Academic literature on the topic 'Day care nurseries'
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Journal articles on the topic "Day care nurseries":
Burns, E. G. "Infections in day-care nurseries." Current Opinion in Infectious Diseases 2, no. 3 (June 1989): 463–66. http://dx.doi.org/10.1097/00001432-198906000-00024.
Lloyd-Williams, Ffion, Katie Bristow, Simon Capewell, and Modi Mwatsama. "Young children's food in Liverpool day-care settings: a qualitative study of pre-school nutrition policy and practice." Public Health Nutrition 14, no. 10 (April 19, 2011): 1858–66. http://dx.doi.org/10.1017/s1368980011000619.
El-Nasr, Eman M. Seif. "Supportive Environment at Day Care Nurseries and Children’s Growth and Development." IOSR Journal of Nursing and Health Science 06, no. 02 (March 2017): 50–56. http://dx.doi.org/10.9790/1959-0602025056.
Torr, Jane, and Lien Pham. "Educator Talk in Long Day Care Nurseries: How Context Shapes Meaning." Early Childhood Education Journal 44, no. 3 (April 8, 2015): 245–54. http://dx.doi.org/10.1007/s10643-015-0705-6.
Sønnichsen, Lise Hostrup, Jesper von Seelen, and Camilla Bak Høilund. "Playful and physical active storytelling in day care settings." BUKS - Tidsskrift for Børne- & Ungdomskultur 38, no. 66 (August 15, 2022): 16. http://dx.doi.org/10.7146/buks.v38i66.133773.
Harton, Anna, and Joanna Myszkowska-Ryciak. "Types of Milk and/or Its Substitutes Are Given to Children (6–36 Months) in Nurseries in Poland: Data from the Research and Education Project “Eating Healthy, Growing Healthy”." International Journal of Environmental Research and Public Health 15, no. 12 (December 9, 2018): 2789. http://dx.doi.org/10.3390/ijerph15122789.
Baczynska, Katarzyna A., Luke L. A. Price, Michael P. Higlett, and John B. O'Hagan. "Estimating Sun Exposure of Children in Day Care Nurseries in South Oxfordshire, UK." Photochemistry and Photobiology 92, no. 1 (November 26, 2015): 193–200. http://dx.doi.org/10.1111/php.12536.
Davis, Belinda, and Jane Torr. "Educators’ use of questioning as a pedagogical strategy in long day care nurseries." Early Years 36, no. 1 (October 13, 2015): 97–111. http://dx.doi.org/10.1080/09575146.2015.1087974.
Klein, Ágnes, and Tünde Tancz. "Interaction Analysis in Nurseries." Acta Educationis Generalis 12, no. 3 (November 1, 2022): 135–46. http://dx.doi.org/10.2478/atd-2022-0028.
Konstantyner, Tulio, José Augusto AC Taddei, Mariana de Novaes Oliveira, Domingos Palma, and Fernando AB Colugnati. "The impact of training for day-care educators on childhood anaemia in nurseries: an institutional randomised clinical trial." Public Health Nutrition 14, no. 8 (October 5, 2010): 1450–57. http://dx.doi.org/10.1017/s1368980010001977.
Dissertations / Theses on the topic "Day care nurseries":
Chau, Ka-kin Helen. "An oasis for children nursery and daycare centre in Victoria Park /." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31984459.
Includes special report study entitled : Child's cognition of space. Content page of Thesis report missing. Includes bibliographical references. Also available in print.
Petrogiannis, Konstantinos G. "Psychological development at 18 months of age as a function of child care experience in Greece." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361280.
Lau, Sau-ching Helen. "A survey of current assessment practices in the day nurseries : some challenges and opportunities for portfolio assessment." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35544545.
Lau, Sau-ching Helen, and 劉秀清. "A survey of current assessment practices in the day nurseries: some challenges and opportunities for portfolio assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35544545.
Chau, Ka-kin Helen, and 周家建. "An oasis for children: nursery and daycare centre in Victoria Park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984459.
