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Автор: Grafiati
Опубліковано: 7 липня 2024

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг

Статті в журналах з теми "Day care nurseries":

1

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.

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2

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.

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AbstractObjectiveTo explore nutrition and food provision in pre-school nurseries in order to develop interventions to promote healthy eating in early years settings, especially across deprived communities.DesignAn ethnographic approach was used combining participant observation with semi-structured interviews. Research participants were selected purposively using convenience sampling.SettingCommunity pre-school nurseries.SubjectsNursery managers (n 9), cooks (n 6), staff (n 12), parents (n 12) and children at six nurseries (four private and two attached to children's centres) in Liverpool, UK.ResultsPrivate nurseries had minimal access to information and guidelines. Most nurseries did not have a specific healthy eating policy but used menu planning to maintain a focus on healthy eating. No staff had training in healthy eating for children under the age of 5 years. However, enthusiasm and interest were widespread. The level and depth of communication between the nursery and parents was important. Meal times can be an important means of developing social skills and achieving Early Years Foundation Stage competencies.ConclusionsNurseries are genuinely interested in providing appropriate healthy food for under-5s but require support. This includes: improved mechanisms for effective communication between all government levels as well as with nurseries; and funded training for cooks and managers in menu planning, cost-effective food sourcing and food preparation. Interventions to support healthy eating habits in young children developed at the area level need to be counterbalanced by continued appropriate national-level public health initiatives to address socio-economic differences.
3

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.

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4

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.

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5

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.

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This paper is about playful and physically active storytelling (PPAST) with children in day care. It is highlighting why this way of telling a story, combined with pedagogical tact for maintaining play mood during the story, can support 2–5-year-old children´s imaginary play. From 2016 to 2020 three prototypes of physical active stories for kindergartens and seven for nurseries and home-nurseries were designed to facilitate PPAST in day care. The stories were designed in a design-based research approach drawing on qualitative as well as quantitative data generation. The material was distributed to 3.000 day care facilities in Denmark. This paper aims at answering two questions: How does PPAST work for different groups of children? What makes PPAST playful? According to the participating pedagogues the children that benefit the most from PPAST are children in vulnerable positions. Seven principles of significance for play to emerge during or after PPAST can be deduced from the empirical data. PPAST must include children’s co-determination, children´s as well as the pedagogue’s embodiment of the story rituals, an imaginative open storyline that can be combined with aesthetic improvisations and the inclusion of affordances in the physical environment and finally, storytelling object(s) that inspire the story and remain when the storytelling ends are essential. And perhaps most importantly, the story must give room for children’s differentiated participation.
6

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.

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The purpose of the study was to evaluate the types of milk and/or its substitutes given to children (aged 6–36 months) in nurseries in Poland. Methods: The study was conducted in 211 nurseries across Poland. The supply of milk and its substitutes was checked in ten-day menus and inventory documents. In total, 211 ten-day menus and 2110 daily inventory reports were analyzed. Additionally, data were obtained by interviews with day-care center (DCC) directors and/or staff responsible for nutrition. Results: Compared to non-public nurseries, public ones were characterized by a higher average number of children, most often maintained their own kitchens, and charged a lower financial fee. Public DCCs also more often employed dietitians. The type of milk and its substitutes offered to children in nurseries was dependent on the age of the children and type of DCC. In a larger percentage of public DCCs infants received a milk formula, and in smaller percentage they received breast milk. This regularity also occurred in older children’s diets (13–36 months). In toddlers’ diets in public nurseries, cow’s milk was more common. The share of other milk substitutes in the nutrition of children from both age groups was negligible. Conclusion: The types of milk given to children in nurseries in Poland varied and depended on the age of children and the type of DCCs. It is necessary to provide education to DCC staff regarding the type of milk recommended for children under one year of age.
7

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.

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8

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.

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9

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.

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Abstract Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators. Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on the evaluation and observation of questionnaire responses. Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes. Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use. Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level. Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures
10

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.

