Caring for America's Children (1991) / Chapter Skim
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PART II IMPROVING QUALITY
PART II IMPROVING QUALITY
Pages 13-40
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From page 13... ...
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From page 15... ...
This information provides criteria for evaluating standards and regulations based on specific indica tors of quality. Although this material is directed primarily toward those who will regulate or promulgate professional standards, it can also be used to educate parents about how to recognize and assess third care quality.
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From page 16... ...
In addition, some research has looked at factors particularly relevant to homebased care, including alternative methods of regulation and mixed-age groupings of children. The Panel on Child Care Policy concentrated on two research approaches that have been taken to identify particular qualitative dunensions in third care settings.
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From page 17... ...
Although many state regulations address such factors as the nature of potential disciplinary interactions, such as corporal punishment, the regulations generally do not focus on the interactive aspects of quality. Professional standards address both structural features and interactions between careg~vers and Children.
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From page 18... ...
An additional advantage of these criteria is their utility for parents in evaluating trade-offs between price and quality. ~.~:~ ~S~ .~31~ Regulatory efforts to promote quality in third care centers and family day care homes have primarily addressed the structural aspects of third care.
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From page 19... ...
Many of the studies of third care are not methodolog~caDy strong, perhaps because it is difficult to do this research: there remains a need for further research, particularly on the differing ~mplications of staff/i ratios in groups of different sizes. Staff/Child Ratio Because ratio is usually synonymous with group size in family day care, research findings on ratio focus on center care.
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From page 20... ...
Research has shown that careg~vers' training has strong and positive effects in all three types of family day care homes Mat have been studied: sponsored 20 Caring for A -- eels Children i l
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From page 21... ...
c, , , ~_ Table 3 presents the state regulations covering careg~ver qualifications and protective features for family day care. Table 4 present the came data for _~_ ~ ~ ~__~ =__ sC ___ £__ ~ ~ ~ _ _ .1_ _ _ center care.
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From page 30... ...
Professional standards emphasize the need for a daily routine that is both structured and flexible, that incorporates activities to foster both cognitive and social development, and that allows children to make choices and to set their own pace. Research has shown that, although unstructured time is not inherently negative, Mild care programs Mat offer noting else do not contribute to children's cognitive development.
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From page 31... ...
In 1981 the National Day Care Home Study considered three types of care: sponsored family day care, in which homes are organized into networks; regulated family day care; and unregulated family day care. Unregulated family day care homes showed the lowest,levels of interactions between caregivers and I- to 5-year-olds and sponsored homes the l0prowin9 Q~lltr 3'
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From page 32... ...
Observations in sponsored family day care homes revealed more teaching activities by careg~vers, more facilitation of language development, and more structured activities for fine-motor skins and for music and dancing. Although careg~vers In centers have opportunities for regular contact with colleagues, sharing of tasks, and the possibility of relief from difficult interactions with Children, caregivers In family day care settings do not.
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From page 33... ...
The Pane} on Child Care Policy identified four sets of standards for professional practice and two sets of requirements for receipt of federal funding: · Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs, National Association for the Education of Young Children (NAEYC) ~eveloped in 1984 to "improve He quality of life for young children" and were designed for programs serving 10 or more children.
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From page 34... ...
Designed for family day care homes, group day care homes, and child care centers, the requirements addressed the needs of Children from infancy through age 14 (although no requirements were set for center-based care of Children under age 3~. Head Start Performance Standards promulgated in 1975 to cover all Head Start programs, which are limited to those Children between the age of 3 and the age of compulsory school attendance, unless the agency's approved grant provides otherwise.
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From page 35... ...
Child care providers generally must evaluate their own programs, with the help of parents and professionals. Because standards of quality specific to family day care programs have been lacking until the recent program of accreditation for family day care homes, launched by the National Association for Family Day Care, the standards discussed here pertain almost entirely to care in centers.
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From page 36... ...
TABLE 5 Indicators of Quality Addressed by Professional Standards and Federal Requirements INDICATOR Head NAEYC NBCDI ECERS CWLA FIDCR Start Caregiver Qualifications and Roles Potential for forming affectionate relationship with familiar care-giver X X Frequent positive interaction between caregiver and children; · . careglvers responsive, posse, accepting, and comforting Caregiver training related to child development X X Opportunities for caregiver training X X X X XX X X X X Group Sizes and Ratios Magnum group size X X X Staff/child ratio X X X Curriculum Content and Structure Curriculum encompassing both socioemotional and cognitive development X X X X X Children selecting some activities X X X X Experience with cooperative group process X Curriculum structured but not overly rigid X X X X Children's culture recognized, appreciated X X X Physical Characteristics of Program Child~riented environment X Orderly, differentiated setting X X X X X X X X Parental Participation Parental involvement X X X X Parent-staff conferences and communication X X X 3.
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From page 37... ...
· Standards for Day Care Service, Child Welfare League of America (CWLA) (New York: Child Welfare League of America, 1984~.
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From page 38... ...
The Pane} on Child Care and Policy urges policy makers to consider both the structural and interactive dimensions of quality implied by their regulalions and standards. The pane} further suggests that in order to ensure the best possible experiences for our children, third care policies must address: · group size, child/staff ratios, caregiver qualifications, stability and continuity of careg~vers, structure and content of daily activities, and organization of space.
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From page 39... ...
Activities are carefully paced throughout the day and are geared to the rhythms of children coming and going and to fluctuating levels of children's and teacher's energy. Although most good centers devote some time to relatively formal cognitive development, most of the "curriculum" is embedded in games, toys, and different activity centers within classrooms, and is designed to allow children to initiate activities.
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From page 40... ...
And staff/child ratios vary widely, with some states permitting six 3-year-olds per caregiver and others permitting as many as fifteen. Although the evidence underscores children's need for enduring relationships with caregivers, the turnover rate in child care settings is extremely high in the United States.
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