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Journal articles on the topic 'Childcare'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Sekeráková Búriková, Zuzana. "Paid home-based childcare in Slovakia: Informal markets and care loops." Journal of European Social Policy 29, no. 5 (December 2019): 653–65. http://dx.doi.org/10.1177/0958928719873834.

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Drawing on interviews conducted between 2013 and 2015 with childcare workers and their employers, this article focuses on the employment of paid home-based childcare in Slovakia, where local families prefer to employ local childcarers, rather than migrant childcarers. After a brief discussion of previous studies on home-based paid childcare and social policies, I introduce the concept of care loops and summarize family-oriented policies in Slovakia. I explain that relying on social networks and trust results in hiring local women rather than migrant childcarers. I then examine the motivations of working mothers for hiring childcare workers. I show how mothers use both structural (social policy) and cultural factors (ideals of motherhood and childrearing) to explain their childcare choices. I argue that hiring full-time childcare workers is both a way to fill the care gap and a response to a cultural preference for mother-like care for infants and toddlers. This cultural preference also results in hiring part-time childcare workers who are responsible for micromobilities of care and who help parents to manage care loops.

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Kumalasari, Devy, and Abdul Latif Arifin Alhasyimi. "Social childcare concept: Social community as a childcare partner for working parents." Jurnal Ilmiah Psikologi Terapan 11, no. 1 (January 30, 2023): 39–47. http://dx.doi.org/10.22219/jipt.v11i1.15523.

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In today's era, it has become easier for working parents to find childcare services because of the growing number of childcare institutions or services. However, limitations in a rural environment requires parents, especially working mothers to find childcare or caregiver substitutes in their social environment. This study aims to describe the concept of social care occurs in rural communities. This exploratory-descriptive qualitative research was carried out in Malang Regency, East Java, using the selected sample and snowball technique. The method used is semistructured interviews conducted with 3 people involved in childcare services for preschool children, and the data analysis model is taken from Miles and Huberman. The research results show that the social care concept has 3 dimensions: the mutually beneficial relationship of social exchange of childcarers and parents; carefree system of child care environment; and co-parenting mechanism. Partnership is performed voluntarily by offering the strategies used to find childcarers by increasing social cohesion in the community and involve children in activities with the social community. This study offers the strategies that can be implemented by working parents in finding childcarers in the social community by prioritizing informal kinship relations.

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Hong, Chan Young, and Kyung Soon Yoon. "The Effect of Satisfaction with Real-Time Non-face-to-face Education for Nursery Teachers in Childcare Support Center on Educational Effects through Teacher Effectiveness." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 593–605. http://dx.doi.org/10.22251/jlcci.2022.22.14.593.

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Objectives The purpose of this study is to examine the influence on education effect by satisfaction level of untact real-time education for childcare teacher-executed by the Support Center for Childcare- with mediacy of teacher’s efficacy and to provide basic data required in managing education program by the Support Center for Childcare Methods The objects of this study were 204 childcare teachers working at daycare centers in Gyeonggi-do. The survey for satisfaction level of real-time untact education, education effects, teacher’s efficacy was performed from 11 March to 24 March in 2022. Excluding some outlying data, 202 samples was analyzed for this study, and data analyzing tool was SPSS WIN 22.0 program for frequency analysis, reliability analysis, descriptive statistics, difference analysis, correlation analysis, and mediating effect analysis. Results First, satisfaction level of real-time untact education, education effect and teacher’s efficacy shows high position. Second, among several variables of childcare teacher, number of real-time untact education increases their efficacy for education. Third, between satisfaction of real-time untact education, education effect, and teacher’s efficacy, statical correlation was verified. Fourth, relation between real-time untact education satisfaction and education effect, teacher’s efficacy functions as a mediating parameter. So, plan or alternative for increasing teacher’s efficacy is required. Conclusions Through this study, we were able to confirm the high satisfaction and educational effects of real-time untact education at the Support Center Childcarere and the mediating effects of teacher efficacy. This can be used as a basic data for the efficient operation of childcare teachers' education at the Support Center Childcarere, and there is an empirical implication in the need to improve the teacher's sense of efficacy.

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Celinska, Angelica. "Enya's Childcare." Early Years Educator 23, no. 1 (August 2, 2021): 42. http://dx.doi.org/10.12968/eyed.2021.23.1.42.