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AbstractObjectiveTo test the impact of training for educators on the health of children enrolled in public and philanthropic day-care nurseries.DesignA randomised, institutional, non-blind clinical trial was conducted. An educational intervention was performed in four day-care centres and the control group consisted of four other day-care centres. Interviews with the mothers, collection of blood from the children by digital puncture and anthropometry were performed. The chosen indicator for the improvement of health was anaemia (Hb <11 g/dl). An unconditional logistic regression model was set for the risk factors for anaemia, considering associations with P ≤ 0·05 as statistically significant.SettingEight day-care centres in the city of Sao Paulo, Brazil.SubjectsTwo hundred and fifty-two children from day-care nurseries.ResultsThe children from the day-care centres that were not subject to intervention presented a 2·11 times greater risk (95% CI 1·04, 4·30; P = 0·40) of having anaemia at the end of the study independent of the control variables (sex, age, time in the day-care centre, anaemia at the beginning of the study, maternal age, use of oral iron supplements, number of siblings, per capita family income, use of antibiotics and the necessity of avoidable hospitalisations) used in the construction of the final logistical model.ConclusionsThe assessed educational intervention promoted significant changes in the health status of the children, reinforcing the importance of training for professionals who care for young children in day-care centres in developing countries in order to promote child health.
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Статті в журналах Книги

Дисертації з теми "Day care nurseries":

1

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.

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Thesis (M.Arch.)--University of Hong Kong, 1999.
Includes special report study entitled : Child's cognition of space. Content page of Thesis report missing. Includes bibliographical references. Also available in print.
2

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.

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3

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.

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4

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.

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5

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.

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6

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.

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This dissertation examines the inherent meanings in the claim that the pre-school is "a complement to the home". The meanings are analysed in order to explore the reasons behind the extension of child care in Sweden, and particularly during the period 1990-1995.The dissertation has two objectives. The first objective is to analyse the aims, as identified by the state and the municipalities, for pre-schools and family day nurseries to act as a complement to the home; with an additional analysis of the children's social and cultural contexts. The second objective is to analyse how employees and parents interpret the idea that pre-schooling is a complement to the home. Date used for this research is national programme information, guidelines used at municipal levels, and empirical data from one questionnaire to staff and two questionnaires to parents. Theories about frame factors and curricula constitute the points of departure for the analyses of the national programmes at state and at local levels, and for the analyses of the questionnaires. The analyses shows that the concept of "a complement to the home" has varied over time and that it is contextually dependent. In the 1930s, when there was a need to improve children's playing environment to compensate for small, cramped, and dark homes, the pre-school was designed to provide large, light rooms. During the 1940s and the 1950s, it was assumed that child care should act as a complement to the home (i.e., not be regarded as a competitor). Such different connotations inherent in the concept of "a complement to the home" reflect the Zeitgeist of the various decades. They also show how the needs of children and family have been expressed; which, in turn, related to the need for women to be active in the labour force. The results of the analyses show that official documents, parents and staff express a belief in pre-schools and family day nurseries as important complements to the homes, particularly in reference to children's social development. But the differences the parents express concerning their children's upbringing are shown to relate to their educational background. The actual activities of the pre-school complement are worked out in close co­operation between parents and staff. Difficulties occur when individual children's needs are taken as a point of departure. This result suggests that the pre-school can be a complement to each child only when divergences in opinions between staff and parents are limited. Family nurseries, which generally are less organised and have fewer children than pre-schools, can provide child care that is more designed to fit the specific needs of children and parents. One of the conclusions of this study is that pre-schools are run on the basis of staff efforts, and that co-operation with parents constitutes a decisive factor in the future development of pre-schooling.
digitalisering@umu
7

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.

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Made available in DSpace on 2015-07-22T20:49:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-31
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
8

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/.

