Institutional Daycare
For this first week of class we have to read the first issue in the book Taking Sides. This issue stated the question “Is Institutional Child Care Beneficial to Children?” The big argument is if parents should put their child into institutional care (day care) or stay at home and not make a steady income while having a child. Nowadays people wants careers and their family times to match up, which always doesn’t work out. Parents always want the best for their children. So, if they want their child in a day-care of some sort, they want to make sure their child gets the best experience out of it that they can. Another argument throughout this issue besides the quality of day-care the children could be recieving is how much quality time
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Berry Brazelton and Stanley I. Greenspan said no to institutional child care. The big issue they believe is that the child would not be recieving high-quality day-care facilities that will better their children. They believe that children should have a pernament adult they are spending most of their time with growing up in the early stages of the children’s lives. While enrolled in a day-care facility, many times they have workers coming and going and the child nevergets a special connection with one of the caregivers. An example would be when a parent comes into the room. The children usually all flood to the parent even if its not that specific child’s mother. That loving, mother-like feeling they get they can’t recieve from just a random worker. In order for them to believe that child-care would be beneficial for the child they believe that: In the first three years of a childs life they should have the same caregiver, there should be no time (other than sleeping) that the children should be out of the caregivers sight, independent activities should be no longer than 15 minutes, and recommend that a parent should have the child during the critical times during the …show more content…
In the first section, The Biology of Life, it sates that cells perform essential functions to sustain life, DNA contains instruction needed to direct the cells, RNA carries/ transcribes/ and translates instructions into proteins, and proteins do the work of the cells. In section two, Genes and Heredity, I learned that: Genes are segments of DNA, Traits are controlled by alleles, a person’s inherited potential is their genotype, autosomal patterns include recessive/ dominant/ incomplete dominant/ and codominant, and some inherited disorders are sex-linked disorders. In the third section, Gene-Environment Interactions, I learned that: Experience expectant/dependant focuses on the unique aspects of environment, genotype-environment correlates stress between child and the environment, genotype sets upper and lower limits, probalistic epigenesis refers to a process based of elements of probability and chance, quantitive genetics try to separate infuence of genetics, researches in genetics often study same-family twins, and intelligence go hand in hand with health problems. In the fourth section, The Physiology of Thinking and Feeling, I learned that: The basic components of the nervous system are central and peripheral
Berry Brazelton and Stanley I. Greenspan said no to institutional child care. The big issue they believe is that the child would not be recieving high-quality day-care facilities that will better their children. They believe that children should have a pernament adult they are spending most of their time with growing up in the early stages of the children’s lives. While enrolled in a day-care facility, many times they have workers coming and going and the child nevergets a special connection with one of the caregivers. An example would be when a parent comes into the room. The children usually all flood to the parent even if its not that specific child’s mother. That loving, mother-like feeling they get they can’t recieve from just a random worker. In order for them to believe that child-care would be beneficial for the child they believe that: In the first three years of a childs life they should have the same caregiver, there should be no time (other than sleeping) that the children should be out of the caregivers sight, independent activities should be no longer than 15 minutes, and recommend that a parent should have the child during the critical times during the …show more content…
In the first section, The Biology of Life, it sates that cells perform essential functions to sustain life, DNA contains instruction needed to direct the cells, RNA carries/ transcribes/ and translates instructions into proteins, and proteins do the work of the cells. In section two, Genes and Heredity, I learned that: Genes are segments of DNA, Traits are controlled by alleles, a person’s inherited potential is their genotype, autosomal patterns include recessive/ dominant/ incomplete dominant/ and codominant, and some inherited disorders are sex-linked disorders. In the third section, Gene-Environment Interactions, I learned that: Experience expectant/dependant focuses on the unique aspects of environment, genotype-environment correlates stress between child and the environment, genotype sets upper and lower limits, probalistic epigenesis refers to a process based of elements of probability and chance, quantitive genetics try to separate infuence of genetics, researches in genetics often study same-family twins, and intelligence go hand in hand with health problems. In the fourth section, The Physiology of Thinking and Feeling, I learned that: The basic components of the nervous system are central and peripheral