essay on child care

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Good Example Of Essay On Child Care

Type of paper: Essay

Topic: Business , Parents , Family , Children , Services papers , Canada , Politics , Policy

Words: 2250

Published: 03/06/2020

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Introduction

In 1959, the United Nations (UN) General Assembly enacted the Declaration of the Rights of the Child, a charter that recites the rights and entitlements of each and every child regardless of ethnicity or race, and culture reflected in language, religion, and social practices in beliefs or traditions, among others. The charter since has played an important role in guiding child care practices around the world and it is continuously used as one of the bases for child care policies in different countries. Essentially, the charter recounts the rights of every child and their entitlement to these rights, which include the right to social security, just and adequate treatment particularly for children with disabilities or handicap, the right to education, and protection from all kinds of harm, among others (United Nations, 2014). The institutionalisation of the rights of the child through the charter has inspired goals towards the standardisation and nationalisation of policies that address child care. Various countries, especially in North America such as Canada have taken steps to adopt a comprehensive, standardised, and municipalised program or policy for child care (Jenson, 2004; Lister, 2006). The following discussion focuses on the issues surrounding child care in Canada followed by a description of current changes in child care policies implemented in the country.

Issues in Canada’s Child Care Policies

In Canada, one of policies that accommodate the needs of children is universal childcare (Stasiulis, 2002). Universal childcare in Canada aims to provide services to all children throughout the country. Despite the implementation of universal childcare in Canada, several reports criticise this policy because of its detrimental outcomes to children and their families. A report released by the National Bureau of Economic Research (NBER) argue that the policy’s outcomes for children worsened their situation. The NBER cited the research conducted by Bakter, Gruber, and Kevin in 1997 to assess the outcomes and implications of the Quebec Family Policy. The Parti Quebecois government instituted the Quebec Family Policy to develop a system that equalises the distribution of welfare services to all children and families. The government’s goal in implementing the Quebec Family Policy was to “ensure equity between the provinces and standardisation of assistance to citizens” (Historica Canada, n.d.). Part of the Quebec Family Policy is the provision for allowances granted to families, the development of curriculum for early childhood education, the availability of day care services, and the activation of an insurance scheme that fits the needs of parents (Historica Cnanada, n.d.). Each of the schemes included in the program was developed to help families, particularly parents, access childcare services. The Quebec Family Policy also addresses the unique needs of parents in different situations as it not only helps parents but also single-parent families (Jenson, 2013). The policy helps parents because it offers subsidies for basic childcare services such as day care and early childhood education. Moreover, the policy decreased the tax rate for families (Historica Canada, n.d.). On paper, the Quebec Family Policy appears to target problem areas concerning child care. Nonetheless, one of the main issues concerning the policy is the inconsistency in the quality and quantity of services provided for families. Throughout the years, the poverty rate in Canada has increased (Daly, 2013; Morency, et al., 2011). Within the context of child care, an increase in population means that the number of families depending on child care services and subsidies also increased. As a result, the Government was forced to adjust its services to accommodate families in need. One of the major changes in the quality of services is the limitations set among underprivileged families. Government agencies set requirements for disadvantaged families, which means that if they do not meet the requirements, they would not be able to avail of child care services. Alongside these limitations are the government cut backs that similarly limit the scope of the policy (Historica Canada, n.d.). Bakter, Gruber, and Milligan (2005) conducted a longitudinal research since 2007 to determine the long-term effects of the Quebec Family Policy. Through the policy, children aged 2 to 5 years old were able to attend kindergarten, among others. Due to the benefits and subsidies offered by the policy, the public’s use of these services increased significantly. Nonetheless, Bakter, Gruber, and Milligan (2008) discovered that outcomes for children worsened since the implementation of the program. “Their results imply that this policy resulted in a rise of anxiety of children exposed to this new program of between 60 percent and 150 percent, and a decline in motor/social skills of between 8 percent and 20 percent” (Picker, n.d.). Aside from the difficulties experienced by children that result to anxiety, other effects of the introduction of the policy include increased hostile parenting, mental health issues among adult child carers, and strained relationships among parents or between parents and other people (Bakter, Gruber, & Milligan, 2008; Picker). Bakter, Gruber, and Milligan’s (2008) research into the Quebec Family Policy illustrates the shortcomings of child care policies in Canada. Child care policies were criticised in Canada because these programs do not adhere to the essence of a universal child care services. Furthermore, child care policies do not take into consideration children and families’ concerns. For one, the Quebec Family Policy failed to recognise issues that may arise and develop a contingency plan to address them. In the case of children developing anxiety after entering the schooling and care program for early education, the government should have implemented measures to decrease its detrimental impact on children. In addition, the Government should have prioritised child care and developed a plan to make child care policies and practices more sustainable so it would be able to continuously and equally distribute services to all disadvantaged families. Kottelenberg and Lehrer (2010) conducted research to determine which people or groups truly benefit from universal child care in Canada. The researchers sough to explore child care not only because of the increasing concern about this issue but also the growing trend of mothers with children below 6 years old occupying a percentage of the labor pool in the country. This trend has been observed in the past decade. Compared to previous decades, the labour participation of mothers significantly increased in the 21st Century. Socio-economic concerns force mothers to look for jobs instead of stay at home and take care of their children. The increasing rate of mothers’ labour participation raises another important issue – the scarcity of child care centers in Canada (Havnes & Mogstad, 2011). As more parents gain employment, the need for more child care centres increase. For these reasons, many people has criticised Canada’s child care policies because despite the Government’s goal or objective of assisting families to care for and support their children, limited services prevent public agencies from providing parents or families with adequate support and services. The limited number of child care centres, for instance, make it difficult for parents, mothers especially, to balance their family and work life (Kottelenberg & Lehrer). Kottelenberg and Lehrer (2010) also assessed the Quebec Family Policy and the results of their research support the Bakter, Gruber, and Milligan’s (2008) research. Despite the expectation that the family policy would bring about positive results for children because of increased educational opportunities for this population, Kottelenberg and Lehrer’s long-term assessment of educational outcomes prove otherwise. The family policy also led to negative outcomes for parents. Kottelenberg and Lehrer also discovered gender concerns in relation to policy outcomes such that male children and their families suffer through health and behavioural concerns more than their counterpart. Overall, the issues presented in the foregoing discussion illustrate the weaknesses of Canada’s child care policies. Aside from the inadequacy of child care services due to cut backs in budget and the requirements asked from parents or families availing of child care, other issues concerning Canada’s universal child care services include the

