (6) "Withdrawal Policy" for half-day preschool and full-day child care; (7) "Credit Reference Form"; (8) "Completion of Forms and Agreements"; (9) "Research, Field Trip, and Photographic Consent Forms"; (10) "Gradual Entry for Half-Day Preschool"; (11) "Home and School Visits for Half-Day Preschool"; (12) "Personal Belongings"; (13) "Insurance Coverage for Children"; (14) "Drop-off/Pick-up Procedures"; (15) "Emergency Medical Procedures"; (16) "Clothing"; (17) "Observation Booth Policy"; (18) "Illness"; (19) "Medication"; and (20) "Schedules." (SD)
- Published
- 1997
10. Examining Child Care Providers' Attitudes toward Children Who Have Been Exposed to Substances and Their Families. Final Report.
- Author
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North Carolina Univ., Chapel Hill. Frank Porter Graham Center., McMillen, Janey Sturtz, and Simeonsson, Rune J.
- Abstract
A study involving 83 child care providers conducted two surveys to investigate providers' self-perceived knowledge, skills, and attitudes toward working with children (and their families) who are exposed to substances, and their attitudes towards children with Down syndrome and children who are chronically ill. Results from the surveys indicated: (1) attitudes toward children who had been exposed to substances were poorer than toward children with Down syndrome, but were not significantly different from attitudes toward children with chronic illness; (2) participants who had received prior training in working with children who are chronically ill had better attitudes toward these children than those who had not received training; (3) participants who had received prior training in working with children who had been exposed to substances had poorer attitudes toward these children than those who had not received training; (4) providers' self-perceived level of knowledge or skill regarding working with children exposed to substances had no relationship with attitude scores; and (5) the only significant correlations were between the attitude subscales and between self-perceived level of skill and level of knowledge regarding working with children exposed to substances. (CR)
- Published
- 1997
11. Creating a Child Care Center in a Nursing Home and Implementing an Intergenerational Program.
- Author
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Foster, Karen B.
- Abstract
The success of the Champaign County Nursing Home Child Care Center (CCNHCCC) in Illinois provides a model for the establishment of child care centers in nursing homes. Needs assessment, financial support, licensing, staff hiring and training are all important factors that need to addressed in the start up and running of such a program. The establishment of an intergenerational program at a facility of this type is intended to draw elderly residents out of seclusion and isolation and to make it possible for the children to benefit from the residents' love and affection. Mutual activities and interaction promote a fresh and unique understanding between the two age groups in an atmosphere of happiness and compassion. An onsite child care center helps recruit and retain employees with child care needs, while the nursing home atmosphere takes on a personal, friendlier, and more family-like tone. The program has a positive influence on children's perceptions of the elderly, of disabilities, and of nursing homes, as well as providing the elderly with an atmosphere of revitalized interest and social enrichment. (MT)
- Published
- 1997
12. Intergenerational Programming: The Impact on Children and Elders.
- Author
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Foster, Karen B.
- Abstract
This paper describes intergenerational (IG) programming and its benefits for children and elders, focusing on the preschool IG program at the Champaign County (Illinois) Nursing Home Child Care Center. The paper begins with a definition of IG programming and describes theories of adult development that may provide insight into how each age group involved in IG programming may benefit from such an arrangement. Erikson's adult development stage of "generativity versus stagnation" and the "age of integrity" are highlighted with regard to adult development, and Erikson's and Piaget's theories are discussed regarding how children might relate to the intergenerational experience. The second major section of the paper concerns IG programming. This section discusses three types of IG activities that are relevant to a preschool IG program: (1) recreation/leisure; (2) education; and (3) personal development. Factors related to the success of IG programs are discussed, including the staff's commitment to the program, matching the project to goals, considering the interests and abilities of the groups involved, and assessing the practical aspects. The third major section describes the philosophy and goals of the Champaign County Nursing Home Child Care Center, four needs that IG programming fills, and typical experiences of nursing home residents with young children. The paper concludes by noting that IG programming has resulted in positive experiences for both elders and children. Contains 13 references. (KB)
- Published
- 1997
13. Development of an Early Reading Program for Day Care Centers in Urban Poor Communities in the Philippines.
- Author
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Ocampo, Dina Joana
- Abstract
This paper describes research that was conducted in three phases between 1989-1990 to develop a 3-month early reading program for the use of day care centers in urban poor communities. The research meant to promote early literacy skills in a manner relevant to the children by using language with which they are comfortable and materials that are suited to their economic situation. At the same time, this research sought to contribute to the broadening scope of alternative education which has largely been limited to adult literacy and skills training. The background of the particular educational problems in the Philippines connected to the situation of women, children, and urban poverty is discussed. Also, the history and trends of preschool education in the Philippines and early literacy for the Filipino child are discussed. The paper then details the study's needs assessment; development of the early reading program (a holistic, literature-based approach to the teaching of reading and language); and implementation of the 3-month program in two day care centers (one served as control, the other as the experimental group). The paper relates that the children who underwent the early reading program exhibited significant gains in more areas of early literacy than the control group, which used a regular day care program. Includes three figures and a table of data; contains 18 references. (NKA)
- Published
- 1996
14. Developing Opportunities for Senior Citizens and 3- and 4-Year-Old Children in a Northeast U.S. Jewish Community Center to Interact.
