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Outcomes of Daycare on Children

Outcomes of Daycare on Children

Outcomes of Daycare on Children

Ever since women entered the workforce, the great daycare debate has raged on. Parents, scholars and politicians have argued the advantages and disadvantages of external childcare facilities until families are absolutely certain placing their child in day care results in either a young child prodigy or a teenage delinquent.
Outcomes of Daycare on Children

As with any issue, the truth has been found to be somewhere in between. Day care can be a wonderful opportunity for a young child to learn social skills, expand their vocabulary and learn to function as a person far from their mothers and fathers; constant interaction with their peers allows them to develop a respect for the opinions and emotions of others, learn the value of teamwork, and to form friendships that will frequently carry into their school years. They are also given a chance to learn basic academic abilities at an earlier age, and adjust to the more rigid structure of a classroom environment before entering Kindergarten, easing what is often a challenging transition for children who are kept at home in their preschool years.

On the flip side of the coin, not all day care providers are able to give the high quality of attention and education essential for growth and adjustment. This is oftentimes attributable to an inadequate amount of staff for the number of children a facility cares for. Many times by the time a youngster reaches preschool age there is simply one teacher responsible for up to fifteen students, if not more (licensing directives state that there ought to be no more than fifteen students per teacher at the four and five year old level; still, a fluctuating population of drop-in students might result in this number to be nothing more than a myth). The outcomes of a lasting study done by the National Institute of Health demonstrated that those kids who spent a great period of time in a lower quality daycare displayed more instances of aggressive behavior and demands for constant, individual attention, a trend that continued through the sixth grade. This type of behavior may stem from the call to compete for attention from a very young age, and is displayed in youngsters of large families as well. Those kids who are quiet and well behaved are set to the side while the teachers struggle to cope with the kids who are not so self sufficient; is it any wonder, then, that this often ends in these children understanding how to emulate the less than savory behavior of their peers, whom they see receiving the individual attention they lust?

The cornerstone to a positive day care experience is to carefully screen any day care before a youngster is enrolled. The school ought to have a low staff to child ratio, with one adult to every two or three youngsters at the baby level, gradually rising as their youngster increases in age but nonetheless sufficient for individual attention. The instructors should display a genuine love for the children, with experience and training in child development and psychology, letting them quickly detect a problem with a student before it becomes uncontrollable. Mothers and fathers should remain in contact with the child's coach, receiving progress incidents and observing classroom behavior on a typical basis. Any instance in which a mother or father is intentionally left ""out of the loop"" in their child's education, even at this initial phase, is cause for concern, and ought to be looked into a direct warning sign that all is not right. In this case knowledge is power, and allows a youngster to quickly be removed from an unsuitable situation before damage is done that is irreversible.
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