DOCUMENT RESUME ED 081 492 PS 006 754 Ragan, Jerome .
DOCUMENT RESUMEED 081 492AUTHORTITLEPS 006 754Ragan, Jerome; Kearsley, RichardEffects of Day Care on Early Child Development.Pn",gress Report.INSTITUTIONSPONS AGENCYHarvard Univ., Cambridge, Mass.Dept. of Psychologyand Social Relations.Office of Child Development (DHEW), Washington,D.C.PUB DATENOTEApr 73EDRS PRICEDESCRIPTORSMF- 0.65 HC- 3.29Affective Behavior; Caucasians; *Child Development;Chinese Americans; Cognitive Development;*Comparative Analysis; *Day Care Programs; LowerClass; Middle Class; *Multilingualism; *PreschoolTests; Social Development; Spanish AmericansFamily Day Care; Home Care; Separation Anxiety;Stranger AnxietyIDENTIFIERS83p.ABSTRACTA research project attempted to discover whetherresidence in the Tremont Day Care Street Infant Center for 27 monthshad any significant effect on the cognitive, social and affectivedevelopment of infants. Children entered this multilingual day caresetting at 3 1/2 months and were from Chinese-speaking,Spanish-speaking, or English-speaking homes. Three matched groups ofchildren received different treatments: (1) 28 attended the TremontStreet center, (2) 28 were raised at home, and (3) 10 were incustodial day care programs.Preliminary research results arediscussed in this progress report. Interpretation is largelyconcerned with maturational processes that appear to significantlyaffect the child's reactions to change in habituated events. Most ofthe report is concerned with assessment and data analysis, althoughsome logistical issues are reviewed. (MS)
FILMED FROM BEST AVAILABLE COPYc1U 5 DEPARTMENT OF HEALTH.EDUCATION ft WELFARENATIONAL INSTITUTE OFEDUCATIONNI AS BEEN 4U440T11,, DocDNCF DCU,VE D r 40N PINIONS,IA1FD DO NOT NECFS6,,i r PEPPZESET 01'hi.!,CN4L INSTITUTEV0t,rATION4OsiTJON04,01.,CYGOLIUProgress ReportEffects of Dav Care on Early Child DevelopmentPrincipal Investigators:Jerome KaganDepartment of Psychologyand Social RelationsHarvard UniversityandRichard KearsleyPrincipal Research Associatein PediatricsHarvard Medical SchoolPeriod of Research:IrD1416Cr)0cjr)September 1, 1972 - Anril 1, 1973Submitted to the Office of Child Development, April 1973
Brief Summary of ProgressDuring the past year we designed, are- tested and implementedthe assessment battery at 20 months and have evaluated one-halfof our sample at that age.We are currently making final plansfor the last assessments, which will occur when the children areThe software computer program that will28 and 30 months of age.permit machine analysis of all of our data is new in operationand we anticipate that the total backlog of records will beanalyzed by late Fall.Finally, preliminary analyses of ourdata suggest no important differences in intensity of maternalattachment or stranger and separation anxiety between day careand home reared children.However, there seems to be a differencein degree of anxiety and timidity in new social situations betweenour working class Chinese children and our middle class Chineseand Caucasians, and this difference is independent of presencein day care.The working class Chinese children in daycare are more timid and fearful and less social than other children.This result has two major implications.First, it suggeststhat the mere fact of being with other children five days aweek in a permissive day care context does not necessarily makea child more disposed toward social behavior and less disposedto anxious withdrawal with a strange child or adult. These dataimply that the effect of the home environment is stronger thanthat of a day care experience, even though the latter extendsfrom 3 1/2 months through the second year of life.