- Author
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Weeks, Joyce
- Abstract
Due to changes in society, young children and senior citizens have little opportunity for interaction. This practicum report formulated a plan for intergenerational interaction opportunities between 3- and 4-year-olds and senior citizens at a Jewish community center where separate programs for preschool children and senior citizens typified the lack of interaction. The goal of the practicum was to identify at least three opportunities for intergenerational interaction. This goal was accomplished via a 10-week strategy to determine opportunities for interaction and implement developmentally appropriate activities and opportunities. Information and recommendations were gathered from parents, teachers, staff, and seniors. Although inadequate time was allotted for full discussion of options, and seniors' ideas for intergenerational programming were much less interactive than those of parents, the affected populations were satisfied with 4 out of 5 options presented. Specific interaction projects agreed upon and developed included plans for an intergenerational Shabbat lunch and a Grandpals program. (Eight appendices include questionnaires for parents, seniors, children, and opportunity evaluation; a calendar plan for implementation; parent and senior involvement letter; field test results summary; and evaluation team letter. Contains 14 references.) (SD)
- Published
- 1996
15. Arts Games for Young Children.
- Author
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Suthers, Louie and Larkin, Veronicah
- Abstract
This study investigated the use of arts games (structured play activities based on drama, movement, and music) with children age birth to 5 years in a day care setting. A set of 20 games was tested by 2 early childhood teachers; 1 teacher tested 10 games with a group of 2-year-olds and the other tested a different set of 10 games with a group of 4-year-olds. The teachers worked at a day care center in an inner city in Australia serving a culturally and socioeconomically diverse community. Teachers were given detailed descriptions of the games, including required equipment, suggested group size, procedures, and possible variations. They presented each game at least three times over a period of 6 weeks. Results indicated that the teachers would continue to use 13 of the 20 games in the version provided or in a modified version. They described over 75 percent of the games as developmentally appropriate for their children. Four factors influenced successful implementation: (1) grouping of children, especially group size; (2) children's interest and motivation, encouraged through positive reinforcement and accurate verbal feedback; (3) teachers' modifications and strategies, especially those to meet the needs of individual children; and (4) teacher confidence, related to the aspects of the games they chose to emphasize. Teachers generally found written instructions for the games very clear but noted that games requiring singing provoked anxiety. The teachers reported high levels of child enjoyment while playing the games. (Contains 23 references.) (KDFB)
- Published
- 1996
16. Offspring, 1996.
- Author
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Michigan Council of Cooperative Nursery Schools, Jerome. and Rosenthal, Marilynn
- Abstract
These two 1996 issues of the journal "Offspring," a publication of the Michigan Council of Cooperative Nursery Schools, cover a variety of topics familiar to nursery school and day care providers and pertinent to the mission of the publication. Articles are short pieces useful to parents, teachers, and others and aim to provide a forum for views on dealing with young children, express a variety of ideas, promote the co-op philosophy, and to enhance relationships with children and each other. The articles are frequently accompanied by classroom activities and activity pages. Articles in these two issues include: (1) "Lighten Up; Love Yourself; Laugh A Lot" (interview with John Bernardo); (2) "Does the Test Pass the Test" (Marianne Russel Kugler); (3) "Learning to Read with Style" (Mary V. Renner); (4) "Artfully Yours" (Jessie Halladay); (5) "Talking about Sex, Babies, and AIDS with Preschoolers" (Mary W. Paonessa); (6) "Sense and Nonsense about Preschool" (David Elkind); (7) "Mental, Emotional, and Physical Effects of Laughter" (Kaye Olson); (8) "Lions, Tigers, and Bears, Oh My!" (Lynn Simons); (9) "Saying 'I Love You'" (Jane Bluestein); and (10) "Surviving the Cold Season" (Susan F. Engert). (SD)
- Published
- 1996
17. Profile of Child Care Centers Located in GSA Space.
- Author
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General Services Administration, Washington, DC. Office of Workplace Initiatives.
- Abstract
This report summarizes information from an annual survey on child care centers located in General Services Administration (GSA) space, reflecting status as of October 2, 1995. In 1995, 102 centers were operating, about a tenfold increase from 1985. Total enrollment in the centers is 6,496, and about 40% of the children are between 37 and 60 months of age. All centers provide full-time care up to kindergarten, but more than half also provide infant care. Forty-seven centers are accredited by the National Association for the Education of Young Children. Seventy-three percent of the centers are operated by professional child care providers. Full-time average tuition ranges from $100 to $133 per week for federal workers, and from $105 to $141 for non-federal workers. In 92 centers, some form of tuition assistance was available, and most centers receive some form of outside funds. The centers employ 1,363 full-time and 313 part-time staff, and the annual turnover rate is 33%. The range of salaries for directors was $17,268-$51,000; for highest paid teachers, $11,648-$32,150; and for beginning teachers with a degree, $10,400-$21,930. Almost all centers provided staff some paid vacation days, sick leave, and health insurance. (TM)
- Published
- 1996
18. Child Care Lead Poisoning Prevention. Training Curriculum.
- Author
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California Dept. of Health Services, Oakland. Childhood Lead Poisoning Prevention Branch. and California Child Care Health Program, Oakland.
- Abstract
In an effort to address young children's substantial risk for exposure to lead in out-of-home child care programs, outreach and training were developed for child care providers. This workshop curriculum consists of training activities and materials appropriate for child care providers in centers or homes for the purpose of educating them about the dangers of childhood lead poisoning. The 90-minute training session offers: (1) understanding of the problem of lead poisoning; (2) simple routines to reduce the possibility of lead exposure in children's environments; and (3) information to share with families and tips for encouraging them to have their children tested for lead poisoning. Following introductory materials and background information, the workshop curriculum is presented in 10 parts: (1) why lead poisoning is an issue; (2) child care activities to promote health and reduce exposure to lead; (3) painting, repairing or remodeling your child care environment; (4) nutrition and childhood lead poisoning prevention; (5) how to talk to parents; (6) promoting handwashing; (7) hazard hunt activity; (8) promoting lead screening and testing; (9) question and answer session; and (10) workshop evaluation and awarding of certificates. Curriculum masters for photocopying are provided at the end of the packet for each part of the curriculum. (SD)
- Published
- 1996
19. Early Childhood Education in Northern Cyprus.
- Author
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Mertan, Biran
- Abstract
The history of early childhood education in Cyprus, from the time of the Ottoman Empire to the present, is reviewed in this paper as the context for reporting on a survey of 1,071 full-time and working Turkish Cypriot mothers regarding the daily difficulties of child rearing. The survey was undertaken to inform policymaking efforts of the government in Northern Cyprus as it considers the problems of nonparental care and working mothers. Child rearing and early childhood education in the Ottoman Period, the British Period, and at the present time are reviewed. The survey results present a picture of the current situation with regard to demand for day care and day care centers, care by grandmothers, and reactions of children to grandmothers and mothers. Results highlight the need for a consistent preschool education policy. (Contains 16 references.) (DR)
- Published
- 1995
20. Cooperation, Coordination and Collaboration: A Guide for Child Care and Head Start Programs.
- Author
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Oregon State Dept. of Education, Salem.
