PSYC 2700 Lecture 8 Outline of Last LectureI. Rapid brain growthII. Impact of malnutritionIII. Myron Winick studyIV. Rutter: orphanagesI. Incidence in “normal” populationII. Emergence of preferenceIII. J. M. BaldwinIV. G. MalloryV. Infants and Deaf parentsVI. ChimpanzeesOutline of Current LectureV. Modern History of Day CareVI. Day Care as intervention approachVII. NICHD longitudinal study of child careCurrent LectureDay Care Programs and InterventionI. Modern History of Day Carea. John Bowlby: observing children with tuberculosis who were raised in hospitals without their parents. b. Protection of children from abusive families by removing them from the home and putting themin a care center. Bowlby worries that this may not be the best.c. Recognition of poverty in the modern US during 1960’s campaigni. Through television is became more widely recognized.II. Day Care as intervention approacha. Dr. Maria Montessorii. Ran a school for children in poverty and devises a program based on Itrard and the wild child study. Her children are scoring equal to and higher than the normal school children.b. Head Starti. Initially funded due to concern for malnutrition and resulting intellectual disabilities, andthere were reports of children not being inoculated for childhood diseases. ii. Only later were child care centers seen as a form of intervention.iii. Tim Caine- Argued that if the children had gone to Pre-K programs then there would be areduction of children repeating grades, going to summer school, being incarcerated, and ending in adult correctional facilities.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.iv. Issues were that children were not receiving enough one-on-one language input and therefore lacked necessary literary skills for higher education.v. One-on-one work with children has proven very effective but also expensive.c. Marilyn Daniels and ASL in pre-k programsi. Had teachers learn some sign to interact with three year old and did some studies.ii. Children at the beginning of the term had verbal IQ equivalents of 84iii. Another group without sign language in the classroom also started at 84.iv. Children who received the signs ended the semester with scores of 99 while the childrenwho did not scored at 79.d. Hart and Risley studyi. Differences made by social class in children’s language environment ii. There are dramatic differences made in the home by social economic class depending onthe education of the parents, how often they interact with their kids, if the environment is over stimulating (TV, radio, yelling).III. NICHD longitudinal study of child
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