Group 1EECE 711Dr. Alkins

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In 2013, 64% of mothers with children under age 6 were employed

A vast majority of children experience some type of nonparental care at some point

Source: US Bureau of Labor Statistics, 20132

Types:

Home Childcare

Family Childcare

Childcare Centers

Source: Lightfoot, Cole, and Cole, 20133

Statistics, by age 3:

◦ 90% experience regular nonparental care

◦ 50% spend more than 30 hours/week in child care

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Children experience the least change in routine

Comfortable in their surroundings

May not interact much with other children their age

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Provided in someone else’s home, by either a relative or non-relative

Possible exposure to adults and children outside the family circle

More diverse social group, wide age ranges

Routine similar to child’s own home

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Supervised by licensed professionals

Greatly varied in style◦ some more school- like, disciplinary, curriculim-

based

◦ others more based on social interaction, child-initiated activity

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Questions parents should ask about the program

1.Licensed by state/local government?

2.Staff-to-child ratio?

3.Criteria and credentials for caregivers?

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Questions about the environment:

1.Safe and sanitary?

2.Visually appealing and comfortable?

3.Well organized?

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Children in childcare tend to be more..

◦ Self-sufficient

◦ Verbally expressive

◦ Comfortable in new situations

◦ Knowledgeable about social world

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Greater enthusiasm about sharing toys and collaborative play

◦ (Caregivers also play a crucial role)

Can also lead to increased aggression

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Studies show higher levels of stress hormones in infants and toddlers in childcare

Greater exposure to germs and illnesses

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1,364 children evaluated from infancy into adolescence

Locations across the United States

Fairly diverse backgrounds, socioeconomic statuses

Source: NIH/National Institute of Child Health and Human Development, 2010

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Children in high-quality childcare had higher levels of academic achievement and less acting out behaviors, than peers in lower-quality childcare

Differences were small, but trends were clear

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Teens who spent the most time in childcare tended more toward impulsive and risk-taking behaviors than those who spent less time in childcare

Study did not account for cause and effect

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Type of parental employment affects type of childcare

Context- specific behavior◦ Parents and teachers perceive behavior

differently

Childcare may minimize disadvantages for those already at a disadvantage

Source: Huston, Bobbitt, and Bentley, 2015 16

The effects of early child care

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• Vandell et al conducted a study to find the relationship between the age 15

• NICHD SECCYD - launched in early 1990's

• Transition from childhood to adolescence invokes substantial changes in multiple features of children's lives.

• Adolescence - defined by physical and cognitive changes as well as transformations in parent child and peer relationships and schooling.

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Variables to consider -

• Over 50 years nursery schools and preschools have been viewed by parents and educators as a means to promote social and academic skills.

• Others influenced by attachment theory have expressed that extensive non-maternal care disrupts attachments and leads to problem behaviors.

• Early intervention programs have demonstrated that these programs can enhance social cognitive and academic development of economically disadvantaged children.

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Conceptualizations- Higher quality child care to be associated with

better cognitive and academic outcomes. Time in center type settings of child care have

been related to negative social behavioral outcomes but also positive academic outcomes.

Child care that differentiates quality of care, quantity of care, and type of care have potentially distinct influences on a child's development.

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•Higher quality child care relates to higher cognitive academic performance

•More hours of child care relates to more problem behavior

•Center type care relates to better cognitive skills but also more problem behaviors

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Some believe that child care effects fade away over time especially by the time young people are in high school because subsequent life experiences likely override child care experiences that occur a decade or more prior.

Some effects of early experience may not manifest until adolescence

Low income children exposed to high quality programs show better academic outcomes through high school, higher rates of employment, and less criminal activity as young adults

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• Specificity of child care effects

• Possible pathways which child are could affect adolescent development

• Differences in child functioning at entry level to school are linked to early care and are carried forward to adolescence

• Observed effects of child care on adolescent functioning at age 15 are mediated by prior cognitive and social functioning in early and middle childhood

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• Gender - early studies of maternal employment highlights negative effects for boys and positive effects for girls

• Familial risk- quality of child care has emerged as a protective factor of familial social risk in terms of academic achievement in elementary school

