News You Can Use For July 2004
An increasing body of research shows that quality child-care and educational programs early in a child’s life has a profound impact on their development, says LSU AgCenter child-care associate Cheri Gioe.
"In the past decade, research focusing on the brain has indicated the first three years of a child’s life is the critical window of opportunity for learning," Gioe says, explaining that technology in the form of MRI and PET scans have allowed researches to observe, record and measure brain activity. "This research has helped parents and caregivers to understand how the brain functions and the effects of environmental factors on the brain."
At birth, a baby’s brain contains all of the nerve cells it will ever have, but the pattern of wiring or synapses has not been established, Gioe explains.
"We know that the sensory experiences very young children have actually change the makeup of the brain," she says, adding, "If a baby is deprived of a stimulating environment, optimum brain development will not occur."
In fact, research illustrates children who have poor, nonresponsive interactions have brains that are approximately 25 percent smaller than children who receive warm, responsive care and stimulating play experiences in interesting environments.
"This is critical, of course, because brain development ultimately affects the overall healthy growth and development of children," Gioe stresses, adding, "Therefore quality early care and education programs are essential!"
When assessing quality care and education programs for infant and toddlers, the LSU AgCenter expert says it is important that parents consider whether these programs have appropriate environments and a curriculum geared to the age and development of the children being cared for.
"With younger children, the curriculum and environment are closely interwoven, since they are dependent on each other, and both heavily influence development," she says.
According to Gioe, the child-care educational curriculum for infants and toddlers should include the following:
–A personalized environment. Children spend much of their awake time in a care setting. They develop security by feeling as though they belong. This can be fostered by simply by seeing photos of their family or having familiar items from home in their crib.
–Intimate, quiet or private spaces. When caregivers spend "alone time" with children it allows them to know they are important, special and loved. This nurturing ultimately grows into a healthy sense of self.
–Defined activity areas or "centers." These spaces are organized to create order to the environment and allow infants and toddlers to explore safely. Materials provided in these areas should stimulate the senses of sight, sound, vision and touch. Some of the items you should see included in these areas are blocks, stacking toys, activity boxes, nesting toys, teething toys, soft dolls, plush toys, rattles, board books, discovery bottles, items from home and simple puzzles. It is important that there are enough materials for the children being cared for. In addition, activities that occur should be balanced between teacher-directed and child-initiated activities.
–Individual scheduling. Schedules are very important, because they allow the needs of young children to be met efficiently. All infants differ in nature and, therefore, it is important to realize each of them may have a different schedule. Allowing infants and toddlers to determine their own schedules allows children to feel valued, important and loved. In addition, activities that occur during scheduled times can be some of the most important that occur in a child’s early development. Those activities may provide some of the most excellent opportunities for learning and stimulation.
–Verbal interactions. The first two years of life are most critical for language development. Teachers should be verbally and nonverbally responsive to the children. This responsiveness motivates early attempts at communication.
The LSU AgCenter’s "Be Child Care Aware!" educational program is designed to educate parents and child-care providers about quality child care. It is funded, in part, through a contract with the Louisiana Department of Social Services’ Office of Family Support.
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Contacts: Cheri Gioe at (225) 578-6701 or cgioe@agcenter.lsu.edu
Editor: Tom Merrill at (225) 578-2263 or tmerrill@agcenter.lsu.edu