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Quotes from books about daycare - 1995-99, p16

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Featured Books 1995-1999:  
Mother in the Middle     pages:  1 | 2 | 3 | 4  | 5 | 6 
Being There:  The Benefits of a Stay at Home Parent  pages:   7 | 8 | 9 | 10 | 11 
Who Needs Parents?         pages:  11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22
Early Childcare:  Infants and Nations at Risk   pages:  23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34
Children's Interests/Mothers' Rights   pages:  35
Saving Childhood  pages:  35
Books from: 1970  |  1980-1984  |  1985-1989 |  1990-1994  |  1995-1999  |  2000-2002  |  2003-2004  |  2005-2006 | 2007-2008 | 2009-2010 |

Book

Quote/Comment

Who Needs Parents?
The Effects of Childcare and Early Education on Children in Britain and the USA, by Patricia Morgan, October 1996, p
47
Introduction to THE REALITY OF DAYCARE
We know that successful childcare involves low adult/child ratios, devotion and interest in the children, and time to talk and play constructively with the children. We also know that much childcare fails to meet these requirements. Demanding children occupy the staff while quiet children are ignored and become withdrawn and detached. The only way to make childcare 'pay', or to justify it in terms of releasing large numbers of women into the workforce, is to have a high ratio of children to adults, but that is associated with the worst results for the children. Childcare staff are often untrained, low-skilled or of low intelligence and change jobs frequently. These problems are ignored by those whose advocacy of childcare is mainly motivated by the concerns of equal opportunities and the re-definition of gender roles.
Paedophiles (Pedophiles)* are attracted to childcare, posing further risks to children.
*Pedophillia- sexual perversion in which children are the preferred sexual object
Category = Economics, Quality, Danger
Who Needs Parents?
The Effects of Childcare and Early Education on Children in Britain and the USA, by Patricia Morgan, October 1996, p
49

A substitute caregiver has to learn, as a professional skill, to assess the developmental stage of a baby and how, for example, it is important to respond to the baby's tentative smiles and vocalization. (In comparison) Parents have difficulty in not responding.
Category = Quality

Who Needs Parents?
The Effects of Childcare and Early Education on Children in Britain and the USA, by Patricia Morgan, October 1996, p
49-50
Some children, particularly the quiet and inhibited who are 'no trouble', may be easy to ignore even in a high-quality centre and can end up neglected compared to their more demanding peers. Observations of children entering daycare show how expressive children receive more and different forms of attention from staff. Infants whose distress at entry tends towards a despair-like immobility and withdrawal receive less attention and, six months afterwards, are more socially detached.
Aimless wandering, in which the child is not involved with toys, peers, or staff, has been identified as a particular problem in childcare centres. Along with a lack of attachment to any staff, it is associated with adjustment problems when the child is of school age.
Category = Behavior

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Quotes from books about daycare - 1995-99, p16

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Last updated:  02/27/2008

Books:  1970 | 1980-1984 | 1985-1989 | 1990-1994 | 1995-1999 | 2000-2002 | 2003-2004 | 2005-2006 | 2007-2008 | 2009-2010


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