DOCUMENT RESUME ED 089 836 PS 006 875 Adair, Thelma C., Ed .
DOCUMENT RESUMEPS 006 875ED 089 836AUTHORTITLEINSTITUTIONAdair, Thelma C., Ed.; Schwartz, Judi I., Ed.Conference Proceedings of Day Care: A Dialogue(Flushing, New York, April 29, 1972).City Univ. of New York, Flushing, N.Y. QueensColl.PUB DATENOTE29 Apr 72EDRS PRICEDESCRIPTORSMF- 0.75 HC- 1.85 PLUS POSTAGECommunity Involvement; *Conference Reports; *Day CareServices; Early Childhood; Family Influence; *HealthPrograms; *Political Issues; Speeches; *Workshops43p.ABSTRACTThis conference report contains a list of conferenceparticipants, conference schedule, keynote speeches, excerpts fromselected workshops, and participants' responses to a conferenceevaluation questionnaire. The Director of the Bureau of Child Healthin New York City emphasized in her keynote speech the importance ofhealth care and outlined two models of adequate, comprehensive DayCare health programs. In a second keynote speech, the Commissioner ofthe Agency for Child Development explained the necQssity oforganizing a children's lobby in New York State to make legislatorsand, public officals responsive and accountable fcr providing publiclyfunded early childhood education, health services, and nutritionservices. Workshop reports focused on a number of issues pertainingto preparation for day care, programs in day care, parents andcommunity in day care, and children in day care. (CS)
U.S DEPARTMENT OF HEALTH.EDUCATION A WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTI.,, AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF-DUCATION POSITION OR POLICYConferenceProceedings ofA DIALOGUEApril 29,1972Edited byThelma C. Adair, Ed.D.Judy I. Schwartz, Ph.D.Queens College of the City University of New YorkFlushing, New York
ContentsRationale for Conference, 4Conference Participants, 5Conference Schedule, 9Keynote Speeches, 10Dr. Margaret Grossi, 10Commissioner Georgia McMurray, 14Excerpts from Selected Workshops, 18Participants' Responses, 39Day Care-Related Programs at Queens College, r.
Rationale for ConferenceAt this moment in history the need for developing a conference around the concerns ofDay Care is paramount. Among the most immediate issues in this impetus are the following:1. The majority of children under six can benefit from good quality group experiences;2. Recent developments in many disciplines such as education, anthropology, psychology,sociology, pediatrics, health, and nutrition have highlighted the crucial nature ofintervention in the early years for preventative and compensatory reasons;3. The need for adequate care outside of the home for approximately eleven millionchildren exists because parents or guardians work in order to care adequately for theirchildren;4. The need to facilitate family and community involvement and communicationthrough the provision of services for their children;5. The demand by increasing numbers of persons within society for Day Care to beprovided for all children, thereby freeing family and other concerned persons toparticipate more fully in the larger society;6. The search for greater relevance of educational experiences;7. Increased differentiation of job responsibilities within agencies that has necessitatedredefinition of occupational responsibilities;8. Recognition of the interrelatedness of disciplines and the need for a more integratedapproach in the training of staff for employment in service agencies;9. Our society has not actualized in fact its commitment to child-centered education.Historically, the Early Childhood faculty at Queens College has been committed to thesearch for better programs for young children. This has been evidenced in a variety of ways:Early. Childhood Center; Queens College Children and Parents Center; School UniversityTeacher Education Center; and the active and continued involvement of faculty in programsand agencies at local, state, national, and international levels.Increasingly, the public is expecting and demanding that educational institutions bemore responsive to societal issues and concerns. Day Care is singular in that it has become a,focal point of concern for a broad spectrum of groups at the local and national level.The Early Childhood faculty at Queens College willingly accepts its responsibility forassisting in the preparation of personnel who will provide quality care for children in DayCare centers.Good programs for young children will depend upon the development of a reciprocalrelationship between those agencies providing services for young children and theinstitutions preparing persons for the staffing of such programs.It was hoped that this conference would act as a catalyst in bringing together agenciesand personnel providing services to young children, students-in-training, parents, and collegefaculty in order that a dialogue around Day Care issues might emerge.