Canada’s Universal Child Care Plan

In 2013, the Canadian government introduced a more comprehensive universal child care plan which comprises of two programs – the Universal Child Care Benefit (UCCB) and a plan to develop more child care spaces to accommodate children’s population in the country. Policy makers developed the UCCB to increase financial support to all Canadian families with young children. The UCCB is more responsive to the needs of children because the support that families receive depend on the particular needs of children. Moreover, the UCCB also takes into consideration the family situation such that the kind of support depends on the number of children living at home, the type of community where they live – rural or urban, small town or big city, etc. In this way, the UCCB is flexible enough to address the specific needs of children and their families. Essentially, families will receive $100 every month for every child in their home under the age of six years (Employment and Social Development Canada, 2013). Aside from UCCB’s financial support to families, this program also instigates the development of child care spaces throughout Canada. By developing more child care spaces, the Government seeks to help families balance their responsibilities. Parents may work while their children are cared for in these spaces. This aspect of the UCCB is especially helpful for single-parent households because sending their children to schools or centers would enable them to work for their children. To facilitate the development of child care spaces throughout Canada, the Government transfers $250 million to all provinces, which would serve as the budget for the construction of schools, buildings, or centers for children (Employment and Social Development Canada, 2013). Based on the description of the UCCB, the Government has taken steps to address some of the issues concerning child care in Canada. As formerly noted, one of the issues include the inadequacy of child care services, particularly spaces, that would accommodate children so their parents can go to work. Through UCCB, the government aims to increase child care spaces throughout Canada. With the $250 million budget, all provinces may develop child care spaces and improve existing infrastructure and facilities to increase accommodation and scope of services. Nonetheless, the UCCB still fails to address other problems such as the negative outcomes of universal child care on children and families, particularly on their health and behaviour.

Addressing child care is highly important because Canada’s economy relies on it. As argued by the Child Care Advocacy Association of Canada (CCAAC, 2008), the quality of child care affects the economy. “Investing in the early years is first and foremost about investing in our children’s physical, social, emotional and intellectual well-being. It is also part of ensuring that Canada is competitive with other modern economies” (CCAAC, 2008, p. 1). Hence, the Government must prioritise child care not only for the benefit of families and children in Canada but also for the benefit of the country’s economy. The CCAAC makes a valid point especially since Canada’s future and the future of any country, for that matter, depends on children’s achievement or success. As of the moment, the Government has addressed one issue – the lack of child care spaces – but it still needs to look into solutions to other problems discussed in the foregoing discussion.

Baker, M., Gruber, J. & Milligan, K. (2008). Universal child care, maternal labor supply, and family well-being. Journal of Political Economy, 116(4), 709-745. CCAAC. (2008). A strong economy needs good child care: Canada can’t work without it. Retrieved from: http://www.ccaac.ca/pdf/resources/factsheets/EconomicBackgrounder_Election08.pdf Daly, G. (2013). Homeless: Policies, strategies and lives on the streets. New York, NY: Routledge. Employment and Social Development Canada. (2013). Universal child care plan. Retrieved from: http://www.edsc.gc.ca/eng/child_family/child_care/index.shtml Havnes, T. & Mogstad, M. (2011). Money for nothing? Universal child care and maternal employment. Journal of Public Economics, 95(11-12), 1455-1465. Historica Canada. (n.d.). Quebec family policy. Retrieved from: http://www.thecanadianencyclopedia.ca/en/article/quebec-family-policy/ Jenson, J. (2004). Changing the paradigm: Family responsibility or investing in children. The Canadian Journal of Sociology, 29(2), 169-192. Jenson, J. (2013). “Against the current: Child care and family policy in Quebec”. In Sonya Michel and Rianne Mahon’s Child care policy at the crossroads: Gender and welfare state restructuring. New York, NY: Routledge. Kottelenberg, M. & Lehrer, S. F. (2010). Reinvestigating who benefits and who loses from universal childcare in Canada. Retrieved from: https://jdi.econ.queensu.ca/sites/default/files/Kottelenberg,%20Lehrer%20-%202010%20-%20Reinvestigating%20Who%20Benefits%20and%20Who%20Loses%20from%20Universal%20Childcare%20in%20Canada.pdf Lister, R. (2006). Children (but not women) first: New labour, child welfare and gender. Critical Social Policy, 26(2), 315-335. Morency, C., Paez, A., Roorda, M. J., Mercado, R. & Farber, S. (2011). Distance traveled in three Canadian cities: Spatial analysis from the perspective of vulnerable population segments. Journal of Transport Geography, 19(1), 39-50. Picker, L. (n.d.). Canada’s universal childcare hurt children and families. Retrieved from: http://www.nber.org/digest/jun06/w11832.html Rothman, L., Scott, K. & Friendly, M. (2011). Debate: Canada needs a national child-care policy. Retrieved from: http://fullcomment.nationalpost.com/2011/02/11/debate-canada-needs-a-national-child-care-policy/ Stasiulus, D. (2002). The active child citizen: Lessons from Canadian policy and the children’s movement. Citizenship Studies, 6(4), 507-538. United Nations. (2014). Declaration of the rights of the child. Retrieved from: http://www.un.org/cyberschoolbus/humanrights/resources/child.asp

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Of Course Schools Are Day Care

Acknowledging that kids’ education is good for parents is not a knock against teachers.

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

The end of summer marks the beginning of freedom. You’re not really supposed to say this, but school isn’t just about educating kids; it’s about watching them. Working parents know the dread of scrambling for sitters or rearranging their own schedule when school is unexpectedly out of session. One 2016 study estimated that paying out of pocket for child care during periods when schools are closed during the standard workday would cost $6,600 annually.

A recent National Bureau of Economic Research (NBER) working paper indicates that school closures may even drive parents to drink. The researchers found that in places with longer-than-average school closures during the coronavirus pandemic, antidepressant use by mothers skyrocketed. When schools gradually began to reopen, new antidepressant prescriptions returned to pre-pandemic levels. The researchers also looked at alcohol purchases from grocery stores and found increased alcohol purchases in counties with longer-than-average pandemic school closures, which suggests that people—the authors could not disaggregate the trend by gender—were self-medicating because of the stress of school closures.

Read: America’s child-care equilibrium has shattered

The authors of the paper, which is titled “School Closures and Parental Mental Health,” conclude that “the school system plays an important role in maintaining population mental health outcomes and in helping families cope with stress.” Simply put, schools aren’t just for education, one of the authors, the Indiana University economist Sumedha Gupta, told me. “At the end of the day, schools play an important role for families,” she said. “The educational piece is one [part], but … schools provide counselors, therapies for children who have learning disabilities. So it is day care, plus all these other things.”

By now regret over long school closures during the coronavirus pandemic has filtered through academic and policy circles. Study after study has revealed the learning loss and behavioral difficulties that students experienced during remote learning. But shutting down schools wasn’t just bad because of learning loss, because schools aren’t just for kids. The problem isn’t merely what school closures have done to kids; it’s also what they’ve done to parents .

During the pandemic, some teachers bristled at the presumption that educating the next generation of citizens wasn’t their only role. Social media abounded with sentiments like those expressed in a July 2020 blog post titled “School Is Not Childcare,” whose author, an educator, took note of complaints that closed schools could not respond to children’s hunger or protect them from harm at home. “But what does that really have to do with education? Is that really the role of the school system?” the author asks. No, she concludes, “that is the job of the community, the government, and the people.”

The working paper by Gupta and her Indiana University colleagues Dario Salcedo and Kosali Simon tells a distressing story about what happens when this care disappears: Mothers suffer. Prior research shows that time spent on child care skyrocketed for women during the pandemic . “What really hit home with me was this mothers-versus-fathers effect,” Gupta said, adding, “Women are still bearing the brunt of these things.”

