THE EMERGING CRISIS
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Transcript of THE EMERGING CRISIS
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THE EMERGING CRISIS
FOR 3.6 MILLION YEARS INFANTS WERE CARED FOR BY MOTHERS OR CLOSE FAMILY MEMBERS
IN THE LAST 25 YEARS, THERE HAS BEEN A SHARP DROP IN CHILDCARE BY FAMILY MEMBERS
Many slides from web.
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CHANGE IN CHILD REARING PATTERNS
IN 1999 60% OF MOTHERS OF INFANTS UNDER 1 YEAR WERE IN THE WORKFORCE.
MANY INFANTS SPEND THE BULK OF THEIR WAKING HOURS IN THE CARE OF NON-RELATIVES IN GROUP CHILD CARE SETTINGS
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EARLY CARE IS NOT VALUED
HISTORICALLY DONE BY WOMEN AT NO COST
U.S. HAS NOT INVESTED ENOUGH TO SAFEGUARD OUR MOST PRESCIOUS RESOURCE—OUR CHILDREN
OUR NATION’S FUTURE IS AT RISK
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MYTHS ABOUT EARLY CARE
“ITS JUST BABYSITTING”“ANYONE CAN DO IT”“JUST FEED THE BABY AND CHANGE
ITS DIAPER”“BABIES SLEEP MOST OF THE TIME”“BABIES DON’T LEARN ANYWAY”
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Child Care: Controversy
NICHD study of early child care. 1,153 infants
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Relations between child-care in first 3 years & peer competencies
Positive, responsive caregiver behavior most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings
with other children present were observed to be more positive and skilled in their peer play in child care
although caregivers rated them more negative with playmates.
Children with more hours in child care rated by caregivers as more negative in peer play, but observed play not related to the quantity of care.
• Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend.
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Peer competence
Assessed with mother and caregiver ratings, observations in child care
Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction.
– NICHD ECCRN. Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care. Child Development 2001;72(5):1478-1500.
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References
http://www.nichd.nih.gov/about/od/secc/pubs.htm
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Effects of child care on infant-mother attachment security
No significant main effects of child-care experience (amount, age entry, or type of care) on attachment security or avoidance. Extensive vs, no child-care experience did not
distinguish infant distress in separations from mother.
Significant main effects of maternal sensitivity and responsiveness. Interaction: Infants less likely to be secure when low
maternal sensitivity/responsiveness was combined with poor quality child care, more than minimal child care, or more than one care arrangement
– . Child Development. 1997. 68(5) 860-879
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Same at 36 months
Maternal sensitivity was the strongest predictor of preschool attachment classification.
No child-care factors (quantity, quality, or type) predicted, in and of themselves, attachment security at 36 months.
Interaction: When maternal sensitivity was low, more hours per week in care somewhat increased the risk of the insecure (C).
Significant but modest stability of attachment classifications from 15 to 36 months especially for children with A and C classifications.
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Before- and After-School Care Arrangements?
“A prospective, longitudinal study involving 933 children in the latter part of first grade….
Children who consistently participated in extracurricular activities during kindergarten and first grade obtained higher standardized test scores …controlling for child and family factors and children's
prior functioning.Participation in other types of out-of-school care was not
associated with child functioning in first grade when background factors were controlled.
– NICHD ECCRN. Are Child Developmental Outcomes Related to Before- and After-School Care Arrangements? Results From the NICHD Study of Early Child Care. Child Development 2004;75(1):280-295
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DEVELOPMENTAL ISSUES
YOUNG INFANTS: SECURITY
MOBILE INFANTS: EXPLORATION
OLDER INFANTS: INDEPENDENCE
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ATTACHMENT RESEARCH
ATTACHMENT IS THE MEASURE OF THE QUALITY OF A RELATIONSHIP FROM THE CHILD’S PERSPECTIVE
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ATTACHMENT RESEARCH
ATTACHMENT RELATIONSHIPS FORM A HIERARCHY (PRIMARY, SECONDARY, ETC.)
INFANTS IN POOR QUALITY CARE TEND TO HAVE LESS SECURE ATTACHMENTS TO CAREGIVERS.
