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Morris, Margaret N. "Daycare environments : a prescription for change." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25474.
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Using methods derived from post occupancy evaluation and ethnography, the visual and physical environmental characteristics of eighteen daycare centres were studied and inventorized. The attitudes, perceptions and ideologies of the directors and staffs to these learning environments and arts activities were also ascertained. The centres were located in Edmonton, Alberta, and both private and public centres were studied. The children attending these centres came from diverse cultural and economic backgrounds.
The characteristics were recorded in an informal manner, through field notes, photographs and a pre-coded checklist which rated the quality of the items. From this, three subcategories of quality were derived; standard, below standard and above standard. The descriptive data indicated that the majority of the components of the centres constitute a standard quality, that centres have hard, institutional like qualities and that adult standards predominate.
Analysis of 38 questionnaires returned from the directors and staff of the centres and evidence from the data and descriptive material, revealed there was a significant lack of knowledge or concern for the child's intrinsic needs, and the role of the visual and physical environment in learning. Their concern within the the learning environment was primarily for the physical aspects and changes to those aspects and arts activities were made according to adult standards. Apparent in the data was an adult product oriented approach to arts activities.
What is recommended in this study is the need for early childhood educators to recognize the importance of the visual and physical environment to learning, and the role arts activities play in the total development of a pre-school child. Further recommendations include the investigation of training programmes for day care personnel, and the development of, through co-operation with arts educators, artists and architects, environmental alternatives for learning.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Barrera, Vicente. "We Care Adult Daycare center, LLC business plan." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141514.
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The purpose of this business plan is to explore the possibility of a community-based adult daycare center in the city of Norwalk, California. The city of Norwalk is experiencing a steady growth of aging seniors (65 years of age and over) in need of a community-based coordinated care program that can assist caregivers with respite time and provide the continuum of care for their aging loved ones. Market research on the aging population of Norwalk indicates that there is currently 10,602 elder adults 65 and over living in the city of Norwalk, with about 1,590 of them at risk of being institutionalized. In addition, the market research also shows that only two licensed adult daycares exist in the city of Norwalk and serve about 2 percent of the aging population that are at risk of being institutionalized. Therefore, We Care Adult Daycare has the potential to enter the adult daycare market and establish a community-based adult daycare in the city of Norwalk. We Care Adult Daycare will operate as a for-profit limited liability company owned by three investors. According to We Care Adult Daycare’s business plan, the breakeven analysis shows that the company will be profitable after the first year of operation. Estimated sales are projected to grow at a 2.5 percent monthly rate and at the end of three years, will present a company revenue of about $440,006. We Care Adult Daycare will be able to provide a community-based adult daycare center in the city of Norwalk.
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Muecke, Cristin J. "Hepatitis a seroprevalence and risk factors among daycare educators." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29459.
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Background. Daycare centres play a role in hepatitis A infection epidemiology; however, there is little information on this infection among daycare educators in Canada.Objective. To determine hepatitis A seroprevalence and risk factors among daycare educators.
Methods. Directors and educators from randomly selected daycare centres in Montreal completed questionnaires on daycare-level and educator-level characteristics. Sera were collected during on-site visits.
Results. The seroprevalence of hepatitis A among the 492 participating educators was 35.6% (15.9% among Canadian-born educators). Risk factors included: region of birth by income-level (OR = 20.8; 95% CI: 9.4, 46.0); report of previous hepatitis A vaccination (OR = 6.1; 95% CI: 2.9, 13.0); travel to endemic areas (OR = 2.4; 95% CI: 1.3, 4.2); and age (OR5-yr = 1.5; 95% CI: 1.3, 1.7). For Canadian-born educators, a further association was found between seropositivity and years worked in daycare (OR5-yr = 1.3; 95% CI: 1.0, 1.8).
Conclusion. In a non-outbreak situation, daycare educators share similar risk factors for seropositivity with the general population. Canadian-born educators appear to be placed at additional risk by working in daycare centres, and may benefit from vaccination.