Strikingly, the paper found “no statistically significant effects of school closures on fathers’ antidepressant demand; all effects are among mothers.” The increased demand for antidepressants was concentrated among Black and Asian mothers, and increased alcohol consumption was concentrated in counties with higher Black and Asian populations.

One important question is: How do we know these effects were driven by school closures and not by the countless other stressors of a global pandemic? After all, people were hospitalized; more than 1 million Americans died; kids were scared; parents were losing their jobs. How could the researchers know why mothers started demanding SSRIs?

Read: The biggest disruption on the history of American education

The answer is: They can’t be totally sure. The Johns Hopkins economist Nicholas Papageorge, who was not involved with the new paper but spoke approvingly of it, told me that school closures might have been correlated with other public-health closures, including those involving bars, parks, and other spaces where people get away from domestic stresses. In which case, mothers could be driven to drink at least in part because of other changes happening in their community that correlate with school closures.

However, as Papageorge noted, the recent findings are consistent with other research on the knock-on effects of school closures. A 2021 study detected an increase in parental stress, intimate-partner violence, child abuse and neglect, and parental substance abuse during the pandemic. A systematic evidence review in 2022 noted deteriorating mental health among parents during school closures.

But perhaps the most persuasive evidence in the NBER paper’s conclusions is the distributional changes that the researchers detected. The new paper indicates that women with elementary-age children suffered the most, consistent with expectations that young children require the most time and attention. Further, the researchers found no effect for fathers, which is consistent with research about who was likely to be most burdened with child care.

One clear upshot of the new research is that extending school would be helpful to mothers and to the broader community. Fortunately, year-round school is also good for kids. Philadelphia’s mayor is piloting a year-round school option in 25 schools starting this year , citing a long-studied phenomenon called “the summer slide” —which refers to the “losses in learning, health and well-being, college and career opportunity, and support needed to break cycles of intergenerational poverty” that happen in the summer, as one paper put it. Schools elsewhere should be considering similar interventions.

I am very sympathetic to the argument that we expect too much from schools and teachers without providing them adequate support. But the problem isn’t viewing schools as also serving these broader functions; the problem is not equipping them with the resources to adequately do so. And perhaps this is the hardest pill to swallow: Even without adequate resources, schools still play the role of keeping an eye on kids, freeing mothers to work, reducing crime, lowering hunger, and watching for signs of abuse. Whether they are closed for Presidents’ Day or because of a teacher strike or a pandemic, the cost isn’t just a few points on a standardized test. It may well be the stability of an entire community.

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The Effects of Child Care Subsidies on Paid Child Care Participation and Labor Market Outcomes: Evidence from the Child and Dependent Care Credit

IZA Discussion Paper No. 17238

52 Pages Posted: 28 Aug 2024

Gabrielle Pepin

W.E. Upjohn Institute for Employment Research; IZA Institute of Labor Economics

The Child and Dependent Care Credit (CDCC), a tax credit based on income and child care expenses, reduces child care costs for working families. The Economic Growth and Tax Relief Reconciliation Act expanded the CDCC in 2003, generating differential increases in generosity across states and family sizes. Using data from the March Current Population Survey, the author finds that a $100 increase in CDCC generosity increases paid child care participation by 0.6 percentage points among single mothers and 2.2 percentage points among married mothers with children younger than 13 years old. The author also finds that CDCC benefits increase labor supply among married mothers, who may experience long-run earnings gains.

Keywords: child care subsidies, paid child care participation, female labor supply

JEL Classification: J13, H24, J22, H71

Suggested Citation: Suggested Citation

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W.e. upjohn institute for employment research ( email ).

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Is Your Child’s Preschool or Daycare Abusive?

Psychological abuse and neglect can often be missed by parents and doctors..

Posted August 16, 2024 | Reviewed by Lybi Ma

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• According to NIH studies, quality of childcare is grossly overestimated in the United States.
• WHO defines child maltreatment as involving four domains, including psychological abuse.
• Preschools and daycare centers may exhibit signs of neglect and psychological abuse.
• Gaslighting may be a strategy used by teachers, parents, and administration to hide the abuse.

It’s been almost 2.5 years since I’ve written in this blog. While many will blame the bleary-eyed days of new parenthood , the reality is the early days were not that bad. Not easy during a global pandemic, but manageable. It was the toddler years that were trying, particularly as we unknowingly sent our daughter to a preschool with highly questionable, some might say abusive or neglectful, practices. Even typing that feels heavy. Many times victims of abuse are in denial , feel shame , or that they are “going crazy,” and that it's all in their heads. The perpetrators are gaslighters and manipulators that prey on this and further silence their victims. I’ve seen these patterns one too many times from my own therapy clients. To experience this myself was humbling.

Research indicates that most parents grossly overestimate the quality of care that their child is receiving. Studies from the National Institutes of Health indicate most childcare in the United States as being “fair” with only 10 percent being rated as “excellent.” Parental reports are the exact opposite; they rate their care as “excellent” with only 12 percent being “fair.”

Naturally, as parents, when we consult other parents in our child’s classroom and they shrug everything abnormal as “normal,” it can be confusing. I recall multiple instances of parents telling me hitting and kicking in the classroom was “normal,” when my work as a clinician tells me it’s not. Repeated acts of aggression from children stem from somewhere, including the home (for example, parents fighting, traveling excessively) and school setting.

The World Health Organization defines child maltreatment as “all forms of physical and emotional ill-treatment, sexual abuse , neglect, and exploitation that result in actual or potential harm to the child’s health, development or dignity.” Gonzales, Mirabal, and McCall (2023) define four types of abuse including neglect, physical abuse, psychological abuse , and sexual abuse:

• Neglect may include inadequate health care, education , supervision, protection from hazards in the environment , and unmet basic needs such as clothing and food. Neglect is the most common form of child abuse .
• Physical abuse may include beating, shaking, burning, and biting.
• Psychological abuse includes verbal abuse, humiliation , and acts that scare or terrorize a child, which may result in future psychological illness of the child.
• Sexual abuse is defined as “the involvement of dependent, developmentally immature children and adolescents in sexual activities, which they do not fully comprehend, to which they are unable to give consent, or that violate the social taboos of family roles.”

Furthermore, according to Gonzalez and colleagues , many of these signs of abuse are missed altogether by healthcare providers. Meaning, that annual well-child visits may not uncover any of this. This is because abuse and neglect can occur on a much subtler scale than many may realize. While news stories regarding the arrests of daycare workers physically abusing children abound, most parents miss the psychological abuse and neglect that could be significantly harming their children.