Ivarson, Jansson Ewa. "Relationen hem - förskola : Intentioner och uppfattningar om förskolans uppgift att vara komplement till hemmet 1990-1995." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16560.
digitalisering@umu
Longo-Silva, Giovana [UNIFESP]. "Consumo alimentar em creches públicas/ filantrópicas de São Paulo-SP." Universidade Federal de São Paulo (UNIFESP), 2010. http://repositorio.unifesp.br/handle/11600/9255.
Introdução: A alimentação nos primeiros anos de vida cumpre papel fundamental na manutenção da saúde e formação de hábitos alimentares saudáveis, trazendo consequências importantes a curto e longo prazo. Diversos fatores que caracterizam a sociedade contemporânea têm influenciado no aumento da rede de creches gratuitas nas médias e grandes cidades do país. Estas unidades funcionam por até 12 horas/dia, e de acordo com as diretrizes devem oferecer às crianças 100% das suas necessidades nutricionais diárias. Objetivo: Avaliar o consumo energético e a adequação da dieta de crianças frequentadoras de berçários de oito creches públicas e filantrópicas, no município de São Paulo, SP. Métodos: Estudo transversal descritivo, parte do Projeto Crecheficiente II, vinculado à Universidade Federal de São Paulo (UNIFESP). A coleta de dados ocorreu entre agosto e setembro de 2007, nos berçários de oito creches do município de São Paulo, totalizando 16 berçários, que atendem 236 crianças. O consumo alimentar foi avaliado pelo método de pesagem direta durante três dias não-consecutivos. O cálculo nutricional foi realizado utilizando-se o software Diet Win Profissional 2.0® e a adequação foi calculada para energia segundo a Necessidade Energética Estimada (Estimated Energy Requirement – EER, 2002), para proteína, ferro, vitaminas A e C, segundo a Necessidade Média Estimada (Estimated Average Requirement – EAR) do National Research Council (2002) e para cálcio segundo a Ingestão Adequada (Adequate Intake – AI, 1999). Os dados foram duplamente digitados, validados e analisados no programa Epi-Info 2000, versão 3.4.3. Resultados: A média do consumo alimentar nas creches estudadas demonstrou inadequação para os nutrientes analisados, havendo déficit de energia, ferro e cálcio e excesso de proteína, vitaminas A e C. A distribuição dos percentuais de adequação dos macronutrientes mostrou-se inadequada para lipídeos. Conclusões: Os resultados desse estudo permitiram concluir que não foram atendidas as recomendações nutricionais diárias de energia, ferro e cálcio, tendo excedido as recomendações de proteína, vitamina C e vitamina A, refletindo a necessidade de uma avaliação crítica do programa de alimentação de préescolares do município.
Objective: To evaluate the energy intake and diet adequacy among children enrolled at nurseries of public and not-for-profit daycare centers in São Paulo City. Methods: Cross-sectional study aiming at assessing food consumption using the straight weighing method during three non-consecutive days. Nutrition values were achieved using Professional DietWin software. Diet adequacy was calculated using the following parameters: Estimated Energy Requirement – EER for energy; Estimated Average Requirement – EAR for protein, iron, vitamins C and A; Adequate Intake – AI for calcium since there is no EAR for this nutrient. Data were doubled entered, validated and analyzed using Epi Info. Results: Food consumption mean for the eight daycare centers has demonstrated that nutrients analyzed were inadequate for energy with deficits of iron and calcium, and excess of proteins, vitamins A and C. Distribution of adequacy percentuals for macronutrients showed inadequacy for lipids. Conclusion: The results allow the conclusion that the daily nutrition reccomendations for energy, iron and calcium were not attended while for protein , vitamin C and vitamin A reccomendations were exceded which reflects the necessity of critical assessment of São Paulo preschool food program.
TEDE
BV UNIFESP: Teses e dissertações
Ferraz, Beatriz Mangione Sampaio. "Bebês e crianças pequenas em instituições coletivas de acolhimento e educação: representações de educação em creches." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30082011-144217/.
