Are Campus Child Development Laboratories Obsolete?

Finally, a third issue raised by the study is whether large numbers of students can continue to be serviced by small laboratory programs. The solution to this likely depends on the successful combination of traditional, hands-on techniques with the new technologies. Data from the present study suggest small, hands-on programs are an important tool for teaching early childhood and child development students, and must not be sacrificed in favor of more "efficient" teaching methods, but rather, kept as a compliment to them.

References

Briley, S., Reifel, S. & Paver, R. (1997). Child care on campus: A case study in evolving programs and issues. Child and Youth Care Forum, 26(2), 67-85.

Cook, R. (1984). University involvement: A key to campus child care survival. Focus on Learning, 10(1), 17-25.

Herr, J., Zimmerman, K., & Saienga, P. (1988). A profile of campus child care centers. In C. Keyes & R. Cook (eds.), Campus child care issues and practices (pp. 21-29). Milwaukee: National Coalition for Campus Child Care.

Honig, A.S. (1996). Early childhood education: Training for the future. Early Childhood Development and Care, 121,135-145.

Horm-Wingerd, D.M. & Cohen, S. (1991). Integrating research into campus and community early childhood programs. Child and Youth Care Forum, 20(1), 65-74.

Keyes, C. (1984). Campus child care centers: Diversity and changes. Focus on Learning, 10(1), 35-44.

Kourany, R., Humphreys, L. & Rabin, P. (1987). Observation of children in a child care program as a teaching aid for medical students. Journal of Psychiatric Education, 11(3), 171-177.

McBride, B. (1996). University-based child development laboratory programs: Emerging issues and challenges. Early Childhood Education Journal, 24(1), 17-21.

Muldoon, L.C. (1984). Parenting education: A unique opportunity for campus child care centers. Focus on Learning, 10(1), 55-60.

Osborn, D.K. (1991). Early childhood education in historical perspective (3rd ed.). Athens, GA: Education Associates.

Puduano, M.A. (1978). Bringing about learning in the college laboratory. Journal of Nursing Education, 17(6), 30-33.

Shirah, S. (1988). Campus child care: Meeting unique needs. Journal of Instructional Psychology, 15(4), 135-137.

Townley, K.F. & Routt, M.L. (1988). The need for qualitative research in campus child development laboratories. Journal of Instructional Psychology, 15(4), 156-160.

Appendix A

Adjectives Pairs Used to Assess Attitudes Towards Infants

Curious/Not Curious
Smart/Dumb
Hard to Like/Likeable(a)
Unfriendly/Friendly(a)
Willful/Yielding(a)
Not Loving/Loving(a)
Boring/Exciting(a)
Rewarding/Not Rewarding
Creative/Not Creative
Unresponsive/Responsive(a)
Easy/Difficult
Affectionate/Not Affectionate
Individualistic/Not Individualistic(a)
Happy/Sad
Capable/Incapable

(a) Adjectives reversed for scoring

Appendix B

Adjective Pairs Used to Assess Student's Sense of Competence as an Infant Caregiver

Competent/Incompetent
In Control/Out of Control
Not Excited/Excited(a)
Happy/Sad
Challenged/Not Challenged
Prepared/Unprepared
Anxious/Not Anxious(a)
Not Very Understanding/Understanding(a)
Compassionate/Not Compassionate
Impatient/Patient(a)
Knowledgeable/Not Knowledgeable
Annoyed/Not Annoyed(a)
Professional/Not Professional
Responsive/Unresponsive
Resourceful/Not Resourceful