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The literature regarding the quality of child care is constantly growing (Burchinal, Roberts, Nabors, & Bryant, 1996), and in that regard, one of the reasons can be seen in the entrance of mothers into the labor force. Accordingly, with such growth, the number of infants receiving child care in center-based settings is also growing. This paper analyzes the influence of the quality of child care centers on cognitive and language development in infants, based on the case study of Sean, a 17 month old infant, whose behavior changed with changing the day care center.
One aspect that should be outlined in the case of Sean is his stage of development. The stage that corresponds to his age is stage five, new means through active experimentation (Berger, 2009, p. 108). Such stage is characterized by expansive, purposeful and creative actions. In terms of language, the development of communicative skills, corresponding to this age, includes expressive jargon, where shortly after the appearance of the first words. Simple sentences begin to appear between 16-24 months of age.
In that regard, it should be noted that as stated by Berger, the intent of the child is to communicate, rather than to use the language. Thus, it can be stated that the expansion of the vocabulary was related to the natural development, corresponding to Sean’s age, as well as the occurrence of the need to communicate. With such aspects separated, the focus can shifted toward the quality of the day care center.
In Burchinal, Roberts, Nabors, and Bryant (1996), a study was conducted in order to investigate the relation between the quality of the day care center and infant language and cognitive development. The findings of the study indicated that language and cognitive development positively correlated with the quality of the day care centers (Burchinal, et al., 1996). These findings corresponded to previous studies related to the development of toddlers and preschoolers (Burchinal, et al., 1996). The quality of the centers, in that regard, can be assessed using structural and process indicators. In the first case, structural indicators imply such characteristic as staff-child ratio, group size, etc. Process indicators include such characteristics as the nature of the care that children experience, the warmth, sensitivity, and responsiveness of the caregivers, etc (Marshall, 2004, p. 166).
In that regard, it can be stated that the change of the day care center in Sean’s case might imply changes in both types of indicators, i.e. the structural and the process. The studies specifically outline the impact of the process indicators of quality, showing to “greater language and cognitive competence, fewer behavior problems, and more social skills” (Marshall, 2004, p. 167).
It should be stated that the natural development implies gradual pace, thus, in the case of Sean the role of the new care center, being higher in quality, can be more important in the sudden changes in Sean’s behavior and cognition. The direct relation between quality of day care and infants’ development is an important aspect that should not be overlooked, which was indicated in a significant section in the literature. However, the periods, between which the infants shift from using holophrases to simple sentences, is too short. Thus, the quality of the day care might only contribute to the development, while the changes in language development might be considered natural for Sean’s age.
Works Cited
Berger, K. S. (2009). Invitation to the Life Span (1st ed.). New York, NY: Worth Publishers.
Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996). Quality of Center Child Care and Infant Cognitive and Language Development. Child Development, 67(2), 606-620.
Marshall, N. L. (2004). The Quality of Early Child Care and Children’s Development. Current Directions in Psychological Science, 13(4), 165-168.
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