The Question of Federal Day Care Programs on a Mass Cognitive And
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DOCUMENT RESUME ED 053 307 AA 000 703 AUTHOR Grotberg, Edith H., Ed. TITLE Day Care: Resources for Decisions. INSTITUTION Office of Economic Opportunity, Washington, D.C. Office of Planning, Research, and Evaluation. PUB DATE Jun 71 NOTE 494p. ERRS PRICE EDRS Price MF-$0.65 HC-$16.45 DESCRIPTORS *Behavior Change, *Child Development, *Cognitive Processes, Community Involvement, *Day Care Services, Family Life, *Federal Aid, Federal Programs, Interaction Process Analysis, Parent Participation, Personnel Data, Program Evaluation ABSTRACT The question of federal day care programs on a mass scale oriented toward influencing family life is discussed, and a number of issues concerning the behavioral and social effects of such a system are raised. This document is divided into six parts. Part I discusses the following: Jay care settings--social, cultural, and anthropological considerations. This part examines day care programs in Denmark, Czechoslovakia, and Israel. It expresses the need for diversity ia American day care programs and concludes with a historical background of day care in America up to the present. Part II presents an overview of child development and day care programs, examines the social and emotional development of young children, cognitive and language development in day care programs, principles of behavior acquisition and modification, the roles of motivation in learning, and behavior technology applied to day care. Part III covers adult-child interaction and personalized day care, parent involvement in early education, and parent training programs and community involvement in day care. Part IV discussed program supports and explores such areas as health support in ddy care, the relation of malnutrition to early development, and social work and supplementary services. Part V covers staff training and delivery systems, and Part VI concludes with an evaluation of present day care centers. (CK) DAY CARE: RESOURCES FOR L. DECISIONS Itt tip a. 1111,1-.4'A. a Office of Economic Opportunity ,fr DAY CARE: RESOURCES FOR DECISIONS Edith H. Grotberg, Ph.D., Editor OFFICE OF ECONOMIC OPPORTUNITY OFFICE OF PLANNING, RESEARCH AND EVALUATION, PRE/R TABLE OF CONTENTS PAGE Foreword J. McVicker Hunt vi Preface Edith H. Grotbarg ix Contributors xv PART I ORIENTATIONS TO DAY CARE Chapter 1. Day Care Settings: Social, Cultural and Anthropological Considerations 3 Section A. International Day Care: A Selective Review and Psychoanalytic Critique Dale R. Meers 4 Section B. Day Care Programs in Denmark and Czechoslovakia Marsden G. Wagner and Mary Miles Wagner 28 Section C. Child Care Facilities and the "Israeli Experience" Have Bonng Gewirt:* 38 Section D. The Need for Diversity in American Day Care Gerald S. Lesser 50 Chapter 2. Day Care in America Irving Lazar and Mae E. Rosenberg 59 PART II PROGRAMS FOR CHILDREN Chapter 3. Overview of Development and Day Care Jerome Bruner 90 Chapter 4. Social and Emotional Development in Young Children Irving Sigel, Raymond Starr, Ada Secrist, Jossph P. Jackson and Emory Hill 109 Chapter 5. Cognitive Development and Programs for Day Care Jerome Kagan Cha,?ter 6. Language Development in Day Care Programs Courtney B. Cazden, Joan C. Baratz, William Labov and Francis H. Palmer 153 Chapter 7. Stimulation, Learning and Motivation Principles for Day Care Programs Jacob L. Gewirtz Introduction 0 173 Section A. Principles of Behavior Acquisition ani Modification 178 Section B. The Roles of Motivation in Learning Analyses 190 Section C. Behavior Technology Applied to Day Care 201 PART III ADULT INVOLVEMENT Chapter 8. Adult-Child Interaction and Personalized Day Care E. Kuno Beller 229 Chapter 9. Parent Involvement in Early Education Robert D. Hess, Marianne Bloch, Joan Costello, Ruby T. 'Bowles and Dorothy Largay 265 Chapter 10. Parent-Training Programs awl Community Involvement in Day Care Robert D. Hess, Leonard Beckum, Ruby T. Knowles and Ruth Miller 299 PART IV PROGRAM SUPPORTS Chapter 11. Health Support in Day Care Ann DeHuff Peters 315 Chapter 12. Malnutrition and Early Development Herbert G. Birch 340 Chapter 13. Social Work and Supplementary Services Enolia B. Archinard, June Sale, Harry Wasserman and Laura L. McCall 373 tv PART V STAFF TRAINING AND DELIVERY SYSTEMS Chapter 14. Staff Selection and Training Guinevere S. Chambers 395 Chapter 15. Delivery Systems Irving Lazar 423 PART VI Chapter 16. Evaluation of Day Care Centers: Summative and Formative Francis H. Palmer, Courtney Cazden and Joseph Glick 442 Index 459 1 FOREWORD J. Maicker Hunt I am also requesting authority, as part of the new system, to provide child care for the 450,000 children of the 150,000 current welfare recipients to be trained. The child care I propose is more than custodial. This administration is committed to a new emphasis on child development in the first five years of life. The cl,3y care that would be part of this plan