Finding Child Care

Finding Child Care

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Institution

Finding Child Care

Psychologists suggest that children require care that contributes uniformly for the physical, socio-emotional and cognitive developments. Children aged six weeks to thirteen years require supervision by qualified nannies, childminder or crèche when their parents or guardians are not around. The setting of a good childcare ought to foster the above-listed types of developments by encouraging some activities and use of particular objects based on the age of children (Barnes et al., 2016). Simply, a good childcare has to group children based on their age and allocate a qualified nanny to ensure a one-on-one interaction with the children. The classes within the childhood stage as argued by the psychologist Erik Erikson come in handy to guarantee the establishment of an optimal childcare. The paper explores several reasons for finding a childcare.

Finding childcare lowers the chance of depression in children by fostering socialization with other children. Studies agree that children learn from their surroundings and as such, they absorb the energy and aspects of their caregivers. Therefore, a depressed parent has the potential to transfer the same to the kid(s) that might influence negatively one or more aspects of development (Paull, 2014). The negative energies from the parents or caregivers are worse when the child has no other kids to socialize. However, a childcare fosters socialization by encouraging the kids to get used to other kids hence improving their social skills. The social skills enable the kids to have smooth school days. As such, children develop pleasant personalities.

Finding a childcare prevent the kid from boredom based on the structure of the care. Studies reveal that children crave for routine occurrences hence having a structured sequence of activities boosts their brain development. Taking a child to a childcare guarantees a pattern of activities such as play, nap, eat, play and snacks. A parent can instruct his or her nanny to follow such a structure for the benefits accrued from the sequence. Nevertheless, a parent has the guarantee that such a sequence would occur in a childcare (Barnes et al., 2016). Furthermore, a childcare has numerous activities to indulge along with other kids to interact. As such, children in the childcares hardly get bored due to the tons of activities to do.

Children are safe and get prepared for school within the childcare. As mentioned, the establishment of childcares requires trained professionals with the essential qualifications. Therefore, sending children to these cares is a guarantee that the kids would be in safe hands with the professionals whose knowledge and skills fosters all the types of development. In the childcares, the teaching and learning of basic math and language skills occurs (Paull, 2014). The learning at the childcares along with the imparting of the social skills smoothens the transition from home-based learning to school learning. At school, the kids from childcares meet children from other places but the nature of socialization at the childcares makes the interactions easy (Barnes et al., 2016). Also, the possession of basic math and language skills implies that the children have somewhere to begin from unlike the kids that did not attend the childcares.

Finding a childcare for the kids has numerous reasons. Childcare lowers the chance of depression in children by fostering socialization with other children. Finding a childcare prevent the kid from boredom based on the structure of the care. Children are safe and get prepared for school within the childcare. These reasons are just examples of the impact that childcares have on kids. Therefore, a parent ought to find a childcare for his or her kids to ensure the optimal socio-emotional, physical and cognitive developments.

References

Barnes, J. K., Guin, A., Allen, K., & Jolly, C. (2016). Engaging parents in early childhood education: Perspectives of childcare providers. Family and Consumer Sciences Research Journal, 44(4), 360-374.

Paull, G. (2014). Can government intervention in childcare be justified?. Economic affairs, 34 (1), 14-34.