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This month EYE'S editor interviews Enya Mooney, the co-founder and director of education at Enya's Childcare, a Reggio-inspired setting offering Forest School provision and working hard on sustainability and eco-friendly practice.

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5

Ward, Amanda. "Childcare vouchers." Child Care 5, no. 7 (July 2008): 10. http://dx.doi.org/10.12968/chca.2008.5.7.37424.

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Bayram, Liz. "Childcare strategy." Child Care 6, no. 4 (April 2009): 6. http://dx.doi.org/10.12968/chca.2009.6.4.40728.

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7

Suh, Young Sook, Jin Ok Park, and Hye Jeon Suh. "Childcare Staff." Journal of Korean Child Care and Education 10, no. 4 (August 31, 2014): 5–28. http://dx.doi.org/10.14698/jkcce.2014.10.4.005.

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8

Fudge, Lesley. "Childcare Support." British Journal of Perioperative Nursing (United Kingdom) 11, no. 5 (May 2001): 212–13. http://dx.doi.org/10.1177/175045890101100501.

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9

Hay, Susan. "CHILDCARE FACILITIES." Facilities 7, no. 6 (June 1989): 6–9. http://dx.doi.org/10.1108/eb006493.

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10

Moss, Peter. "Supermarket childcare." Early Years Educator 13, no. 2 (June 2011): 16–18. http://dx.doi.org/10.12968/eyed.2011.13.2.16.

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11

Belton, Hannah. "childcare counsel." Nursery World 2021, no. 4 (April 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.4.44.

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Gwent, Rhys ap. "childcare counsel." Nursery World 2021, no. 8 (August 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.8.44.

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Phillips, Fiona. "childcare counsel." Nursery World 2022, no. 2 (February 2, 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.2.44.

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Belton, Hannah. "childcare counsel." Nursery World 2020, no. 9 (June 2, 2020): 36. http://dx.doi.org/10.12968/nuwa.2020.9.36.

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Evans, Chris. "childcare counsel." Nursery World 2021, no. 1 (January 2, 2021): 52. http://dx.doi.org/10.12968/nuwa.2021.1.52.

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Belton, Hannah. "childcare counsel." Nursery World 2020, no. 11 (August 2, 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.11.44.

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Phillips, Fiona. "childcare counsel." Nursery World 2022, no. 4 (April 2, 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.4.44.

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Evans, Chris. "childcare counsel." Nursery World 2021, no. 6 (June 2, 2021): 52. http://dx.doi.org/10.12968/nuwa.2021.6.52.

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Robins, Caroline. "childcare counsel." Nursery World 2019, no. 20 (September 30, 2019): 30. http://dx.doi.org/10.12968/nuwa.2019.20.30.

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Gwent, Rhys ap. "childcare counsel." Nursery World 2022, no. 1 (January 2, 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.1.44.

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Manners, Andrew. "childcare counsel." Nursery World 2020, no. 8 (May 2, 2020): 52. http://dx.doi.org/10.12968/nuwa.2020.8.52.

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Belton, Hannah. "childcare counsel." Nursery World 2021, no. 2 (February 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.2.44.

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Belton, Hannah. "childcare counsel." Nursery World 2021, no. 10 (October 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.10.44.

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Belton, Hannah. "Childcare Counsel." Nursery World 2020, no. 10 (July 2, 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.10.44.

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Belton, Hannah. "childcare counsel." Nursery World 2021, no. 5 (May 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.5.44.

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Manners, Andrew. "childcare counsel." Nursery World 2020, no. 5 (March 2, 2020): 30. http://dx.doi.org/10.12968/nuwa.2020.5.30.

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Belton, Hannah. "childcare counsel." Nursery World 2021, no. 7 (July 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.7.44.

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Manners, Andrew. "childcare counsel." Nursery World 2021, no. 3 (March 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.3.44.

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Belton, Hannah. "childcare counsel." Nursery World 2020, no. 7 (April 2, 2020): 56. http://dx.doi.org/10.12968/nuwa.2020.7.56.

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Belton, Hannah. "childcare counsel." Nursery World 2020, no. 14 (November 2, 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.14.44.

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Ray, Sophie. "childcare counsel." Nursery World 2021, no. 9 (September 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.9.44.

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Belton, Hannah. "childcare counsel." Nursery World 2022, no. 6 (June 2, 2022): 52. http://dx.doi.org/10.12968/nuwa.2022.6.52.