According to legal experts in the field of daycare abuse, common signs of neglect include:

• Your child is always hungry or thirsty when you pick them up from daycare
• The sudden appearance of nightmares
• Your child “regresses” back to an earlier age and acts like a baby
• Excessive shyness
• Unusual scrapes, bruises, or injuries
• Seeing your child outside the facility or otherwise unsupervised
• Unusual changes in the behavior of your child

In the case of our 3-year-old daughter, we noticed a rage unlike any she’d ever displayed last December. My husband, an attorney said, “It’s like she’s being abused at that school.” Given my clinical training, I initially chalked it up to “emotional restraint collapse” otherwise known as “after-school restraint collapse,” the phenomenon whereby a child who seems “fine” at school comes home and has meltdowns. We have experienced this before, and it was nothing new to us. As a clinical psychologist, I’m extremely wary of the dangers of over-pathologizing. In the end, there were many warning signs and we should have listened to our gut earlier (a second post will be forthcoming listing these warning signs).

While the teacher was never fired, she did leave mid-term “due to personal reasons.” Our trust in the system has been deeply broken. Fortunately, we acted quickly (once our own denial and disbelief abated) and moved her to a loving, warm, and nurturing Reggio Emilia-based preschool where she has been thriving. A new, ebullient child emerged, one not terrorized by an aggressive teacher or aggressive classmates.

Parents who have any doubts that something is off can find the courage and strength to call into question what others may call “normal.” I will never forget the image of this teacher yanking a child by the collar back in August. Who was I to see one interaction and jump to conclusions? When it comes to your children, jump to that conclusion, trust your gut, and don’t be swayed by anyone else who tells you otherwise.

Schubert, K. (n.d.). Parents need flexible and affordable child care . Robert Wood Johnson Foundation.

Gonzalez, D., Mirabal, A. B., & McCall, J. D. (2023, July 4). Child abuse and neglect . StatPearls - NCBI Bookshelf.

Neglect . (n.d.). Husbandandwifelawteam

Goal Auzeen Saedi, Ph.D., received her doctorate degree in Clinical Psychology from the University of Notre Dame.

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Essay: Is Daycare Good for Children or not?

• Essay: Is Daycare Good for…

Daycare or child care is caring for a child during the day. Daycare for kids typically refers to a child care facility that parents take their children to during the daytime for care, supervision, and learning. Daycare centers specialize in the care of infants through pre-schoolers and school-aged children as well. In the contemporary world, the problem of daycare has been brought to public attention.

A large of citizens believe that attending a daycare center can be a positive experience for children. While others claim that some daycare centers remain unsafe. Thus, daycare is a controversial issue.

Some parents may not feel safe leaving their child in a daycare center because they fear about safety and emotional abuse of a child. The first example is that some families lose their precious children. This tragedy happens in Houston and the fire kills three children and sends four others to the hospital. Ms. Tata, who planned this manslaughter and child abandonment, is arrested.

However, Ukera, a victim’s mother thinks an arrest will not bring back her baby and other kids, she says,” these kids were so precious and innocent” (Willis, 2011). Daycare originally is a perfect place where most parents find comfort in leaving their child while they go to work, but this tragedy makes many parents start to fear qualities of staff are not good, even extremes in mood and behavior.

The second example tells that a Hamilton man who works at a Burlington daycare has been charged with sexual offenses after an alleged incident involving a three-year-old girl. Arkell, who owns the center says,” parents are obviously concerned for the safety of their children, as well we. Actually, he was a very good

teacher. We are obviously absolutely shocked that this happens” (Brown, 2009). Individuals working in daycare are simply doing their job. Sometimes they cannot make sure that kids do not get into trouble. In this case, the owner of the daycare center is not managing her staff well. The staff is involved in inappropriate touching with the female child, she does not know it.

Daycare also has an advantage. On the one hand, staff at good daycare centers is usually trained in early childhood education so they know to expect from kids developmentally and are able to nurture their growing skills accordingly.

The first example is that the provider of daycare teaches the kids to wash their hands in order to maintain their health through some funny ways. ARA(2010) presents that wash hands can seem like a simple act, keeping hands clean is a very important step to avoid getting sick. However, some kids often forget to wash their hands. So daycare center’s teachers use some funny ways to make kids wash their hands carefully. They teach kids to sing and wash their hands at the same time. The song takes 20 seconds to sing. This can be an easy timer for scrubbing those hands, fingers, and nails.

This approach not only makes kids happy but also teaches them to have a good habit. Good daycare centers include a nice mix of activities during the day to teach different skills, such as sing and dancing. These activities make kids more confident and outgoing. Preidt( 2011) presents that high-quality child care can help reduce the risk of emotional and behavior problems in children from difficult home environments.

The children in difficult home environments have some social-emotional problems, such as being fearful or being less friendly to other children. However, high-quality daycare uses many activities to help them overcome their fear and encourage them to integrate into groups. Thus, daycare teaches kids to be overall development people.

On the other hand, some parents do not send their kids to daycare centers because they think daycares are a pretty dangerous place to become infected. However, a new study claims early daycare links to fewer infections after age 5. Gupta (2010) presents that research, which shows how often children suffer respiratory, ear, or gastrointestinal infections during their early preschool (up to age 2½), late preschool (3½ to 4½), and early elementary school (age 5-8) years.

The research found that the children who are care for at home are often more likely to get infected than the kids under the age of 2 who spend more than 10 hours a week surrounded by more than seven other children in a daycare. Sylvana Cote of the University of Montreal suggested that being sick might help build a kid’s immunity.

The kid, who often stay at home, like flowers nurtured in greenhouses cannot withstand the cold winter. On the contrary, the kids, who stay at a daycare center during early preschool, may have more chance infected. However, when they go to early elementary school, their strong immunity makes them less sick. Therefore, send kids to daycare might be no dangerous thing.

Currently, parents whether or not send their kids to daycare center being the focus of concern topic. Actually, daycares have some advantages and disadvantages. Some Daycare of daycare centers have safety issues, but daycare centers also exercise the children’s body and mind. In conclusion, daycare is good for children.

ARA(2010,December) . Fun Ways to Teach Kids Good Hygiene Habits. Click2houston. Updated 03, April, 2011. < http://www.click2houston.com/health/26150811/detail.html>

Brown, D. (2009, July). Day-care worker faces sex charges. Thespec. Updated 03, April,2011.<http://www.thespec.com/news/local/article/67123–day-care-worker-faces-sex-charges>

Gupta, R. (2010, December). Early daycare infection helps build kids immunity . Knowabouthealth.Updated03,April,2011.<http://www.knowabouthealth.com/early-daycare-infection-helps-build-kids-immunity/7116/>

Robert P. (2011, Feb, 4). Good Child Care May Help Make Up for Troubled Homes. Medicinenet.Updated03,April,2011.<http://www.medicinenet.com/script/main/art.asp?articlekey=125536>

Willis, C. (2011, March). Houston Nigerians Host Vigil for Day Care Children. HoustonNewsOnline.Updated03,April,2011.<http://www.click2houston.com/news/27176776/detail.html>

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Essay on Child Care

In actuality, the problem of the high costs of childcare raises serious problems in face of many parents. In this regard, low-income families and, especially low-income single mothers are in a particularly difficult position because they suffer from the lack of financial resources to raise up their children. In such a situation parents need to work to earn money for living, whereas work takes too much time and they need childcare services, which, though cost too high for them. In such a situation, many low-income families suffer from poverty and cannot provide their children with normal standards of living, including normal nutrition. However, it is not only low-income families suffer from high costs of childcare but also single-mothers as well as families, who have to limit their work opportunities to provide their children with essential care. As they refuse from their work, they apparently decrease their income, but if they keep working they still have to cover high childcare costs. In such a situation, the government support is essential to help parents to afford childcare costs and to maintain, at the least, normal standards of living.