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•National survey found children of low incomes benefit more in terms of cognitive-academic performance when they experience more hours of child care•Children of middle incomes functioned more poorly when they experienced more hours of child care•More time in center care predicted larger academic gains among low income than middle income children

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• 26% of mothers recruited for study had no more than a high school education

• 21% had income levels no greater than 200% of the poverty level

• 22% were minority• Nonparticipants were more likely to be boys and have

lower scores at 4 1/2 years • These mothers were less educated and provided lower

quality parenting

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• Children were studied from birth - 15

• Assessments occurred at age 1, 6, 15, 24, 36, and 54 months; kindergarten, grade 1-6 and age 15 years

• 3 aspects of child care from birth - 4 1/2 years

• Type of care

• Quantity of care

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•Telephone and personal interviews - mothers reported the types of non-maternal care and how many hours•Classified as : child home care center, in home care, father care, grandparent care, care center for at least 10 hrs / week•Testing : cognitive ability, test of achievementAge 15 Testing : Picture Vocabulary, Verbal Analogies

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•Adolescents reported over past year use of alcohol, tobacco or other drugs; behaved in ways that threatened their own safety; used or threatened to use a weapon; stole something or harmed property

•Answers to an 8 item questionnaire:

"I'm the kind of person that will try anything once even if it's not safe"

"I do things without giving them enough thought"

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•17% high quality child care

•24% moderate high quality non relative care

•21% in non relative care for more than 30 hr/week

•64% participated in center type care

•24% experienced more than 1 year center care by 4 1/2 years old

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•Are early childhood care quality, quantity, and type related to adolescent functioning?

•Are pathways from early childhood care to adolescence mediated through prior functioning?

•Are relations between early child care and adolescents moderated by gender or familial risk?

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•Finding suggest children who experience higher quality care had significantly higher levels of cognitive academic achievement at age 15

•Exposure to care centers was not related to academic achieve the or problem behaviors at age 15

•More hours in non relative care predicted poor social adjustment in adolescence

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• The quality of early child care experiences can have long lasting effects on middle class and affluent children as well as those who are economically disadvantaged

• Larger gains in cognitive academic outcomes appear when children experience care of high quality and improvements in child care quality in moderate to high range may be needed to yield long term benefits

• More hours in child care and more center type care are related to higher levels of behavioral problems in young children

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• What is media?• Forms of mass communications including

newspapers, books, magazines, comic books, radio, television, film, video games, apps and the internet

• Other contexts that impact childhood development (families, neighborhoods, schools, governments, etc.) can have an impact on children’s exposure to media. For example, some families may restrict access to certain media, or neighborhoods and schools might provide high levels of access to print or internet otherwise unavailable at home.

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There are two focuses for research on the effects of media on childhood development:

1. Physical Form

1. Content

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• Researchers are concerned about whether the physical form of media can affect development.

– Portrayals on television can be extremely engaging, causing children to have difficulty distinguishing what is real and what is make believe

–Does internet use lead to isolation, delaying or preventing the development of important social skills?

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Researchers are also interested in the effects of media content on development

-Do positive messages really manage to build self-esteem? Can it serve as a model for behavior

-Conversely, does constant exposure to violent content result in the use of aggression when children are faced with conflict?

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Three media categories to consider are:

1. Print

2. Television

3. Interactive Media

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Print media can be identified as books, comics, magazines and newspapers

Compared to other media forms, print media exposure is small and more consistent over time

• From birth through age 6 time involved in reading activities increases 27% while screen media use increases by 124% and is more than triple that of reading.

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Certain forms and genres of literature have a strong appeal for children and can be used to foster development◦ Adventures◦ Mysteries◦ Fantasies◦ Fairytales◦ Nursery Rhyme

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• Psychoanalyst Bruno Bettelheim- famous analyst of the role of fairy tales in children’s emotional development

• Believed that fairy tales were representative of anxieties (abandonment, aggression, anger, etc.) experienced by children and offered a framework for children to work through them

• Example of Where the Wild Things Are by Maurice Sendak. Max masters his emotions through his journey with the Wild Things.

