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Victor Groza, Ph. D.Grace F. Brody Professor of Parent-Child
StudiesMandel School of Applied Social
SciencesCase Western Reserve University
Cleveland, OH, USA
Fill basic and psychosocial needs of children for their wholesome growth & development.
Enable children to develop skills to be self-reliant.
Staff do the best job they can This is not about what staff are doing
wrong, but what can be done better to help children
Too many children for too few caregivers
Staff do the best that they can given the situation; it is not about the staff but what is best for the children
Babies need more than food, clothing and shelter; they need to be held when food, comforted when they cry, talked to when they are awake, and to attach to at least one caregiver
6
During the first three years of life, brain development occurs which is crucial to focusing attention and cognitive skills that are crucial forplanning, problem solving, critical
thinking and good judgment.
Changes in the brain Immunization failure Developmental problems
Institutionalized children experience 1 month of mixed developmental delay for every 3-4 months of institutionalization.
Attachment problems
1. Mixed age groups in each room2. One consistent staff for each
room3. A daily program of activities
Replicates family life Gives older children opportunity to
observe an adult caring for a younger child
Allows older children to participate in care giving
Keeps siblings in the same location Different type of stress on care givers
Children need structure every day during waking hours, including weekends
Should be posted for all to see Should include children in choosing
after-school and weekend activities Allows volunteers to participate in the
life of children beyond basic caregiving
Children showed improvements in physical growth, cognition, language, motor, personal-social, and affect, with children having severe disabilities improving the most.
Ongoing training of caregivers to promote warm, responsive care giving.
Caregivers needs to be more emotionally available for children.
Aim for each child having an early experience of ongoing interaction with his/her own close and emotionally available adult.
Groark, C. J., Muhamedrahimov, R. J., Palmov, O. I., Nikiforova, N. V., & McCall, R. B. (2005). Improvement in early care in Russian orphanages and their relationship to observed behaviors. Infant Mental Health Journal, 26(2), 96-109.
Muhamedrahimov, R. J., Palmov, O. I., Nikiforova, N. V., Groark, C. J., & McCall, R. B. (2005). Changing social environment for young children living in Baby Homes. In V. M. Behterey (Ed.), Contemporary Psychology, Conference Abstracts (in Russian), (pp. 251-255). Kazan: Centre of Innovative Technologies, Kazan State University.
The St. Petersburg-USA Orphanage Research Team (2008). The effects of early social-emotional-relationship experience on the development of young orphanage children. Monographs of the Society for Research in Child Development, 73, Serial No. 291(3).