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Aliaga, Labun Inonge. "Children on the streets, welcoming daycare in the city environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23198.pdf.
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Souza, Mára Isis de. "Homem como professor de creche: sentidos e significados atribuídos pelos diferentes atores institucionais." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-09022011-201510/.
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Em meio às diversas mudanças que vêm ocorrendo na relação entre gênero e profissão, a presença do homem atuando na educação e cuidado de crianças em contextos coletivos, particularmente de crianças de 0 a 3 anos de idade, suscita debates que fazem aflorar o senso comum e desafiam a construção do conhecimento dessa realidade. Ainda em número reduzido, a presença do homem como professor de creche vem sendo preconizada como parte das políticas de promoção de igualdade de oportunidade entre homens e mulheres, do movimento de profissionalização da educação infantil e das tentativas de promover uma educação pautada na diversidade, étnica e de gênero, de figuras de referência para as crianças. O presente estudo tem como objetivo investigar de que maneira um homem se constitui professor de creche, nas relações com suas colegas, com a direção e com as crianças e suas famílias. A construção do corpus da pesquisa, ancorada no referencial teórico-metodológico da Rede de Significações, foi feita por meio de: (1) visitas e observações, com registros, em caderno de campo, das práticas e relações estabelecidas pelo professor com as crianças, com as famílias, com suas colegas e a direção; (2) entrevistas semi-estruturadas, gravadas em áudio e transcritas na íntegra, com os atores envolvidos neste processo (professor, professoras, direção e famílias). A análise do material foi feita no sentido de identificar o masculino na relação com as colegas de trabalho, com a direção, com as famílias e com as crianças. Análises dos registros de observação e das entrevistas trazem a experiência de inserção do homem como professor de creche de maneira positiva e recomendável. Dentre os argumentos apresentados acerca das possibilidades que se abrem ante a presença do homem como professor, a figura masculina é representada fortemente pela imagem do pai, justificada especialmente para as crianças que não convivem com esta figura em suas famílias. Em relação à questão do cuidado com o corpo, a decisão da direção, acatada pela equipe, foi de afastar o educador dessas atividades com as meninas, o que evitou a emergência de conflitos e resultou em instrumento para tranquilizar as famílias. Como consequência desta inserção, a possibilidade de interações do professor com as famílias, mesmo que de maneira indireta por meio dos relatos e manifestações das crianças, parece resultar em uma (re)significação da presença de um homem professor na creche, que caminha do estranhamento inicial ao estabelecimento de uma relação de confiança com este profissional.Amid the many changes that have occurred in the relationship between gender and occupation, the presence of men working in the education and care of children within collective contexts, particularly with children between 0-3 years of age, gives rise to debates that bring forth the common sense, and challenges the existing knowledge within such reality. Although few in number, the presence of men as daycare teachers has been recommended as part of policies to foster equal opportunity between men and women, the movement to professionalize the early childhood education and attempts to promote an education based in the diversity, both ethnic and gender, of role models for children. This study aims to investigate how a man becomes a daycare teacher, his relationship with colleagues, with his superiors and with the children and their families. The construction of the corpus of research, rooted in the network of meanings theoretical- methodological perspective, was made by way of: (1) visits and observations, with records in a field book of practices and relationship established by the teacher with the children, with families, with their colleagues and school management, (2) semi-structured interviews, recorded on tape and transcribed in its entirety, with the players involved in this process (teacher, colleagues, school management and families). The analysis was performed to identify the male in the relationship with coworkers, with management, with families and children. Analysis of the observation records and interviews showed that the experience of integrating a man as a daycare teacher is positive and recommended. Among the arguments presented with regards to new possibilities opened up by the presence of a man as a teacher, the male figure is strongly represented by the father image, justified especially for children who do not have a father figure in their families. As far as the childrens hygiene and use of toilet, the decision of the school management, embraced by the team, was to remove the male teacher from the girls bathroom activities, which prevented the emergence of conflicts and became a tool to reassure the childrens families. As a result of this integration, the possibility of teachers interacting with the families, even if indirectly by way of reports and childrens manifestation, seems to bring about a (re)signification of the presence of a man teacher at the daycare, which moves away from the initial strangeness to the establishment of a trusted relationship with this professional.
