What is the difference between a licensed child care center and an accredited one quizlet?

Recommended textbook solutions

Operations Management: Sustainability and Supply Chain Management

12th EditionBarry Render, Chuck Munson, Jay Heizer

1,698 solutions

Human Resource Management

15th EditionJohn David Jackson, Patricia Meglich, Robert Mathis, Sean Valentine

249 solutions

Anderson's Business Law and the Legal Environment, Comprehensive Volume

23rd EditionDavid Twomey, Marianne Jennings, Stephanie Greene

369 solutions

Service Management: Operations, Strategy, and Information Technology

7th EditionJames Fitzsimmons, Mona Fitzsimmons

103 solutions

Recommended textbook solutions

Consumer Behavior: Buying, Having, Being

13th EditionMichael R Solomon

449 solutions

Social Psychology

10th EditionElliot Aronson, Robin M. Akert, Samuel R. Sommers, Timothy D. Wilson

525 solutions

Psychology

1st EditionArlene Lacombe, Kathryn Dumper, Rose Spielman, William Jenkins

580 solutions

A Concise Introduction to Logic

13th EditionLori Watson, Patrick J. Hurley

1,967 solutions

The first major philosophical perspective is Nativism. Nativists believe that children learn through play and sensory experiences during the unfolding stage of development. Nativists also believe that children learn best when homes, schools, and communities are involved. Nativism could be identified in a classroom if a play-oriented curriculum is being used, that is one that allows children to learn through play and hands-on experiences. In a classroom where nativism is being used, children are not rushed to complete tasks or activities.

The second major philosophical perspective is Behaviorism. Behaviorism is the belief that learning occurs as a result of a system of rewards, punishments, and reinforcements. It also proposes that children learn because their needs are satisfied or not satisfied by another person or because of environmental factors. Behaviorism could be recognized within a classroom if a teacher is using rewards to motivate children to get their work done. For example, if a teacher tells her students that they will receive a chocolate once they finish their worksheet, she is using behaviorism.

The third major philosophical perspective is Constructivism. Constructivists believe that both biological and environmental factor develop a child's development, in a reciprocal manner. Constructivists believe that adults should provide a stimulating environment that helps a child construct his own knowledge as he interacts with the environment. By increasing stimuli, adults are able to help a child move to the next stage of development and can control such features to a certain degree if they are aware of the child's readiness. Constructivism could be used in the classroom by providing the students with beginning material and making it more challenging as the students learn the material and are able to experiment and master it.

1. The first challenge that that impact the lives of young children is poverty. Poverty can have multiple negative affects on a child's life. A child in poverty may experience homelessness, food insecurity, and toxic stress. Such experiences may hinder a child's ability to learn, and in turn, the child is more likely to have poor academic achievement, drop out of school, and have physical and mental health disabilities. Poverty can also harm a child's interaction with his/her peers, as the child may be more likely to be bullied by those who are wealthy.

2. A second challenge that can impact the lives of young children in this century is violence. Children who are exposed to violence may develop cognitive and emotional problems, such as depression, substance abuse, sleep disorders, and difficulty concentrating. Such problems may inhibit a child's ability to learn and focus in the classroom.

The first way in which an early childhood educator can support children raised in families with a non-English language background is by using a thematic approach within the classroom. This includes using visual aids for the children, as well as hands-on activities. It also includes maintaining a daily routine with common functional language when interacting with the children.

The second way to help such children is to engage the students in conversations, activities, and experiences. The teacher should speak slower, not louder, to increase a child's understanding. When doing so, a teacher should be sure to give the students wait time to answer the question and allow mistakes. The teacher should also be cautious of using testing measures that do not accurately test the child, for example, due to a language barrier.

The third way in which teachers can support children is by using translated materials for the children's parents, and by sending home books in the child's native language.

The fourth way is to encourage the children and their families to continue speaking their native language as they learn English. In addition to these four ways, teachers can also support ELL children by learning a few basic words in their language, making sure they know where different rooms such as the bathroom or the nurse are, making sure any dietary issues are taken care of and setting up a buddy system with an English speaking child that can encourage more learning.

