Literaturnachweis - Detailanzeige
| Autor/in | O'Farrell, Brigid |
|---|---|
| Titel | A Study in Child Care (Case Study from Volume II-A): "They Understand." Day Care Programs Reprint Series. |
| Quelle | (1970), (44 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Bus Transportation; Child Development; Day Care; Disadvantaged; Family School Relationship; Home Visits; Infants; Language Acquisition; Mothers; Organization; Pregnancy; Preschool Curriculum; Program Descriptions; Stimulation |
| Abstract | This day care center, operated by Syracuse University and serving 100 children (birth to 3-year-old), admits only one child per family. The child must be the first or second child in a family where both parents have high school education or less and earn less than $5,000 per year. The program philosophy maintains that quality day care must carry over into the child's home life and community. The center supports a home visit program designed to help fulfill the educational, nutritional and health needs of expectant mothers through the child's third year. Many of the women selected for the program are unmarried high school students. The primary goal of the educational program is to give young children and their families opportunity for maximum intellectual, emotional and social growth. The infant program emphasizes the young child's emotional need for attachment to a special person, follows Piagetian task sequencing, provides infant stimulation and encourages language development. The "Family Style" toddler program allows the child to choose between various learning experiences, with older children helping younger ones. Creativity, sense perception, and small and large muscle activity are important parts of the curriculum. The document provides information concerning transportation, health, food, policymaking, staff organization, volunteers, and resource use. "Intellectual Stimulation for Infants and Toddlers," learning games and activities designed by Ira J. Gordon and J. Ronald Lally, has been removed from this report. (AJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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