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Анотація:
Esta pesquisa buscou identificar e interpretar as representações de educação de bebês e crianças pequenas das profissionais docentes de creche. Os sujeitos foram as profissionais responsáveis pelas crianças de 0 a 2 anos, em uma creche empresarial no município de São Paulo, localizada no Campus de uma Universidade. Esta pesquisa se configurou como do tipo etnográfica, de caráter interpretativo envolvendo a estratégia de estudo de caso. Para a identificação das representações foram utilizados como procedimentos: entrevistas formais e informais; registros fotográficos e observações diretas da prática. Estas observações foram realizadas em três grupos e tiveram frequência semanal durante 3 meses. Além da coleta de dados junto às profissionais e o registro do caderno de campo da pesquisadora, foram analisados registros sobre o cotidiano com as crianças e também planejamentos e rotina dos grupos. Realizou-se um estudo a partir de documentos oficiais, produções acadêmicas, e a literatura produzida sobre experiências de educação de bebês em instituições educacionais com a intenção de apreender, compreender e interpretar as variáveis envolvidas nas representações identificadas. A análise das informações coletadas ao longo da pesquisa de campo teve como referencial a teoria das representações e do método genealógico proposto por Lefebvre (1983). O estudo do cotidiano da creche apontou que as práticas cotidianas nela encontradas não apenas refletem sua história, mas também a antecipam. Ao nível de suas representações as educadoras pareciam se restringir às limitações de suas próprias experiências, porém, ao nível da prática o mesmo não parecia ocorrer. O grupo de educadoras apresentou elementos de mudanças da história, construindo o potencial de um futuro com práticas transformadoras. O estudo das representações apontou que a creche é compreendida como tendo a função de socializar, favorecer a autonomia e o desenvolvimento infantil. O estudo do cotidiano aliado à análise das representações das educadoras indicou que, apesar da compreensão da função da creche como cuidar/educar crianças estar presente em suas representações ainda não aparecem incorporadas. Ao falar sobre proposta educativa, constatou-se que compreendem como educativo aquilo que devem ensinar às crianças, em uma perspectiva mais formal de ensino, passando a dar destaque não somente aos conteúdos voltados à formação pessoal e social, mas também aos conteúdos das diferentes linguagens, somando-os à função da creche e se aproximando de uma concepção mais integrada de cuidado/educação. A análise das representações também revelou contradições entre o discurso e a prática no que se refere à representação de criança, da relação com as famílias e do papel do professor. As crenças em que se originam suas representações estão pautadas em experiências profissionais e pessoais anteriores, em conhecimentos em torno da história desse segmento e carecem de escuta e reflexão em torno do que revela o cotidiano. Evidenciou-se que falta às educadoras a possibilidade de elaborar de forma crítica as experiências da prática educativa, tanto no que se refere ao cotidiano como no que se refere às suas representações, relacionando-as com as representações de outros sujeitos, com toda a história dessa instituição e com a história singular da creche em que trabalham.
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.
9

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.

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Анотація:
Cette recherche comparative porte sur des crèches socialement différenciées au sein du Département du Val-de-Marne dans le cadre d'un financement CIFRE. Cette thèse prend appui sur une enquête de type ethnographique, cherchant à comprendre l'absentéisme des auxiliaires de puériculture en crèche collective. Nous avons étudié leur quotidien. L'organisation du travail produit des injonctions contradictoires. Les normes informelles entrent en concurrence avec le travail. Les auxiliaires de puériculture réalisent leurs missions en négociant les contraintes et la charge de travail. Les formes de satisfaction et de gratification dans leur travail sont liées à la dimension affective en rapport avec le jeune enfant. L'état physique et psychique de ces femmes est impacté par les pénibilités du travail qui s'introduisent jusque dans leur vie privée. L'analyse comparative a permis de montrer la construction de pratiques différenciées chez les auxiliaires de puériculture. Les interactions des auxiliaires, le matériel, la configuration organisationnelle et la classe sociale des enfants induisent un travail différent. Concernant l'absentéisme, il est influencé par le contexte organisationnel général de l'institution, les conflits interindividuels, les conditions de travail, la conciliation vie privée, vie professionnelle et non seulement par des problèmes de santé
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
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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.

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Анотація:
Thesis (Ph. D.)--University of Chicago, 2001.
"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.

Книги з теми "Day care nurseries":

1

Branch, Ontario Ministry of Community and Social Services Administrative Services. Day nurseries: Design guidelines. Toronto: The Ministry, 1988.

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Ontario. Ministry of Community and Social Services. Capital and Administrative Services Branch. Day nurseries: Design guidelines. Toronto: The Ministry, 1988.

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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.

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4

Ontario. Ministry of Community and Social Services., ed. Day nurseries: Highlights of the legislation. [Toronto]: Ministry of Community and Social Services, 1989.

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5

Ontario. Ministry of Community and Social Services. Guidelines for the determination of available income (Day Nurseries' Act). [Toronto, Ont.]: The Ministry, 1988.

