Donald L. Peters

The effects of CDA training on the beliefs, attitudes, and behaviors of head start personnel

Fifty-five Head Start teachers and aides enrolled in Child Development Associate (CDA) training were pre- and posttested on a variety of measures to assess the effects of training. Additionally, their teaching beliefs, dogmatism, and self-concept scores were compared to those of undergraduate student teachers within a traditional teacher training program. The results indicated positive changes in self-assessed job performance, self-confidence, and educational aspirations and an increase in cognitively oriented, child-centered beliefs. The CDA trainees were not found to differ from the undergraduates completing four-year teacher training programs.

Social science and social policy and the care of young children: Head start and after

Abstract The relative influence of social science research in the formulation of social policy is reviewed through historical case studies of Head Start and federally funded day care within the United States. It is concluded that economic, social, and political factors are the principal initiators of broad program efforts and that social science research is influential in specifying the problem and the “fine-tuning” solution alternatives. The subjectivity of social science research is addressed by analyzing both the nature of the research questions asked and the advocacy role played by social scientists.

The Training and Certification of Early Childhood Personnel

This paper is directed to those concerned with the planning and supervising of training and certification of early childhood personnel. It represents one assessment of the present state of training, licensing, and certification, and one set of alternatives that might be considered in the formulation of future plans. The analysis is, at best, sketchy, but is nevertheless designed to suggest desirable directions for future efforts. Throughout the discussion, several major assumptions are made. 1. The certification and training of personnel are inseparable concerns. No useful analysis may be made of one without consideration of the other. 2. All personnel involved with the instructional or custodial care of children from birth to approximately 10 years of age constitute a coherent unit of the human service work force rather than a loose collection of separate units with disparate training and qualification needs. 3. Prior to certification, early childhood personnel should be able to demonstrate those functions which they are expected to perform after certification.

The Effects of Early Childhood Education Student Teaching on Program Preference, Beliefs, and Behaviors.

AbstractFour theoreticaliy-based early childhood education programs were studied to determine their effects on student teachers training in each program. Fifty-five beginning and 25 advanced level undergraduate female student teachers were assigned for their practicum to one of the four university-sponsored preschool programs. Beliefs and preferences of these student teachers were assessed at the beginning and at the completion of the practicum. Behavioral observations were made in each of the four programs during the last four weeks of the practicum. Analyses of the data suggested that preferences and behaviors did change in favor of the particular program to which the student teacher was assigned. Beliefs in the instructional implications of two of the theoretical models were also observed to change. The implications of these findings for teacher training programs are discussed.

The Education of Young Children: Perspectives on Possible Futures.

Most educators would agree that our current efforts in the education of young children are directed toward future goals. The 5-year-old enrolled in an early education program in 1981 reasonably may be expected to be alive in the year 2050 or beyond. What in our programs is preparing children for the world in which they will live? What are we doing that is preparing them to create the world? Will the factors that seem decisive in our educational decisions

Up the Down Escalator: How to Open the Door. Comments on Professionalism and Academic Credentials in Child Care.

This paper considers the ways in which academic settings can enhance the professionalization of the child care field. The nature of a profession and professional organizations are described and related to the function of academic institutions and the role of academic leaders. The necessity for the preparation of senior academic leadership is emphasized and an approach to graduate education in child care emphasizing the synthesis of the knowledge and procedures of relevant disciplines is developed.

The Day Care Movement: Past, Present, and Future

Although the day care movement has received much attention from policymakers, researchers, and the general public during the past decade, great ambiguity remains concerning the nature and purposes of supplementary child care--particularly as day care relates to the family unit and parenting (cf. Belsky and Steinberg, 1978; Belsky, Steinberg, and Walker, in press; Peters, 1975, 1980). This ambivalence toward day care in the United States stems, in part, from historical traditions that stress individualism and the sanctity of the family, as well as from current societal circumstances that have led to a “dual” day care system. The intent of this paper is to briefly trace the evolution of the present day state of affairs, to describe the current day care world, and to project some visions of its future place in American society.

New methods for educating and credentialing professionals in child care

In the growing field of child care, there is a need for more and better qualified workers who have the recognition their talents and skills deserve. One way of meeting this need is the Child Development Associate program, but it has both its critics and supporters. As a case example, it serves to highlight key issues in the training, assessment, and credentialing of child care personnel.

Toward rapprochement in child care research: An optimistic view

The authors describe the different world views and activity styles of the researcher and the child care practitioner. They propose a simple balance model which highlights potential problem areas and provides the supports for a mutually satisfying relationship for researchers and practitioners.

Day care nutrition programs and children's home diets

Information on childrens eating practices in both their homes and day care centers is reported and is discussed in relation to the degree of nutritional coordination that exists between home and day care centers. The sample consisted of 15 Pennsylvania day care operators and 94 mothers. Both operators and mothers were asked questions about food served to children, about childrens eating patterns, and center-home communications. The study identified communications between the centers and the homes as a weakness of day care nutritional programs. Both operators and mothers were unfamiliar with childrens breakfast patterns and use of nutritional supplements. Suggestions are made for informal gathering of information about childrens home eating practices.