首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This study examined the effects of a 120-hour preschool training course on caregivers’ behavior and children’s development in early-years settings. Sixteen caregivers attending this training course and 17 comparison caregivers were assessed on a measure of caregiver sensitivity in the child-care centers in which they were employed. Sixty-eight children, two from each center, were assessed for social and cognitive competence. Both the training and comparison caregivers and children were observed before and after the former group attended the training course. Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment. The children in their care made significant gains in complex social and cognitive play from pre- to post-training. The comparison group adults and children showed no significant improvements from pre- to post-test times.  相似文献   

2.
The study examined the interrelationships of multiple levels of the family day care system (family, child care, and children) in order to portray the ecology of family day care in a small midwestern city and surrounding rural areas. Fifty-seven children, their mothers, and caregivers (n = 30) participated. Caregiver characteristics, conditions of caregiving, and quality of care in the family day care homes were assessed. Family background information (SES, education, stress, social support, and childrearing preferences) was obtained. Children's cognitive, language, and social development were assessed using static and process measures of each domain. Results revealed that families did not choose caregivers who resembled themselves with respect to SES, childrearing preferences, and stress, nor did they select child care whose quality varied systematically with their characteristics. Family and child care characteristics appeared to have additive effects on children's development.  相似文献   

3.
The quality of the child care environment and caregiver practices can potentially have significant, lasting impact on children’s social development. This study involves the development and a small-scale efficacy trial of the Carescapes program, a video-based training program that focuses on promoting positive social development in young children attending family child care. Fifty-seven caregivers who provided child care in their homes were randomly assigned to immediate intervention or waitlist control groups. Random coefficients analyses showed significant increased use of effective behavior management practices and decreased overall children’s problem behavior for the intervention group. A mediation model demonstrated that increases in effective behavior management practices were associated with decreases in problem behavior. A medium intervention effect was found for caregiver’s monitoring and a small effect for use of positive attention. These effects declined 5 months following the intervention. Implications for future efficacy and effectiveness studies in family child care settings that involve strategies to facilitate maintenance are discussed.  相似文献   

4.
The experience of 39 preschool-age maltreated children from 13 child care facilities was examined to determine the extent to which the children's social development was related to the quality of day-care service. Maltreated children assigned by the Arkansas Department of Social Services to three different types of child care facilities were observed: specialized day-care programs, regular day-care centers and family day homes. The children scored below average in intelligence and were rated by their parents as displaying higher than normal rates of disturbed behavior. While no comparison group of non-maltreated children was included in the study, observations of the maltreated children in the child care setting revealed substantially more positive than negative social behavior. The children were reasonably effective in interacting with adult caregivers in day care. The maltreated children were also productive in most encounters with peers. Ratings of the quality of care received in day care were significantly correlated with the children's social competence in child care. Aspects of social behavior in maltreated children were related to the organization of the program, the physical facilities, traits of the caregiver, and caregiver expectations for the children.  相似文献   

5.
Conclusion Because so many infants and young children are cared for in family day care homes, these can play a very important role in the promotion of children's health. Parents and family day care home caregivers should work closely to provide adequate child health supervision, emergency care, nutrition education, mental health services, and sick care services. Further documentation of the health-service needs in this area would be useful in indicating where in-service training and health education for parents and caregivers should be concentrated. Health professionals from both private and public agencies should begin to direct their efforts on behalf of the many children who are cared for in family day care homes and to utilize these as resources for health promotion and disease prevention.  相似文献   

6.
Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children.  相似文献   

7.
The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together.  相似文献   

8.
The central question in this study is whether individual variability in children's cortisol levels and wellbeing at childcare can be explained by indices of quality of care and child characteristics. Participants were 71 children from childcare homes and 45 children from childcare centers in the age range of 20–40 months. In both types of settings equivalent measures and procedures were used. In home-based childcare, children experienced higher caregiver sensitivity, lower noise levels, and showed higher wellbeing compared to children in childcare centers. Caregiver sensitivity in home-based childcare – but not in center care – was positively associated with children's wellbeing. Additionally, children displayed higher cortisol levels at childcare than at home, irrespective of type of care. In home-based childcare, lower caregiver sensitivity was associated with higher total production of salivary cortisol during the day. In center-based childcare, lower global quality of care was associated with a rise in cortisol between 11 AM and 3 PM during the day. Quality of care is an important factor in young children's wellbeing and HPA stress reactivity.  相似文献   