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6

Trust, Perth &. Kinross Healthcare NHS. Snack pack: Nutritional guidelines for playgroups and nurseries. Perth: Perth & Kinross Healthcare, 1999.

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7

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.

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8

Council, Greater London. Parents guide to GLC/ILEA nurseries. (London): (Greater London Council), 1986.

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Group, Equal Opportunities, ed. Working together: Good practice guidelines for GLC / ILEA day nurseries. (London): (Greater London Council), 1986.

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10

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.

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Частини книг з теми "Day care nurseries":

1

"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.

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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.

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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.

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4

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.

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5

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.

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This study aims to reflect on the dimension and impact of the performance of Brazilian daycare centers, nurseries, and preschools and their collaborators as agents of breastfeeding protection. The link between the end of maternity leave and the entry and long stay of the infant in nurseries, the conduct of educators, (un)information, the (un)continuity of breastfeeding, early weaning, and the ineptitude of the current system of mother and baby care are discussed. Through the observation of the routine of mothers assisted in consultancies, colleagues, family members, and the analysis of the studies correlated herein, it became evident the lack of further research that points to practical ways to train and update the educators who directly or indirectly assist nursing mothers or act in the care of infants in daycare centers and early childhood education schools. Thus, addressing this issue is essential to protect, support, and facilitate the continuation of breastfeeding, as recommended by the competent bodies worldwide, according to the promotion of collective health.
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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.

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This chapter analyses the critical representation of changing baby care methods in Charlotte Yonge’s fiction to parse the growing awareness of competitive parenting advice in Victorian culture. As a religious novelist dedicated to producing realist accounts of family life, Yonge creates unidealized infant protagonists who exhibit realistically described, age-appropriate behaviour. While they demonstrate the effects of different childrearing methods, Yonge avoids producing model children or parents. Instead, she depicts baby care as demanding domestic work that is rendered more difficult by the growing onslaught of contrasting opinions. Whereas her early marriage novel Heartsease (1854) describes maternal involvement in the day-to-day care of the young heroine’s first-born with unprecedented detail, both The Daisy Chain (1856) and Nuttie’s Father (1885) highlight the difficulties of a ‘mother-sister.’ In asserting the superiority of domestic realism over sensationalism, moreover, Yonge rewrites popular infant impostor plots while drawing on child abduction cases in the press and, in her late novel That Stick (1892), critically tackles the notorious vilification of workhouse nurseries. This still seldom discussed domestic writer thus negotiates shifting attitudes to and representations of babies and baby care. Her comments on changing practices alert us to the competitive parenting prevalent in Victorian Britain, how such a sense of competition was fostered by divergent childrearing advice, how damaging this could be, and how it already began to attract critical remarks at the time.
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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.

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This chapter explores Black clubwomen’s determination to create a national advocacy and civil rights organization. Terrell was a founding member of the National League of Colored Women (NLCW). Josephine St. Pierre Ruffin of Boston proposed a national conference, which led to the creation of the National Federation of Afro-American Women, with Margaret Murray Washington as president. The next year, 1896, the two groups met in Washington, D.C., and created one unified national organization, the National Association of Colored Women (NACW). Mary Church Terrell was elected NACW’s first president. This chapter explores how her maternalist activism and leadership of the NACW was shaped by her tragic reproductive losses, as she prioritized the building of infant day nurseries, day care facilities, and kindergartens for the children of working black women.
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Davis, Juliet. "Introduction." In The Caring City, 1–10. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529201215.003.0001.

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This book sets out to consider the potential of urban design in terms of care in cities. It is concerned with how urban design supports the diverse inhabitants of cities in meeting their needs and developing capabilities, enabling them to thrive and flourish into the future. It is also concerned with the role of urban design with respect to care practices and relations – with its potential to condition the dependencies of people on others, to foster patterns of interdependence, and to enact care for future generations. For a long time, the potential of design with regard to care or caring was principally explored through particular spaces associated, for example, with the care of children, the elderly, refugees, homeless people, disabled people and the sick. The result is a rich and still rapidly growing corpus of studies of typologies of care-centred architecture – from the hospitals, hospices, historical asylums and day centres of healthcare, to the nurseries and schools of childcare, to the residential settings of care in families and communities
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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.

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