THE EMERGING CRISIS

FOR 3.6 MILLION YEARS INFANTS WERE CARED FOR BY MOTHERS OR CLOSE FAMILY MEMBERS

IN THE LAST 25 YEARS, THERE HAS BEEN A SHARP DROP IN CHILDCARE BY FAMILY MEMBERS

Many slides from web.

CHANGE IN CHILD REARING PATTERNS

IN 1999 60% OF MOTHERS OF INFANTS UNDER 1 YEAR WERE IN THE WORKFORCE.

MANY INFANTS SPEND THE BULK OF THEIR WAKING HOURS IN THE CARE OF NON-RELATIVES IN GROUP CHILD CARE SETTINGS

EARLY CARE IS NOT VALUED

HISTORICALLY DONE BY WOMEN AT NO COST

U.S. HAS NOT INVESTED ENOUGH TO SAFEGUARD OUR MOST PRESCIOUS RESOURCE—OUR CHILDREN

OUR NATION’S FUTURE IS AT RISK

MYTHS ABOUT EARLY CARE

“ITS JUST BABYSITTING”“ANYONE CAN DO IT”“JUST FEED THE BABY AND CHANGE

ITS DIAPER”“BABIES SLEEP MOST OF THE TIME”“BABIES DON’T LEARN ANYWAY”

Child Care: Controversy

NICHD study of early child care. 1,153 infants

Relations between child-care in first 3 years & peer competencies

Positive, responsive caregiver behavior most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings

with other children present were observed to be more positive and skilled in their peer play in child care

although caregivers rated them more negative with playmates.

Children with more hours in child care rated by caregivers as more negative in peer play, but observed play not related to the quantity of care.

• Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend.

Peer competence

Assessed with mother and caregiver ratings, observations in child care

Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction.

– NICHD ECCRN. Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care. Child Development 2001;72(5):1478-1500.

References

http://www.nichd.nih.gov/about/od/secc/pubs.htm

Effects of child care on infant-mother attachment security

No significant main effects of child-care experience (amount, age entry, or type of care) on attachment security or avoidance. Extensive vs, no child-care experience did not

distinguish infant distress in separations from mother.

Significant main effects of maternal sensitivity and responsiveness. Interaction: Infants less likely to be secure when low

maternal sensitivity/responsiveness was combined with poor quality child care, more than minimal child care, or more than one care arrangement

– . Child Development. 1997. 68(5) 860-879

Same at 36 months

Maternal sensitivity was the strongest predictor of preschool attachment classification.

No child-care factors (quantity, quality, or type) predicted, in and of themselves, attachment security at 36 months.

Interaction: When maternal sensitivity was low, more hours per week in care somewhat increased the risk of the insecure (C).

Significant but modest stability of attachment classifications from 15 to 36 months especially for children with A and C classifications.

Before- and After-School Care Arrangements?

“A prospective, longitudinal study involving 933 children in the latter part of first grade….

Children who consistently participated in extracurricular activities during kindergarten and first grade obtained higher standardized test scores …controlling for child and family factors and children's

prior functioning.Participation in other types of out-of-school care was not

associated with child functioning in first grade when background factors were controlled.

– NICHD ECCRN. Are Child Developmental Outcomes Related to Before- and After-School Care Arrangements? Results From the NICHD Study of Early Child Care. Child Development 2004;75(1):280-295

DEVELOPMENTAL ISSUES

YOUNG INFANTS: SECURITY

MOBILE INFANTS: EXPLORATION

OLDER INFANTS: INDEPENDENCE

ATTACHMENT RESEARCH

ATTACHMENT IS THE MEASURE OF THE QUALITY OF A RELATIONSHIP FROM THE CHILD’S PERSPECTIVE

ATTACHMENT RESEARCH

ATTACHMENT RELATIONSHIPS FORM A HIERARCHY (PRIMARY, SECONDARY, ETC.)

INFANTS IN POOR QUALITY CARE TEND TO HAVE LESS SECURE ATTACHMENTS TO CAREGIVERS.

ATTACHMENT RESEARCH

A SECURE ATTACHMENT IS FORMED WHEN

A CHILD IS IN A RELATIONSHIP OVER TIME

WITH SOMEONE WH0 IS EMOTIONALLY

AVAILABLE & SENSITIVE

INFANTS IN HIGH QUALITY CARE ARE MORE

SECURELY ATTACHED TO THEIR

CAREGIVERS

ATTACHMENT RESEARCH

SECURELY ATTACHED CHILDREN HAVE BETTER: COGNITIVE OUTCOMES

SOCIAL DEVELOPMENT

GREATER LANGUAGE PROFICIENCY

NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT

10-SITE STUDY RESULTS INDICATE INFANT CARE HAS NO EFFECT ON QUALITY OF CHILD’S ATTACHMENT WITH PARENTS

IF INSECURELY ATTACHED AT HOME & IN POOR QUALITY SETTINGS, INFANTS ARE AT RISK DEVELOPMENTALLY

CAROLLEE HOWES’ RESEARCH FINDINGS

CHILDREN, WHO ARE INSECURELY ATTACHED AT HOME, BENEFIT FROM A SECURE ATTACHMENT WITH A CAREGIVER IN OUT-OF-HOME CARE

UNIV. OF MINNESOTA STUDY

CHILDREN NOT RECEIVING RESPONSIVE EARLY CARE WERE AT HIGHER RISK FOR POOR OUTCOMES INCLUDING:

