共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACTResearch Findings: Continuity of care is a recommended practice in child care intended to promote secure and supportive relationships between infants and toddlers and their caregivers. Toddlers (N = 115) between 12 and 24 months were observed in 30 continuity and 29 noncontinuity classrooms. The average duration of care for toddlers with caregivers was 14 months in the continuity rooms and 5 months in noncontinuity rooms. Toddlers observed in continuity rooms experienced higher levels of interactive involvement with their caregivers and were rated by their caregivers as having fewer problem behaviors compared with the toddlers in noncontinuity rooms. Toddlers in rooms with higher staff–child ratios also experienced more involved caregiving. We did not find evidence that the level of involved caregiving mediated the association between continuity of care and toddlers’ social competence or problem behaviors. Practice or Policy: Continuity of care may be a promising practice for programs that strive to provide high-quality care for infants and toddlers. 相似文献
2.
Margaret Tresch Owen Julia F. Klausli Ana-Maria Mata-Otero Margaret O'Brien Caughy 《Early education and development》2013,24(2):302-329
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
3.
Margaret Tresch Owen Julia F. Klausli Ana-Maria Mata-Otero Margaret O'Brien Caughy 《Early education and development》2008,19(2):302-329
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
4.
《Early childhood research quarterly》2005,20(3):329-344
This study examined barriers to the implementation of continuity-of-care practices in child care centers. We collected qualitative and quantitative data for 52 children at four centers that advertise their programs as continuity programs. Of the 52 children, only 7 of the children had been cared for in a single child–caregiver dyad between the time of their entry into child care and either their third birthday or the time of data collection. During their infant–toddler period, the remaining 45 children had experienced 71 cumulative transitions to new child–caregiver dyads. We found that the barrier frequently suggested in the literature and by practitioners, caregiver turnover, was not a significant cause for the non-continuity transitions. The primary barrier that we found was infant caregiver unwillingness or inability to care for children who had developed toddler abilities. A secondary barrier was directors’ reluctance to replace unwilling or unable caregivers with willing and able ones. 相似文献
5.
Paula Jorde Bloom 《Early education and development》1996,7(4):301-317
This study assessed differences in the work environments of NAEYC accredited and nonaccredited centers. The sample included 5,008 directors, teachers, and support staff who worked in 60 accredited and 320 nonaccredited child care centers in 33 states. Individuals completed the Early Childhood Work Environment Survey assessing their perceptions of different organizational practices. Data were aggregated using the center as the unit of analysis. The results revealed that there were notable differences between accredited and nonaccredited programs relating to the quality of work life for staff. In 10 dimensions of organizational climate, there were statistically significant differences between accredited and nonaccredited programs. The four dimensions which together accounted for the greatest variation in differences were innovativeness, goal consensus, opportunities for professional growth, and clarity. Statistically significant differences were also registered in staffs level of job commitment, staff turnover, and teachers' current and desired levels of decision- making influence. 相似文献
6.
《Early childhood research quarterly》1994,9(2):207-222
The relationship between parent-caregiver communication and child care quality was investigated in 12 child care centers representing different types of sponsorship. Perceptions of one-way (school to home communication), two-way (school and home communication exchanges), and three-way (exchanges between school, home, and a community resource) communication patterns were determined by questionnaire responses of 201 parents and 49 caregivers in 4 each of subsidized, contracted subsidized, and nonsubsidized child care settings. Compared to parents, caregivers rated all forms of parent-caregiver communication as more frequently occurring and as more important. Greater frequency of communication was associated with increased importance of communication for each mode. Frequency of parentcaregiver communication and quality of child care were positively correlated. Nonsubsidized private profit centers were of lower quality and respondents reported less frequent parent-caregiver communications than in contracted subsidized and subsidized programs. 相似文献
7.
Autonomy-supportive parenting is found to foster children’s adjustment but relatively few studies have been conducted with toddlers. In the present exploratory study, parents (N = 182) reported what practices they use when asking their toddlers (M age = 26.9 months) to engage in important yet uninteresting activities. Parents rated twenty-six potentially autonomy-supportive practices, along with a well-known scale measuring the extent to which they have a positive attitude towards autonomy support. Research Findings: Using correlational and factorial analyses, eight practices were identified: various ways to communicate empathy, providing developmentally appropriate rationales, describing the problem in an informational and neutral way, and modeling the requested behavior. This subset of autonomy-supportive practices for toddlers was positively related with toddlers’ rule internalization, providing them with further validity. Practice or Policy: These preliminary findings may be useful in guiding future conceptual, empirical, and applied work on the support of toddlers’ autonomy and its assessment in an emotionally-charged and challenging context. 相似文献
8.