2The remainder of this report deals first with some logisticallessons we have learned from administering the day care center,followed by a detailed description of the evaluation procedures,and finally a summary of research results.Logistic LessonsOur two year experience in operating a day care center forinfants and toddlers has led to some tentative conclusions onseveral issues associated with caring for young children in fulltime day care.Although the Tremont Street Infant Center is, insome respects, a unique program, we have had to resolve a numberof problems common to all day care centers.Staffing:Adult - Child RatioWe are fortunate in being able to maintain a ratio of threeinfants to one adult between the ages of 3 1/2 and approximately14 months.Each infant is assigned to one caretaker who hasprimary responsibility for that child's care until the childmoves into the toddler section of the nursery (usually between12 and 14 months of age).While members of the "infant staff" as-sist pne another in caring for the total group of 15 babies,each maintains her identity as principal care-giver for herthree infants.This practice has facilitated the establishmentof a warm nurturant relationship between infant and caretaker,and has resulted in a close liaison between mother and caretakerwith regard to the daily exchange of pertinent information aboutthe child.
3In addition to the five primary caretakers, we have provided"teacher aides" to assist in general care taking tasks likefeeding, diapering, changing crib linen, and picking up toys.Were it not for the fact that the primary caretakers are alsorequired to complete daily reports on the infants under theircare, it is our feeling that an infant-adult ratio of 4 to 1could be maintained without seriously compromising the qualityof the relationship between infant and caretaker.We have found a ratio of five toddlers to one adult to besatisfactory over the age span of 14 to 30 months.The practiceof assigning a child to a specific caretaker is continued in thetoddler section of the nursery.Although the toddler's mobilityand the increasing complexity of his social activities lead togreater sharing of caretaking responsibilities, each of theolder children demonstrates a preferential relationship with hisparticular caretaker.A "teacher aide" is also provided to assistthe four primary caretakers in caring for the twenty toddlerspresently enrolled.It is our impression that this 5:1 ratio approaches themaximum level of responsibility that one adult is capable ofhandling while maintaining a reasonable degree of individualizedattention among this group of toddlers.Criteria for Staff SelectionWe have come to appreciate the importance of the fnllowingcharacteristics in selecting a primary caretaker.
4The primary caretaker:a.Is a parent with first hand experience in caring forinfants.b.Enjoys being with infants and small children.C.Is capable of accepting culturally specific differencesin child-rearing values and prar:tices.d.Appreciates the importance of her contribution to theinfant's development.e.Is able to work well with the other primary caretakers.f.Is intelligent and able to accept and offer constructivecriticism.Although all of the nursery staff have at least a highschool education (or its equivalent) it is our impression thatthe level of formal education per se is not a good predictor ofsatisfactory performance in our nursery setting.Staffing PatternThe nursery opens at 8 AM and closes at 5PM.We have foundthat both the infants and toddlers are alert and most activeduring the morning and early afternoon.Because of this ratherconsistent daily pattern in the child's behavior, we utilizeour trained primary caretakers during the morning and earlyhours of the afternoon.Caretaking during the latter portionof the day is provided by part time high school students underthe supervision of two of the senior nursery staff.This hasproved to be a more satisfactory arrangement than staggering
the hours of the trained nursery teachers.In addition it hasgiven us the opportunity to observe high school students functioning in this supervised caretaking role.While we have notexplored this particular aspect of the program in any systematicfashion it is our impression that the students have not onlyfunctioned quite satisfactorily but also have acquired considerableknowledge and experience in child rearing.The necessity for providing coverage for the nursery staffduring unexpected illness and regular vacation time required usto develop a cadre of substitute teachers available for partThe composition of this substitutetime work on short notice.cadre has been stabland we have not found it necessary to bringa number of strange .raFetakers