Daycare

The early childhood education sector is not doing well according to ChildForum’s latest survey. The survey asked people involved with early childhood education services if things were currently going well or badly for their service and whether they thought the situation would improve or worsen in the next 12 months.


The survey shows that more needs to be done to help the sector create stability for its services and its workforce in order to concentrate on making sure children’s needs are met.

Children are individuals who are developing into adulthood. In each age level, children's development also increases. Therefore we need understanding in getting to know children deeper. Due to the era of globalization, parents have their own busy activities and in the end they do not have much time for children, so that children get less attention. In modern times there have been many organizations or agencies that place full concentration on children. Day Care is the best solution for parents who have jobs, so that their children still get the right attention. Please note that environmental conditions have a great influence on early childhood development. One manifestation of the environment is an interior design. This writing aims to provide Daycare interior design ideas that fit the needs and characteristics of early childhood. By using the methodology of writing Literature Studies.

Parents who leave their children at a daycare center expect the staff to take good care of them. Every parent expects that their children will remain safe and healthy at the daycare center. Staff at the daycare center is required to exercise the highest degree of care with children under their protection. This duty includes taking reasonable precautions to protect the child against physical injury.

Staff of the daycare center is required to take due care to ensure the safety of the child. Due care means taking action that is expected to avoid foreseeable harm. Failure of the staff at the daycarecenter to ensure the safety of the child is known as daycare negligence. Daycare centers are legally liable for any injury that results to the child due to the negligence of the staff.

This  article  analyzes  the  relations  of  coexistence  between  informal  care  practices  carried out in the peripheries in their interface with State administrations. The ethno-graphy was carried out in a slum complex located in the North Zone of Rio de Janeiro. The analysis seeks to highlight the dynamics of interdependence between houses of slum dwellers who take care of “children” alongside public daycare centers. From the reflections on the care transacted in these spaces, we seek to reflect on the ideas of dependency, the provider state, sexuality and female reproduction. The complemen-tary relationship between these places points to the existence of local care circuits in which relations of vulnerability, scarcity and demand for social resources are elements of dispute that refer to processes of stratified reproduction of historical inequalities of gender, class, sexuality, territory and race.

Objective: Daycare stress can be indexed by cortisol, and elevated levels of cortisol have been implicated in the onset and development of mental health disorders. Our objective was to quantify the associations between daycare and cortisol and to identify individual and environmental conditions under which daycare attendance is associated with cortisol concentrations. Method: We used Cohen effect size statistics to quantify these associations and to compare them across 11 published studies that were identified with MEDLINE and ...

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of preservice teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector. It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which clearly illustrated the need for Australia to make changes within the early childhood sector to improve consistency and quality in the early years. Pre-Service Teachers in their third year of a fo...

Building a strong foundation: early childhood education is essential to pupils' success. With this, teachers play a very important for the child's development. So, this study determined the Daycare teachers' lived experiences and explored how these contribute to the children's learning outcomes. It employed the descriptive research design and made use of simple random sampling. Statistical tools were used such as: mean, standard deviation, T-test and F-test and Regression analysis. Researchers-made questionnaire was utilized, which passed the ethical guidelines and various methods of validation. Findings revealed that Daycare teachers' lived experiences are 'Above Average' in Curriculum Activities and 'Exemplary' in the Teaching-Learning Experiences, while the learners' learning outcomes are 'Average'. The simple linear regression results show that the teachers' lived experiences in the Curriculum Activities and Teaching-Learning Experiences significantly justify learners' learning outcomes. Furthermore, Daycare teachers have crucial role in the decision-making process of the curriculum and achieving quality of learning. Hence, Daycare teachers should participate in future curriculum development meetings, implementation, and evaluation processes.

Challenging multi-assisted families with economical constrains have less resources, are exposed to several stress agents over time. They experience interdependent problems across life family life cycle. Are considered as being disengaged, disorganized, conflicted with inconsistent or neglecting parenting. With difficulty in setting rules and boundaries, authoritarian and permissive parenting styles may alternate in child rearing, and to an unstable insecure environment. Nonetheless, parenting concerns maybe common to other no troubled families. Boden and Dekovic, (2016) pinpoint seven factors that enhance family vulnerability and family risk 1) child and 2) parents' characteristics and problems 3) child-rearing 4) family functioning 5) and other contextual factors 6) social network 7) mental health care problems. This cross-sectional mixed methods study explores domains 1, 2,3,4 with a purpose sample of 32 low-income participants - families from a daycare social project with children aged under than 3 years old. Most of the children lived with both parents (n = 13), 9 with a single parent and the 12 in blended families. Semi-structure clinical interviews to access families' clinical background were conducted and Family Adaptability and Cohesion Evaluation Scales (FACES IV), Parental Authority Questionnaire - Parents version (PAQ) were applied. Lexical analysis of interviews revealed domains considered as high risk (Harsh life experiences and traumas, complex family structures, economic constrains, dependency of social support) as well as common daily life hassles and parenting concerns. Quantitative measures revealed opposite perspectives about family functioning and parenting. Participants are satisfied with their families and consider having a good enough communication, flexible and cohesive. Parents consider themselves as more authoritative with a good sense of parenting efficacy, though with authoritarian scores above expected average. Only authoritarian parenting is correlated to family cohesion. Quantitative measures do not validate qualitative results. With low income multi-stressed families, we recommend the use of the qualitative data collection analyzed in mixed methodology to mitigate social desirability and bias. Families are often evaluated in by social services for child custody legal decisions that often result in government child custody. Along with naturalistic observation, clinical in-depth interview is indispensable to collect data and evaluating family psycho-social risk and parent's capabilities with this type of population.