This research sought to identify and interpret the representations of education of infants and toddlers from the nursery professional teachers. The subjects were the professionals responsible for children 0-2 years in a private companys nursery in São Paulo, located at the campus of a university. This research was configured as a ethnographic character interpretive strategy involving the case study. The procedures used to identify the representations were as following: formal and informal interviews, photographic records, and direct observations of practice. These observations were performed weekly during three months with three distinct groups. Besides the professionals data collection and the researcher fields notes, records on the daily routine with children, teachers planning and routine groups were also analyzed. A study based on official documents, academic productions, and produced literature on infant education experiences in educational institutions was also conducted with the intention to grasp, understand and interpret the variables involved in the representations identified. The analysis of the information collected during the field research had as a benchmark the theory of representations and the pedigree method proposed by Lefebvre (1983). The study of the everyday routine in the nursery indicated that the daily practices reflect not only its history but also anticipates it. In terms of their own representations, teachers seemed to be restricted to the limitations of their own experiences. However, when it came to analyze the practical implementation the previous statement did not seem to occur. The group of teachers provided evidence of changes in history, building a potential future with transformative practices. The study of representations indicated that the nursery is understood as having the function to socialize, promote autonomy and child development. The study of everyday life combined with the analysis of representations of the educators indicated that, despite understanding the function of the nursery as caring/educating, in their representations it not appeared yet incorporated. When exploring educational proposal, it was found that what they understand as education is what they must teach from a more formal educational perspective, highlighting not only the content focused on personal and social education, but also the contents of the different languages thus adding them to the role of the nursery and approaching a more integrated care/education paradigm. The analysis of representations also revealed contradictions between rhetoric and practice in regards to the representation of children, the relationship with the families and the role of the teacher. The beliefs that originate their representations are guided by past personal and professional experiences, present knowledge about the history of this sector and lack of listening and reflection on the foundings of the daily routine. It was proven that the teachers lack the possibility to develop in a critical method the experiences of routine educational processes, as much in regards to the daily life as its representations, relating them to the representations of other subjects, with the whole story of the institution and the unique history of the nursery where they work.
Correia, Gregorio Jennifer. "Les auxiliaires de puériculture en crèche : les enjeux du travail et de l'absentéisme." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7061.
Work organisation has rarely been examined in collective nurseries as a means of understanding working conditions and the issues involved in care work. This comparative research on socially differentiated nurseries is being carried out within the Val de Marne Department as part of a CIFRE grant. This thesis is based on an ethnographic study, which aims to grasp and understand the issues that lead to absenteeism among childcare workers in collective nurseries. We examined all aspects of childcare assistants' day-to-day workload. This allowed us to show how work organisation produces contradictions and contradictory injunctions. We were able to highlight the informal standards that compete with the mission. Nevertheless, childcare assistants carry out their tasks, whilst navigating between constraints and the involved workload. Through analysis, we were able to show the forms of satisfaction and gratification, which provides concrete evidence of the affective component that comes into play. Yet this finding does not prevent the effects their work is having on the physical and psychological state of these women, with the strain of their work even intruding into their private lives. The comparative analysis showed the construction of differentiated practices among the childcare assistants, due to the various interacting elements. The interactions of the auxiliaries, the equipment, the organisational configuration and the children's social class produce more pedagogical work for the children, who have a better grasp of the norms within the community. Finally, we interpreted the different dimensions that lead to absenteeism, revealing how the organisational context and the working conditions are to be taken into account
Skok, Deborah Ann. "Catholic Ladies Bountiful : Chicago's Catholic settlement houses and day nurseries, 1892-1930 /." 2001. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3019969.
"A dissertation submitted to the faculty of the division of the social sciences in candidacy for the degree of Doctor of Philosophy, Department of History, by Deborah Ann Skok, Chicago, Illinois, August 2001." Includes bibliographical references (p. 470-486). Also available on the Internet.