- Abstract
Intended for those interested in building a collaborative system of services for young children and their families, this guide describes models used in developing Oregon's coordinated Head Start and early child care programs. Chapter 1, "Introduction and Overview," sets out the goals of the Oregon Child Care/Head Start Collaboration Work Group. Chapter 2, "Historical Overview," outlines how, since August 1993, Head Start and child care officials in Oregon have met and worked to create a collaborative partnership at the state and local levels, leading to a conference set for November 1996. Chapter 3, "Oregon's Childhood Care and Education System," describes the key components of Oregon's vision of a collaborative childhood care and education system. Services provided in this system include parent involvement; family support; child care and education; and health, nutrition, social, and mental health services. Components also include equal access, equitable compensation, qualified staff, quality assurance, quality programs, combination of funding, and parent partnerships. Chapter 4, "Models of Collaboration," presents two types of models for collaboration: (1) "Head Start/Prekindergarten Child Care Service Delivery Models" describes and analyses six models used in Oregon to develop full year/day Head Start Child Care for possible replication within Oregon and the nation--these models are examples of service delivery that builds on existing community resources; and (2) "Early Head Start/Child Care" describes three model programs for infants and toddlers. Chapter 5, "Forming a Child Care/Head Start Work Group in Your Community," describes how to form a work group of representatives from Head Start and child care programs to overcome barriers to collaboration; this chapter includes suggested facilitator's agendas for community meetings. Chapter 6, "Tools and Resources," consists of various worksheets, forms, plans, organizational charts, and lists of agency officials and resource persons relevant to developing collaborative programs. (TM)
- Published
- 1995
21. Does Quality Make a Difference in the Preschool Experience in Bahrain?
- Author
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Hadeed, Julie and Sylva, Kathy
- Abstract
This study sought to compare educationally-oriented preschools and care-oriented preschools in Bahrain. Children's progress was compared in an effort to measure the relative quality of the preschools. Twelve preschools were assessed through observations of child and staff behaviors utilizing the Early Childhood Environmental Rating Scale (ECERS). The ECERS preschool assessment categories include: (1) personal care routines; (2) furnishings and display; (3) language-reasoning experience; (4) fine and gross motor activities; (5) creative activities; (6) social development; and (7) adult needs. The results showed higher scores in all seven categories for children in educationally-oriented preschools than for children in care-oriented preschools. Compared to children in care-oriented preschools, for children who attended educationally-oriented preschools, there were a greater quantity and variety of materials in the preschool, more adult involvement and dialogue, more space to explore and experiment, more free play time, more creative activities, and better working conditions for teachers. The results showed less favorable conditions for early learning in the care-oriented preschools than in the educationally-oriented preschools. The research supports the evidence associating quality indices in child care environments with benefits for early learning. Contains 56 references. (Author/SD)
- Published
- 1995
22. Improving the Safety Standards of Family Child Care Homes by Developing and Implementing a Health and Safety Training Program for State-Licensed Family Child Care Providers.
- Author
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Shallcross, Mary Ann
- Abstract
This practicum report describes a project to improve safety and health conditions for state-licensed family child care homes. Since the family child care providers in the study area do not have to meet more than minimum state health and safety requirements, providers have limited knowledge of and need to improve health and safety standards in their family child care homes. Telephone surveys and interviews with state officials and providers documented the need for health and safety training, but no group had attempted to meet the need. A literature survey revealed that training would help strengthen the quality of family child care homes and improve the professionalism of providers. Six training workshops were offered to 20 providers on methods to improve health and safety and to deal with emergency/crisis situations. Workshops were supplemented with in-home technical assistance on health and safety. Topics covered were orientation, self-esteem, safety, creating healthy environments, professionalism, and rescue organization. A statewide rescue registration program was also organized. The projected outcomes of the practicum goal were: 15 of the 20 family child care providers would register their homes with local fire/rescue departments; 15 of the 20 family providers would improve the health and safety in their homes (as measured by a checklist); and 5 of the 20 providers would join a statewide rescue committee. At the conclusion, 14 providers had registered, 20 had satisfied the checklist, and 2 had joined the rescue committee. Three appendixes containing the rescue registration form and checklists are included. Contains 32 references. (TM)
- Published
- 1995
23. Child Care & Education, Level 2 and Level 3. 2nd Edition. National Vocational Qualifications.
- Author
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Business and Technology Education Council, London (England).
- Abstract
Britain's National Vocational Qualifications (NVQs) are work qualifications that measure what an employee or potential employee can do as well as how much he or she knows and understands about a particular job. Used as written proof of usable workplace skills that can be put to profitable use by an employer, NVQs range from basic Level 1, for everyday routine tasks, up to Level 5 professional skills, providing a way to develop skills and build a career ladder that benefits both employer and employee. This packet contains NVQ competency lists for child care and education, levels 2 and 3. Skills covered include the following: working with babies, working in a community-run preschool group, work in other preschool groups, work in support of others, family day care, group care and education, and preschool provision.. (KC)
- Published
- 1995
24. The Relation among Moral Behavior, Peer-Directed Internal State Language, and Perspective-Taking Ability for Preschoolers in Mixed-Age Settings.
- Author
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Derscheid, Linda E.