Social benefits and quality of group daycare vary greatly across countries; the effects on children may depend on the social context. This study used the prospective Norwegian cohort of 24,259 (MoBa; Norwegian Mother and Child Cohort Study) to examine predictors of group daycare, and the effects of family risk and group daycare on child behaviour at 36 months. The results showed that virtually all 9-month-olds remained in maternal care; while at 18 months over two-thirds attended some form of group daycare. High maternal education and family income very strongly predicted children's attendance in group daycare—a social selection opposite to that found in North America. Group daycare had a statistically significant effect on both distress and aggression, but the effect was very weak. Family risk was associated with both distress and aggression, but this did not differ according to type of care. The findings show a marked difference from those in North America, suggesting that social selection worked in the opposite direction. This was probably due to Norway's generous paid maternal leave and high-quality daycare.

Building a strong foundation: early childhood education is essential to pupils' success. With this, teachers play a very important for the child's development. So, this study determined the Daycare teachers' lived experiences and explored how these contribute to the children's learning outcomes. It employed the descriptive research design and made use of simple random sampling. Statistical tools were used such as: mean, standard deviation, T-test and F-test and Regression analysis. Researchers-made questionnaire was utilized, which passed the ethical guidelines and various methods of validation. Findings revealed that Daycare teachers' lived experiences are 'Above Average' in Curriculum Activities and 'Exemplary' in the Teaching-Learning Experiences, while the learners' learning outcomes are 'Average'. The simple linear regression results show that the teachers' lived experiences in the Curriculum Activities and Teaching-Learning Experiences significantly justify learners' learning outcomes. Furthermore, Daycare teachers have crucial role in the decision-making process of the curriculum and achieving quality of learning. Hence, Daycare teachers should participate in future curriculum development meetings, implementation, and evaluation processes.

ABSTRACT As more women enter the workforce either as half or full time, it is now the norm in many societies for children to be placed in childcare before their first birthday. Because most of these children spend at least eight hours in childcare, we need to assess the quality of the service supplied by professional secondary caregivers (PSC). Maternal sensitivity is defined as mother’s ability to perceive and respond promptly and accurately to the child’s signals (Bowlby, 1969; Ainsworth, Blehar, Waters & Wall, 1978). The AQS (Waters, 1995) consists of 90 items describing attachment relevant infant behavior; the MBQS (Pederson & Moran, 1995) consists of 90 items describing maternal behavior. 34 child-PSC dyads were assessed in Mexican Social Security Child Care centers with the AQS and MBQS, to explore the factorial structure of sensitivity and secure base behaviors in Child Care facilities. The Child Care-adapted version of the AQS explains 52.99% of the variance (α=.69) and underlines the inconsistency of the relationship. The Professional Secondary Caregiver Q-Sort (PSCQS) explains the 45.35% of the variance (α=.91) with few and less specific factors than those previously reported in the MBSQ.

Building a strong foundation: early childhood education is essential to pupils’ success. With this, teachers play a very important for the child’s development. So, this study determined the Daycare teachers’ lived experiences and explored how these contribute to the children’s learning outcomes. It employed the descriptive research design and made use of simple random sampling. Statistical tools were used such as: mean, standard deviation, T-test and F-test and Regression analysis. Researchers-made questionnaire was utilized, which passed the ethical guidelines and various methods of validation. Findings revealed that Daycare teachers’ lived experiences are ‘Above Average’ in Curriculum Activities and ‘Exemplary’ in the Teaching-Learning Experiences, while the learners’ learning outcomes are ‘Average’. The simple linear regression results show that the teachers’ lived experiences in the Curriculum Activities and Teaching-Learning Experiences significantly justify learners’ learning ...

