Families and Child Care
Divergent Viewpoints
Bibliographic Data
| ID | 9751791 |
|---|---|
| Authors | Susan D Holloway (0000-0001-9527-794X, University of Maryland and Harvard University, corresponding author), Bruce Fuller (0000-0002-8256-3610, University of California, Berkeley) |
| Year | 1999 |
| Volume | 563 |
| Issue | 1 |
| Pages | 98-115 |
| Publication date | 1999-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/000271629956300106 |
| OpenAlex | W2120992206 |
| Language | EN |
| Citations received | 12 |
| References cited | 31 |
The authors outline two perspectives on the respective roles of families and preschools in socializing and educating young children. The family-oriented perspective emphasizes the primacy of parents as educators, moral guides, and nurturers of their children. The early childhood education perspective is more likely to view preschools as independent of the family. This perspective highlights the scientific basis of the early socialization enterprise and emphasizes research on universal developmental sequences. These two perspectives yield distinct responses to important policy questions about child care. Those with a family-oriented perspective advocate obtaining descriptive accounts of parents' goals, values, and practices and creating child care choices that reflect these considerations. Early childhood education advocates are concerned about promoting universal guidelines based upon professional expertise to ensure high quality and feel that parents will select this care if given appropriate education concerning its value to their young children. The authors argue that attempts to improve quality and increase supply must integrate the culturally based preferences of parents with knowledge about universal developmental processes gleaned from research and practice
Art · Developmental psychology · Early childhood education · Epistemology · Pedagogy · Perspective (graphical · Quality (philosophy · Socialization · Sociology · Value (mathematics · Viewpoints · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Intergenerational Family Dynamics and Caregiving · Parental Involvement in Education · Psychology · Social and Demographic Issues in Germany
African American, White and Hispanic child care preferences
Child care subsidies post Tanf
What makes a high-quality preschool? Similarities and differences between Chinese immigrant and European American parents’ views
Beyond an “Either–Or” approach to home- and center-based child care
Ethnic differences in child care selection
Race/ethnicity and the start of child care
Teasing apart the child care conundrum
Parental Decision Making About Child Care
Family life and school achievement
The developmental psychology of Jean Piaget.
Apprenticeship in Thinking
A Treatise on the Family
Family Selection of Child-Care Centers
Ways with Words
Children of Six Cultures
Through My Own Eyes
Urban Zimbabwean mothers' choices and perceptions of care for young children
The high/scope preschool curriculum comparison study through age 23
Parents as child care consumers
The relationship of day care quality to children's free-play behavior and social problem-solving skills
Friendly Intruders
Minding the Children
Early child-care selection
Relations between family predictors and child outcomes
Affective quality of the mother–child relationship
The Great Child-Care Experiment
Origins of Human Competence
Con Respeto
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,46 |
| Citation span | 2000 - 2013 (14) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |