Comparison of Two In-Home Child Care Programs Essay

par of Two In-Home Child Care Programs - Essay ExampleGeneralized reading and alphabet reinforcement was grounded in the small volume of teaching methods used here. Most business was word-of-mouth referrals, though it was properly licensed. The chip in-home program was operated by Veronica Peters also in Corona, California. (ADD PHONE AND ADDRESS HERE). This service, Marona DayCare, was instrumentally larger than Becks in-home program, whirl services for up to ten children with specialized assistance. The provider championed a Bachelors item in childhood education, similarly the same as one of her most reputable assistants. Parents paid advantageously more for this service than Becks program since it reinforced fundamentals of early childhood eruditeness and offered protracted service hours. The majority of clients hailed from management or executive level positions, thus expecting higher levels of service and competency. besides observational research occurred at both in-ho me services and there was no direct intervention during regular(a) operating hours. Program Development in Both Services Becks program, despite its limitations, did maintain extrapolate knowledge regarding childhood development. However, the majority of this learning was founded on what would likely be considered early university lessons associated primarily with affectionate learning theory. Beck identified her efforts to impose social learning theory as a means to turn over positive behavioral control and also ease learning effectively. Social learning theory suggests that learning occurs as a result of role modeling in which children learn base on whether find behavior of a reference individual is rewarded or punished (Neubert et al., 2009). Even though Cassandra Beck did non maintain the credentials of a qualified instructor as part of her daycare program, the interview results identified that it was a goal of the program to ensure that well-adjusted peers in the group w ere highlighted publicly and identified for personalized rewards based on affirmation of positive attitudes and social abilities. Beck was rather proud of this structure and felt it had significant results on reducing egocentric behavior, commonly found in children of the late preoperational stage of development as suggested by Jean Piaget (Huitt & Hummel, 2003). Otherwise, this rather unstructured program consisted of circle time activities commonly found in kindergarten and preschool classrooms to facilitate better social learning with the children. Reading and basic comprehension of alphabet characters was facilitated by Beck in localize to promote more group-oriented involvement. Otherwise, her role was much like that of a supervisor similar to that of a condole with grandparent. Because of the credentials available with Veronica Peters at Marona DayCare, teaching was a regular part of the system and was say for pre-school-aged children as well as students in elementary age. Two of these students were recipients of in-home learning provided by qualified parents and did not attend regular elementary school classrooms. Thus, there was a diverse mix of students at Marona DayCare. Peters believed in the vitality of visual learning, using graphs, visual images and reinforcement techniques for self-esteem development. This concept is supported by Robson (2006) who identifies that having the probability to display their unique work