ABSTRACT As more women enter the workforce either as half or full time, it is now the norm in many societies for children to be placed in childcare before their first birthday. Because most of these children spend at least eight hours in childcare, we need to assess the quality of the service supplied by professional secondary caregivers (PSC). Maternal sensitivity is defined as mother’s ability to perceive and respond promptly and accurately to the child’s signals (Bowlby, 1969; Ainsworth, Blehar, Waters & Wall, 1978). The AQS (Waters, 1995) consists of 90 items describing attachment relevant infant behavior; the MBQS (Pederson & Moran, 1995) consists of 90 items describing maternal behavior. 34 child-PSC dyads were assessed in Mexican Social Security Child Care centers with the AQS and MBQS, to explore the factorial structure of sensitivity and secure base behaviors in Child Care facilities. The Child Care-adapted version of the AQS explains 52.99% of the variance (α=.69) and underlines the inconsistency of the relationship. The Professional Secondary Caregiver Q-Sort (PSCQS) explains the 45.35% of the variance (α=.91) with few and less specific factors than those previously reported in the MBSQ.

Résumé

Cadre de la recherche: Après s’être donné en 1988 une première politique familiale explicite aux accents natalistes, le Québec fait un virage important en 1997 en édictant un ensemble de nouvelles dispositions sous le titre Les enfants au cœur de nos choix. Avec l’offre de nouvelles allocations aux familles, de services éducatifs de garde à contribution réduite et la promesse d’un meilleur régime d’assurance parentale, cette politique poursuivait trois objectifs : favoriser le développement des enfants et l’égalité des chances, faciliter la conciliation famille-travail et assurer une aide accrue aux familles à faible revenu. En 1997, cette politique suscite la surprise chez plusieurs : en période de fort déficit budgétaire, le gouvernement passait d’une politique populationniste à une politique socio-démocrate généreuse.

Objectifs: Après avoir présenté le contexte historique qui a donné lieu à l’implantation d’une politique familiale explicite au Québec, cet article propose de décrypter la conjoncture – démographique, politique et économique – qui a précédé la mise en place de Les enfants au cœur de nos choix.

Méthodologie: L'analyse de la politique familiale québécoise présentée dans cet article est largement basée sur les observations de l'auteure et les analyses de celle-ci développées au cours du temps.

Résultats: L’analyse permettra de constater que ce virage de la politique familiale peut être qualifié de pari, et de pari audacieux qui n’a pas son équivalent ailleurs en Amérique du Nord.

Conclusions: L’examen des études qui ont analysé les retombées de cette politique permet d’avancer que ce pari a pu être considéré comme gagnant et qu’il représente une avancée essentielle pour les femmes.

Contribution: Cet article apporte une réflexion socio-historique sur la politique familiale québécoise et explicite dans quelle conjoncture – démographique, politique et économique – s’est fait, pendant les années 1990, le passage d’une politique nataliste à une politique socio-démocrate qui collectivise le travail reproductif auprès des jeunes enfants. En outre, il apporte une interprétation du sens et de la portée de cette politique.

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Title: The Quebec policy Les enfants au cœur de nos choix : A bold but winning gamble

Abstract

Research Framework: After establishing an initial family policy (with pro-birth undertones) in 1988, Quebec changed direction in 1997 by enacting new child-focused measures, i.e. Les enfants au cœur de nos choix. By offering family allowances, low-cost school child care services and the promise of a better parental insurance plan, the new policy pursued three objectives: promoting early childhood development and equal opportunities, facilitating a work-family balance and ensuring increased aid to low-income families. In 1997 the policy surprised many, given the substantial budget deficit of the time. The government was shifting from a policy based on population growth to a generous socio-democratic strategy.

Objectives: After presenting the historical context that gave rise to the implementation of an explicit family policy in Quebec, this article explains the demographic, political and economic circumstances in play prior to the adoption of the new child-focused policy.

Methodology: The analysis of the Quebec family policy presented in this article is largely based on the author's observations and her analysis of this policy in her career.

Results: The analysis reveals that change in family policy to be a bold gamble, one that has no equivalent in North America.

Conclusions: Close examination of various studies analyzing the impacts of the policy suggests that the gamble can be considered to have been a success, one that has led to significant advances for women.

Contribution: This article provides a socio-historical reflection on the Quebec family policy and explains the context - demographic, political and economic – in which it was made and during the 1990s, its transition from a natalist policy to a socio-democratic policy that collectivizes reproductive work with young children. In addition, it provides an interpretation of the meaning and scope of this policy.

Daycare stress can be indexed by cortisol, and elevated levels of cortisol have been implicated in the onset and development of mental health disorders. Our objective was to quantify the associations between daycare and cortisol and to identify individual and environmental conditions under which daycare attendance is associated with cortisol concentrations. We used Cohen effect size statistics to quantify these associations and to compare them across 11 published studies that were identified with MEDLINE and PsycINFO. Cortisol levels increased during the daycare day, whereas they decreased when children stayed at home. The mean effect size was d = 0.72. The magnitude of the daycare-stress relation seemed to vary under 3 specific conditions. First, the effect size was larger for children in low-quality daycare (d = 1.15), whereas there was essentially little or no effect for children in high-quality daycare (d = 0.10). Second, the effect size was larger for preschoolers (aged 39 to 5...

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