Conference ParticipantiCONFERENCE PRESENTERSEARLY CHILDHOOD EDUCATION FACULTY OF QUEENS COLLEGEJAMAICA HEALTH CENTERPEDIATRICS DEPARTMENT, JAMAICA HOSPITALQUEENS PEDIATRIC SOCIETYQUEENS COLLEGE DAY CARE CONFERENCE COMMITTEECo-chairwomen: Thelma C. Adair, Ed.D.Judy I. Schwartz, Ph.D.CONFERENCE CO-SPONSORSAmerican Academy of Pediatrics, New York State Chapter 2Booth Memorial Hospital Medical CenterCatholic Charities of ManhattanCommunity Life Center, Inc.Directors GroupQueens Council of Cooperative Nursery SchoolsEarly Childhood Education Council of Nassau CountyEnglewood Day Nursery SchoolFederation of Protestant Welfare Agencies, Inc.Flushing Hospital & Medical CenterHackensack Day Care Center1\6)Leonard Johnson Day Nursery of the Social Service Foundation of EnglewoodLloyd T. Delaney Day Care Center, Queens CollegeLifeline Center for Child DevelopmentC1,Lodi Head StartMore Effective Schools Citywide Parenthood Association of New YorkNew Jersey Elementary, Kindergarten, Nursery EducatorsOffice of Education Strategy, UPCUnited Celebral Palsy of Queens
FEATURED SPEAKERSDr. Margaret Grossi, Director, Bureau of Child Health, New York City Department ofHealthCommissioner Georgia McMurray, Agency for Child Development, Human ResourcesAdministrationConference Summarizer: Dr. Eleanor Downs, Associate Professor Public Health Practices,Columbia UniversityWORKSHOP LEADERS*Mrs. Dorothy Arrington, Early Childhood Supervisor, District 16, NYC Board of EducationMarvin L. Blumberg, M.D., Chairman, Department of Pediatrics, The Jamaica HospitalMrs. Nancy Bogin, Coordinator, Experimental Pre - Kindergarten and Demonstration Centerof New RochelleHoward Brown, Architects' Renewal Committee in HarlemLuis Colon, Executive Director, Bethesda Day Care Center of BrooklynEunice Cox, Lecturer, Queens College Department of EducationMrs. Marie Durdin, Director, Louis Pink Child Care CenterMrs. Marion Easton, Director, Hudson Guild Child Care CenterMs. Esther Feinberg, Director, North Queens Child Care CenterRonnie S. Goodfriend, Assistant Professor, Queens College Department of EducationMs. Dorothy W. Gross, Director, Teacher Education and Certification, Sarah LawrenceCollegeMs. Jane Hamburger, Executive Coordinator, Brooklyn Kindergarten SocietyMrs. Helen R. Hamlin, CSW, Social Worker, Community Service SocietyMark Hanami, Architects' Renewal Committee in HarlemBetty Hein, Teacher and Art Specialist, Robin Hood Country Day SchoolMrs. Rachel M. Hill, Director of Day Care Services, School District of PhiladelphiaGerard Hoffman, Instructor, Queens College Department of Education*Incomplete listing
Miriam E. Isaacs, Child Development Specialist, Region II, Office of Child Development,Department of Health, Education, and WelfareAdelle Jacobs, Ed.D., Instructor in Early Childhood Education, York College, CUNYHortense P. Jones, Director, MES ProgramMinnie Kennedy, Adjunct Associate Professor of Education, New York University; ProjectDirector, Head Start Regional Training OfficeRita Bend lin Leake, Director, Windham Child Care CenterMarvin Leiner, Associate Professor, Queens College Department of EducationLucile Lindberg, Professor, Queens College Department of EducationCharles E. Mizzi, Director, MEND SCHOOL; Instructor, Dowling CollegeMary Noss, Coordinator, Pre-Kindergarten Day Care, Westbury Public SchoolsPriscilla Pemberton, Director, Non-matriculated Students, Bank Street College of EducationDr. Blanche Persky, Professor of Early Childhood and Elementary Education, New YorkUniversityLilyan Peters, Ed.D., Associate Professor, Department of Early Childhood Education,Newark State College, Union, New JerseyMrs. Mildred H. Platt, Coordinator, Non-graded PrimariesMs. Berta Rafael, Director of Early Education and Day Care Services, United Cerebral Palsyof New York City, Inc.Mrs. Olivette Robinson, Director of Summer Children's Center, Brooklyn, New YorkMrs. Minerva Rosario, Lecturer, Hostos Community College, CUNYMrs. Sophie P. Rosner, New York University Regional Training Office, Project Head StartMrs. Doris Schaffer, Social Work Consultant, NYC Department of HealthDr. Myrtle N. Searles, Chairman, Education Division, Mills College of EducationEdith L. Sennet, M.A., Director, North Shore Hospital Pre-School Education CenterRobert O. Smith, Executive Director, South Jamaica Center for Children and ParentsMrs. Rosalind H. Solomon, Director, Children's Educational Center Day Care ProgramMrs. Lydia Tait, Director, Day Care CenterMiss Geraldine Thompson, Director, Day Care CenterMrs. Irene N. Tyler, Director, Jamaica Day Nursery