- Abstract
Prior research concerning young children's moral development has been conducted primarily in same-age environments. This study investigated whether preschool children's moral (helping) behaviors are related to younger peer-directed internal state language (talking about younger peer's feelings, wants, and abilities), perspective-taking skills, and attendance at a child development-oriented, mixed-age child care center. Twenty-one pairs of children (older peer: 4-6 years old; younger peer: 2-3 years old) were videotaped while playing with a toy and then with a puzzle. Results indicated that moral behaviors were positively and significantly related to frequency of vocal turns to younger peer, to perspective-taking ability, and to length of attendance at a mixed-age center. Also, data supported the developmental notion that perspective-taking ability is related to age. Results indicated that mixed-age group care settings may facilitate young children's demonstration and understanding of some aspects of moral development, helping behaviors and perspective-taking ability. Contains 12 references. (Author/BGC)
- Published
- 1995
25. Restructuring Schools To Meet the Needs of Children and Families: School-Based Early Childhood Centers.
- Author
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Northwest Regional Educational Lab., Portland, OR. Child, Family, and Community Program. and Novick, Rebecca
- Abstract
Emphasizing strong partnerships with family and community, the School-Based Early Childhood Centers Project of the Child, Family, and Community Program (CFCP) identifies, develops, and evaluates early childhood partnerships with six Northwest school sites to provide case studies of the restructuring process. This report presents the results of a meeting of representatives of the six schools over the course of 4 years to discuss the early childhood center concept and share their experiences of integrating features of early childhood centers into early elementary classrooms. The report consists of two parts. The first part provides an update of the literature review regarding developmentally appropriate practice, parents as partners, community involvement, and transition services. The second part provides an overview of the early childhood centers project and the 4-year process of implementing the early childhood center concept in the six schools. The findings show that all six sites demonstrated consistent success in implementing developmentally appropriate practices, encouraging family participation in children's schooling, and recruiting community members to the school. The results suggest that successful restructuring efforts must occur simultaneously in a number of components for changes to accumulate into a systematic effort. Two appendices include a self diagnostic survey form and analysis tables of components by site. Contains 96 references. (AP)
- Published
- 1995
26. Offspring, 1995.
- Author
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Michigan Council of Cooperative Nursery Schools, Jerome.
- Abstract
These two 1995 issues of the journal "Offspring," a publication of the Michigan Council of Cooperative Nursery Schools, cover a variety of topics familiar to nursery school and day care providers including the mission of the publication. Articles are short pieces useful to practitioners and are frequently accompanied by classroom activities. Articles in these two issues include: (1) "Memories and Family Traditions: An Interview with Bev Bos" (by Lisa Mangigian); (2) "Reflections on 'Offspring': The Last Ten Years" (Karen Ensminger); (3) "Dollars and Sense between Children and Parents" (Phyllis J. Wordhouse); (4) "Making Choices Work between Career and Family" (Jody A. Schnetzler); (5) "The Cooperation Games People Play" (Tahia Miller); (6) "Family Meetings: A Time To Reconnect" (Bill Winkler); (7) "Allergic Problems in Children" (by James McDonald); (8) "Have More Fun with Music" (Chuck Hage and Elisa Huss-Hage); (9) "Self-Esteem to the Extreme" (Lilian Katz); and (10) "Practice Makes Perfect Sense: Learning through Play" (Evelyn Peterson). (JW)
- Published
- 1995
27. Child Care by Design: Resource Guide.
- Author
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Schmidt, Lori
- Abstract
In Canada today, more than a million children spend a large portion of their preschool years in child care outside the immediate family. The design of a child care center's physical facility has a major impact on the quality of interactions that take place within it. Intended to assist design and child care professionals who are building a new child care center or renovating an existing one, this resource guide and accompanying videotape present an overview of some important design principles that influence the effectiveness of any child care center. The principles detailed in the guide are: (1) Pre-design Issues--location, size, neighborhood connections; (2) Site Planning--positive orientation, safe circulation; (3) Building Design--residential scale, village plan approach, common core; (4) Interior Space Design--modified open plan, group size, home bases, activity pockets, internal spatial zoning, clear circulation, friendly image; (5) Outdoor Space Design--play yards, indoor-outdoor connections. The accompanying video reiterates the text of the guide and illustrates the design principles discussed. (HTH)
- Published
- 1995
28. Nutrition Education and Training Needs in Texas. Nutrition Education and Training Needs Assessment for Federal Fiscal Year 1995. Final Annual Report.
- Author
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Texas Tech Univ., Lubbock., Martin, Ruth E., and Ahmad, Mahassen
- Abstract
A 3-year needs assessment study examined nutrition knowledge, attitudes, and food practices. Subjects were 135 preschool children ages 3-5 years, 610 parents, 118 day care teachers and providers, 35 food service personnel, and 76 administrators throughout Texas. Registered family day care homes, group day care homes, and day care centers from 11 regions were represented in the sample. Data included on-site physical fitness and health assessment, plate waste, food service practice observation, and mailed questionnaires. Major findings include the following: (1) older children were more likely than younger children to achieve the 70 percent acceptable nutrition knowledge level; (2) there were significant ethnic differences in children's nutrition knowledge; (3) children's food choices were affected by family income; (4) between 7-11 percent of the children were obese but 95 percent had average to excellent dental condition; (5) parents' knowledge and food choices were below the 70 percent acceptability level when children were assumed present and absent, whereas teachers and providers made more desirable food choices when children were assumed present but not when they were assumed absent; (6) although food service personnel demonstrated acceptable nutrition knowledge and planned nutritionally adequate menus, implemented menus often did not meet Child Care Food Program guidelines, and adequate food safety procedures were often not followed; and (7) administrators demonstrated an overall knowledge mean which met the level of 70 percent acceptability, and their attitudes toward nutrition were positive. Identified education and training needs for each subject group were listed, and a training plan was developed. (Nine appendices contain instruments used in the study. Contains 27 references.) (KDFB)
- Published
- 1995
29. Increasing the Use of Developmentally Appropriate Practices by Teachers and Assistants in an Early Childhood Center through Self-Assessment, Inservice Training and Peer Support.
- Author
-
Kroehl, Candace Olin
- Abstract
This practicum identified the problem of inconsistent use of developmentally appropriate practices by staff in an early childhood center and implemented an inservice program to increase the use of activities based on individual appropriateness rather than on age alone. The solution strategy utilized a self-assessment survey of classroom practices to identify staff perceptions. Ongoing inservice training was implemented, based on the survey, observations, and consultations with staff. The inservice sessions included large- and small-group training, consultations with staff, development of individualized goals, peer support teams, and a parent education component. Evaluation results indicated an increase in developmentally appropriate practices as well as other positive changes, although the established outcome levels were not attained. One unanticipated result was that following the implementation period, fewer staff responded that children engaged primarily in self-directed and open-ended activity. (Seven appendices include the classroom practices survey form, inservice agendas and evaluation form, inservice summaries, and an annotated bibliography. Contains 66 references.) (AP)
- Published
- 1995
30. Access to Early Childhood Programs for Children at Risk. National Household Education Survey.
- Author
-
Urban Inst., Washington, DC., MPR Associates, Berkeley, CA., and Hofferth, Sandra L.
