TYPES OF DAY CARE

TYPES OF DAY CARE There are three main types of day care :

A. Centre day care B. Family day careC. Home care or baby sitting in the child’s home

CENTRE DAY CARE The centre may be a community centre ; the common are housing project ; a church basement ; or a facility that is part of larger education institution, such as university .

Centre day care usually serves more than twelve children.

FAMILY DAY CARE A second type of care family day care , is provided in privates homes by experienced parents (who in some states must be licensed to give care)

A licensed child care particularly for infants and toddlers

HOME CARE OR BABY SITTING IN THE CHILD’S HOME

Of all types daycare is the most widely utilized.

Type of parent created child care that usually involves a group of parent providing care for each other’s children on as needed basis.

DISTINCTION BETWEEN THE EFFECT OF DAY CARE AND HOME ENVIRONMENT

One recent study of 18 month old children found some unexpected differences in the care provided in home and daycare environments(Rubenstein and howe,1979)

Caregivers in the community based day care centre initiated more tactile contact(fondling ,patting ,etc.)then mothers at home.

They were more likely to initiate play or sharing of toys with infants.

Mother, on the other hand, were more likely to restrict an infant’s, activity especially the exploration of object not designed as toys.

Mothers were also interrupt the infant and offer explicit play instructions.

In verbal exchanges and responses to infant’s touching mothers and caregivers did not differ significantly .

Study points out numerous differences between the ways in which infants are cared for in ,home and day-care environments.

The developmental effects of day care have been more systematically observed that have the environments themselves.

A body research shows that children in good day care programs do at least well ,both physical and cognitively , as those raised at home .

High quality day care seems to enhance emotional development too , and may even improve relationships with parents.

Children language development can be greatly affected by day care ,according to one of the few studies comparing the care at different levels of quality.

The quality and amount of verbal stimulation seemed even more important for social development than the children’s family background.

Children from low family-income families or stressful home environments have benefit most from good day care.

IMPORTANCE OF HIGH QUALITY CARE

Children develop best when they have access educational toys and materials ,when they are care by the adults who teach them and accept them and when they have balance between structured activities and freedom to explore on their own. (K.A. CLARKE-STEWAT,1987)

EFFECT OF DAY CARE ON COGNITIVE

DEVELOPMENT The effect of day care on cognitive

development is somewhat complicated . For most children the day care experienced

has neither beneficial nor adverse effects on intelligence , as measured by standardized test. However,

For children thought to be at “high risk” intellectually –mainly children of poor or poor educated parents-day care may prevent the children after the age of 18 months

In one study home care “control” group of high -risk children.

EFFECT OF CHILDREN IN SOCIAL DEVELOPMENT

Day care enhance social development . Many studies show that day care

children , especially at underage 18 months. Just as parent anticipate ,they play at higher developmental level than home-care children.

The differences, though, tends to disappear when children who know each other play at home.

Day care children interact more peers-in both positive and negative

They share more ,but they fight more too.

Aggressiveness impulsivity, egocentrism, and less tolerance for frustration, failure and interruption are characteristics that are more frequently encountered in full time day care.

Decreased cooperation with adults and later with the education system is also more likely outcome for day care than home care children.

PRE-SCHOOL Pre-school experiences increases

learning and growth .It shaped the personality of young children.

Pre-school education makes the child autonomous in his functioning and help him choose activities in environment.

The most important contribution of pre-school may well be the feeling children get there ;that pre-school is fun, that learning is satisfying , and that they are competent in a school setting.

SOME OF THE IMPORTANT PRE-SCHOOL PROGRAMMERS THAT HAVE RECEIVED

CONSIDERABLE ATTENTION ARE AS FOLLOWS:

Montessori Pre-school Compensatory-Pre-school Program Project Head Start The Montessori curriculum school by Dr.

Maria Montessory, teach the poor and retarded Italian children.

The curriculum is child-centered, based on the natural abilities. It focuses on motor, sensory, and language education.

Pre-schoolers learn from their own experiences, with the guidance, support and help of skilled teachers.

COMPENSATORY-PRE SCHOOL PROGRAM

Children from deprived in socioeconomic backgrounds often enter school with considerable handicap.

Since the 1960’s large scale programs have been developed to help such disadvantaged children compensate for the experiences they have missed and prepare them for schools.

PROJECT HEALTH START The best know compensatory pre-school

program in the United States is Project Head Start.

It was a developed in 1965 as major weapon in the federal government’s war against in poverty.

Its goal is to improve the lives of children of low-income families by providing health care, intellectual enrichment, and a supportive environment.

KINDERGARTEN A  kindergarten (from German Kindergarten literally "children's garden”) is a preschool educational institution for children.

It is a place which prepares children for formal schooling.

Many kids spend a full time in kindergarten schools. There are two views:

One group favours and the other group opposes the kids is not biologically mature enough to take the full day studies.

PLAY AND FANTASY Play and fantasy are necessary and

important activities during early childhood years that helps to shape the child physical as well as mental development.

They stimulate their sense by playing with water, sand and mud .They acquire new skills and learn when to use them.

Play can be of different types. Some different types of play are as follows :

TIPS OF PLAY 1. Social play reflects the extent of

which the child interacts with other children in play.

The sequence of development of social play are generally as follows:

Solitary play, Parallel play, and Cooperative play.

a. SOLITARY PLAY-children play with their toys alone, but at the school they play independently w/o reference to what any of the other children doing.

PARALLEL PLAY , ASSOCIATIVE PLAY AND COOPERATIVE PLAYb. PARALLEL PLAY-They play within sight and

earshot of another child, perhaps playing with a similar toy but in their own way.

In the early phases of peer interaction children seem to be more engrossed in objects that each other.

The next type called ASSOCIATIVE PLAY in which two or three children begin to participate in cooperative play they share playthings, organize games, make friends.

c. COOPERATIVE PLAY-reflect children’s growing capacity to accept and responds to ideas or actions that not originally their own.

 children

2.Cognitive play

2. Cognitive Play- According to Piaget(1951) and Smilansky (1968),children’s in cognitive development in early childhood lets them progress from simple functional (repetitive) play (like rolling a ball) to constructive play (like building a block tower) pretend play(like hopscotch and marbles).

These more complex forms of play, in turn, foster further cognition development.

3.Imaginative Play- Involves imaginary situations. It is also called as Fantasy play, Dramatic play or Pretend play.

Emerges during the 2nd yr. of life when sensori motor play is on the wane . It increases during the next 3-4 year , and then declines as children become more interested in playing game w/ formal rules .

FANTASY Fantasying is rarely the time wasting

pastime it was one believed to be. By means of fantasy children can

explore their physical space.The best explanation for the use of

fantasy is that Piaget. By exploring , pretending , repeating , and classifying events, verbal expressions and their own emotions.

Piaget sees children as assimilating new experiences into a cognitive framework.

STATES IN THE USE OF FANTASY

Early fantasy often involves a substitutional (symbolic play) in which one object or situation is used to stand for another. The focus is on the appearance.

Later action will substitute for the object and Sociodramatic play may follow the re-enactment of single events which involves the cooperative play acting of a group of children.

In final stage of fantasy neither objects , actions, nor the dramatic acting out scenes are needed.

It is a “pure” imagination At this stage anything is possible.

There is no restraints. Several sex differences have been

observed in the pattern of fantasies reported by children.

Generally boys fantasies involve more action and aggression and incorporate a greater number of objects ,judging, at least from their own reports

The fantasies described by girls, on the other hand, are more detailed and passive and more often concerned with human relations.

JESSICA D. ADOFINABSED I-A

EDUC 2MRS.ROWENA

SORIANO