into the nursery.General Operating Ptplicies:On severalAge of Childoci,asions we have witnessed behavior that closelyresembled sibling rivalry when a newly enrolled infant (3 1/2months) was assigned to a primary caretaker who already had twoC.44,.1)L''111)older children (10-12 months).This behavior on the part ofthe older infant was persistent and sufficiently disruptive towarrant our reassigning the younger infant.We have graduallyadopted the policy of limiting the age spread of any one caretaker's infants to 3 or 4 months.f71.X4rg's ,Infants enrolled at 3 1/2 months adjust rapidly to the newenvironment of the nursery.the second or third day.The process is usually completed byInfants enrolled at 5 1/2 months of age
6required a considerable longer period of adjustment often lastingthrough the first week.Our single attempt to enroll a 13 1/2month old baby was completely unsuccessful.The infant's intenseanxiety on being separated from her mother in a strange settingcontinued unabated over a ten day period.These tentative observations suggest that the psychologicalprocesses underlying stranger anxiety and separation protest mayimpose severe constraints on the optimal time for enrolling aninfant in full time day care.Our experience also indicates that it is highly desirableto maintain regular attendance once the infant has been enrolledin a day care program.We have observed repeated instances ofanxious behavior extending over a one to two day period ininfants who have been away from the nursery for relatively shortperiods of time3-4 days).While the appearance and the intensityof this readjustment behavior varies from child to child, and ismost noticeable in 12-16 month old infants, there is little doubtthat irregular and inconsistent attendence place a considerableburden on the infant in day care.The Infants' Adjustment to the Toddler ProgramMost of the infants move into the toddler program by thefourteenth month.Since infants and toddlers are housed primarilyin one large room, divided by furnishings and low partitions,the transition is not to a completely novel environment.Howeverit does entail the infants being cared for by a different primary
caretaker.We have been impressed by the relative ease with whichthe infants make this change and by the brevity of the adjustmentperiod.Typically the newly "graduated" infant moves back andforth between toddler and infant area for several days, visitinghis original caretaker and playing in the company of the smallerchildren.However, the varied and more interesting activitiesat the toddler end seem to capture his attention so that by theend of the first week the majority of his day is spent among thetoddlers with his new caretaker.In fact it is the original care-taker who goes through a period of adjustment following the "loss"of one of her infants.We have found it prudent to delay theinfant's transfer to the toddler end until he is capable ofwalking with a reasonably steady gait and has some experiencewith self-feeding.Transporting InfantsWe have found it necessary to provide transportation forapproximately 2/3 of the infants and toddlers enrolled in ournursery.At the present time we are using a 12 passenger DodgeVan equipped with Ford Motor Company infant safety seats.Sincearrival and depart're times coincide with peak rush hour traffic,and since we do not want any infant to ride longer than 25-30minutes on the van, we have limited enrollment in the nursery toa geographic area contained within 15 minutes riding time fromthe day care center.
8AWe have been impressed by the magnitude of the problem thattransportation presents to the center caring for infants.Itrequires both careful planning and a conscientious staff to insure the safety of the infant.Management of IllnessIt has been our oclicy to ask. parents to keep their childat home during the acute, febrile phase of an upper respiratoryor gastro-intestinal illness.The child is readmitted after hehas been afebrile for 24-48 hours.We accept infants with mildupper respiratory symptoms as well as infants on medicationwho are in the recovery phase of their illness.If the infantis considered well enough to attend the day care center he isnot isolated or segregated from the other children.The decisionas to his fitness is made by the parents with the approval of thenursery staff and the pediatrician co-investigator on the project.Infant Day Care in a Multilingual CommunityApproximately half of the children enrolled in our day carecenter are from Chinese speaking parents, 20 percent are fromSpanish speaking homes and for the remaining 30 percent Englishis the language spoken in the home.The nursery staff reflectsthis multilingual aspect of the program, for four are bilingualin Chinese, three are bilingual in Spanish and one is bilingualin French (just in case).Although social conversations take place in Chinese and Spanish,English is the principal langliage used in the nursery.Depending