Jo Ann Weaver, Assistant Professor, Queens College Department of EducationMrs. Gladys J. Weekes, Director, Brownsville Child Care CenterDavid Wilcox, Architects' Renewal Committee in HarlemSadie M. Winslow, Assistant Professor, Department of Curriculum and Teaching, HunterCollege, CI NYRebecca A. Winton, Director, NYC Bureau of Early Childhood Education (Retired)Margaret Yonemura, Ed.D., Chairman of Graduate Programs, Bank Street College ofEducationDr. Paula L. Zajan, Professor, Hostos Community College, CUNYIn addition, special credit must be given to the following groups and individuals fortheir significant participation in the ongoing planning and implementation of conferenceactivities:Early Childhood Education faculty of Queens CollegeGraduate and undergraduate Early Childhood studentsHospital volunteersSelected members of the Elementary Education faculty of Queens CollegeStaff and faculty of the Queens College Early Childhood CenterQueens College Office of Community ServicesQueens College Office of College Relations and Editorial ServicesMarvin Blumberg, M.D.Mary Cassirer, M.D.Nicetas Kuo, M.D.Mary Moffitt, Ed.D.Sheldon Putterman, M.D.Special thanks to the many centers whose children, teachers, and administratorscontributed to the beautiful displays that brought a keynote of reality to the conferencehalls.8
Conference ScheduleA DIALOGUEEarly Childhood Faculty of Queens Collage, Flushing. N.Y. 11367SCHEDULE OF THE DAY8:30-9:30 a.m., registration near room 100, Social Sciences uilding9:30-11:30 a.m., workshops in Social Sciences Building11:30 a.m.-2:00 p.m. box lunch and Conference Plenary SessionPLENARY SESSIONCONVENING OF SESSION AND GREETINGS BY CONFERENCE CHAIRWOMANDr. Thelma C. AdairProfessor, Queens College Department of EducationGREETINGSDr. Joseph S. MurphyPresident, Queens CollegeGREETINGS FROM CONFERENCE SPONSORSDr. KuoJamaica Health CenterSUMMARY OF CONFERENCE WORKSHOPSDr. Eleanor DownsAssociate Professor, Public Health Practices, Columbia UniversitySPEAKERSDr. Margaret GrossiDirector, Bureau of Child Health, NYC Department of HealthGeorgia McMurrayCommissioner, Agency for Child Development, Human Resources AdministrationACKNOWLEDGMENTS AND WRAP-UP OF CONFERENCE PROCEEDINGSDr. Judy I. SchwartzAssistant Professor, Queens College Department of Education9
Keynote SpeechesDr. Margaret GrossiDirector, Bureau of Child HealthNew York City Department of HealthI want to first of all thank Dr. Adair and her committee for the invitation to speak heretoday. As a physician I always welcome the opportunity to emphasize the importance ofhealth care. As a pediatrician with special interest in the pre-school child, I particularlywelcome the opportunity to relate health concerns for young children to such a largeaudience of Day Care participants.Health care is, after all, of extreme importance to all young children both in andoutside of Day Care. Health considerations permeate all the activities of young children ingroupseating, sleeping, indoor and outdoor play, and the like. Children in Day Care are atthe age when they can usually maximally benefit from early det.?ction and treatment ofphysical defects. In addition, the Day Care center provides a unique setting in which toensure all the components of quality health care for the young child, and conversely, ahealthy population of young children in a Day Care center ensures the staff that its childrencan maximize the educational and social benefits that the center provides.I must stress the fact that good health care involves attention to all aspects of thechild's healthphysical, mental, and emotional. It involves periodic assessments of healthstatus, prompt correction of health problems, and preventive health care. It extends beyondthe child himself, into his family and into the community in which he lives.An ideal health assessment of a pre-school child begins with a carefully obtainedmedical history, starting with the mother's pregnancy, in order to delineate any possiblehealth risks such as prematurity, genetic or familial disease, and the like. Next, a completephysical examination is done, including the following screening procedures:1. Vision screening. You might be ()in tere ste d to knowthree-year-olds in the CHSs of the city., fail vision screening.that five percent of2. Audiometric screening. Four to seven percent of four-year-olds fail audiometricscreening.3. Hematologic screening. For iron deficiency anemia, sickle cell disease, and leadpoisoning.a) Iron deficiency anemia. Twenty to thirty percent of children under two yearsof age have iron deficiency anemia.b) Sickle cell disease. Ten percent of black children have sickle cell trait and onein 400 to 500 have sickle cell anemia.4. Urine screening. Between one and four young children out of every 100 have beenfound to have abnormal urine tests and therefore potentially serious kidney disease.5. Tuberculin testing. One percent of pre-schoolers in CHSs in NYC at the presenttime are found to have tuberculosis by this screening technique.6. Developmental screening. Here we screen the child for motor, language, and socialdevelopmental lags. In several CHSs where we have pilot developmental screeningprograms, we find that five percent of all pre-schoolers fail this screening test.It is recommended that all children have a complete health assessment such as I justdescribed, at periodic intervals from birth; but it is absolutely essential to have it at theinitiation of the formal educational process such as at entrance to Day Care. It is obvious thatdefective vision, poor hearing, and chronic illness are potential causes of failure in theeducational setting.10
