Child care environments have received extensive research attention by those interested in understanding how participating in nonparental child care might influence the children's development and learning. Throughout the United States (US Census Bureau, 2011) and Europe (Organization for Economic Co-operation and Development, 2006) a large number of young children are cared for outside of the home by non-parental adults. Young children's nonparental care is commonly referred to as ""child care," and is provided to children whose ages range from birth to 12 years of age. The provision of child care services has become an increasingly important part of early childhood education. In fact, the United Nations Children's Fund (2019) states that a large majority of children worldwide spend at least some of their week in child care, such arrangements include center care, family child care, in-home child care, relative child care, and supplemental child care. Child care researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. There are more than enough child care studies to make numerous major inferences. For example, research outcomes show that child care quality seems to be more influential than either the kind of child care or age of admission in determining the children's development and learning. The adults' child care affects the quality in child care. In the environment adults who are caring for the children have the opportunity to effectively assume both nurturing and instructional roles to help young children cultivate their social and cognitive abilities. The teachers' effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children's development and learning. Therefore, the concept of child care has heavily influenced modern views. Researchers, scholars, and educators are beginning to understand the current foundations based on theoretical frameworks that contribute to the purposes of the child care in the United States and Europe. The contents of the child care volume reflect the major shifts in the views of these early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.

In this ground-breaking book, Dr. Michaeleen Doucleff looks back to our ancestors for solutions to our failing modern-day parenting theories. When Dr Michaeleen Doucleff became a mother, she examined the studies behind modern parenting guidance and found that the evidence was frustratingly limited, and the conclusions often ineffective. She began to wonder if an opposite approach was needed - one founded on traditional wisdom, like the knowledge and experience passed down over hundreds, even thousands, of years within ancient cultures. With her young daughter in tow, she travelled across the world to observe and practice parenting strategies alongside families in three of the world's most venerable communities: Maya families in Mexico, Inuit families above the Arctic Circle, and Hadza families in Tanzania. Dr Doucleff soon learned that these cultures don't have the same problems with children that Western parents do. Most strikingly, parents build a relationship with young children that is vastly different from the one many Western parents develop, built on co-operation instead of control; trust instead of fear; and personalised needs instead of standardised development milestones. In Hunt, Gather, Parent, Doucleff introduces us to families where parents help little ones learn to control their emotions and reduce tantrums by the parents themselves controlling their own frustrations; foster self-sufficiency by safely giving kids the autonomy to manage risks and explore their limits; and motivate children to help with chores without using bribes or threats. Doucleff also talks to psychologists, neuroscientists, anthropologists, and sociologists and explains how the tools and tips can impact children's mental health and development. . Packed with practical takeaways, Hunt, Gather, Parent helps us rethink the ways we relate to our children, and reveals a universal parenting paradigm adapted for modern families.

What prenatal tests and down syndrome reveal about our reproductive choices When Alison Piepmeier-scholar of feminism and disability studies, and mother of Maybelle, an eight-year-old girl with Down syndrome-died of cancer in August 2016, she left behind an important unfinished manuscript about motherhood, prenatal testing, and disability. In Unexpected, George Estreich and Rachel Adams pick up where she left off, honoring the important research of their friend and colleague, as well as adding new perspectives to her work. Based on interviews with parents of children with Down syndrome, as well as women who terminated their pregnancies because their fetus was identified as having the condition, Unexpected paints an intimate, nuanced picture of reproductive choice in today's world. Piepmeier takes us inside her own daughter's life, showing how Down syndrome is misunderstood, stigmatized, and condemned, particularly in the context of prenatal testing. At a time when medical technology is rapidly advancing, Unexpected provides a much-needed perspective on our complex, and frequently troubling, understanding of Down syndrome.