The federal government, child care, and the child development associate: A dissenting view

1973 ◽  
Vol 2 (2) ◽  
pp. 136-141
Keyword(s):  
Child Care ◽  
Child Development ◽  
Federal Government ◽  
Child Development Associate

scholarly journals Center-Based Child Care and Differential Improvements in the Child Development Outcomes of Disadvantaged Children

2021 ◽  
Author(s):  
Sarah Anne Reynolds
Keyword(s):  
Child Care ◽  
Child Development ◽  
Economic Status ◽  
Value Added ◽  
Additional Time ◽  
Nationally Representative ◽  
Using Data ◽  
Development Outcomes ◽  
One Year ◽  
The Impact

Abstract Background Research finds center-based child care typically benefits children of low socio-economic status (SES) but few studies have examined if it also reduces inequalities in developmental disadvantage. Objective I test if the length of time in center-based care between ages one and three years associates with child development scores at age three years, focusing on the impact for groups of children in the lower tercile of child development scores and in the lower SES tercile. Method Using data from 1,606 children collected in a nationally representative Chilean survey, I apply a value-added approach to measure gains in child development scores between age one and three years that are associated with length of time in center-based child care. Results Disadvantages at age one year were associated with lower child development scores at age three years. No benefits of additional time in center-based care were found for the non-disadvantaged group, but positive associations were found between more time in center-based care and child development outcomes for children with the SES disadvantage only. Center-based care was not associated with child development trajectories of children with lower child development scores at age one year, no matter their SES status. Conclusions There is evidence that Chilean center-based child care reduces SES inequality in child development scores between ages one and three years, but only if children already were not low-scorers at age one year.

Reliving the History of Compensatory Education: Policy Choices, Bureaucracy, and the Politicized Role of Science in the Evolution of Head Start

2012 ◽  
Vol 114 (6) ◽  
pp. 1-10
Author(s):  
Barbara Beatty ◽  
Edward Zigler
Keyword(s):  
Public Schools ◽  
Child Care ◽  
Child Development ◽  
Head Start ◽  
Preschool Education ◽  
Compensatory Education ◽  
Quality Health Care ◽  
Policy Choices ◽  
Social Welfare Programs ◽  
History Of

In this article, Edward Zigler, interviewed by Barbara Beatty, talks about a turning point in the history of Head Start that reveals how policy choices, bureaucracy, and science came together when he was told to phase out the program in 1970. New to Washington, Zigler learned that President Richard M. Nixon's domestic policy advisor Daniel Patrick Moynihan, who had put forth the Family Assistance Plan, favored direct support for mothers and families over compensatory preschool education. Zigler saw how both the methodologically flawed 1969 Westinghouse study on the supposed fadeout of Head Start gains and Arthur Jensen's controversial 1969 article on the supposed failure of compensatory education became politicized and influenced arguments about Head Start's future. With President Nixon's veto of the 1971 Child Development Act, Zigler witnessed how competing policies, bureaucracies, and political ideologies could block support for universal child care and comprehensive services for children and families. After many years of consulting to Head Start and research on applied child development, he sees public schools as sites for coordination of social welfare programs that can improve access to high-quality health care, education, child care, and family services, as in his Schools for the 21st Century model.

scholarly journals CUIDADO DE ENFERMAGEM NA AVENTURA DO DESENVOLVIMENTO INFANTIL: REFLEXÕES SOBRE O LÚDICO NO MUNDO DA CRIANÇA

2002 ◽  
Vol 7 (2) ◽  
Author(s):  
Cristiane Cardoso De Paula ◽  
Ana Paula Xavier Ravelli ◽  
Luciana Da Rosa Zinn ◽  
Maria da Graça Corso Da Motta
Keyword(s):  
Child Care ◽  
Child Development ◽  
Nursing Care ◽  
Development Process ◽  
Art And Science

Trata-se de uma reflexão sobre o mundo da criança na perspectiva do lúdico no cuidado de enfermagem. O cuidado, enquanto arte e ciência, tem a possibilidade de buscar estratégias diferenciadas para cuidar da criança no seu processo de desenvolvimento; neste sentido, considera-se o cuidar lúdico uma alternativa ao encontro das concepções humanísticas da enfermagem. Inicialmente, faz-se uma reflexão sobre o significado do lúdico na infância. A seguir, aborda-se o mundo da criança e o cuidado de enfermagem no desenvolvimento infantil. Encerra-se com algumas considerações destacando a importância do lúdico no cuidado à criança.NURSING CARE IN THE ADVENTURE OF CHILD DEVELOPMENT: REFLEXIONS ON THE PLAY IN THE CHILD WORLDAbstractThis is a reflexion on the child world in perspective of play in the Nursing Care. The Care as Art and Science has the possibility of searching different strategies to take care of the child in her development process; in this sense one considers the game care as na alternative to the meeting of humanist concepts in Nursing. Initially one makes a reflexion on the meaning of game in childhood. As a follow up one approaches the child world and the Nursing Care in the child development. One ends with some considerations showing up the importance of play in the child care.

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