Basic childcare costs

On analyzing childcare costs, it is important to define the major costs of childcare, which become unaffordable for many families. First, education is one of the major item, which many families cannot cover, especially, low-income families. Today, education is unaffordable for many families. In spite of basic education children can obtain in public schools, they have substantial problems associated with the higher education. Low-income families cannot afford college education and higher education for their children.

Health care costs are particularly significant because they are virtually unaffordable for many families. As parents have to work to maintain health care insurance or participate in different state-supported programs. Health care costs still keep rising. In addition, families should cover such costs as babysitting and others because parents have to work to afford childcare costs and to provide their children with education and elementary health care services.

Challenges associated with high costs of childcare for low-income families and single mothers

Many families, especially low-income families face the dilemma as they have to choose between childcare and work. Low-income families have to choose work to provide for their families. As is the case in the USA, the private sector has been the major beneficiary of the increasing number of women returning to work (Ball & Vincent, 2005). Women have to return to work to provide for their children normal standards of living.

At this point, it is worth mentioning the fact that costs of childcare keep rising steadily. The own-price elasticity of childcare is sensitive to differing identifying assumptions in the estimation of childcare price equations and sample selection. Based on the mixed logit model, the own-price elasticities for center, sitter, and relative care are -1.3961, – 3.6003, and – 0.8032, respectively (Powell, 2002). In fact, parents cannot always cover costs of childcare.

In such a situation, single mothers are in a particularly difficult position and they have to work hard to provide for their families. Working mothers who use center or sitter care earn on average higher wages ($13.50 and $12.86, respectively) compared with mothers who use a relative or spouse as the primary mode of care (these mothers earn average wages of $10.24 and $10.98, respectively) (Powell, 2002). Therefore, hard work is the only way-out for low-income families and single mothers.

Low-income single mothers also report being more likely to work when care is more available and when they are more satisfied with the quality of care. Problems with child care can lead single mothers to leave jobs and also can adversely affect attendance, work hours, and career advancement (Danziger, 2004). In such a situation, low-income single mothers and low-income families still face difficulties with the full coverage of childcare costs.

Government policies to support child care

As costs of childcare are high and parents have to work hard to afford childcare costs, the government support becomes a key to the effective childcare. The federal government and states have greatly expanded spending on child care since the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) was enacted in August 1996. The act consolidated federal funding into a child care and development block grant (CCDBG); $20 billion was allocated for the period 1997-2002, reflecting a 25% increase (an additional $4 billion) over the spending provided under prior legislation (Danziger, 2004). The steadily increasing federal funding helps many families but it is still insufficient.

At this point, it is possible to distinguish family and group childcare. Family and group childcare both operate in private residences, but family childcare homes care for <6 children at any one time and need only register by attesting to meeting state regulations, providing personal references, and being cleared for criminal records, child protective services, and tuberculosis (Danziger, 2004). The government attempts to support low-income families and single mothers to help them to cover costs of childcare.

Assistance from the part of the state is very important

The government attempts to provide low-income families and single mothers with support to help them to cover childcare costs. In order to facilitate the transition from welfare to work and help low-income families maintain economic self-sufficiency, the new law streamlined the childcare assistance system by consolidating four main childcare subsidy programs into a single block grant, the Child Care Development Fund (CCDF) (Tekin, 2007). Under the new law, states are given unprecedented flexibility to design and implement their own childcare assistance program (Tekin, 2007). In such a way, the new law can contribute to the increase of the federal government support of low-income families and single mothers. The government attempts to conduct responsible policies in relation to low-income families and single mothers, who cannot provide effective childcare because of its high costs.

In actuality, total CCDF expenditures rose by 84 percent, from about $4.4 billion to about $8.1 billion, between 1997 and 2001. In 2003, total expenditures from federal and state funds reached around $9.3 billion, which served approximately 1.75 million children on average every month (Tekin, 2007). Therefore, the government program tends to increase the government support of low-income families and single mothers.v

In addition, some states, such as Michigan provide subsidies for low-income families to help them to afford childcare. Income-eligible families must pay a portion of their child care costs, from 5% to 70%, based upon the type of care selected, the area in which the care is used, and the age of the child. The percentage paid by the state is based upon the predetermined state maximum rate or the provider’s charge, whichever is less (Danziger, 2004). For the lowest-income families, the state will pay 95% of either the cost of care or the maximum (Danziger, 2004). In fact, low-income families cannot afford costs of childcare and the government support is essential at both federal and state level.

At this point, it is worth mentioning the fact that costs of childcare keep rising and low-income families and single mothers need the larger government support. However, the government support is not always enough and they have to work hard. In this regard, the support of low-income families and single mothers from the part of NGOs and public organizations can help many families to cover childcare costs.

Thus, taking into account all above mentioned, it is important to place emphasis on the fact that, today, costs of childcare keep rising. In such a situation, low-income families and single mothers are in a particularly difficult position because they cannot afford costs of childcare. In this regard, education and health care services become virtually unaffordable for many parents that put the life and future of children under a threat. The government attempts to introduce government-funded programs that help low-income families and single mothers to cover costs of childcare. At the same time, parents and single mothers have to work to increase their earnings to cover costs of childcare. In such a situation, they cannot count on the government support only. Instead, they need to work and to use the government support to cover costs of childcare.

References:

Ball, S.J. and C. Vincent. (Oct., 2005). “The ‘Childcare Champion’? New Labour, Social Justice and the Childcare Market,” British Educational Research Journal, 31(5), Education Policy and Social Justice, pp. 557-570. Childcare in America. (2010). Retrieved on February 4, 2012 from http://www.ks.childcareaware.org/PDFs/Childcare_America_2010.pdf Danziger, S.K. et al. (Mar., 2004). “Childcare Subsidies and the Transition from Welfare to Work,” Family Relations, 53(2), Special Issue on Low-Income and Working-Poor Families, pp. 219-228. Powell, P.M. (2002). “Joint Labor Supply and Childcare Choice Decisions of Married Mothers,” The Journal of Human Resources, 37(1), pp. 106-128. Tekin, E. (Spring, 2007). “Childcare Subsidies, Wages, and Employment of Single Mothers,” The Journal of Human Resources, 42(2), pp. 453-487.

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Instead of spending money on camp or day care, I kept my daughter home this summer. We got more quality time, but it was harder to work.

• Instead of sending our oldest to summer camp or day care this summer, we kept her home.
• We got a lot of quality time, and it was nice to have a slower pace to our days.
• But it could be hard to work sometimes, and she got more screen time than we'd have liked.

Sometime in the middle of the spring, my wife and I started to panic.

"We have no plans for the kids this summer ! What the heck are we going to do?"