1. The first source of stress on family life is separation, divorce, and reconfigured families. Divorce changes the roles and hierarchy within a family, as well as increasing the financial obligations and household tasks that must be attended to. The single parent may have to work more hours, which causes a decrease in family time and overall social interaction. Children may have more responsibilities within the home, less emotional support, and more. These outcomes may cause a child to have anger, sadness, aggressiveness, anxiety, and disobedience. School and community personnel can help ease the stress of divorce by recommending support groups for the parents, making sure to communicate with each of the different adults within a child's life, and alerting the school counselor so that he/she is able to help the child deal with the different emotions he/she feels.

2. The second possible source of stress on family life is poverty. Families in poverty may not have the financial resources to have adequate health care, housing, diet, clothing, and more. Children in poverty may be faced with hunger, homelessness, and other factors that make it hard to concentrate in school. They may not have access to the school supplies they need, clean clothing, or other necessities most students take for granted. They also are more likely to become pregnant as a teen, and face unemployment. School personnel can help to reduce these stressors by keeping snacks on hand for hungry students, as well as clean clothing. They can also work to ensure that the classroom is seen as a safe space by the child. It is also essential that teachers do not stigmatize students living in poverty.

3. The third source of potential stress to families is illness. Illness may cause limited communication within the family, financial stress and burden, and less attention to be given to those who are not sick. It may also cause increased responsibilities to be placed on the children. Illness and its consequences may cause children to have more anxiety and may hinder their ability to learn and concentrate in school. I order to help deal with this stress, school personnel can regularly ask the child how the family member is doing, so that the child feels supported and has someone to speak with about the situation. The teacher may also wish to speak with the school counselor, who can more fully deal with the child's emotions and worries.

1. The first style of parenting as defined by Baumrind is authoritative parenting. Authoritative parenting allows for democratic decision making, self-discipline, and parameters for the child. Authoritative parents are demanding but also show warmth and are responsive to their children. They provide clear guidelines, but also listen to their child's viewpoint and opinion. In the behavioral and educational sense, authoritative parenting is associated with self-reliant children who have higher self-esteem and better social skills. This type of parenting has shown to have the most positive outcomes.

2. The second style of parenting as defined by Baumrind is authoritarian parenting. Authoritarian parents are demanding, set absolute rules, and are restrictive. They show little warmth towards their children, are controlling, and are often more emotionally distant. It is said to be an autocratic style of parenting. This type of parenting has the outcome of children who are anxious, more socially incompetent, and have poor communication skills, though the children usually perform decently in school.

3. The first style of parenting that Baumrind defines is permissive parenting. Permissive parents are noncontrolling, overly indulge their children, non-demanding, and relatively warm. They tend to avoid confrontation with their children. They tend to have rather low expectations for their children and are lenient. The outcome that results from this type of parenting is a child who tends to have poor self-control.

4. The fourth type of parenting Baumrind describes is uninvolved/neglectful parenting. This style of parenting has parents who are unresponsive and undemanding. The parent is uninvolved and in extreme cases, this type of parenting can turn into neglect. This style of parenting causes children to perform low in many different areas. These children usually struggle with independence, have poor self-control, low achievement motivation, and more.

Structural elements
- elements that ensure that a childcare place is a healthy and safe environment for children. For example, the square footage of a center, the furniture in the center, the adult to child ratio, and the outdoor play area are all structural elements.
Process elements refers to the experiences that a child has in childcare, including adult-child interactions, exposure and involvement to learning materials, and parent-caregiver relationships. Structural elements of a childcare center can contribute to quality in a variety of ways. For example, a childcare with a higher adult-child ratio, which is a strong element in supporting the intellectual and social development of a child, is considered to be higher quality. Even more, structural elements that make a childcare environment a safe and inviting space also contribute to the quality of the center. Lastly, centers with staff that have more education and training than the minimum requirement are considered higher quality.

Process elements are important in childcare because they effect a child's learning experiences and behavior. Childcare centers that develop a strong relationship between caregiver and child are higher quality, as this relationship is the foundation for further social development. Childcare centers that have a strong curriculum which focuses on a child's physical, social, emotional, and cognitive development are also higher quality. The child should have access to materials that encourage learning, engagement, and exploration. The teachers should be responsive to the rapid growth of the children during these years and the children's developing needs should be met. Childcare staff, teachers, and parents should confer regularly to ensure that the children's needs are met. Parent involvement should be encouraged, and parents should be fully informed about their children's progress.

What agency oversees the nation's largest voluntary accreditation?

What is the most prevalent form of after school care?

Which of the following is true of peer group influence during the course of childhood?

What is the regular or habitual performance of an established procedure?