LECTURE EXTENSION A Comparison of Child Care in the United States and Australia (p. 82)
As the text points out, child care in the United States is often found to be substandard in comparison with other industrialized nations. Although the United States is one of the wealthiest nations in the world, it is the only industrialized country that does not have mandated, paid, job-protected absences for mothers (Scarr, et al., 1993). Maternal employment has become a necessity for the economic well-being of many American families, thereby creating a demand for nonmaternal child care. Women are clearly needed in the labor force yet the government neglects the provisions that make it possible for families to work and have access to quality child care. While middle and upper-income families may be able to afford high-quality child care, lower income families are often faced with the dilemma of finding affordable child care of acceptable quality (Scarr, 1998). Another criticism of the American child-care system is the tremendous variation in state regulations (e.g., ratios of children to adults, staff training, group sizes). For instance, in Georgia and Alabama there are virtually no teacher training requirements for child-care staff. In Illinois, however, many child-care centers require some college or even a college degree (Scarr, 1998). The Australian child-care system is much different than that of the United States. In 1993, the Australian government set up the Quality Improvement and Accreditation System (QIAS), which strives to improve the quality of existing child care, making it available to most families regardless of income. Besides funding over 60 percent of child-care costs, the Australian government sets national standards for teacher training, child-staff ratios, health and safety, and educational programs. Another difference between the United States and Australian child-care systems is the policy of accreditation. Unlike the voluntary status of accreditation in the United States, the Australian government essentially mandates accreditation by only allocating subsidies to child-care centers that are accredited (Ebbeck & Ebbeck, 1999). The accreditation process is tedious, lasting about 6 months. There are 52 principles of child-care practice, which cover 4 key areas: Interactions (between caregiver and child, caregiver and parent, and caregiver and caregiver), Program (daily activities that meet the total educational and developmental needs of young children), Nutrition, Health, and Safety Practices (for example, food preparation, hygiene), and Center Management and Staff Development (for example, parental involvement in center evaluation). Each principle is rated as unsatisfactory, basic, good quality, and high quality. If a child-care center fails to meet the minimum standards of quality, accreditation is denied until the necessary improvements are made (Ebbeck & Ebbeck, 1999). The Australian government has been the first country in the world to develop a national child-care quality improvement system. It acknowledges the need for women to be involved in the work force by providing high quality, affordable child care accessible to most families. While the child-care policy in Australia reflects the recommendations of Scarr, et al. (1993), the United States has yet to implement any national upgrades (Ebbeck & Ebbeck, 1999). Ebbeck, M. & Ebbeck, F. (1999). Child-care policy in Australia. In L. E. Berk (Ed.), Landscapes of Development: An Anthology of Readings (pp.181-191). Belmont, CA: Wadsworth Publishing Company.
Scarr, S. (1998). American child care today. American Psychologist, 53, 95-108.
Scarr, S., Phillip, D., McCartney, K., & Abott-Shim, M. (1993). Quality of child care as an aspect of family and child care policy in the United States. Pediatrics, 91, 182-188.
LEARNING ACTIVITY Discussion of the Pros and Cons of Cloning Research (p. 69)
Researchers have successfully cloned a sheep and two monkeys. This has sparked debate over the ethics of cloning animals and, potentially, of cloning humans. As a class, discuss the pros and cons of continuing research on cloning. Ask students if cloning research should continue in animals. Ask students if cloning research should continue if it involves humans. Have the students explain their responses. Point out that behavioral geneticists have used public interest in cloning to underscore the contributions of environment to human development. Christopher Cunningham of the Oregon Health Sciences University states that, "As soon as the cells of an embryo are implanted [into a surrogate mother], it's unique because its experiences are different" (Azar, 1997, p. 28). Thomas Bouchard, director of the Minnesota Study of Twins Reared Apart, points out the joint contribution of heredity and environment to the development of identical twins. Robert Plomin, of the Institute of Psychiatry in London, adds that "Although identical twins are in effect clones, they're only about 50 percent concordant on most traits. . . .That means that real clones will also not be identical-they grow up in a different time with different parents and should be even less similar than identical twins" (Azar, 1997, p. 28). Ask students for their reactions to these comments. Azar, B. (1997, May). Dolly helps researchers underscore importance of environment. APA Monitor, p. 28.
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