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Francis-Hopkins, Hannah. "childcare counsel." Nursery World 2022, no. 3 (March 2, 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.3.44.

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Belton, Hannah. "childcare counsel." Nursery World 2020, no. 12 (September 2, 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.12.44.

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Belton, Hannah. "childcare counsel." Nursery World 2020, no. 13 (October 2, 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.13.44.

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Belton, Hannah. "Childcare Counsel." Nursery World 2022, no. 8 (August 2, 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.8.44a.

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Manners, Andrew. "childcare counsel." Nursery World 2022, no. 7 (July 2, 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.7.44.

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Francis-Hopkins, Hannah. "childcare counsel." Nursery World 2021, no. 12 (December 2, 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.12.44.

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Belton, Hannah. "Childcare counsel." Nursery World 2021, no. 11 (November 2, 2021): 60. http://dx.doi.org/10.12968/nuwa.2021.11.60.

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40

Pan, Yue. "Research on Policy Support and Improvement Pathways for the Development of Childcare Services in China." Yixin Publisher 2, no. 3 (March 30, 2024): 123–29. http://dx.doi.org/10.59825/jcs.2024.2.3.123.

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The childcare service in our country has just started and is faced with many problems and challenges. At present, there are some urgent problems to be solved in the development of childcare services in China, such as the contradiction between supply and demand of childcare services, regional differences in the implementation of childcare service policies, insufficient national and local financial investment and subsidies, unclear responsibilities of management departments, and uneven quality of childcare services. In order to address the negative impact of market-oriented childcare services, the government has included childcare services in the strategic planning of establishing a sound social welfare system. In the path of the development of childcare services, the policy intention of promoting the development of childcare services can be promoted by advocating new and changing childcare institutions, breaking the traditional dual type system of childcare services, implementing price control of childcare services and improving the comprehensive supervision system of childcare services, so as to promote the healthy and rapid development of childcare services in China and meet the needs of society and families.

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41

Saraceno, Chiara. "Childcare needs and childcare policies: A multidimensional issue." Current Sociology 59, no. 1 (January 2011): 78–96. http://dx.doi.org/10.1177/0011392110385971.

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42

Yu, Sora, and Sung-bin Park. "Pre-service Childcare Teachers’ Perception of Childcare Teacher Shown in Childcare Teacher Theory Class." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 9 (May 15, 2022): 79–92. http://dx.doi.org/10.22251/jlcci.2022.22.9.79.

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43

Ajayi, Kehinde F., Aziz Dao, Estelle Koussoubé, and P. Rita Nikiema. "Who Uses Childcare Centers? Evidence from Burkina Faso." AEA Papers and Proceedings 114 (May 1, 2024): 454–58. http://dx.doi.org/10.1257/pandp.20241013.

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What determines childcare center use for low-income urban households? And how does subsidizing provision change access to childcare services? We study these questions using data from a randomized evaluation that subsidized childcare center use for women participating in a public works program in Burkina Faso. One quarter of eligible women use these childcare services, tripling childcare center use for zero-to six-year-olds in our sample. Household wealth significantly predicts childcare center use. However, the public works childcare centers increased access for disadvantaged households and young children. Women employed as childcare providers were also more likely to use the childcare centers.

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44

Lee, Kyungha, and Namjoo Han. "The pre-school teacher's childcare practice experience and the director's thoughts on childcare practice in the COVID-19 situation." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 673–88. http://dx.doi.org/10.22251/jlcci.2022.22.14.673.

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Objectives In this study, the childcare practice experience of childcare trainees operated in the situation of COVID-19 was confirmed, and the ideas of the daycare center manager toward non-face-to-face childcare practice was analyzed to examine ways to improve childcare practice through the parallel between non-face-to-face and face-to-face practice. Methods A childcare practice diary of 30 third-year students from the Department of Early Childhood Education at a 4-year university in Gyeongsangbuk-do, a reflective self-evaluation of childcare trainees, a survey on childcare practice patterns, and a survey on childcare practice experiences was conducted. In addition, written interviews were conducted on 20 directors of national and public daycare centers in Gyeonggi-do and the contents were analyzed. Results The childcare practice experience of childcare trainees in the COVID-19 situation was analyzed by understanding the practice daycare center, daily routine guidance, writing childcare practice-related documents, and teacher feedback. It was analyzed that for effective childcare practice, childcare trainees are requesting support to enhance understanding of the individuality of infants and toddlers and to familiarize themselves with different childcare practices by each institution in advance and for support for quick adaptation. The directors of the daycare center generally had negative thoughts about non-face-to-face childcare practices. However, it was analyzed that the production of educational contents to help the understanding of childcare practices according to age was perceived positively. Conclusions Considering the analysis that non-face-to-face practice is possible, a plan to improve childcare practice found in the COVID-19 situation was suggested in terms of fulfilling the role as a childcare trainee and supporting the effective operation of childcare practice. In fulfilling the role as a childcare trainee, it is necessary to provide opportunities and contents to enhance the understanding of the individuality of infants and toddlers, and to operate childcare practice so that daily life, play, and activities including daily life and activities can be provided. In terms of support for effective childcare practice operation, it is necessary to provide practical orientation, sufficient feedback from supervisors, and education and content related to document preparation related to childcare practice. Therefore, if contents that can supplement face-to-face practice are produced as contents, and non-face-to-face practice and face-to-face practice are carried out concurrently, it is expected to be a more effective childcare practice.