9.
In this study of the multiple determinants of professional caregiving, 237 caregivers (age range: 18–56 years) from 64 Dutch child care centers were extensively observed during their interactions with the children (0–4 years) in their usual care group. The choice of potential determinants of the caregiving quality was guided by Belsky's [Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96] model of the determinants of parenting. Consistent with Belsky's model, quality of caregiving was found to be multiply determined by characteristics of the caregiver, the children and the caregiving context. More specifically, lower-quality care was provided by younger caregivers, to younger children, and by caregivers reporting higher physical occupational workloads. The differences between the participating child care centers proved to explain more variance in the quality of professional caregiving than the differences between the individual caregivers.  相似文献   

10.
Research Findings: Child care delivery practices promoting continuous, primary caregiver–child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were accredited by the National Association for the Education of Young Children. Children in relationship-focused programs received more sensitive, involved, and affectionate caregiving and were more engaged with their caregivers than children in comparison centers, but some differences were greater for African American children. Outcomes associated with relationship-focused care included greater parent-reported child compliance and closer parent–caregiver relations, but no consistent benefits for cognitive school readiness, receptive language, or child behavior problems were found. Follow-up assessments were completed 1 year later for 119 children who remained in their programs. Social and cognitive outcomes improved over time, but some changes were moderated by child race/ethnicity and center type. Over time, parents reported greater child compliance and caregivers reported better parent–caregiver relationships in relationship-focused programs. Practice or Policy: Some social benefits of continuous, primary caregivers were found, but children's cognitive competencies improved with sustained attendance at these accredited programs regardless of the relationship-focused practices.  相似文献   

11.
Research Findings: Outdoor play is important for children’s health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents’ preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in child care environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of child care than the recommended minimum. However, more than half of parents reported that they did not know how much time their child actually spent playing outside, and 43% reported that they did not know their child care center’s outdoor play policies. Practice or Policy: Child care providers may overperceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based child care but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children, which are important for children’s health and development.  相似文献   

12.
Teachers’ perceptions, attitudes, and beliefs have been shown to affect their behavior. This study investigated center- and home-based child care providers’ perceptions of inclusion-related needs and barriers and (a) the providers’ participation in disability-related training, and (b) their current experience working with children with disabilities. A mailed survey was used to gather demographic data, information on training and experience, and to rate a list of needs and concerns. Younger and African American caregivers working in center-based programs were more likely to attend training and serve children with disabilities. Participating in training and serving children with disabilities was positively associated with caregivers’ perceptions of needs and barriers, but not with child care providers’ attitudes. Results indicate that program and provider characteristics are related to participation in disability-related training and serving children with disabilities that, in turn, are related to perceptions of needs and barriers. Further investigation of the mechanisms associated with training and its influence on attitudes, beliefs and practice of parents and special education teachers, as well as child care providers is indicated.  相似文献   

13.
Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes.  相似文献   

14.
Forty mothers of preschoolers with autism were interviewed about their children's child care programs and about factors that influenced program selection. Mothers also rated the importance of program features, their knowledge of the care settings, and their frequency of involvement in their children's settings. These mothers of children with autism had many of the same concerns as mothers of typically-developing children: they valued safety; warm, loving, and competent caregivers; and cleanliness. However, these mothers were also concerned about program features that might be especially important for their special-needs children, such as a focus on adaptive skills, the availability of special services, and an individualized program. In spite of relatively low levels of search behavior (e.g., visiting settings before making a decision) and uncertainty about some characteristics of their children's programs, mothers reported high involvement in activities such as field trips, parent-teacher conferences, and observing in the classroom. We highlight the need for additional research in this area.  相似文献   

15.
This study compared mothers' and caregivers' attributions for children's misconduct and their corresponding affective and behavioral responses. Forty mothers of 4-year-olds and 40 caregivers employed in childcare settings responded to a series of hypothetical incidents in which a 4-year-old child engaged in a norm violation such as aggression or failed to be altruistic. ANCOVA analyses indicated that mothers and caregivers differed in their causal attributions for children's misbehavior. Mothers and caregivers also differed in their affective and behavioral responses to children's failures to be altruistic, but not in their responses to children's norm violations. Regression analyses performed on the combined scores of mothers and caregivers found that attributions to the stability of the behavior predicted use of induction and a greater emphasis on responding to the misbehavior. A power assertive response was particularly likely if a respondent believed that a behavior was caused by stable personality factors. The documentation of linkage between causal attributions and socialization behavior has implications for parent training and early childhood education. Increasing parents' awareness of developmental processes and external factors that affect a child's behavior may result in a less punitive approach to discipline. Early childhood curricula that encourages examination of adult biases in analyzing children's behavior may assist caregivers to become more reflective and self-aware in interactions with young children.  相似文献   