- Abstract
This report examines whether educationally disadvantaged or at-risk preschool children have access to center-based early childhood programs similar to the access enjoyed by advantaged children, and whether the programs are of comparable quality. Eight risk factors that represent gross indications of educational disadvantage are examined, including low income, single parent household, primary language other than English, and a disabling condition. The first part of the report focuses on access to center-based programs. It looks at the association between each risk factor and enrollment. The second part of the report addresses the issue of the quality of programs in which children are enrolled, specifically the extent to which their average group sizes and ratio of children to staff met both state and professional standards. The report concludes that some at-risk children have better access to early childhood programs than other at-risk children, and that the risk factors associated with lower enrollment include low household income, being a child of a poorly educated mother or a mother who was a teenager when she first became pregnant, and living in a large household. With regard to access to programs of similar quality, the report notes that the quality of programs enrolling children from low income families did not differ from that of programs enrolling children from higher income families. Black children were less likely than white children to be enrolled in programs that met state standards, but more likely to be enrolled in programs that met professional standards. Three appendixes provide results of a methodological study comparing the reports from parents with those of their children's care providers. Contains 55 references. (HTH)
- Published
- 1994
31. Early Childhood Care and Education, Kenya: A Progress Report on a Development Project. Reprints and Miniprints No. 803.
- Author
-
Lund Univ., Malmo (Sweden). Dept. of Educational and Psychological Research. and Svensson, Bengt E.
- Abstract
This report describes the background and performed activities of the development project Early Childhood Care and Education, in Kenya, from 1988 to 1993. The main purpose of the project is to stimulate activities for the benefit and development of preschool children in Kenya. The project deals with aspects of nutrition, health care, health education, and educational stimulation for children 3-6 years old. The three main activities of the project are (1) research and development work; (2) training activities; and (3) sponsorship. The research and development work has been conducted through the "Two Villages Project," which stimulates activities and contributes to improvement of the environment in two rural villages. The training activities at the Kenyatta University Child Care Center have not yet been developed. In the area of sponsorship, money has been collected for a frequent milk supply and for a roof for a newly built preschool house in the project villages. The present political and economic situation in Kenya makes it difficult for the project to carry on with its plans. (AP)
- Published
- 1994
32. Daghemsvistelse I Retrospektivt Perspektiv: En teori- och metodprovande studie (Daycare in Retrospect).
- Author
-
Linkoping Univ. (Sweden). Dept. of Education and Psychology. and Torstenson-Ed, Tullie
- Abstract
This Swedish language report describes a preliminary study to test a retrospective life-history-inspired approach to studying children's experiences in a day care center, and whether children's experiences vary in different educational contexts and in relation to the teachers' experiences. The theoretical part of the study dealt with theories of developmental psychology and of memory theory as well as sociological theory. The empirical part of the study included 12 former preschool children in three age groups, 10, 15 and 20 years of age, and 2 preschool teachers, all with experience at the same day care center. The method tested was a retrospective life-history-inspired interview with stimulated recall: a tour of the day care center. The study showed that this method gives access to varied and profound memories from the preschool period and that it gives both an individual and a collective meaning from the children's perspective. The preliminary results underline the importance of peers. Both agreement and non-agreement between different informants were important. Another preliminary result indicated that children and preschool teachers have a shared, overall picture of the emotional atmosphere in the educational context. This overall picture varies in different contexts at different times. Self concept, memory, and time axis are concepts common to the different theories and may be used to analyze children's day care center experiences and their long-term effects. Contains 130 references. (Author/HTH)
- Published
- 1994
33. Improving Guidance Techniques for Early Childhood Program through Inservice Training and Observation.
- Author
-
Treme, Cindy Gehron
- Abstract
A practicum was conducted at a rural hospital-subsidized child development center to reduce the inappropriate responses of teachers in meeting the needs of children from 6 weeks to 6 years of age. Informal observations indicated that staff members of the center were not using child development knowledge in guiding and responding to children. The physical environment was not arranged to support active learning, open-ended experiences, or language development; daily experiences at the center were not structured to give children and adults the greatest potential for interaction. A series of inservice training sessions, addressing the areas of early childhood development, learning environment, learning experiences, and supportive staff responses, were conducted on-site for all 20 staff members. Staff members were divided into teams and assigned to one of two supervisors who served as consultants and facilitators. After each training session, the supervisor and staff member agreed on goals to achieve in relation to inservice knowledge and skills. Implementation was monitored, and data were collected in a portfolio. Progress was reviewed and evaluated by the staff member and supervisor. Subsequent to the training sessions, inappropriate responses declined, and appropriate techniques of supporting child development increased. (AC)
- Published
- 1994
34. Increasing Teacher/Parent Awareness of Developmentally Appropriate Movies for 3-6 Year Olds through Use of a Rating Scale.
- Author
-
Truxal, Merilyn R.
- Abstract
This practicum identified a lack of standards for movie viewing by children age 3 through 6 at a preschool child care center, and proposed a rating scale to determine the suitability of videotaped films. Staff and parents of students seemed unaware of potential long-term adverse affects of some movies, such as desensitizing children to violence, providing stereotypes that children will imitate or model, and possibly fostering misconceptions. A rating scale was developed that graded films on theme content, production quality, violence, language/role modeling, and stereotypes. A rating of at least 81 out of a possible score of 100 was considered the minimum for recommended viewing. Forty movie videos and television programs were rated, with the results dispersed to parents and staff at the center. Twelve of the 40 movies and program received a score of 81 or higher. It was noted that some movies produced by the Disney Corporation and other family-orientated distributors did not meet the minimum score, even though the films were geared toward preschoolers. (Three appendixes provide a list of familiar movies for 3- to 6-year-olds, a movie rating tally sheet, and the ratings of 40 movies and television programs.) (MDM)
- Published
- 1994
35. Para Candidatos en Programas de Centros de Cuidado y Educacion Infantil con Ninos de Edad Pre-escolar: Asociado en Desarrollo Infantil Sistema de Evaluacion y Normas de Competencia CDA (Preschool Caregivers in Center-Based Programs: The Child Development Associate Assessment System and Competency Standards).