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Nursery Rhymes aid in:1. Cognitive Development: memorization, sequencing,

recognizing patterns2. Language Development: all parts of speech are found in

nursery rhymes and flow and melody aid in recognition3. Physical Development: Movements and hand claps can

be added to readings of rhymes4. Social and Emotional Development: Short, easy rhymes

promote feelings of success. Nursery rhymes are usually a positive interactive experience between young children and caregivers.

Source: Kenney, S. (2005, Fall). Nursery rhymes: foundation for learning. General Music Today, 19(1), 28

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Humor in storybooks can:

◦ Act as a coping mechanism

◦ Foster creative thinking

◦ Offer an opportunity to verify knowledge

◦ Introduce word play

Source: Klein, A. (1992). Storybook humor and early development. Childhood Education, 68(4), 213.

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Literature can also be used to help children deal with emotional and traumatic events in their lives◦ Divorce, death, abuse, birth of a sibling

◦ This technique is sometimes referred to as bibliotherapy

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Bibliotherapy: The use of literature to address issues being experienced by the reader through connection and self reflection via the lens of the characters in the story

Based on psychotherapy principles of identification, catharsis and insight

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• Print reading is linear- there is a clear beginning, middle and end and the reader is more often forced to engage in persistent interaction with an author’s purpose– Children learn how to read for sustained periods of time–Develops focus– Less distractions

• Studies have demonstrated that early access to books and a print-rich environment results in strong, life-long readers and school success

Source: Johnson, L., & Donham, J. (2012). Reading by grade three: how well do school library circulation policies support early reading? Teacher Librarian, 40(2).

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• Digital reading allows students to jump around, extract meaning from multiple sources, and create their own content

• Offers students with learning disabilities such as dyslexia alternate ways of accessing information

• Some argue that the content is not demanding and is essentially “empty calories”

• Studies demonstrate that students do better on reading comprehension tests if they read on paper vs. digitally• Print creates spatio-temporal markers and turning pages

aids in memory

Sources: Rich, M. (2008, July 27). Literacy Debate: Online, R U Really Reading? New York Times. ; Wiberg, N., & Myrberg, C. (2015). Screen vs. paper: What is the difference for reading and learning? Insights, 28(2), 49-54. 47

How might family factors and nonparental child care affect children’s exposure to print media and in turn, their development?

-New U.S. immigrant parents who place more importance on education might expose children to print media at an earlier age

-Children who are cared for in their home might have individual attention, earlier exposure to reading-School-like child care settings can introduce children to a print-rich environment that spur their development

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The most popular form of media among children.

Very powerful Communicates information, sways

opinion, emotional influence Children are more exposed to television

than any other form of media.

Why might children be more exposed to television than any other form of media?

Lightfoot, C., & Cole, M. (2013). The development of children (7th ed., pp. 375-376). New York, NY: Worth.

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Young children easily confuse “TV make-believe and reality”

Children cannot fully comprehend between what they see on TV and the rest of their perceptual environment.

e.x A child who believes that that a show such as Sesame Street if a real existing place.

Children fail to comprehend what they watch.e.x children often will not grasp the overall meaning

of a t.v show/movie. Children often cannot distinguish between scenes

and as a result, they are often not able to distinguish commercials from the actual show.

Lightfoot, C., & Cole, M. (2013). The development of children (7th ed., pp.376). New York, NY: Worth.

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Television exposes children to a variety of different content.

What type of content might children be exposed to while watching TV?

Violence• Cartoon violence ex: Road Runner and Wile E. Coyote fighting then

miracously recovering for a next days fight.• Fantasy violence Ex: Power Rangers• Graphic/realistic violenceEx: Cops

Lightfoot, C., & Cole, M. (2013). The development of children (7th ed., pp. 377-378). New York, NY: Worth.

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Jamie Ostrov study

What was the study about? What were the findings? Do you agree or disagree with the findings?

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Social Sereotypes• Gender stereotypes (seen in children shows and

music videos)What are some examples of gender stereotypes that

we see on children’s shows and music videos?• Ethnic stereoypes- Negative stereotyping on the presence and

characteristics of ethnic-minority characters that are portrayed on TV.