We'd been too overwhelmed to track down summer camps and get on registration waiting lists, and spots were starting to fill up. We had to make some decisions — and fast.

Then we had a crazy idea. What if we just … did nothing?

No summer camp — no formal childcare at all. Would we all turn on each other by the end of the summer? Or could we somehow find a way to survive while working from home? We decided to give it a shot and find out.

We decided to keep our oldest at home this summer

We have two daughters: a 9-year-old and a 3-year-old. Though our younger one would still be in day care all week, we decided to keep our oldest home and her schedule relatively clear.

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There were a few reasons this made sense for our family.

First was the cost. Most day camps in our area cost at least $200 a week, and that's being conservative. After a few weeks, our childcare expenses could get out of hand — especially at a time when our budget was already hurting.

Our daughter also didn't seem overly thrilled about most camp options out there. Many of the affordable ones are glorified day cares. Specialty camps that better suited her interests, like marine-science camp, were even more expensive. She'd rather hang out with her friends, so it seemed silly to break the bank on camps she didn't even want to attend.

Finally, as she's gotten older, she's become super involved in sports . This summer, she was on the swim team at our community pool and had soccer practice a few evenings a week. Ensuring she rested up for sports and wasn't exhausted from go-go-going all day was another big factor in this grand experiment.

My daughter and I got more quality time together than usual

This plan worked well because I had plenty of time with my daughter this summer.

There's this myth around "quality time," or the idea that you can schedule important moments with your loved ones. In reality, you have to just be around them a lot and be ready for those meaningful moments when they happen naturally.

I got that with my daughter this summer. Not every day was a magical bonding experience. But when I look back, I remember laughing while playing video games together in the afternoon, having lunch with her every day, sneaking off to the pool after wrapping up work, and those few-and-far-between moments when she actually wanted to talk.

It was also nice to have a slower pace to our days. With no set time to arrive at preschool for our little one and no camps to rush off to, everyone in the household could sleep in just a little bit longer. We also had plenty of time to get ready for evening soccer practice and prepare dinner.

It was a nice break for us — and more importantly, for her. She works hard during the year with school, sports, and clubs. Even when she was bored and stuck watching TV, she repeatedly told me she was happy to have the downtime.

To make it all work, we also enlisted some help from the grandparents . Once or twice a week, one of my daughter's grandmas would take her out shopping or to lunch for a few hours so I could get some focused work time. I know they all loved getting the time together that's so hard to get during the school year.

Not everything worked smoothly

I went to a few summer camps as a kid, but I also spent a lot of summers running around the neighborhood with friends "until the streetlights came on," as the old cliché goes.

In theory, I thought my daughter would do a lot of that this summer, but it didn't quite work out that way.

We live in Atlanta, where it's way too hot to be outside during most of the summer. I also didn't consider that most of my daughter's friends would be in camp themselves or otherwise on vacation. There were a few playdates, but no one was around a lot of the time.

It kind of defeats the purpose of having an old-school summer if no one else is having one.

I'm a little embarrassed to admit that my daughter ended up watching a lot more TV and having more iPad time than we'd initially planned. After all, I have a flexible job as a blogger, freelance writer, and author. But at some point, even I had to buckle down and get some work done. With no friends around and blazing temperatures outside, TV became a big help.

I also have to admit that while I cherished the quality time we had together, there's such a thing as too much time with your kids. I sometimes became frustrated and claustrophobic having my daughter on my hip all summer when I was trying to juggle work and other household responsibilities .

Our family didn't completely thrive during our summer of no childcare, but we did survive. And we saved a fortune by avoiding summer camps — which worked for our household because my wife and I both work from home and my schedule has a lot of flexibility.

The ups and downs of this summer already seem like a distant memory as we get reacclimated to the hectic school schedule. Both my girls will be out of school next summer, and we'll face the same conundrum again — only double! I don't know exactly how we'll handle it yet, but this summer experiment was a great learning experience for our family.

Watch: Russian children head to a North Korean summer camp as the countries strengthen ties

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             As long as the quality of care was good, the children in daycare will be able to form secure attachments to their parents and perform well in school. The most important factor in a child's outcome is the quality of his or her home life, rather than whether or not the child is in daycare. Some researchers defined quality care as being nurturing, dependable and supportive of language and learning. Only about half of childcare providers offer such high-quality care during the toddler and preschool years, that the researchers team have found. The most important factor determining childcare quality was the number of children a caregiver was providing for; the fewer the number, the better the care. In addition, caregivers who had some college education and those who had positive beliefs about children provided more supportive care. The researchers found that parents whose children are in high-quality daycare may themselves benefit by learning skills from the childcare providers.              Working with children is a very rewarding and even sometimes a testing experience. Although there are rules to follow, there will always be highlights in your day. In my opinion the YMCA provides high quality care that best promotes children's learning and development in the early years. The YMCA day care quality assurance process ensures that all children in Family Day Care have stimulating, positive experiences and interactions that foster all aspects of their development. It is a regulatory requirement that a written plan of the children's daily experiences and activities is kept and made available to parents.              While I graced my present at Mac Mullen Elementary I found that the YMCA is a high-quality daycare simply because there are at least five counselors that work there and the age range is from pre-k through the fifth grade. These age groups are a big difference but the YMCA provides different play areas that fit all ages that attends this              ...

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What is child abuse and neglect?

Effects of child abuse and neglect, recognizing the different types of child abuse, warning signs of child abuse and neglect, risk factors for child abuse and neglect, recognizing abusive behavior in yourself, breaking the cycle of abuse, how to help an abused or neglected child, reporting child abuse or neglect, child abuse and neglect.

The warning signs of child abuse and neglect aren't always obvious. But by learning to recognize the signs of a problem, you can make a huge difference in a child’s life.

Child abuse isn’t just about black eyes. While physical abuse is shocking due to the marks it leaves, not all signs of child abuse are as obvious. Ignoring a child’s needs, putting them in unsupervised, dangerous situations, exposing them to sexual situations, or making them feel worthless or stupid are also forms of child abuse and neglect—and they can leave deep, lasting scars on kids.

Regardless of the type of abuse, the result is serious emotional harm. But there is help available. If you suspect a child is suffering from abuse or neglect, it’s important to speak out. By catching the problem as early as possible, both the child and the abuser can get the help they need.

To start, it’s important to separate the myths from the facts about child abuse and neglect:

Myths and facts about child abuse and neglect

It’s only abuse if it’s violent.

Physical abuse is just one type of child abuse. Child neglect, or sexual and emotional abuse can inflict just as much damage. Since the signs are not always as obvious, other people may be less likely to intervene.

Only bad people abuse their children.

Not all abusive parents or guardians intentionally harm their children. Many have been victims of abuse themselves and don’t know any other way to parent. Others may be struggling with mental health issues or substance abuse problems.

Abuse doesn’t happen in “good” families.

Abuse and neglect doesn’t only happen in poor families or bad neighborhoods. These behaviors cross all racial, economic, and cultural lines. Sometimes, families who seem to have it all from the outside are hiding a different story behind closed doors.