- Author
-
Council for Early Childhood Professional Recognition, Washington, DC.
- Abstract
This Spanish-language booklet outlines the requirements of the Child Development Associate (CDA) credential for preschool teachers or caregivers who work in center-based preschool day care programs. Part 1 provides an overview of the CDA credentialing system and the various options, settings, standards, and stages of the CDA assessment system. Part 2 explains the eligibility and documentation requirements. Part 3 delineates specific competency standards in the areas of: (1) safety; (2) health; (3) learning environment; (4) physical development; (5) cognitive development; (6) communicative ability; (7) creativity; (8) individual behavior; (9) socialization; (10) guidance; (11) family-school relations; (12) program management; and (13) professionalism. Part 4 contains four appendixes that provide a history of the CDA program, a glossary of CDA terms, advisory eligibility requirements, and council representative eligibility requirements. (HTH)
- Published
- 1993
36. The Development and Implementation of Training Workshops Directly Related to Programming for Daycare Directors in Northern Canada.
- Author
-
Beckman, Sandra
- Abstract
Daycare directors in northern Canada, with little or no post-secondary education, face the difficulties of programming for children from diverse cultures. Directors often feel isolated in their small communities, and a lack of programming expertise and early childhood development training for them has become a concern. This practicum designed, implemented, and evaluated a three-part strategy for training daycare directors. First, an initial visit focused on evaluating existing programs and targeting areas for improvement. Second, a one-day programming workshop presented material relevant to each director. The workshop was approximately 6 hours long, during which participants were introduced to a programming method intended to develop the social, physical, intellectual, creative, and emotional aspects of the child. Third, follow-up visits provided feedback to each director and reinforced curriculum programming strategies. Both on-site visits ranged from 3 to 6 hours. The program was evaluated by means of the directors' newly acquired ability to use brainstorming, curriculum webbing, and flow charts for thematic units. Evaluations of workshops indicated that the participating program directors met the goals of the workshops and were receptive and enthusiastic to the strategies and programming ideas presented. (Six appendices contain surveys, evaluations, and workshop materials. Contains 28 references. (TM)
- Published
- 1993
37. A Comparison of Interactions between Degreed and Non-Degreed Early Childhood Educators and their Four-Year-Old Children.
- Author
-
White, Kimberly A.
- Abstract
This report describes the results of two studies of teacher expectations for 4-year-old children in private and public preschool programs. One study took place at a private day care center with 3 teachers who had no degrees in education and 48 children. The second study was conducted at 2 public elementary schools and involved 2 teachers with degrees, one in elementary education (EE) and the other in early childhood education (ECE), and 32 children. Data was collected by observation and interviews with teachers and children over a 6-month period. Results indicated that: (1) the teacher with an EE degree and the nondegreed teachers interacted with their children in similar ways; (2) the teacher with an ECE degree interacted with her children in a positive manner and provided a developmentally appropriate learning environment; and (3) instances of differential treatment of children and evidence of negative self-fulfilling prophecies were observed in the classrooms of the nondegreed teachers and the teacher with an EE degree. A case study illustrating a negative self-fulfilling prophecy is provided. It is concluded that the studies' results argue for the necessity of early childhood education training for adults working with young children. (PM)
- Published
- 1992
38. 'I Can Draw a Happy Face for You': Coping Strategies of Homeless Children.
- Author
-
Lisosky, Joanne M.
- Abstract
This qualitative study examined the ways in which homeless children cope with their environment. Preliminary data were gathered by observing homeless children at a homeless shelter day care center in a medium-sized midwestern city. As many as 12 children, aged 2 to 6 years, were observed in the day care setting on three different weekday mornings. On three subsequent visits to the shelter, individual homeless children were asked to draw pictures and create stories about those pictures. Observation notes were examined for communicative behavior patterns. Results indicate that homeless children of preschool age coped with their environment by nonverbally expressing anger and by sharing with and caring for other children at the day care center. The children's drawing and interview sessions were transcribed and examined for recurring coping strategies. Three of the children expressed an unusual pattern of repetition in their drawings, and indications of sharing and caring were also evident. Eight sample drawings are included. (MM)
- Published
- 1992
39. Toward a Sensible Education: Inquiring into the Role of the Visual Arts in Early Childhood Education.
- Author
-
Baker, David W.
- Abstract
This paper reports the findings of an inquiry into the role of visual arts in early childhood education. The inquiry consisted of three parts: (1) a review of documented practices of and literature about art in early childhood education; (2) a field study that investigated the place of art activities in 10 preschool and nursery school settings in the Milwaukee, Wisconsin area; and (3) a study that consisted of interviews with caregivers and teachers of 605 young children. Results of the studies indicated that day care centers and nursery schools gave strong support to art experiences, parents of children in the centers studied showed interest in children's art activities, and there was a relationship between children's attendance in day care centers or nursery schools and their academic performance and drawing ability after they entered public schools. It is concluded that there is a critical need to broaden the base of practice in visual arts education, that the role of the visual arts specialist in the primary grades must change, and that further research concerning the role of visual learning in young children's development is needed. (PM)
- Published
- 1992
40. Preschool Caregivers in Center-Based Programs: The Child Development Associate Assessment System and Competency Standards.
- Author
-
Council for Early Childhood Professional Recognition, Washington, DC.
