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Artículos de revistas sobre el tema "Childcare"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 11 de enero de 2025

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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, n.º 5 (diciembre de 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 y Abdul Latif Arifin Alhasyimi. "Social childcare concept: Social community as a childcare partner for working parents". Jurnal Ilmiah Psikologi Terapan 11, n.º 1 (30 de enero de 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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Yoo, Jin-Young y Jung-Eun Kim. "The effect of Child-Care Teacher's Self-efficacy and Work Environment on Job Crafting". Korean Association For Learner-Centered Curriculum And Instruction 24, n.º 18 (30 de septiembre de 2024): 309–24. http://dx.doi.org/10.22251/jlcci.2024.24.18.309.

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Objectives The purpose of this study is to examine the impact of childcare teachers' self-efficacy and work environment on job crafting. Methods To this end, a survey was conducted among 425 childcare teachers working at childcare0 centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, childcare teachers' perceived self-efficacy averaged 3.46 out of 5, their work environment averaged 3.30, and job crafting averaged 3.81. Second, it was found that there are significant correlations between childcare teachers' self-efficacy, work environment, and overall job crafting as well as all its sub-factors. Third, the self-efficacy and work environment of childcare teachers explained 56.4% of task crafting, 58.3% of cognitive crafting, 60.9% of relational crafting, and 63.7% of collaborative crafting, which are sub-factors of job crafting. Among these sub-factors, self-regulatory efficacy, relationships with colleagues, and support for teacher professionalism were found to have a significant positive impact, with self-regulatory efficacy being the most explanatory. Conclusions To enhance the quality of childcare services and the professional development of childcare teachers, it is suggested that foundational data be prepared for strategies to promote job crafting among childcare teachers. Additionally, there is a need for various teacher training programs to improve teachers' self-efficacy and for institutional support to enhance the work environment.

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Hong, Chan Young y 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, n.º 14 (31 de julio de 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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5

Pan, Yue. "Research on Policy Support and Improvement Pathways for the Development of Childcare Services in China". Yixin Publisher 2, n.º 3 (30 de marzo de 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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6

Celinska, Angelica. "Enya's Childcare". Early Years Educator 23, n.º 1 (2 de agosto de 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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Ward, Amanda. "Childcare vouchers". Child Care 5, n.º 7 (julio de 2008): 10. http://dx.doi.org/10.12968/chca.2008.5.7.37424.

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Bayram, Liz. "Childcare strategy". Child Care 6, n.º 4 (abril de 2009): 6. http://dx.doi.org/10.12968/chca.2009.6.4.40728.

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Suh, Young Sook, Jin Ok Park y Hye Jeon Suh. "Childcare Staff". Journal of Korean Child Care and Education 10, n.º 4 (31 de agosto de 2014): 5–28. http://dx.doi.org/10.14698/jkcce.2014.10.4.005.

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10

Fudge, Lesley. "Childcare Support". British Journal of Perioperative Nursing (United Kingdom) 11, n.º 5 (mayo de 2001): 212–13. http://dx.doi.org/10.1177/175045890101100501.

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11

Hay, Susan. "CHILDCARE FACILITIES". Facilities 7, n.º 6 (junio de 1989): 6–9. http://dx.doi.org/10.1108/eb006493.

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12

Moss, Peter. "Supermarket childcare". Early Years Educator 13, n.º 2 (junio de 2011): 16–18. http://dx.doi.org/10.12968/eyed.2011.13.2.16.

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13

Belton, Hannah. "childcare counsel". Nursery World 2021, n.º 4 (2 de abril de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.4.44.

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Gwent, Rhys ap. "childcare counsel". Nursery World 2021, n.º 8 (2 de agosto de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.8.44.

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Phillips, Fiona. "childcare counsel". Nursery World 2022, n.º 2 (2 de febrero de 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.2.44.

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Belton, Hannah. "childcare counsel". Nursery World 2020, n.º 9 (2 de junio de 2020): 36. http://dx.doi.org/10.12968/nuwa.2020.9.36.

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Evans, Chris. "childcare counsel". Nursery World 2021, n.º 1 (2 de enero de 2021): 52. http://dx.doi.org/10.12968/nuwa.2021.1.52.

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Belton, Hannah. "childcare counsel". Nursery World 2020, n.º 11 (2 de agosto de 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.11.44.

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Phillips, Fiona. "childcare counsel". Nursery World 2022, n.º 4 (2 de abril de 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.4.44.

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Evans, Chris. "childcare counsel". Nursery World 2021, n.º 6 (2 de junio de 2021): 52. http://dx.doi.org/10.12968/nuwa.2021.6.52.

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Robins, Caroline. "childcare counsel". Nursery World 2019, n.º 20 (30 de septiembre de 2019): 30. http://dx.doi.org/10.12968/nuwa.2019.20.30.

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Gwent, Rhys ap. "childcare counsel". Nursery World 2022, n.º 1 (2 de enero de 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.1.44.

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Manners, Andrew. "childcare counsel". Nursery World 2020, n.º 8 (2 de mayo de 2020): 52. http://dx.doi.org/10.12968/nuwa.2020.8.52.

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Belton, Hannah. "childcare counsel". Nursery World 2021, n.º 2 (2 de febrero de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.2.44.