Most child abusers are strangers.

While abuse by strangers does happen, most abusers are family members or others close to the family.

Abused children always grow up to be abusers.

It is true that abused children are more likely to repeat the cycle as adults, unconsciously repeating what they experienced as children. On the other hand, many adult survivors of child abuse have a strong motivation to protect their children against what they went through and become excellent parents.

All types of abuse and neglect leave lasting scars. Some of these scars might be physical, but emotional scarring has long lasting effects throughout life, damaging a child’s sense of self, their future relationships, and ability to function at home, work and school.

The effects of abuse and neglect on a child include:

Lack of trust and relationship difficulties. If you can’t trust your parents, who can you trust? Without this base, it is very difficult to learn to trust people or know who is trustworthy. This can lead to difficulty maintaining relationships in adulthood. It can also lead to unhealthy relationships because the adult doesn’t know what a good relationship is.

Core feelings of being “worthless.”  If you’ve been told over and over again as a child that you are stupid or no good, it is very difficult to overcome these core feelings. As they grow up, abused kids may neglect their education or settle for low-paying jobs because they don’t believe they are worth more. Sexual abuse survivors, with the stigma and shame surrounding the abuse, often struggle with a feeling of being damaged.

Trouble regulating emotions. Abused children cannot express emotions safely. As a result, the emotions get stuffed down, coming out in unexpected ways. Adult survivors of child abuse can struggle with unexplained anxiety, depression, or anger. They may turn to alcohol or drugs to numb out the painful feelings.

Speak to a Licensed Therapist

BetterHelp is an online therapy service that matches you to licensed, accredited therapists who can help with depression, anxiety, relationships, and more. Take the assessment and get matched with a therapist in as little as 48 hours.

Abusive behavior comes in many forms, but the common denominator is the emotional effect on the child. Whether the abuse is a slap, a harsh comment, stony silence, or not knowing if there will be dinner on the table, the end result is a child that feels unsafe, uncared for, and alone.

Emotional abuse

Contrary to some people’s beliefs, words can hurt and emotional abuse can severely damage a child’s mental health or social development. Examples of emotional abuse include:

• Constant belittling, shaming, and humiliating.
• Calling names and making negative comparisons to others.
• Telling a child they’re “no good,” “worthless,” “bad,” or “a mistake.”
• Frequent yelling, threatening, or bullying.
• Ignoring or rejecting a child as punishment, giving them the silent treatment.
• Limiting physical contact with a child—no hugs, kisses, or other signs of affection.
• Exposing a child to violence against others, whether it is against the other parent, a sibling, or even a pet.

Child neglect

Neglect—a very common type of child abuse—is a pattern of failing to provide for a child’s basic needs, which include adequate food, clothing, hygiene, or supervision.

Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as in cases of serious illness or injury, or untreated depression or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe.

[Read: Alcoholism and Alcohol Abuse]

Physical abuse

This involves physical harm or injury to the child. It may be the result of a deliberate attempt to hurt the child or excessive physical punishment. Many physically abusive parents insist that their actions are simply forms of discipline—ways to make children learn to behave. But there is a big difference between using physical punishment to discipline and physical abuse.

With physical abuse, the following elements are present:

• Unpredictability . The child never knows what is going to set the parent off. There are no clear boundaries or rules. The child is constantly walking on eggshells, never sure what behavior will trigger a physical assault.
• Lashing out in anger . Abusive parents act out of anger and the desire to assert control, not the motivation to lovingly teach the child. The angrier the parent, the more intense the abuse.
• Using fear to control behavior . Abusive parents may believe that their children need to fear them in order to behave, so they use physical abuse to “keep their child in line.” However, what children are really learning is how to avoid being hit, not how to behave or grow as individuals.

Sexual abuse

Child sexual abuse is an especially complicated form of abuse because of its layers of guilt and shame. It’s important to recognize that sexual abuse doesn’t always involve body contact. Exposing a child to sexual situations or material is sexually abusive, whether or not touching is involved.

[Read: Recovering from Rape and Sexual Trauma]

• Sexually abused children are often tormented by shame and guilt . They may feel that they are responsible for the abuse or somehow brought it upon themselves. This can lead to self-loathing and sexual and relationship problems as they grow older.
• The shame of sexual abuse makes it very difficult for children to come forward . They may worry that others won’t believe them, will be angry with them, or that it will split their family apart. Because of these difficulties, false accusations of sexual abuse are not common, so if a child confides in you, take them seriously.

The warning signs that a child is being abused or neglected can vary according to the type of abuse inflicted.

Warning signs of emotional abuse

The child may:

• Be excessively withdrawn, fearful, or anxious about doing something wrong.
• Show extremes in behavior (extremely compliant, demanding, passive, aggressive).
• Not seem to be attached to the parent or caregiver.
• Act either inappropriately adult (taking care of other children) or inappropriately infantile (thumb-sucking, throwing tantrums).

Warning signs of physical abuse

• Have frequent injuries or unexplained bruises, welts, or cuts. Their injuries may appear to have a pattern such as marks from a hand or belt.
• Be always watchful and “on alert,” as if waiting for something bad to happen.
• Shy away from touch, flinch at sudden movements, or seem afraid to go home.
• Wear inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.

Warning signs of child neglect

• Wear ill-fitting, filthy, or inappropriate clothing for the weather.
• Have consistently bad hygiene (unbathed, matted and unwashed hair, noticeable body odor).
• Have untreated illnesses and physical injuries.
• Be frequently unsupervised or left alone or allowed to play in unsafe situations.
• Be frequently late or missing from school.

Warning signs of sexual abuse in children

• Have trouble walking or sitting.
• Display knowledge of sexual acts inappropriate for their age, or even exhibit seductive behavior.
• Make strong efforts to avoid a specific person, without an obvious reason.
• Not want to change clothes in front of others or participate in physical activities.
• Have an STD or pregnancy, especially if they’re under the age of 14.
• Try to run away from home.

While abuse and neglect occurs in all types of families, children are at a much greater risk in certain situations.

Domestic violence. Even if the abused parent does their best to protect their children, domestic violence is still extremely damaging. Getting out is the best way to help your children.

[Read: Domestic Violence and Abuse]

Alcohol and drug abuse. Parents who are drunk or high may be unable to care for their children, make good parenting decisions, or control often-dangerous impulses. Substance abuse can also lead to physical abuse.

Untreated mental illness. Parents who are suffering from depression , an anxiety disorder , bipolar disorder , or another mental illness may have trouble taking care of themselves, much less their children. A mentally ill or traumatized parent may be distant and withdrawn from their children, or quick to anger without understanding why. Treatment for the caregiver means better care for the children.

Lack of parenting skills. Some caregivers never learned the skills necessary for good parenting. Teen parents, for example, might have unrealistic expectations about how much care babies and small children need. Or parents who were themselves victims of child abuse may only know how to raise their children the way they were raised. Parenting classes, therapy, and caregiver support groups are great resources for learning better parenting skills.