- Abstract
This booklet outlines the requirements of the Child Development Associate (CDA) credential for preschool teachers or caregivers who work in center-based preschool day care programs. Part 1 provides an overview of the CDA credentialing system and the various options, settings, standards, and stages of the CDA assessment system. Part 2 explains the eligibility and documentation requirements. Part 3 delineates specific competency standards in the areas of: (1) safety; (2) health; (3) learning environment; (4) physical development; (5) cognitive development; (6) communicative ability; (7) creativity; (8) individual behavior; (9) socialization; (10) guidance; (11) family-school relations; (12) program management; and (13) professionalism. Part 4 contains four appendixes which provide a history of the CDA program, a glossary of CDA terms, advisory eligibility requirements, and council representative eligibility requirements. (MDM)
- Published
- 1992
41. Trends in the Educational Experience of 3- to 4-Year-Old Children.
- Author
-
MPR Associates, Berkeley, CA., National Center for Education Statistics (ED), Washington, DC., and Kaufman, Phillip
- Abstract
Using data from the Census Bureau's 1991 Current Population Survey and the National Household Education Survey, this study examined the trends in nursery school enrollment of 3- and 4-year-old children from 1975 to 1990. Factors examined included number of enrollments in nursery schools, race and ethnicity of the students, students' family income, and participation in center-based programs. Based on these data, the paper notes that over the past 15 years, overall nursery school enrollment among 3- and 4-year-olds has increased by 30 percent. Although much of this increase was driven by increases in the enrollment of children from white families and from families with moderate to high income levels, there has been a sharp increase in the enrollment rates of minority children and children from low income families over the preceding 3 years. (MDM)
- Published
- 1992
42. Cost-Effectiveness of Early Childhood Programs for Low-Income Children: Findings from the Evaluation of Project Giant Step.
- Author
-
Abt Associates, Inc., Cambridge, MA. and Glantz, Frederic B.
- Abstract
This paper reports on the findings of an evaluation of Project Giant Step, a program funded by New York City to provide comprehensive services to all 4-year-olds in the city, beginning with low-income children who are unserved by existing programs. Both the costs and effects of Project Giant Step are examined. Effects of the program on children were determined by means of the Preschool Inventory, which measures achievement in areas regarded by the developers as necessary for success in school. The findings indicate that the program had a significant impact on children's cognitive performance, and that the magnitude of the program's effects was directly related to program costs. It was found that the higher a program's expenditures per child, the higher the average cognitive gains of the children. Results provide some insights into the tradeoffs that policymakers must make between the quality of care in publicly funded early childhood programs and the number of children that can be served. Included are 15 exhibits of related material. (GLR)
- Published
- 1991
43. A Preferred Child Care Education Service: The Quality of Te Kohanga Reo.
- Author
-
Farquhar, Sarah-Eve and Laws, Karina
- Abstract
After six decades of supposed equal resource sharing among all cultural groups, in 1982 the first Maori-initiated and operated child care center opened in New Zealand. Called a "Kohanga Reo" ("language nest"), it inaugurated a new movement, and by 1990 there were 612 such centers. This paper first describes the characteristics of Te Kohanga Reo programs, and then reports on a research study of parent attitudes toward them. Te Kohanga Reo are early childhood centers for the care and education of young children and the delivery of services to families. Most provide full-day care. They operate in a variety of settings, such as schools, community houses, private homes, churches, or Marae (Maori meeting places). They are licensed by the Ministry of Education. The centers feature immersion of children in the Maori language and culture, and "whanau" development: the involvement of Maori elders in Kohanga operation. Te Kohanga Reo is aimed at developing bilingual and bicultural children who can interact competently in both Maori and Pakeha worlds. The early education program fuses children's cultural needs with their developmental needs. Findings from a survey of 12 families in two programs suggest a high degree of congruency between people's aspirations and the pedagogy of Te Kohanga Reo. Contains 15 references. (LB)
- Published
- 1991
44. Gender Equity: The State of Play in Early Childhood Services.
- Author
-
Lewis, Marie
- Abstract
In a study of gender equity issues in early childhood services, questionnaires were sent to staff and parents associated with five early childhood services in Sydney, New South Wales, Australia. Data were also obtained from observations of interactions between 3- to 5-year-olds and regular staff in the services. Other areas examined in the study were the activity and peer preferences of the children; the level of sex-stereotyped play in the services; and the degree to which there was a match between awareness, perceived behavior, and what was actually occurring. Data indicated that sex-role stereotypes are significant features of children's behavior in some early childhood settings and that these stereotypes are often unconsciously supported by the adults in these settings. A literature review covers materials concerning the development of young children's sex roles and gender equity issues in early childhood education. Recommendations for working towards the removal of stereotypical beliefs and attitudes about the sex role, behavior, and potential of individuals are provided. Appended are 18 references and related materials. (GLR)
- Published
- 1991
45. Caring for Children with Special Needs. BNA Special Report Series on Work & Family. Special Report #43.
- Author
-
Bureau of National Affairs, Inc., Washington, DC., Ott-Worrow, Karen, and Baldassano, Victoria A.
- Abstract
This report examines day care needs and services for families with handicapped children. A section providing background information identifies barriers to finding day care for these children and discusses the relevance of federal legislation, especially the Americans with Disabilities Act of 1990. The next section presents information on standards for day care, training needs, the importance of collaboration, the role of grants in underwriting training of child care workers, available funds, and employer resource and referral programs. The next section recounts one parent's difficulties in obtaining day care services. Case studies are then presented of model programs including the John F. Kennedy Integrated Developmental Educational and Loving Child Care Center (Denver, Colorado) at which 25 percent of the children have disabilities; International Business Machines which offers financial assistance and a liberal leave policy to employees with disabled children as well as assistance in expansion of a local day care center; the Trident Child Development Center (Charleston, South Carolina), which is associated with a medical center and includes children with special needs; Steelcase Inc. (Grand Rapids, Michigan), which offers a resource and referral service to employees; and Los Angeles Department of Water and Power, which finds child care providers for children of their employees with special needs. (DB)