- Minorities are usually underrepresented.- Underrepresentation influences children’s negative

attitudes towards minorities.- Lightfoot, C., & Cole, M. (2013). The development of children (7th ed., pp. 378). New York,

NY: Worth.

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https://www.youtube.com/watch?v=7r7NmjD4Yi8

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Kirkorian et al. : there are some positive benefits to media. Blue’s Clues Children who watched more Blue’s

Clues out performed children who didn’t watch as much episodes.

Children who watched more Blue’s Clues scored higher on problem solving tasks than others.

Certain children’s programming are focused on academic and social skills that help gear children for entering school

Not All TV exposure is bad!!!55

“Parents, it turns out, can play an important and positive role in how electronic media affect young people’s lives”. (Wilson 109).

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“Research conducted in the United States that tested learning from strategic onscreen print indicated that children’s early language and literacy skills increased as a direct result of watching programs that utilize this technique”

Linebarger, D., Moses, A., Liebeskind, K., & Mcmenamin, K. (n.d.). Learning vocabulary from television: Does onscreen print have a role?Journal of Educational Psychology, 609-621. Retrieved October 8, 2015, from PsycARTICLES.

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Teachers can use TV to support kids who struggle with basic content and skill

When show were grounded in researched based research based principles, of effective instruction, there was an increase in academic and intellectual skills

Effective and inexpensive means to deliver high quality educational content to the many children who have access to TV at home.

Combining high quality TV content and face to face instruction “media synergy” shows significant gains.

“Television can never replace teachers. But teachers can use television well, taking advantage of its strengths”.

Linebarger, D. L. (2011). Teaching with Television: New Evidence Supports an Old Medium. Phi Delta Kappan, 93(3), 62-65

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Interactive Media is a resourceful tool that enhances communication and learning skills with active user participation

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Interactive Media refers to digital and analog materials:

• Computer software programs• Digital applications (Apps)• Broadcast and Streaming Media (TV Shows)• Electronic Books (E-books)• The Internet

Source: National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College, 2012

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• Active user participation• Hands-on experience• Visually-engaging• Empowering Reinforcement• Child-oriented control

Source: National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College, 2012

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With interactive media children can:• Explore beyond their immediate environment• Be exposed to new experiences and

possibilities• Expand their imagination on a worldwide level

Source: National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College, 2012

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• Builds stronger relationships between the child, the parent and the educator

• Consistent communication and support• More parental involvement

Source: Lightfoot, Cole, and Cole, 2013 63

Interactive media can provide:• More equality and the potential to participate more fully

with their fellow peers• Support for cognitive processing or enhancing memory and

recall• An increase in their independence during inclusion classes

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Interactive media can provide:• Support in active learning, conversation and self

expression• An enhancement in language and literacy skills • Higher self-esteem and social skills

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• Concern #1: How will interactive media affect their relationship with peers?

• Concern #2: How will interactive media affect family relationships?

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• Students are able to reach out on a grand scale using social media, team play/mission-based games, and other virtual resources

• Students benefit from shared play and stimulate each other’s cognitive and intellectual processes

• Interactive media can bring parents and children together more for shared play and interactions

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• Electronic Networks have started to diminish face-to-face interactions betweens students and peers

• Family members are not always able to monitor their child’s usage of interactive media

• Many R-rated games are easily downloaded by anyone for free

• Certain games can also trigger many negative behaviors such as aggression and anger

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“AVG are a new generation of games integrating body movement and exercise with computer technology.”

Source: Lee, Huang, Pope, and Gao, 2015

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• Promotes a physically active lifestyle in children and adolescents

• Increases a child’s energy expenditure• Elicit positive health behaviors – especially to

sedentary children• Overall improvement in health

Source: Lee, Huang, Pope, and Gao, 201570

Consoles:• Wii gaming console (Nintendo)• Xbox Kinect (Microsoft) 2010

Notable Games:• Dance Dance Revolution (DDR) 1998-1999• Wii Sports, Wii U, and Wii Fit• Kinect Adventures and Kinect Sports

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• How would you feel about the use of AVG in an educational setting and curriculum?

• Do you think that AVG can replace conventional methods in health and training?

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Source: A Common Sense Media Research Study 2013 73