would be of a quality that will help in the development of the child and provide for his health and safety, and would break the poverty cycle for this new generation. (President Richard M. Nixon)* The federal government of the United States is in the process of making a decision fraught with substantial possibilities for damage or benefit to the coming generation and to the future of the institution of the family. The Nixon Administration has proposed long needed reform in the system known as "Public Welfare."The reform embodied in the Family Assistance Act of 1970 (H.R. 16311) aims to correct the obvious defects of the old system of Aid to Families with Dependent Children.One provision provides for eligibility for federal assistance on the basis of low income alone.Another provision endeavors to encourage rather than discourage the incentive to work by allowing °lose eligible to keep a substantial share of wages from their work. Those ("tc; r c, are also required to register for and accept work or training for wor. rder to receive the benefits, although these stipulations do not ,pply to mothers with children under six years of age. This provision ineludes federal support for Day Care of the children of parents receiving assistance. Despite the words of President Nixon, the debate continues as to whether this Day Care will be essentially custodial or will have a strong education, mental health, and family fostering component.A variety of factors, including the increasing participation of women in the world of work, suggests that a revolution in child-rearing is very likely. Federal support of Day Care would encourage this revolution; thus, the nature of the Day Care fostered carries with it tremendous implications for the quality of the next generation and for the future of the family. Federal support for Day Care of young children has a history, but it has never existed on such a scale as that now contemplated--a scale which is sufficient to influence child-rearing and family life in America.Federal support for the Day Care of young children came into being in 1933 when President Franklin Roosevelt persuaded the Congress to authorize emergency nursery schools to provide work for adults on relief and to serve children of families with inadequate incomes.This concern has since taken various forms, for various purposes. In 1935, Title V of the Social Security Act authorised both grants-in-aid to the Public Welfare agencies of the states for child services which included Day Care and grants for research and Day Care. * Family Assistance Plan, August 11, 1969. II: The New Federalism: Addresses and Statements. Office of the President, p. 26. vi \ In 1936, Congress earmarked $6,000,000 of the funds appropriated for the Works Progress Administration for Day Care in order to provide jobs for women. At the peak of this program, approximately 75,000 children were served in 1,900 of these depression-instigated nursery schools. During this same year, the Farm Security Administration built Day Care centers for the children of migratory farm workers. In 1937, the Federal Housing Act was amended to permit loans for community facilities which included Day Care. In 1941, the Children's Bureau and the Office of Education organized a Joint Planning Board to provide child care services for mothers employed in the industrial efforts of World War II, and in 1943, the Lanham Act provided $51,000,000 for 3,100 local Day Care centers for the children of mothers employed in the war effort. When such federal funding was no longer available in 1946, almost all of these Day Care centers closed. By 1959, approximately five times as many women were working as in 1940; however, according to a survey conducted by the Children's Bureau and the Women's Bureau, Day Care was available for only 2.47. of working mothers in 1959. As a consequence, in 1962, Title IV-B, an amendment of the Social Security Act, provided for child welfare services that included Day Care. The initial appropriation of $400,000 grew to $6,000,000 in 19v:. Thus, although federal support for Day Care is not new, the amount of L'ais support has been too limited to have any appreciable effect upon the institution of the family or cn child-rearing customs. In Project Head Start, inaugurated in 1964 under the broad authority of the Economic Opportunity Act, the federal government recognized a responsibility for the inequalities of opportunity among pre-school children. Implicitly recognizing that many of the children of the poor lack the opportunities to develop which are taken for granted in a majority of the middle class families, Project Head Start initially mounted an eight week part-day program of nursery schooling in order to compensate children of the poor for opportunities their families could not provide. When it became evident that such programs failed to raise appreciably the achievement of those children of the poor who participated, the effort was extended to full-day, year-round nursery schooling.