Day Care on Children Term Paper

Pages: 5 (1490 words)  ·  Bibliography Sources: ≈ 5  ·  File: .docx  ·  Level: College Senior  ·  Topic: Children

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A stronger argument exists to use daycare when the child's family life does not support pre-school learning. When such a situation occurs, the child is at great risk of school failure from his or her first day in kindergarten (SSUV & KLC, Inc., 1999). However, research done at the University of Miami suggests that all children benefit from good daycare. The study looked at children from age 5-8 who had been in full-time daycare before their second birthday. All the children came from families with two parents, both of whom worked outside the home. The children attended a day care center with highly trained teachers and a low teacher-to-infant ratio. Parents reported that the children who had spent the most time in daycare were more emotionally stable, showed appropriate assertiveness and less aggression than other children, and that they had more friends. Over 50% of the children ended up placed in gifted programs, and their math grades were higher than those who were not in day care. What is not clear from this study, however, is whether the children who were in this particular day care program came from homes that might naturally foster high achievement. In other words, it may be that factors other than day care contributed to these students' accomplishments. (Bower, 1991).Buy full Download Microsoft Word File paper
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Term Paper on Day Care on Children. It Assignment

Other studies have noted the difference that home environment can make in a child's early development, and that day care may help close the gap between children who come from backgrounds that do not encourage readiness for school and those whose homes do support that. In one study, only 50% of children whose mothers received welfare had materials that would help develop school readiness, such as alphabet books in their homes. This compared to 97% for those children whose parents were professionals (Arnold & Doctoroff, 2003). In addition, children from low-income family had experienced only about 25 hours of time with an adult reading a book to them. However, children from middle class had been read to for from 1,000 to 1,400 hours by the time they got to kindergarten. Under such circumstances it would be easy to assume that day care would be beneficial for children where their home life does not support school readiness activities. This seems to be supported by other statistics showing that only about 40% of students from impoverished backgrounds were able to recognize letters when they entered kindergarten, compared to 5 out of six children raised by mothers with high levels of education (Arnold & Doctoroff, 2003).

All of this research might suggest that daycare is always good for children. However, other research demonstrates that when it comes to day care, quality counts. Children placed in large day care groups showed lower intelligence and lower academic progress than children in programs where the teachers were highly educated for their jobs and placed in smaller groups. This study controlled for such things as the children's family background and their intelligence, making the results less biased than some studies (Vandell, 2004). Children in better day care programs also showed fewer behavior problems when older, and scored higher for readiness to read and language skills than those from programs that met lower standards. The differences were significant and demonstrate the need for children who are cared for outside the home to be in quality day care programs (Vandell, 2004).

CONCLUSION

The body of research seems to suggest that day care does not have to be bad for children, but that children are clearly better off in quality programs that include well trained staff and small adult-to-child ratios. Unfortunately such standards raise the cost of day care (SSUV & KLC, Inc., 1999), sometimes putting the better programs out of the reach of working parents. As a result, significant numbers of parents use informal home care arrangements that weren't regulated in any way (SSUV & KLC, Inc., 1999). The experts recognize that children placed in excellent programs can do well, even when they enter such programs as infants. However, the best day care is out of reach of the families who may be most in need of quality day care for their children (Bower, 1991).

BIBLIOGRAPHY

Arnold, David H., and Doctoroff, Greta L. 2003. "The Early Education of Socioeconomically Disadvantaged Children." Annual Review of Psychology.

Bower, Bruce. 1991. "Infant daycare: nothing beats quality." Science News, August.

Jaffe, Kenneth. 1999. "Small Children, Sizeable Needs." Forum for Applied Research and Public Policy, Vol. 14.

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