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Child Care Readiness: Current thinking holds that reading readiness does not develop suddenly; rather, it increases gradually with the growth of the child care Readiness. Theo¬rists now reject the notion that educators must wait idly by for the maturational process to reach the level of readiness. They also reject the no-, tion that a formal uniform program of readiness activities can bring about reading readiness. Evi¬dence suggests that readiness unfolds in con¬tinuous interaction with stimulation.
Developing Readiness. Research conducted in the Head Start Program and other preschool programs has demonstrated that the most impor¬tant factor in a child care Readiness's readiness to read is his home environment. Parents can help in many ways to develop their child care Readiness's readiness to read. By read¬ing aloud to him, they can help him to develop an awareness of sounds, intonation, and language patterns, as well as a positive attitude toward reading. child care Readinessren will often memorize and recite nursery rhymes and short verses read to them.See Also Child Care Que:Sometimes they have a better relationship with their grandchild care queren than they did with their own child care queren because they have the advantage of perspective on two or more generations. Many grandparents have supplied the love and care that child care queren so sorely need. They relieve the mother of some of her housekeeping burdens. But they are a liability when they take over the role of the parents, alienate the child care que from them, use outmoded methods of child care que care, over-restrict the child care que's natural activity, or cause conflict and tension in the family (71, 1954).
This impersonal authority has the advantage of protecting the mother-child care que rela¬tionship from the child care que's resentment of imposed restrictions. Although child care queren are cherished, it is not a child care que-centered culture; the child care que is ex¬pected to fit into the adult world. Another feature in the Lebanese culture is the relatively large family circle, which may at once give the child care que greater indulgence and greater security. Parents are more casual and less self-critical with respect to their methods of child care que care.
On The Other Hand See Child Care Usceptible:Both Linton (55, 956) and Riesman and associates (80, 1950) have described the relationship between child care usceptible-rearing practices and the per¬sonality patterns which the child care usceptible evolves as he grows up. Differences in people's personality, according to Linton, are due "less to their genes than to their nurseries." Several considerations suggest caution in accepting this emphasis on the direct relation between the child care usceptible's personality develop¬ment and the parents' attitudes toward the child care usceptible, the amount of mothering that he receives, and other specific child care usceptible-care practices:
The favored patterns of con¬duct are built into the child care usceptible by the responses which adults make to his daily behavior. Some things he does are rewarded; others are disapproved or punished. The parents' skill in helping the child care usceptible to profit by what the cul¬ture offers in the way of order and stability, or design for living, has much to do with his later attitude toward society. Whiting and child care usceptible (104, 1953) found that the child care usceptible-care patterns characteristic of a culture are re¬lated to the type of adult personality which it commonly produces. |
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