Michael Levere Patricia Del Grosso Jaime Thomas Amy L. Madigan Christine Fortunato 《Early education and development》2019,30(8):975-989
ABSTRACTThis study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education. 相似文献
9.
Rick Caulfield 《Early Childhood Education Journal》1996,23(4):239-242
Summary Physical and cognitive development proceed at a breathtaking pace in the first two years of life. Infants enter the world
as competent individuals who actively explore the external world from the moment of birth. As their basic reflexes disappear,
they begin to engage in intentional and purposeful behavior. Their ability to move, as in crawling and walking, and to manipulate
objects extends their opportunities to learn about the physical environment. Responsive and supportive caregivers who work
with infants and toddlers play a critical role in providing an optimal learning environment that takes into account infants'
unique developmental needs. The next segment of the four-part series addresses the social and emotional development of infants
and toddlers. 相似文献
10.
The participation of children under the age of three in center-based child care programs is a growing phenomenon. This increase has raised questions about which type of program is best for these children. The curriculum for infants and toddlers has received considerable attention over the last decade. As a result, the activities and experiences planned for infants and toddlers have been clearly defined (Honig, 1974; Honig and Lally, 1981; Lally and Gordon, 1982). However, the differences between young toddlers, preschoolers, and two-year-olds are less discernible, which has made it difficult for child care workers to plan environments which are developmentally appropriate for two-year-olds. Consequently, two-year-olds may spend time in programs where the curriculum may be more appropriate for younger toddlers and preschoolers.Margaret King is Associate Professor, School of Home Economics, Ohio University, Athens, Ohio. Anne Oberlin is Master Teacher, Ohio University Child Development Center, Athens, Ohio. Terry Swank is Assistant Teacher, Ohio University Child Development Center, Athens, Ohio. 相似文献
11.
《Early childhood research quarterly》1994,9(2):131-151
Assessment of quality of care in 363 classrooms with infants, toddlers, and preschool children was conducted in 120 child care centers in three states with widely varying regulations. Three major process measures, InfantToddler Environment Rating Scale (ITERS; Harms, Cryer & Clifford, 1987), Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), and the Assessment Profile for Early Childhood Programs (Abbott-Shim & Sibley, 1987) were included. Regulatable aspects of quality of child care included ratio of caregivers to children, group size, teacher training in child development or child care, teacher education, highest wage paid to a teacher in the center, and staff turnover. The goal of the study was to evaluate how well the quality of child care is measured by process and regulatable variables. For research purposes, the process measures proved to be highly redundant, both internally and with each other. Much smaller sets of items, drawn randomly from the instruments' item pools, were found to be perfectly acceptable measures of quality of care. Regulatable measures did not prove to be acceptable measures of quality care, except for teachers' wages, which were highly correlated with process measures of quality. 相似文献
12.
10 abused toddlers (ages 1-3 years) and 10 matched controls from families experiencing stress were observed during social interactions with caregivers and with peers in their daycare settings. The abused infants more frequently physically assaulted their peers. They "harassed" their caregivers verbally and nonverbally, and they were the only infants who assaulted or threatened to assault them. The abused infants were much less likely than the controls to approach their caregivers in response to friendly overtures; when they did so they were more likely to approach to the side, to the rear, or by turning about and backstepping. In response to friendly overtures the abused infants more frequently avoided peers and caregivers or combined movements of approach with movements of avoidance. A similar behavior pattern has been identified by Main in maternally rejected infants in normal samples. 相似文献
13.