A good Day Care health program must have the following objectives:1. To maintain good health and prevent disease,in sofar as possible (e.g.,immunizations against certain infectious diseases, health screening procedures that 1have just discussed, and health education);2. To detect existing specific health problems (e.g., the child with asthma, withallergies, with convulsions), and alert the staff of the Day Care center as to what toexpect from such a child and how to deal with the manifestations of his illness inthe educational setting;3. To correct any health problems that do exist, in so far as they are correctable (e.g.,the child who needs glasseswhat a unique setting he is in, with reinforcement fromhis teacher, to learn the importance of wearing his glasses):4. To provide a safe environment, as free from the likelihood of accidents as possible.This includes an awareness of the medical emergencies that are certain to arisewherever there are groups of young childrenfrom cuts and bruises to fevers andearachesand a well thought out plan in advance for handling these. A safeenvironment also implies a healthy staff who will not themselves expose thechildren to serious communicable diseases;5. To extend health services to the child's family and to the community in which helivesan example would be calling attention to family health needs and arrangingfor them.Now let us consider the health roles of the various Day Care center staff.The director (and ultimately the Day Care center board) has the responsibility forseeking consultation on the health program and making the decision as to whichtype of health program is most desirable for the individual center.The physician has the responsibility, in conjunction with the public health nurseand the director, for planning and carrying out the health program. In theon-premises health programs of which I will speak later, the physician conductsphysical examinations, gives immunizations, and makes recommendations to theDay Care center staff for handling the specific health problems of the children. Incenters where direct health services are provided by a hospital or clinic in thecommunity, the Day Care center physician has a more consultative role (e.g., hemakes recommendations based upon his observations of children in their groupactivities and provides consultation and teaching for staff and parents in areas ofcommon concern such as growth and development, nutrition, and commonillnesses of childhood). In all Day Care centers the physician is responsible fordetailing an advance plan, in writing, for the handling of the common medicalemergencies that we know are apt to occur when neither the physician nor thenurse is present in the center.The public health nurse is a vital member of the health team. She interpretsmedical findings and recommendations to the Day Care center staff. She regularlyconfers with the consultant pediatrician, parents, and staff on health problems ofthe children. She assists the Day Care center staff in maintaining their healthrecords.I might say tiat I think we can look in the very near future to an increasingclinical role for the public health nurse (i.e., in the role of a nurse practitioner).We are presently training public health nurses to do the routine healthexaminations and immunizations of preventive health care and I think such a roleis quite appropriate for the Day Care public health nurse.11
Last, but not least, the entire Day Care center staff from the director to the cookplay a vital role in the day-to-day health problems in the Day Care center. It is thefull-time staff who after all know the children best, who are in the most uniqueposition to observe minimal clues that may mean illness (e.g., the child who justisn't playing as he usually does; the child who feels warm and may have a fever),and it surely is the teacher or her assistant who will be "on the spot" when theminor accidents occur.Now I would like to discuss the various models of health programs in Day Caresomeare not available in all communities, some are not desirable for all Day Care centers. Theultimate selection of a particular health program for a particular Day Care center must restupon what is available in the community, which one best serves the needs of the individualcenter, and what the parents and staff of the particular center desire in the way of a healthprogram.The various models of Day Care health programs are:1. Comprehensive health care programs that provide the entire spectrum ofhealth care services the child could conceivably need, with continuity betweenthempreventive health services, diagnostic services, and in-patient hospitalcare. Some comprehensive programs provide only pediatric
Newark State College, Union, New Jersey. Mrs. Mildred H. Platt, Coordinator, Non-graded Primaries. Ms. Berta Rafael, Director of Early Education and Day Care Services, United Cerebral Palsy of New York City, Inc. Mrs. Olivette Robinson, Director of Summer Children's Center, Brooklyn, New York Mrs. Minerva Rosario, Lecturer, Hostos Community .
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