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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.
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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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Bersted, Kyle. "The Impact of Daycare and Child Temperament on Parent-Child Interactions." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1087.
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This study explored the potential impact of child temperament and daycare on behavior problems and parental sensitivity. It was expected that children with more "difficult" temperaments would exhibit more behavior problems and have less sensitive parents when experiencing high amounts of daycare. Measures from 60 families involved in the Southern Illinois Twins and Siblings Study (SITSS) were examined. Results indicated that highly active children exhibited more externalizing behaviors when experiencing less daycare. Shy children experiencing more daycare had more sensitive parents. Additionally, a temperamental difference between co-twins was related to differential parental sensitivity. Lastly, DZ co-twins were more temperamentally different when experiencing high amounts of daycare. These results demonstrate that daycare does seem to affect children; however, the specific effect depends on the child's temperament. Additionally, temperament is an important factor when examining parental sensitivity shown to twins and when determining how MZ and DZ twins react to daycare.
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Marsh, Fiona Anne. "Ambulatory gynaecology evaluating the efficacy of outpatient versus daycare services in gynaecology." Thesis, University of Leeds, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485307.
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Herrera, Chong Carlos Alfonso, Torres Alberto Enrique Romaní, and Rozas Rocío Karina Salazar. "Estudio de prefactibilidad para la implementación de un daycare para perros “patitas”." Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/316473.
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El análisis de este proyecto permitirá evaluar la factibilidad de implementar un daycare para perros en la ciudad de Lima. El proyecto consiste en brindar la atención de la mascota durante el día, a través del servicio de daycare (guardería) y contar con el servicio de hospedaje, en el cual el dueño del perro podrá dejar por los días que considere necesario a su mascota bajo el cuidado de personas calificadas. Actualmente, se tiene mayor conciencia por el cuidado de las mascotas; es así que los dueños destinan mayor cantidad de recursos para la atención de los mismos. Se debe considerar que debido al crecimiento vertiginoso que se tiene en los últimos años por el boom de la construcción, son muchos los dueños de mascotas que habitan en departamentos y por lo tanto no cuentan con el área suficiente para que sus mascotas tengan espacios adecuados para su recreación; asimismo, en caso los dueños requieran realizar algún paseo o viaje fuera de Lima en el cual no puedan llevar con ellos a su mascota, surge la preocupación de que ésta no se quede sola en su hogar por lo que en algunos casos tendrá que existir algún sacrificio o en el mejor de los casos contar con el apoyo de algún familiar o amigo que pueda hacerse cargo por el tiempo que requiera de su mascota. Tomando en cuenta lo anterior, es que “PATITAS DAYCARE” busca ser una alternativa para estos dueños y esto se refleja en el análisis de mercado realizado a diferentes dueños de perros; los cuales ven atractiva la idea de contar con una empresa que pueda cuidar a su mascota mientras ellos realizan sus actividades diarias. La inversión necesaria para el negocio es de S/. 197,093, los mismos que serán financiados con el 22.83% de capital propio y un 77.17% con préstamo bancario a una TEA de 32.44%.Tesis
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Almeida, Flávia Maria Cabral de. "Família e educadores da infância: um diálogo possível." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5867.