Books on the topic "Day care nurseries":
Branch, Ontario Ministry of Community and Social Services Administrative Services. Day nurseries: Design guidelines. Toronto: The Ministry, 1988.
Ontario. Ministry of Community and Social Services. Capital and Administrative Services Branch. Day nurseries: Design guidelines. Toronto: The Ministry, 1988.
Indiana. Child Welfare/Social Services Division. Regulations for licensing day nurseries. Indianapolis, Ind. (141 S. Meridian St., 6th Fl., Indianapolis 46225): Indiana State Dept. of Public Welfare, Child Welfare/Social Services Division, 1985.
Ontario. Ministry of Community and Social Services., ed. Day nurseries: Highlights of the legislation. [Toronto]: Ministry of Community and Social Services, 1989.
Ontario. Ministry of Community and Social Services. Guidelines for the determination of available income (Day Nurseries' Act). [Toronto, Ont.]: The Ministry, 1988.
Trust, Perth &. Kinross Healthcare NHS. Snack pack: Nutritional guidelines for playgroups and nurseries. Perth: Perth & Kinross Healthcare, 1999.
Southern Health and Social Services Board., Armagh and Dungannon Health and Social Services Trust., and Craigavon and Banbridge Community Health and Social Services Trust., eds. Regulations and standards for day nurseries, out of school care & creche provision. [Craigavon: The Board, 1996.
Council, Greater London. Parents guide to GLC/ILEA nurseries. (London): (Greater London Council), 1986.
Group, Equal Opportunities, ed. Working together: Good practice guidelines for GLC / ILEA day nurseries. (London): (Greater London Council), 1986.
Great Britain. Dept. of Health. NHS Estates. Design guide: The design of day nurseries with particular reference to district general hospitals. London: H.M.S.O., 1991.
Book chapters on the topic "Day care nurseries":
"Day Nurseries to Day Care to Child Care to Quality 2000." In History of Early Childhood Education, 385–402. Routledge, 2013. http://dx.doi.org/10.4324/9780203814215-22.
Parker, Franklin, and Betty June Parker. "Early Childhood Education: Day Care, Nurseries, and Kindergartens." In Education in England and Wales, 99–104. Routledge, 2018. http://dx.doi.org/10.4324/9781351253864-4.
Parker, Franklin, and Betty June Parker. "Early Childhood Education; Preschool: Day Care, Nurseries, Kindergartens." In Education in the People’s Republic of China, Past and Present, 155–59. Routledge, 2017. http://dx.doi.org/10.4324/9781315146706-19.
Gunter, Michael, George Bruns, Martin Feuling, Sylvia Künstler, Horst Nonnenmann, Olaf Schmidt, and Joachim Staigle. "Psychoanalytic social work in day nurseries (day care centres), early education, and early intervention." In Psychoanalytic Social Work, 79–84. Routledge, 2018. http://dx.doi.org/10.4324/9780429479069-7.
Souza, Olga Carpi, and Lizandra Viana Maurat da Rocha. "The Importance Of Day-Care Centers, Preschool Environments, And Educators In Maintaining Breastfeeding, Especially Upon Returning From Maternity Leave." In COLLECTION OF INTERNATIONAL TOPICS IN HEALTH SCIENCE- V1. Seven Editora, 2023. http://dx.doi.org/10.56238/colleinternhealthscienv1-126.
Wagner, Tamara S. "Competitive Infant Care in Domestic Fiction." In The Victorian Baby in Print, 156–215. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198858010.003.0004.
Parker, Alison M. "Leading the National Association of Colored Women." In Unceasing Militant, 56–76. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469659381.003.0004.
Davis, Juliet. "Introduction." In The Caring City, 1–10. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529201215.003.0001.
Datler, Wilfried, Nina Hover-Reisner, Maria Fürstaller, and Margit Datler. "Young Child Observation used as a research tool: investigating toddlers’ development in day care nurseries." In Young Child Observation, 274–94. Routledge, 2018. http://dx.doi.org/10.4324/9780429485374-23.