16.
The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives : to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background : research has highlighted that some mainstream schools do not listen to caregivers concerns about their child's development, behaviours and mental health. Methods : interpretative phenomenological analysis was employed to understand how participants made sense of their lived experiences, revealing four superordinate themes: inadequate special educational needs and disability (SEND) support, psychological impact, health-imposed barriers to diagnoses, and effective support. Findings : Theographs present the caregivers' journeys, illustrating that the onus fell on the caregivers to advocate for effective support from schools. A lack of prompt diagnose and effective school support is detrimental to the emotional and physical health of both children and caregivers. Training is needed to ensure thresholds for education, health and care needs assessments are understood, alongside evidence-based approaches to support children with SEND. There is a policy need to address barriers to prompt health assessments across services and the impact of decreased funding on schools.  相似文献   

17.
This study examined whether caregivers who exhibit high risk for child physical abuse differ from low-risk caregivers in reactions to transgressing children. Caregivers read vignettes describing child transgressions. These vignettes varied in: (a) the type of transgression described (moral, conventional, personal), (b) presentation of transgression-mitigating information (present, absent), and (c) whether a directive to avoid the transgression was in the vignette (yes, no). After reading each vignette, caregivers provided ratings reflecting their: (a) perceptions of transgression wrongness, (b) internal attributions about the transgressing child, (c) perceptions of the transgressing child's hostile intent, (d) own expected negative post-transgression affect, and (e) perceived likelihood of responding to the transgression with discipline that displayed power assertion and/or induction. For moral transgressions (cruelty, dishonesty, hostility, or greed), mitigating information reduced caregiver expectations that they would feel negative affect and, subsequent to the transgression, use disciplinary strategies that display power assertion. These mitigating effects were smaller among at-risk caregivers than among low-risk caregivers. Moreover, when transgressions disobeyed a directive, among low-risk caregivers, mitigating information reduced the expectation that responses to transgressions would include inductive disciplinary strategies, but it did not do so among at-risk caregivers. In certain circumstances, compared to low-risk caregivers, at-risk caregivers expect to be relatively unaffected by transgression-mitigating information. These results suggest that interventions that increase an at-risk caregiver's ability to properly assess and integrate mitigating information may play a role in reducing the caregiver's risk of child physical abuse.  相似文献   

18.
The relationship of day care quality to the activities of 4-year-old children during free play and their knowledge of social problem solving was investigated. The subjects were 55 children attending 15 day care centers and nursery school. Indicators of day care quality included quality of interaction with teachers, arrangement of the physical space, spaciousness of the environment, appropriateness and variety of the materials provided for play, quality of the outdoor area, group size, and child-teacher ratio. Relationships were found between these dimensions and children's absorption in solitary play and knowledge of social problem solving. Most of these relationships held up after the effects of social class were statistically removed.  相似文献   

19.
This pilot study used a randomized controlled trial design to examine the feasibility and explore initial outcomes of a twice weekly, 8-session Child Directed Interaction Training (CDIT) program for children living in kinship care. Participants included 14 grandmothers and great-grandmothers with their 2- to 7-year-old children randomized either to CDIT or a waitlist control condition. Training was delivered at a local, community library with high fidelity to the training protocol. There was no attrition in either condition. After training, kinship caregivers in the CDIT condition demonstrated more positive relationships with their children during behavioral observation. The caregivers in the CDIT condition also reported clinically and statistically significant decreases in parenting stress and caregiver depression, as well as fewer externalizing child behavior problems than waitlist controls. Parent daily report measures indicated significant changes in disciplining that included greater use of limit-setting and less use of critical verbal force. Results appeared stable at 3-month follow-up. Changes in child internalizing behaviors and caregiver use of non-critical verbal force were not seen until 3-month follow-up. Results of this pilot study suggest both the feasibility of conducting full scale randomized clinical trials of CDIT in the community and the promise of this approach for providing effective parent training for kinship caregivers.  相似文献   

20.
Data from the NICHD Study of Early Child Care were used to assess whether regulable features of child-care homes affect children’s development. Child-care homes selected were those in which there were at least two children and the care provider received payment for child care (ns=164 when the study children were 15 months old, 172 at 24 months, and 146 at 36 months). Caregivers who were better educated and had received more recent and higher levels of training provided richer learning environments and warmer and more sensitive caregiving. Caregivers who had more child-centered beliefs about how to handle children also provided higher quality caregiving and more stimulating homes. In addition, when settings were in compliance with recommended age-weighted group size cut-offs, caregivers provided more positive caregiving. Quality of care was not related to caregivers’ age, experience, professionalism, or mental health, or to the number of children enrolled in the child-care home or whether the caregivers’ children were present. Children with more educated and trained caregivers performed better on tests of cognitive and language development. Children who received higher quality care, in homes that were more stimulating, with caregivers who were more attentive, responsive, and emotionally supportive, did better on tests of language and cognitive development and also were rated as being more cooperative. These findings make a case for regulating caregivers’ education and training and for requiring that child-care homes not exceed the recommended age-weighted group size.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号