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ERIC Number: ED302936
Record Type: RIE
Publication Date: 1987
Pages: 25
Abstractor: N/A
Reference Count: N/A
The Role of Day Care in Serving the Needs of School-Age Parents and Their Children: A Review of the Literature. Working Paper No. 174.
Marx, Fern
The recent rise in premarital sexual experience and in pregnancy and births among unmarried teenage women from all socioeconomic groups has focused public, professional, and governmental attention on the immediate and long-term implications of teenage pregnancy. The assumption underlying the need for adolescent parent programs in general is that if a young mother is to improve her prospects, she must continue her education, vocational training, or work experience, and delay subsequent births. This document, therefore, reviews the literature on the socioeconomic, medical, and psychological consequences of teenage pregnancy and on the role of day care in serving the needs of school-age parents and their children. First, national surveys, interview studies, and research and reports on service programs are reviewed that support the need for day care and other services to young parents. Next, several new approaches to serving the needs of adolescent parents are reviewed, including the Comprehensive Employment and Training Act (CETA), Project Redirection, school-based programs, and interdistrict programs such as the Family Learning Center in Michigan. Taken together, these national, and local programs and program studies substantiate both the need for and the efficacy of child care as a support service that can improve the life outcomes of both the adolescent mother and her child. Successful programs agree that the necessary components for comprehensive service delivery include education, employment, health and fertility control, and parenting and child development. A bibliography is included. (TE)
Center for Research on Women, Wellesley College, Wellesley, MA 02181 ($3.50).
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Mott (C.S.) Foundation, Flint, MI.; Women's Educational Equity Act Program (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: Wellesley Coll., MA. Center for Research on Women.
Note: For related document, see EA 020 624.