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45

Biegel, Naomi, Jonas Wood, and Karel Neels. "Migrant-native differentials in the uptake of (in)formal childcare in Belgium: The role of mothers’ employment opportunities and care availability." Journal of Family Research 33, no. 2 (September 6, 2021): 467–508. http://dx.doi.org/10.20377/jfr-463.

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Objective: we explore migrant-native differentials in the uptake of formal and informal childcare and whether this is induced by lower demand for childcare versus differential access to (in)formal childcare compared to natives. Background: The rise in female labour market participation in recent decades has challenged parents to negotiate work and family responsibilities and organise childcare. Belgium is among the European countries with the highest availability of formal childcare, but maternal employment and uptake of childcare are substantially lower in migrant populations. Methods: Combining linked microdata from the 1991 and 2001 censuses with contextual data on childcare availability at the municipality level, we use multinomial logit models to study childcare use and type of childcare arrangement among parents having a young child in 2001. As access to childcare and maternal employment are mutually endogenous, we use estimated employment opportunities. Results: We find considerable migrant-native differentials in childcare use, as well as substantial differences between first and second generation migrants. Second generation mothers of Turkish, Moroccan and Eastern-European background are less likely than natives to use childcare, and more likely to rely on informal arrangements if childcare is used. Controlling for socio-demographic characteristics and differential availability of (in)formal childcare largely accounts for differences in childcare use, but Turkish and Moroccan women remain less likely to use care and first generation Turkish mothers remain more likely to use informal care as opposed to formal childcare. Conclusions: While differences in socio-demographic characteristics, labour market opportunities and availability of (in)formal care provide a partial explanation, partial migrant-native differentials in childcare use persist for specific groups, suggesting that other factors inhibit the uptake of formal childcare.

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Kim, Tae-yun, and Yun hee Sim. "A study on the difficulties of teachers institutional measures in implementing disability integrated childcare." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 18 (September 30, 2023): 545–56. http://dx.doi.org/10.22251/jlcci.2023.23.18.545.

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Objectives The purpose of this study is to identify the challenges of implementing integrated childcare in public childcare centers for infants and toddlers with disabilities and to identify institutional measures to implement integrated childcare. Methods Face-to-face interviews were conducted with three disability childcare teachers working in state-run integrated childcare centers in Seoul and Gyeonggi-do, and non-face-to-face interviews were conducted with three early childhood specialists to collect and analyze the data. Results The difficulties of teachers practicing disability integrated childcare are, first, the diversification of qualifications for teaching infants and toddlers with disabilities, and second, the lack of education and training opportunities for disability integrated childcare teachers. Third, they are faced with admission criteria that is inconsiderate of the childcare facility, and fourth, the therapeutic importance for children with disabilities is overlooked. The institutional measures to improve the quality of disability integrated childcare are: first, reforming childcare programs to strengthen professionalism; second, establishing an integrated childcare advisory system linked to cooperative institutions, industries and government; and third, establishing customized integrated childcare operation standards. Conclusions This study is meaningful in that it suggests institutional measures to improve the quality of integrated childcare for infants and toddlers with disabilities through the voices of childcare teachers and early childhood specialists. It recommends further research that combines a qualitative study that conveys various voices of integrated childcare and a survey on the operational and physical environment to improve the quality of integrated childcare.

