ERIC Number: ED407073
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Giving Children Their Childhood Back. Paradigm Shifts in School-Age Child Care: A Work in Progress [and] Discussion Guide.
School-age child care is a relatively new phenomenon, created as a result of the loss of the geographically close extended family and the influx of women into the workforce. This manual examines the nature of school-age child care and those who provide it. The first section examines: the purpose of school-age child care; the role of the child care provider; and the issue of professionalism. The next five sections examine the following issues in school-age child care: (1) empowering vs. herding, empowering children so that they can be growing, active participants in their own development as well as decision-makers about their own child-care program; (2) play vs. busy-ness, teaching children the value of play, playing hard, playing fair, and resting; (3) community building vs. activities, making ethical behavior and community involvement an integral part of child care; (4) maturity vs. sophistication, stressing the danger of sophistication without maturity; and (5) self-disciplined vs. teacher-punished, noting the connection between empowerment and self-discipline in the child care paradigm. The manual concludes with sections on problems and solutions that children face, and issues for further study. The manual and accompanying discussion guide contain over 70 references. (TJQ)
Descriptors: Caregiver Child Relationship, Caregiver Role, Child Caregivers, Childhood Needs, Community Involvement, Day Care Effects, Elementary Education, Empowerment, Ethics, Family Day Care, Maturity (Individuals), Play, School Age Day Care, Self Control
Concordia University, Department of School-Age Care, 275 Syndicate St. North, St. Paul, MN 55104.
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Sponsor: Minnesota State Dept. of Education, St. Paul. Div. of Community Education School-Age Child Care.
Authoring Institution: N/A