Nicole Colwell Rachel A. Gordon Ken Fujimoto Robert Kaestner Sanders Korenman 《Early childhood research quarterly》2013
The Arnett Caregiver Interaction Scale (CIS) has been widely used in research studies to measure the quality of caregiver–child interactions. The scale was modeled on a well-established theory of parenting, but there are few psychometric studies of its validity. We applied factor analyses and item response theory methods to assess the psychometric properties of the Arnett CIS in a national sample of toddlers in home-based care and preschoolers in center-based care from the Early Childhood Longitudinal Study-Birth Cohort. We found that a bifactor structure (one common factor and a second set of specific factors) best fits the data. In the Arnett CIS, the bifactor model distinguishes a common substantive dimension from two methodological dimensions (for positively and negatively oriented items). Despite the good fit of this model, the items are skewed (most teachers/caregivers display positive interactions with children) and, as a result, the Arnett CIS is not well suited to distinguish between caregivers who are “highly” versus “moderately” positive in their interactions with children, according to the items on the scale. Regression-adjusted associations between the Arnett CIS and child outcomes are small, especially for preschoolers in centers. We encourage future scale development work on measures of child care quality by early childhood scholars. 相似文献
14.
Early childhood care: relations with family characteristics and preferred care characteristics 总被引：2，自引：0，他引：2
Using data from the National Household Education Survey of 1995, this paper links family income, ethnicity, and child’s age to child care characteristics such as type of setting, hours spent in nonparental care, and number of care arrangements. Findings indicate that children from families with incomes that are at least twice the poverty threshold are more likely than other children to be in nonparental care and generally spend more hours in nonparental care. Ethnicity, not poverty, is related to use of relative-care; Black infants and toddlers are more likely to be in relative-care than White or Hispanic infants and toddlers, regardless of poverty status. Few income, ethnicity, or age differences emerged in analyses of characteristics parents prefer in the selection of type of care. The type of care a family uses is related to the extent to which the family values a setting that will care for sick children and values having a care provider with training. 相似文献
15.
16.
《Early education and development》2013,24(3):279-289
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
17.
James Elicker Illene C. Noppe Lloyd D. Noppe Cheryl Fortner-Wood 《Early education and development》1997,8(1):83-100
The Parent-Caregiver Relationship Scale (PCRS) was developed and field tested as a measure of the perceived quality of the relationship between the parent and the child care provider (“caregiver”) of an infant or toddler. PCRS items were based on review of the parent-caregiver relations literature and interviews with parents and caregivers. The parent and caregiver forms of the scale were administered to 217 parents and caregivers in child care centers and family child care homes. Analysis of the scale and its psychometric properties resulted in potentially useful subscales with adequate reliability. The PCRS showed predicted correlations with other child care context variables, providing preliminary support for its validity. The PCRS shows promise as a relationship-level measure for studies of infants, parents, and caregivers in the context of full-time child care. 相似文献
18.
《Early childhood research quarterly》1996,11(3):269-306
At 6 months of age, 576 infants were observed during 2 half-days in five types of nonmaternal child care (centers, child care homes, in-home sitters, grandparents, and fathers). Settings were assessed in terms of their structural characteristics (group size, child-adult ratio, physical environment) and caregivers' characteristics (formal education, specialized training, child care experience, and beliefs about child rearing). In addition, caregivers' interactions with infants were observed. Caregivers were rated as providing more positive caregiving when group sizes and child-adult ratios were smaller and when caregivers held less-authoritarian beliefs about child rearing. Significant differences were associated with type of care arrangement. Child-adult ratios and group sizes were largest in centers and smallest in informal in-home care (with fathers, grandparents, and in-home sitters); specialized training was highest in centers. Small group sizes, low child-adult ratios, caregivers' nonauthoritarian child-rearing beliefs, and safe, clean, and stimulating physical environments were consistently associated with positive caregiving behaviors within each of these different types of settings. 相似文献
19.
Anne S. Murphy Angela Fraser June P. Youatt Carol A. Sawyer Sandra L. Andrews 《Early education and development》1995,6(3):279-289
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
20.
This study examined salivary cortisol, a stress-sensitive hypothalamic-pituitary-adrenocortical (HPA) axis hormone in 20 infants (12 females; M age = 10.8 months) and 35 toddlers (20 females; M age = 29.7 months) in full-day, center-based child care. Samples were taken at approximately 10:00 a.m. and 4:00 p.m. at child care and at home. At child care, 35% of infants and 71% of toddlers showed a rise in cortisol across the day; at home, 71% of infants and 64% of toddlers showed decreases. Toddlers who played more with peers exhibited lower cortisol. Controlling age, teacher-reported social fearfulness predicted higher afternoon cortisol and larger cortisol increases across the day at child care. This phenomenon may indicate context-specific activation of the HPA axis early in life. 相似文献