CHILDCARE

Childcare Arrangements

[Name of the Institute]

Childcare Arrangements

Introduction

For most American children-home care is now a part of their lives. From the first months of life up to the time when they are old enough for school to fend for themselves, spend more and more children are more and more time in the care of other adults than their parents, in some form of day care or in an early childhood development program. Currently about 60% of American children are alien to take part in the preschool age: Approximately half attended a day care center, the others are in day care (at home or in the home of the caregiver), with an aunt, with a grandmother or a nanny (NRC, 2001). The paper will consider childcare arrangements being provided to children under the age of five years.

Hypothesis

Ho: Excessive childcare arrangements provided to children under 5 years, limits their social and cognitive development.

H1: Excessive childcare arrangements provided to children less than 5 years, does not limits their social and cognitive development.

Literature Review

A formal training on child development seems quite a good basis for creating an environment in which we, through which the intellectual development of children is encouraged - but not so the positive impact on their social development. For example, Chicago had in our study, the professionals who had completed an extended training on child development, children, and the most advanced in the intellectual field, but were significantly less competent in interactions with unfamiliar peers. Professionals who had reached an average level in their education, children in care, both in social as well as in the cognitive area performed well (Baydar, Brooks-Gunn, 1991).

One problem is obvious how one should interpret these differences: Are supervised children in social behavior more or less competent? It varies extremely from state to state and from family to family ...