on the parents' wishes, either English cr the language spoken inthe home is us-Td by the primary caretaker in communicating witha particular infantsHowever all infants are exposed to a multi-lingual atmospher-.2.At the todder e-end of the nursery, picture books, nurseryrhymes, "story hours' and phonograph records come in three languages,although the majority of the verbal exchange is in English.With-out exception the parents have indicated their desire for thechild to learn English even though another language may bespoken in the home.Since the assessment of language acquisition at the 20 and30 month assessments is oDnducted in both English and the language of the home, we hope to acquire some insight into the impactof this unusual nursery setting on the development of verbalskills.However regardless of its effects on the child, thereis little doubt that the presence of Chinese and Spanish speakingnursery teachers has facilitated our capacity to establish aclose mutually satisfying relationship between the day carestaff and the parents of the children enrolled in the program.Detailed Summary of Research ProgressThe remainder of this report shall describe,in some detail,the findings obtained to datelas well as a more complete summaryof the evaluation procedures and rationale of the project.will be recalled that the study consists of three groups ofIt
10Children, matched on sex, ordinal position and social classand ethnicity (Chinese, Spanish-speaking Caucasian, Englishspeaking Caucasian).Group 1.Group 1 subjects attend an experimental day carecenter located on Tremont Street in Boston and administered byour trained staff.Each female caretaker is responsible for amaximum of three infants.These caretakers, who were highlyselected, have been trained to interact with the infants in waysthat will facilitate cognitive development.The caretaking staffare primarily middle-aged mothers who reside in the area inwhich the day care center is located, an area that borders theworking-class areas of Chinatown and Roxbury.Group II.Group II children are being raised at home bytheir parents.Group III.Group III infants spend most of the day in aform of custodial day care, typically family day care, where awoman other than the mother cares for one to three infants inher, own home.In all of these cases the woman caring for theinfants views her role as larip:Lzi.ly custodial rather than educational.
11The analysis of the data will involve, first, creation oftrios of children matched on sex, ordinal position, social classand ethnicity 4.n which each member of the trio will belongto-one of the three groups.Approximately half of the subjects?are Chinese, a quarter are Spanish-speaking Caucasian and theremaining 25 percent are English-speaking Caucasian.Approximately75 percent of the infants are from working or lower class families.The day care settingThe children in all groups are enrolled in the experimentwhen they are 3 1/2 months old.The children in Group I areusually in residence at the day care center 5 days a week from8:30 in the morning until about 4 in the afternoon.Each infantis assigned to a primary caretaker and in most cases the caretaker is of the same ethnicity as the child.A manual of pro-cedures for interaction with the infant and toddler forms thebasis for play between caretaker and infant.These proscribedinteractions are administered when the infant is alert, biologically satisfied, and not playing alone happily.Typically, aninfant experiences between one and two hours of this interactioneach day.The low child to adult ratio, together with the care-taker's assumption that she is, in part, an educator, makesthis an unusual day care setting and not representative oftypical infant day care in the United States.The main question we wish to ask is whether residence inthis particular day care settina for 27 months has any sianificant