Stress and lack of support. Parenting can be a very time-intensive, stressful job , especially if you’re raising children without support from family and friends, or you’re dealing with relationship problems or financial difficulties. Caring for a child with a disability, special needs, or difficult behaviors is also a challenge. It’s important to get the support you need, so you are emotionally and physically able to support your child.

Raising children is one of life’s greatest challenges and can trigger anger and frustration in the most even-tempered parent or guardian. If you grew up in a household where screaming and shouting or violence was the norm, you may not know any other way to raise your kids.

Recognizing that you have a problem is the biggest step to getting help. The following are warning signs that you may be crossing the line into abuse:

You can’t stop your anger. What starts as a swat on the backside may turn into multiple hits getting harder and harder. You may shake your child more and more and finally throw them down. You find yourself screaming louder and louder and can’t stop yourself.

[Read: Anger Management]

You feel emotionally disconnected from your child. You may feel so overwhelmed that you don’t want anything to do with your child. You just want to be left alone and for your child to be quiet.

Meeting the daily needs of your child seems impossible. While everyone struggles with balancing dressing, feeding, and getting kids to school or other activities, if you continually can’t manage to do it, it’s a sign that something might be wrong.

Other people have expressed concern. It may be easy to bristle at other people expressing concern. However, consider carefully what they have to say. Are the words coming from someone you normally respect and trust?

If you have a history of child abuse, having your own children can trigger strong memories and feelings that you may have repressed. You may be shocked and overwhelmed by your anger , and feel like you can’t control it. But you can learn new ways to manage your emotions and break your old patterns.

Remember, you are the most important person in your child’s world – and you don’t have to go it alone. Help and support are available:

Learn what is age appropriate and what is not. Having realistic expectations of what children can handle at certain ages will help you avoid frustration and anger at normal child behavior. For example, newborns are not going to sleep through the night without a peep, and toddlers are not going to be able to sit quietly for extended periods of time.

Develop new parenting skills. Start by learning appropriate discipline techniques and how to set clear boundaries for your children. Parenting classes, books, and seminars offer this information. You can also turn to other parents for tips and advice.

Take care of yourself. If you are not getting enough rest and support or you’re feeling overwhelmed, you are much more likely to succumb to anger. Sleep deprivation, common in parents of young children, adds to moodiness and irritability—exactly what you are trying to avoid.

Learn to control your emotions. If you were abused or neglected as a child, you may have an especially difficult time getting in touch with your range of emotions. You may have had to deny or repress them as a child, and now they spill out without your control. HelpGuide’s free Emotional Intelligence Toolkit can help.

Get professional help. Breaking the cycle of abuse can be very difficult if the patterns are strongly entrenched. If you can’t seem to stop yourself no matter how hard you try, it’s time to get help, whether in the form of therapy , parenting classes, or other interventions. Your children will thank you for it.

What should you do if you suspect that a child is being abused? Or if a child confides in you? It’s normal to feel a little overwhelmed and confused. Child abuse is a difficult subject that can be hard to accept and even harder to talk about—for both you and the child. When talking with an abused child, the best way to encourage them is to show calm reassurance and unconditional support. If you’re having trouble finding the words, let your actions speak for you.

Avoid denial and remain calm. A common reaction to news as unpleasant and shocking as child abuse is denial. However, if you display denial to a child, or show shock or disgust at what they are saying, the child may be afraid to continue and will shut down. As hard as it may be, remain as calm and reassuring as you can.

Don’t interrogate. Let the child explain to you in their own words what happened, but don’t interrogate the child or ask leading questions. This may confuse and fluster the child and make it harder for them to continue their story.

Reassure the child that they did nothing wrong. It takes a lot for a child to come forward about abuse. Reassure them that you take what they said seriously, and that it is not their fault.

Safety comes first. If you feel that your safety or the safety of the child would be threatened if you tried to intervene, leave it to the professionals. You may be able to provide more support later.

If you suspect that a child is undergoing abuse, it’s critical to report it—and to continue reporting each separate incidence if it continues to recur. Each report you make is a snapshot of what’s going on in the family. The more information you can provide, the better the chance of the child getting the help they deserve. Of course, it’s normal to have some reservations or worries about reporting child abuse.

Overcoming worries about reporting child abuse or neglect

Child abuse hotlines

Call  Childhelp  at 1-800-422-4453 or visit  Child Welfare Information Gateway

Call  NSPCC Childline  at 0800 1111

Visit  CAPS  for a hotline in your state

Call  Kidsline  at 0800 54 37 54

Visit  Child Helpline International

More Information

• Recognizing Child Abuse: What Parents Should Know - Signs and symptoms of child abuse in children  and their parents.  (Prevent Child Abuse America)
• Abusive Head Trauma (Shaken Baby Syndrome) - Signs and symptoms, and strategies for soothing a baby before the caregiver’s frustration mounts. (Nemours Foundation)
• Prevent Child Sexual Abuse - Warning signs of sexual abuse in children and in their adult abusers. (Stop It Now!)
• Emotional Abuse - Recognizing and responding to emotional child abuse. (NSPCC)
• Child Neglect: A Guide for Prevention, Assessment, and Intervention - Recognizing and reporting child neglect. (Child Welfare Information Gateway)
• What to Do if You Suspect Abuse - What to do if you think a child is being abused. (NSPCC)
• How the Child Welfare System Works - Services available in the U.S. and how to report suspected abuse or neglect. (U.S. Department of Health and Human Services)

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World Conference on Early Childhood Care and Education Moscow, 22-24 September 2010

Oct 11, 2014

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World Conference on Early Childhood Care and Education Moscow, 22-24 September 2010. Broad Objectives

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• quality ecce
• improved quality
• investment mechanisms
• improved financial stategies
• poor improved societal benefits

Presentation Transcript

World Conference on Early Childhood Care and EducationMoscow, 22-24 September 2010 Broad Objectives To refocus global policy dialogue on the importance of ECCE to enable countries to accrue the proven benefits of ECCE (poverty alleviation; capital formation; child well being; educational attainment; reduction of inequalities between rich and poor;improved societal benefits)

To forge mechanisms for support to Member States to establish • Coherent and systemic approaches to stregthen ECCE national development efforts • Enhanced access and equity; with special attention to the most vulnerable and diisadvantaged groups • Improved quality and assurance standards • Viable models of governance for integrated holistic ECCE provisions • Improved financial stategies and investment mechanisms

To share good practices, research and lessons learned to inform policies and strategies for expanded access to quality ECCE, especially for the most vulnerable and disadvantaged children

Persisting Challenges • No common definition of Early childhood care and Education • No common standards or indicators for ECCE (holisitc dimensions) • Weak or absent national policies for ECCE; in particular the neglect of 0 to 3) • Poor governance, coordiation and integration; weaknesses in the provision of holistic services • Difficulties of going to scale while maintaining quality • Insufficient financing and investment

Partners and Preparations • Task Force • Expert Commitee • Regional networks: OECD, LAC, ARNEC, ADEA, etc • Regional Consultations; ADEA, RIGA, Arab States, LAC • Questionnaire for country offices to gather qualitative information (GMR) • Web forum and discussion • Commissioned papers

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