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Belton, Hannah. "childcare counsel". Nursery World 2021, n.º 10 (2 de octubre de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.10.44.

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Belton, Hannah. "Childcare Counsel". Nursery World 2020, n.º 10 (2 de julio de 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.10.44.

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Belton, Hannah. "childcare counsel". Nursery World 2021, n.º 5 (2 de mayo de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.5.44.

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Manners, Andrew. "childcare counsel". Nursery World 2020, n.º 5 (2 de marzo de 2020): 30. http://dx.doi.org/10.12968/nuwa.2020.5.30.

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Belton, Hannah. "childcare counsel". Nursery World 2021, n.º 7 (2 de julio de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.7.44.

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Manners, Andrew. "childcare counsel". Nursery World 2021, n.º 3 (2 de marzo de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.3.44.

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Belton, Hannah. "childcare counsel". Nursery World 2020, n.º 7 (2 de abril de 2020): 56. http://dx.doi.org/10.12968/nuwa.2020.7.56.

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Belton, Hannah. "childcare counsel". Nursery World 2020, n.º 14 (2 de noviembre de 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.14.44.

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Ray, Sophie. "childcare counsel". Nursery World 2021, n.º 9 (2 de septiembre de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.9.44.

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Belton, Hannah. "childcare counsel". Nursery World 2022, n.º 6 (2 de junio de 2022): 52. http://dx.doi.org/10.12968/nuwa.2022.6.52.

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Francis-Hopkins, Hannah. "childcare counsel". Nursery World 2022, n.º 3 (2 de marzo de 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.3.44.

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Belton, Hannah. "childcare counsel". Nursery World 2020, n.º 12 (2 de septiembre de 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.12.44.

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Belton, Hannah. "childcare counsel". Nursery World 2020, n.º 13 (2 de octubre de 2020): 44. http://dx.doi.org/10.12968/nuwa.2020.13.44.

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Belton, Hannah. "Childcare Counsel". Nursery World 2022, n.º 8 (2 de agosto de 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.8.44a.

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Manners, Andrew. "childcare counsel". Nursery World 2022, n.º 7 (2 de julio de 2022): 44. http://dx.doi.org/10.12968/nuwa.2022.7.44.

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Francis-Hopkins, Hannah. "childcare counsel". Nursery World 2021, n.º 12 (2 de diciembre de 2021): 44. http://dx.doi.org/10.12968/nuwa.2021.12.44.

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Belton, Hannah. "Childcare counsel". Nursery World 2021, n.º 11 (2 de noviembre de 2021): 60. http://dx.doi.org/10.12968/nuwa.2021.11.60.

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Saraceno, Chiara. "Childcare needs and childcare policies: A multidimensional issue". Current Sociology 59, n.º 1 (enero de 2011): 78–96. http://dx.doi.org/10.1177/0011392110385971.

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43

Yu, Sora y 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, n.º 9 (15 de mayo de 2022): 79–92. http://dx.doi.org/10.22251/jlcci.2022.22.9.79.

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Ajayi, Kehinde F., Aziz Dao, Estelle Koussoubé y P. Rita Nikiema. "Who Uses Childcare Centers? Evidence from Burkina Faso". AEA Papers and Proceedings 114 (1 de mayo de 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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45

Lee, Kyungha y 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, n.º 14 (31 de julio de 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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Biegel, Naomi, Jonas Wood y 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, n.º 2 (6 de septiembre de 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 y 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, n.º 18 (30 de septiembre de 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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Ruppanner, Leah, Stephanie Moller y 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 (enero de 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, n.º 4 (31 de diciembre de 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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Yoon, Su-Been y In-ae Hwang. "Implementation, Difficulties, and Demands of Childcare Respect for Infant Rights by Beginning Childcare Teachers". Korean Association For Learner-Centered Curriculum And Instruction 24, n.º 23 (15 de diciembre de 2024): 268–92. https://doi.org/10.22251/jlcci.2024.24.23.268.

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Objectives In this study, the experience of the beginning childcare teacher's implementation of respecting infant rights in daycare centers was examined, and difficulties and demands in the implementation process were explored. Methods For this study, 10 beginning childcare teachers with less than three years of experience who worked at daycare centers in Daegu/Gyeongbuk were interviewed, and journals of researcher and research participants and documents related to respecting infant rights were collected and analyzed. Results The implementation of respecting the rights of infant by beginning childcare teachers was divided into providing initiative in daily routine, activities to recognize the rights of infant, and implementation respecting infant rights in connection with families. Also, Difficulties in the process of implementation respect for the rights of infant by beginning childcare teachers were divided into a set daily operations and work burdens, excessive demands and distrust from parents, and difficulties as low-experience teachers. In addition, The demand for the improvement of childcare for respecting infant rights was divided into laying the foundation for the practice of childcare for respecting infant rights, revitalizing education for respecting infant rights, and supporting considering the characteristics of beginning childcare teachers. Conclusions This study is meaningful in that by exploring the experiences of beginning childcare teachers on children rights-respecting childcare, it understands how beginning childcare teachers practice children rights-respecting childcare and the difficulties and demands they experience in the process of implementation. Based on this, it is expected that the beginning childcare teachers, who will start their childcare positions in the childcare field, will be provided as basic data to come up with support measures to practice higher-quality infant rights-respecting childcare.

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