12effect on the cognitive, social and affective development ofthese infants.At present, there are 2P infants in the day care group, 28in the home control group and 10 in the day care control group.The Tremont Street Infant Center, with its program ofresearch, has managed to achieve widespread support from thecommunity in which it is located.This is evidenced notonly by the increasing number of families seeking enrollment,but also by our being offered voting membership in one of theinfluential community organizations.As a result, we feelconfident in being able to meet our projected patterns ofenrollment .in both the Nursery and Home Control Group.Furthermore, we are now in a position to select from theincreasing pool of applicants those infants whose sex, ordinalposition and family background match subjects alreadyenrolled in the program.This will markedly facilitate thecompletion of matched, sets of trios.In the past, our major problem has been that of locatinginfants for the Day Care Control group.However, in recentmonths the rate of enrollment in this group has increasedas parents whose infants cannot .be accomrodated in our nurseryfind alternate sources of day care and agree to participate inthe Day Care Control group.For this reason, we have deferredto a certain extent the projected pattern of enrollment in theHome Control Group in order to accommodate the increase in cur
13testing load anticipated by the rising nurbers of Day CareControl infants.Finally, we have been pleased by the small number of infantswho have withdrawn from the program before the 27 month periodof participat4.on was completed.During the past 18 months,only 3 infants from the Nursery Group and 4 from the Hone Controlhave dropped out of the project.The degree of parent involvementand the careful screening of potential applicants have combinedto minimize the attrition problem.The assessmentsEach child is assessed by a research staff who are notinvolved in any aspect of caretaking.Moreover, the mainoffices of the research staff are in William James Hall inCambridge, several miles from the day care center.All infantsare assessed at 3 1/2, 5 1/2, 7 1/2, 9 1/2, 11 1/2, 13 1/2,20 and 30 months of age.The test procedures at each acreshall now be described, along with the major variables derivedfrom these pl:ocedures.Battery at 3 1/2 and 5 1/2 nonthsVariables CodedEpisode1.Social interaction:FemaleChild fixates examinerexaminer interacts withChild vocalizeschild for two minutes atChild smilesthe beginning and end ofChild fretsthe test sessicn
142.,child inBlock episode:Duration of each fixation of stimulusshown 8 repetitions ofDuration
DOCUMENT RESUME ED 081 492 PS 006 754 AUTHOR Ragan, Jerome; Kearsley, Richard TITLE Effects of Day Care on Early Child Development. Pn",gress Report. INSTITUTION Harvard Univ., Cambridge, Mass.Dept. of Psychology. and Social Relations. SPONS AGENCY Office of Child Development (DHEW), Washington, D.C. PUB DATE Apr 73 NOTE 83p. EDRS PRICE MF- 0 .
Istituto di Istruzione Secondaria Superiore “Giovanni Falcone” Sede Centrale: Viale dell’Europa Unita, 13 – 80078 Pozzuoli (Na) Tel. 081.8665200 - 081.8046382 Fax 081.8662300 Sede Licola: Via Domiziana, 150 – 80078 Licola di Pozzuoli (Na) Tel. 081.8678156 Sede Var
Private Pilot Licence Examinations – 081 Principles of Flight Aeroplane Aeroplane Helicopter Syllabus Reference Syllabus details & Associated Learning Objective PPL Bridge Course PPL Bridge Course 080.00.00.00 PRINICIPLES OF FLIGHT 081.00.00.00 PRINCIPLES OF FLIGHT: AEROPLANE 081.01.00.00 Subsonic aerodynamics
DOCUMENT RESUME ED 081 311 HE 004 424 TITLE Optometric Education: A Summary Report. National. Study of Optometric Education. INSTITUTION National Commission on Accrediting, Washington, D.C. PUB DATE Mar 73 . Optometry is the third largest of the primary. health profes-sions, ranking in num
DOCUMENT RESUME. ED 081 242 EM 011 451. AUTHOR Bray, Mayfield S. TITLE Still Pictures in the Audiovisual Archives Division. of the National Archives. Preliminary Drift. INSTITUTION National Archives and Records Service (GSA), Washington, D.C. PUB DATE. 72. NOTE. 52p.; Prepared for the National Archives Conference. on the Use of Audiovisual .
DOCUMENT RESUME ED 081 141 EC 052 454' AUTHOR Berg, Frederick S. TITLE Educational Audiology Hard of Hearing. Final. Report. INSTITUTION Utah State Univ., Logan. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. PUB DATE May 73 GRANT OEG-
DOCUMENT RESUME ED 081 464 LI 004 472 AUTHOR Worden, Diane D. TITLE Enviro-Films: Candid Reviews of 16mm.,Films About . Film is a powerful tool, if used properly, to . of the producer/distrib
DOCUMENT RESUME ED 368 081 EA 025 746 AUTHOR Lightner, Stan; Harris, Edward L. . question is whether an apprentice is a paid employee or a student learner. If apprentices are paid, they are most likely legally . registration as an electrical apprentice in part requires enrollment in a school or train
Asam folat dalam tubuh berfungsi sebagai co-enzym mempunyai dua efek fisiologis utama yaitu sebagai faktor enzim sintesis deoxyribonucleic acid (DNA) dan ribonucleic acid (RNA) yang berperan pada replikasi sel. Asam folat berfungsi untuk pembentukan materi genetik di dalam sel tubuh, selain itu asam folat juga berfungsi untuk pembentukan sel darah merah dan sel darah putih di sumsum tulang .