- Published
- 1991
46. Identification of Minority Inner-City Gifted Preschool Children.
- Author
-
Louis, Barbara
- Abstract
A total of 948 minority children of 2-5 years of age from inner-city areas of Newark, New Jersey participated in a study that aimed to identify gifted preschool children. The study was designed to develop and validate a screening instrument and establish an enrichment program that would nurture the unique abilities of the gifted children. The screening device consisted of six age-specific forms, each with 12-18 items that required the child to perform certain cognitive tasks. The screening took approximately 15 minutes to administer. In order to evaluate the effectiveness and validity of the screening tool, 355 of the children also received a full assessment battery. These children were grouped in a way that allowed for a comparison of groups selected by the screening tool, teacher nomination, and chance. Five percent of the children were identified as gifted, compared to the 0.4 percent who, at that time, were identified as gifted by the Newark school system upon their entrance to first grade. The results indicated several points, including the following: (1) there are gifted children in economically deprived areas; (2) gifted children in inner-city populations are seriously under-identified; (3) early identification and intervention are crucial to guarantee that gifted preschoolers do not get lost in the system. The Inner-City Gifted Behavioral Form is appended. (LB)
- Published
- 1991
47. Quality Assessment in Early Childhood Programs: A Multi-Dimensional Approach.
- Author
-
Fiene, Richard and Melnick, Steven A.
- Abstract
The relationships among independent observer ratings of a child care program on the Early Childhood Environment Rating Scale (ECERS), state department personnel ratings of program quality using the Child Development Program Evaluation Scale (CDPES), and self-evaluation ratings using the self-assessment instrument designed for the Early Childhood Education Linkage System (ECELS)--a federally-funded demonstration project--were studied. Data were collected in May 1989 and throughout 1990 in three stages: (1) during visits by teams of two external evaluators, data were collected for 87 day care centers (DCCs) using the ECERS and 62 family day care homes (FDCHs) using the Family Day Care Home Rating Scale (FDCRS); (2) 125 DCCs and FDCHs completed the environmental, health, and safety self-assessment for the ECELS program; and (3) licensing data were collected on all of the DCCs and FDCHs in the above two studies using Pennyslvania's CDPES. The results show the need for improvement in early childhood programs in Pennsylvania in terms of licensing, health and safety, and child development program environment. All three scales measure different dimensions of quality. The CDPES had the greatest limitations in providing information on areas for improvements in early childhood programs; the ECELS scale provided significantly better data in these areas. The ECERS provided additional programmatic quality data that are not contained in the CDPES and the ECELS scale. To help the embattled licensing representative in the field, a more effective/efficient balance of self-assessment with the representative validating the results of a self-assessment with unannounced licensing visits is needed. Results also show the need to develop a weighting system for the three scales. Four bar graphs and four charts are included. (RLC)
- Published
- 1991
48. Caregiver Cognition and Behavior in Day-Care Classrooms.
- Author
-
Holloway, Susan D.
- Abstract
A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses detachment, permissiveness, punitiveness, and positive interaction. Results indicated that: (1) high positive interaction for teachers was correlated with children's positive interactions and increased solitary play; (2) children rated high in positive play with peers had teachers who were rated high in punitiveness; and (3) children whose teachers were rated low in positive interaction and high in detachment engaged in more negative interaction with peers than did other children. In a second study, each of 40 caregivers was observed in the classroom, and the caregiver's response to children's misbehaviors was coded for power assertiveness. Later, the caregiver was asked why she thought the child had misbehaved and her response was coded according to the attributional dimensions of internal versus external, controllable versus uncontrollable, and stable versus unstable. Results indicated that caregivers who assigned internal and controllable attributions displayed high power assertiveness. A 14-item reference list is included. (BC)
- Published
- 1991
49. Empowering Low-Income Parents: The Role of Child Care.
- Author
-
Marshall, Nancy L.
- Abstract
This study examined the role of child care in empowering low-income parents. The study, which was part of a larger evaluation of the Committee for Boston Public Housing (CBPH), compared families with children in the Washington-Beech Community Preschool (WBCP), run by CBPH, with families at the Washington-Beech Housing Development whose children did not attend WBCP. WBCP was designed to provide an environment that fosters the social, motor and cognitive development of young children. The CBPH model posits that such programs, established in response to tenant needs and including parent involvement, will foster the empowerment of parents. Thirty-nine families, with children aged 2-5 years, were interviewed. Parents of children in WBCP were compared with those in two control groups: (1) parents whose children were always cared for by a parent; and (2) parents whose children were cared for by a provider other than WBCP or a parent. Items measured were the individual's sense of self-respect, belief in collective action, and ability to use social networks. Results showed that feelings of empowerment significantly increased over the course of the year for individual WBCP parents, while members of the other groups showed essentially no change. (SH)
- Published
- 1991
50. Moving beyond a Cycle of Crisis: The Inner-City Child Care Marketplace.
- Author
-
Greater Minneapolis Day Care Association, MN., Greenman, Jim, and Johnson, Nancy
- Abstract
The need for early education and care for the inner city population is growing to meet parents' needs for safe, affordable care, and to provide inner city children with the services they need. The Inner City Directions Project was funded to assess the viability of inner city programs in severe financial difficulty and to analyze the overall health of the inner city child care market. The report consists of 11 chapters: (1) an executive summary; (2) an introduction; (3) a description of the current inner city child care crisis; (4) the response to the crisis; (5) the inner city child care marketplace and organizations which play a major role; (6) demand issues impacting inner city education and care; (7) supply issues impacting inner city education and care; (8) the organizational and financial health of inner city child care centers; (9) emergency funding recommendations to the McKnight Foundation; (10) the impact of public policies and practices on inner city child care programs; and (11) recommendations. Project assessments found that: (1) many programs lack the organizational and financial management systems to maximize possible resources; (2) reimbursement rates based on an average market do not reflect the actual costs of providing a basic education and care service for inner city families; (3) selected Hennepin County policies and procedures have the effect of making care for subsidized families more costly than for fee paying clients; and (4) the special programming required to serve special needs children is more expensive and not adequately or equitably reimbursed through the current county special needs grants. Five appendices include a proposal for special reimbursement rates for centers serving at-risk inner city children; the survey and assessment tools used in the study; and summaries of the results of the organizational health assessments and the financial health assessments. The survey instrument is appended. (DR)
- Published
- 1990
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