Introduction
When speaking about the Infant/Toddler Early Education and Care Programs in the United States, Germany, and the Netherlands, one is to keep in mind that parental leave is considered to be quite strong, while the provision of care services for children should be improved. Generally, high-quality infant-toddler care is recognized to be extremely important, as a child’s social, cognitive, physical development depends upon an adequate amount of appropriate care (Gazos, 2010, p. 81).
Main Text
According to data of U.S. Child Care Bureau, “some 42 percent of CCDF infants and 37 percent of toddlers are in family child care; nearly 10 percent of infants and 8 percent of toddlers are cared for in their homes” (Lee Kreader et al., 2005, p. 2).
When speaking about Germany, it is necessary to point out that the most widespread practice of one of the central European countries was recognized to be maternalism. However, our days, one can speak about the shift from materialism to reconciliation, as one of the most important and influential organizations, such as the Organization for Economic Cooperation and Development (OECD) that caused certain changes in relation to maternalist policies (Mahon, n. d., p. 1).
For parents from the Netherlands, more adaptable work arrangements were created. For instance, it should be pointed out that “each member of a couple would work, in principle, for three-quarters of the official working period, and so between them, be able to provide parental care for their child(ren) on a half-time weekly basis” (“Starting Strong II,” 2006, p. 26).
In some countries the financial incentives can be removed; and thus, without subsidization parents cannot provide their children with appropriate care. In other words, one can make a conclusion that government insufficient supply seems to be one of the key reasons for child care poor quality.
In spite of the fact that many women devote all their time to their children, there is a certain interdependence between low wages and lack of language proficiency, interactive skills, and other issues, which impact children’s successful process of socialization. Generally, the socio-emotional development of children depends upon their parents’ remuneration. So, when speaking about low wages and low remuneration, one is to keep in mind numerous negative effects and their relation to children’s development.
The provision of care services for children also depends upon certain demographic challenges. For instance, the countries with a high number of immigrants face serious educational challenges; while population decline in other countries promotes the activity of the Organization for Economic Cooperation and Development.
In 1996-2001, “Mathematica Policy Research Inc., Columbia University’s Center for Children and Families, and the EHS Research Consortium (17 EHS programs, 15 university-based research teams, and ACF) evaluated 3-year old graduates from EHS in 17 programs throughout the country” (Gazos, 2010, p. 89). There were children with similar demographics, who were involved in the investigation. Thus, the results showed that center-based members had higher cognitive, language, etc. outcomes in comparison with children in non-EHS centers.
The development of the Infant/Toddler Early Education and Care Programs is recognized to be an extremely important requirement for any nation’s three or four years olds (Barnett & Ackerman, 2006, p. 86). It is also necessary to remember that these programs should be more focused on child physical, emotional, and mental development. Parents must take part in the programs.
References:
Barnett, W. & Ackerman, D. Costs, Benefits, and Long-Term Effects of Early Care and Education Programs: Recommendations and Cautions for Community Developers. Community Development: Journal of the Community Development Society, 37 (2), 86-100. Web.
Gazos, A. (2010). Helping Vulnerable Families: Providing High-Quality Infant-Toddler Care for Mississippi’s Young Children. Brandeis. 81-109. Web.
Lee Kreader, J., Ferguson, D. & Lawrence, S. (2005). Infant and Toddler Child Care Arrangements. Child Care & Early Education Research Connections, 1-6. Web.
Mahon, R. (n. d.). The OECD and the Reconciliation Agenda: Competing Blueprints. Northwestern. 1-23. Web.
Starting Strong II: Early Childhood Education and Care (2006). Oecd. 5-445. Web.