DIFFICULTY FORMING RELATIONSHIPS WITH PEERS IN PRESCHOOL & ADOLESCENCE

LOWER LEVEL SCHOOL ACHIEVEMENT, ESPECIALLY IN ADOLESCENCE

UNIV. OF MINNESOTA STUDY

72% WERE IN SPECIAL EDUCATION BY 3RD

GRADE

EXHIBITED MORE BEHAVIOR PROBLEMS

MORE LIKELY TO USE DRUGS & ALCOHOL

CHILDREN WITH EARLY SECURE

ATTACHMENTS WERE LESS VULNERABLE

SECURELY ATTACHED INFANTS WILL DEVELOP:

A POSITIVE SENSE OF SELF WORTH

A BELIEF IN THE HELPFULNESS OF OTHERS

A MODEL ON WHICH TO BUILD ALL FUTURE RELATIONSHIPS

SECURELY ATTACHED INFANTS WILL DEVELOP:

THE SECURITY TO EXPLORE ENVIRONMENT & DEAL WITH IT EFFECTIVELY

A SENSE THAT THEY ARE COMPETENT AND CAN SOLVE PROBLEMS

SECURE ATTACHMENT LEADS TO RESILIENCE:

IF CHILD’S RELATIONSHIPS WITH OTHERS CONTINUE TO BE FAVORABLE, THESE EARLY PATTERNS OF BEHAVIOR WILL LEAD TO RESILIENCE

QUALITY INFANT CARE

SHOULD HAVE THE SAME COMPONENTS OF QUALITY PARENTING—WARM, RESPONSIVE, CONSISTENT CAREGIVING GEARED TO THE NEEDS OF EACH INFANT

INFANT NEEDS IN GROUP CARE

CLOSE, CARING RELATIONSHIPS

INDIVIDUALIZED CARE

A SAFE & INTERESTING ENVIRONMENT

INFANT NEEDS IN GROUP CARE

CARE THAT IS CONNECTED TO FAMILY & CULTURE

KNOWLEDGEABLE, RESPONSIVE CAREGIVERS

HOW TO SUPPORT SECURE ATTACHMENTS IN GROUP CARE:

CAREGIVER MAKES AN EMOTIONAL INVESTMENT IN THE CHILD

CAREGIVER IS CONSISTENTLY RESPONSIBLE FOR MEETING PHYSICAL AND EMOTIONAL NEEDS OF THE INFANT

THE RELATIONSHIP LASTS FOR AN EXTENDED PERIOD

TRENDS IN QUALITY

QUALITY IS CONTINUING TO DETERIORATE

COMPENSATION IS LOW & STAFF TURNOVER IS HIGH

WHILE EDUCATION OF STAFF IS IMPROVING, RATIOS & GROUPS SIZE ARE INCREASING

1995 COST, QUALITY & CHILD OUTCOME STUDY

ALMOST 50% OF CENTER-BASED INFANT CARE WAS OF POOR QUALITY

40% OF INFANT/TODDLER ROOMS ENDANGERED HEALTH & SAFETY

ONLY 8.3% OF ROOMS (1 IN 12) HAD DEVELOPMENTALLY APPROPRIATE CARE

QUALITY CENTER-BASED INFANT CARE

LOW CHILD TO STAFF RATIOS

SMALL GROUP SIZES

CONTINUITY OF CARE (BIRTH-3YRS)

STAFF EDUCATION & INFANT TRAINING

QUALITY FAMILY CHILD CARE

CAREGIVER WANTS TO CARE FOR CHILDREN & RECOGNIZED THE IMPORTANCE OF HER WORK

PLANNED ENVIRONMENT & EXPERIENCES FOR CHILDREN

REGULATED BY STATE

WHAT IS NEEDED

INTENSE EFFORTS TO IMPROVE QUALITY

NATIONAL, STATE, LOCAL COMMUNITIES & PARENTS NEED TO ADDRESS COMPENSATION ISSUES

HOW DO WE ENSURE QUALITY CARE

RAISE PUBLIC AWARENESS OF CRITICAL IMPORTANCE OF QUALITY EARLY CARE & EDUCATION

INVOLVE ALL STAKEHOLDERS IN MAKING NECESSARY ECONOMIC INVESTMENTS

HOW DO WE ENSURE QUALITY CARE

INCREASE TRAINING REQUIREMENTS IN LICENSING REQUIREMENTS

ENSURE ADEQUATE COMPENSATION TO ATTRACT & RETAIN EARLY CARE & EDUCATION TEACHERS & PROVIDERS

WHO ARE THE STAKEHOLDERS?

EVERY CITIZEN OF THE UNITED STATES HAS A PERSONAL STAKE IN ENSURING QUALITY EARLY CARE & EDUCATION

OUR CHILDREN ARE THE ONLY FUTURE WE HAVE