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ATTACHMENT RESEARCH
A SECURE ATTACHMENT IS FORMED WHEN
A CHILD IS IN A RELATIONSHIP OVER TIME
WITH SOMEONE WH0 IS EMOTIONALLY
AVAILABLE & SENSITIVE
INFANTS IN HIGH QUALITY CARE ARE MORE
SECURELY ATTACHED TO THEIR
CAREGIVERS
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ATTACHMENT RESEARCH
SECURELY ATTACHED CHILDREN HAVE BETTER: COGNITIVE OUTCOMES
SOCIAL DEVELOPMENT
GREATER LANGUAGE PROFICIENCY
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NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT
10-SITE STUDY RESULTS INDICATE INFANT CARE HAS NO EFFECT ON QUALITY OF CHILD’S ATTACHMENT WITH PARENTS
IF INSECURELY ATTACHED AT HOME & IN POOR QUALITY SETTINGS, INFANTS ARE AT RISK DEVELOPMENTALLY
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CAROLLEE HOWES’ RESEARCH FINDINGS
CHILDREN, WHO ARE INSECURELY ATTACHED AT HOME, BENEFIT FROM A SECURE ATTACHMENT WITH A CAREGIVER IN OUT-OF-HOME CARE
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UNIV. OF MINNESOTA STUDY
CHILDREN NOT RECEIVING RESPONSIVE EARLY CARE WERE AT HIGHER RISK FOR POOR OUTCOMES INCLUDING:
DIFFICULTY FORMING RELATIONSHIPS WITH PEERS IN PRESCHOOL & ADOLESCENCE
LOWER LEVEL SCHOOL ACHIEVEMENT, ESPECIALLY IN ADOLESCENCE
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UNIV. OF MINNESOTA STUDY
72% WERE IN SPECIAL EDUCATION BY 3RD
GRADE
EXHIBITED MORE BEHAVIOR PROBLEMS
MORE LIKELY TO USE DRUGS & ALCOHOL
CHILDREN WITH EARLY SECURE
ATTACHMENTS WERE LESS VULNERABLE
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SECURELY ATTACHED INFANTS WILL DEVELOP:
A POSITIVE SENSE OF SELF WORTH
A BELIEF IN THE HELPFULNESS OF OTHERS
A MODEL ON WHICH TO BUILD ALL FUTURE RELATIONSHIPS
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SECURELY ATTACHED INFANTS WILL DEVELOP:
THE SECURITY TO EXPLORE ENVIRONMENT & DEAL WITH IT EFFECTIVELY
A SENSE THAT THEY ARE COMPETENT AND CAN SOLVE PROBLEMS
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SECURE ATTACHMENT LEADS TO RESILIENCE:
IF CHILD’S RELATIONSHIPS WITH OTHERS CONTINUE TO BE FAVORABLE, THESE EARLY PATTERNS OF BEHAVIOR WILL LEAD TO RESILIENCE
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QUALITY INFANT CARE
SHOULD HAVE THE SAME COMPONENTS OF QUALITY PARENTING—WARM, RESPONSIVE, CONSISTENT CAREGIVING GEARED TO THE NEEDS OF EACH INFANT
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INFANT NEEDS IN GROUP CARE
CLOSE, CARING RELATIONSHIPS
INDIVIDUALIZED CARE
A SAFE & INTERESTING ENVIRONMENT
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INFANT NEEDS IN GROUP CARE
CARE THAT IS CONNECTED TO FAMILY & CULTURE
KNOWLEDGEABLE, RESPONSIVE CAREGIVERS
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HOW TO SUPPORT SECURE ATTACHMENTS IN GROUP CARE:
CAREGIVER MAKES AN EMOTIONAL INVESTMENT IN THE CHILD
CAREGIVER IS CONSISTENTLY RESPONSIBLE FOR MEETING PHYSICAL AND EMOTIONAL NEEDS OF THE INFANT
THE RELATIONSHIP LASTS FOR AN EXTENDED PERIOD
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TRENDS IN QUALITY
QUALITY IS CONTINUING TO DETERIORATE
COMPENSATION IS LOW & STAFF TURNOVER IS HIGH
WHILE EDUCATION OF STAFF IS IMPROVING, RATIOS & GROUPS SIZE ARE INCREASING
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1995 COST, QUALITY & CHILD OUTCOME STUDY
ALMOST 50% OF CENTER-BASED INFANT CARE WAS OF POOR QUALITY
40% OF INFANT/TODDLER ROOMS ENDANGERED HEALTH & SAFETY
ONLY 8.3% OF ROOMS (1 IN 12) HAD DEVELOPMENTALLY APPROPRIATE CARE
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QUALITY CENTER-BASED INFANT CARE
LOW CHILD TO STAFF RATIOS
SMALL GROUP SIZES
CONTINUITY OF CARE (BIRTH-3YRS)
STAFF EDUCATION & INFANT TRAINING
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QUALITY FAMILY CHILD CARE
CAREGIVER WANTS TO CARE FOR CHILDREN & RECOGNIZED THE IMPORTANCE OF HER WORK
PLANNED ENVIRONMENT & EXPERIENCES FOR CHILDREN
REGULATED BY STATE
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WHAT IS NEEDED
INTENSE EFFORTS TO IMPROVE QUALITY
NATIONAL, STATE, LOCAL COMMUNITIES & PARENTS NEED TO ADDRESS COMPENSATION ISSUES
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HOW DO WE ENSURE QUALITY CARE
RAISE PUBLIC AWARENESS OF CRITICAL IMPORTANCE OF QUALITY EARLY CARE & EDUCATION
INVOLVE ALL STAKEHOLDERS IN MAKING NECESSARY ECONOMIC INVESTMENTS
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HOW DO WE ENSURE QUALITY CARE
INCREASE TRAINING REQUIREMENTS IN LICENSING REQUIREMENTS
ENSURE ADEQUATE COMPENSATION TO ATTRACT & RETAIN EARLY CARE & EDUCATION TEACHERS & PROVIDERS
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WHO ARE THE STAKEHOLDERS?
EVERY CITIZEN OF THE UNITED STATES HAS A PERSONAL STAKE IN ENSURING QUALITY EARLY CARE & EDUCATION
OUR CHILDREN ARE THE ONLY FUTURE WE HAVE