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47

Ruppanner, Leah, Stephanie Moller, and Liana Sayer. "Expensive Childcare and Short School Days = Lower Maternal Employment and More Time in Childcare? Evidence from the American Time Use Survey." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311986027. http://dx.doi.org/10.1177/2378023119860277.

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This study investigates the relationship between maternal employment and state-to-state differences in childcare cost and mean school day length. Pairing state-level measures with an individual-level sample of prime working-age mothers from the American Time Use Survey (2005–2014; n = 37,993), we assess the multilevel and time-varying effects of childcare costs and school day length on maternal full-time and part-time employment and childcare time. We find mothers’ odds of full-time employment are lower and part-time employment higher in states with expensive childcare and shorter school days. Mothers spend more time caring for children in states where childcare is more expensive and as childcare costs increase. Our results suggest that expensive childcare and short school days are important barriers to maternal employment and, for childcare costs, result in greater investments in childcare time. Politicians engaged in national debates about federal childcare policies should look to existing state childcare structures for policy guidance.

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Yun, Kyoug-Mi. "Qualitative Study on the Functions and Roles of Si/Gun/Gu Child Care Support Centers Related to Integration of Early Childhood Education and Childcare." Korea Association for Early Childhood Education and Educare Welfare 27, no. 4 (December 31, 2023): 35–59. http://dx.doi.org/10.22590/ecee.2023.27.4.35.

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ThisIn this study, 10 parents of infants and young children, child care teachers, and directors were surveyed to look back on the roles and functions of childcare support centers and to find out the direction for re-establishing the functions and roles of childcare support centers in the new era of integration of early childhood education and childcare. The analysis results are as follows. First, parents are most satisfied with the part-time childcare service for home childcare support, recognized it as a necessary project and expect that it will fulfill its role as a professional organization that can efficiently provide support to improve the quality of education and care of infant education institutions when early childhood education and childcare are integrated. Second, childcare teachers are satisfied with customized consulting support, healing programs, and substitute teacher support and recognize them as necessary projects. Third, directors are satisfied with substitute teacher and childcare staff training, parent education, and counseling projects, and perceived that childcare teachers and parents are growing through various supports. Integration of early childhood education and childcare requires a retraining process for qualification of existing childcare teachers by taking advantage of the geographical accessibility and convenience of si/gun/gu childcare support centers, and educational support to strengthen the expertise of childcare teachers is expected. This study is significant in that it suggests the direction of the functions and roles of childcare support centers so that various services can be efficiently delivered to infant families and infant education institutions in the region at the time when the integration of early childhood education and childcare began

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Leser, Kendall A., Julie Looper-Coats, and Andrew R. Roszak. "Emergency Preparedness Plans and Perceptions Among a Sample of United States Childcare Providers." Disaster Medicine and Public Health Preparedness 13, no. 4 (April 3, 2019): 704–8. http://dx.doi.org/10.1017/dmp.2018.145.

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ABSTRACTObjectivesChildren are at increased risk for experiencing negative physical and mental health outcomes as a result of disasters. Millions of children spend their days in childcare centers or in residential family childcare settings. The purpose of this study was to describe childcare providers’ perceived levels of preparedness capabilities and to assess differences in levels of perceived preparedness between different types of childcare providers.MethodsA national convenience sample of childcare center administrators and residential family childcare administrators completed a brief online survey about their preparedness efforts.ResultsOverall, there were few differences in preparedness between childcare centers and residential family childcare providers. However, childcare centers were more likely to report that they had written plans (94.47%) than residential family childcare providers (83.73%) were (χ12=15.62; P<.001). Both types of providers were more likely to report being very prepared/prepared for fires (91.31%) than they were for any other type of emergency (flooding, active shooter, etc.; 45.08% to 79.34%).ConclusionsFuture work should assess how childcare providers respond to and recover from emergencies, as well as explore the types of resources childcare providers need in order to feel comfortable caring for children during such emergency situations. (Disaster Med Public Health Preparedness. 2019;13:704–708)

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Vinci, Debra M., Melicia C. Whitt-Glover, Christopher K. Wirth, Caroline Kraus, and Alexandra P. Venezia. "Let’s Wiggle with 5-2-1-0: Curriculum Development for Training Childcare Providers to Promote Activity in Childcare Settings." Journal of Obesity 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/8967092.

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Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA) in childcare classrooms. An evidence scan, key informant (n=34) and focus group (n=20) interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n=22) informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. ThePromoting Physical Activity in Childcare Setting Curriculumwas developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.

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