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A creche vem sendo afirmada como espaço de educação para a infância, complementar à família. Devido à idade das crianças que frequentam a creche, o diálogo entre educadores e famílias têm sido valorizado, pois as atribuições de cada um são bem próximas. O objetivo desta tese foi investigar o processo de construção da relação creche-família, em um período de três anos (estudo longitudinal), através de oito aspectos desta relação. São eles: (1) expectativas e opiniões das famílias sobre a creche e vice-versa; (2) os motivos para o diálogo, (3) estratégias utilizadas, (4) dificuldades no diálogo, (5) negociações sobre o cuidado e educação à criança, (6) a inserção à creche, (7) a opinião de famílias sobre o desenvolvimento da criança, e (8) a creche como parte de uma rede de apoio. Esses aspectos foram definidos com base no referencial teórico sobre o tema e nos encontros da autora com educadores da creche onde a pesquisa foi realizada. Essa creche é pública municipal da Cidade do Rio de Janeiro. Os sujeitos foram as famílias e os educadores de crianças que entraram em 2009 e permaneceram na instituição até 2011. O referecial teórico foi norteado pela perspectiva sociohistorica do desenvolvimento, com estudos sobre família e sobre a relação desta com a creche. Os intrumentos utilizados foram: entrevistas, questionários, diário de bordo, videogravação e um bonequinho de pano artesanal. A análise contemplou dados qualitativos e quantitativos que foram organizados em oito eixos, correspondentes a cada aspecto que pretendeu investigar. Os dados evidenciaram que famílias e educadores buscavam o diálogo, através da empatia gerada entre eles e de negociações sobre a educação da criança. Por outro lado havia queixas de educadores quanto às expectativas de famílias por um trabalho individualizado ou a falta de valorização profissional. O bonequinho atingiu a finalidade de promover o diálogo entre famílias e educadores, especialmente no período da inserção das crianças. Os oito eixos de análise constituiram aspectos a serem aprofundados em futuras investigações sobre a relação creche-família. A pesquisa, ao acompanhar famílias e educadores durante três anos, propiciou momentos de reflexão sobre suas crenças e práticas, promovendo experiências e oportunidades de desenvolvimento qualitativamente diferentes para ambos e para as crianças. Novos significados sobre a relação educadores e famílias foram produzidos para esses sujeitos, transformando a história dessa relação.The daycare has been affirmed as educational space for children, complementary to family. Due to the age of the children that attends daycare, the dialogue between educators and families has been wished, because the attributions of each one are closer. The goal of this thesis was to investigate the process of construction of daycare-family relationship, in one period of three years (longitudinal study), through eight aspects of this relationship. They are: (1) expectations and opinions of the families about the daycare and vice versa; (2) the reasons for the dialogue, (3) estrategies used, (4) difficulties in the dialogue, (5) negotiations about the care and education to child, (6) the insertation in daycare, (7) the opinion of the families about child development, (8) the daycare as part of a support network. These aspects were defined based on theoretical referential about the theme and meetings of the author with educators from daycare where the research was conducted. This daycare is public and municipal of Rio de Janeiro City. The subjects were the families and educators of the children who started to attend in 2009 and remained in the institution until 2011. The theoretical referential was guided by the sociohistorical perspective of the development, with studies about family and its relationship with the daycare. The instruments used were: interviews, questionnaires, logbook, video recording, and a handmade rag doll. The analysis included qualitative and quantitative data that were organized in eight axes, corresponding to each aspect that intended to investigate. The data showed that families and educators searched for dialogue, through empathy created by them and negotiations about the education of child. On the other hand there were complaints of educators about families expectations for a individualized job or lack of professional development. The doll reached the goal of promoting dialogue between families and educators, especially during the period of insertion of children. The eight axes of analysis constituted aspects to be further developed in future research about daycare-family relationship. The research, to accompany families and educators for three years, provided moments of reflection about their beliefs and practices, promoting experiences and opportunities of development for both qualitatively different for both and the children. New meanings about the relationship educators and families were produced for these subjects, transforming the history of this relationship.
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Kierstead, Nancy Jill. "The design and development of a management information system for the daycare environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35509.pdf.
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Jones, Wyndham Simon. "Confronting difficulty : a daycare unit in London for children with complex emotional problems." Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/1450/.
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This research is based on participant observation fieldwork at a special daycare unit for children, aged five to thirteen, with complex emotional and behavioural difficulties. The Unit is part of a leading London mental health clinic. The anthropological point of departure is the literature on comparative ethnography, and in particular the increasingly sophisticated comparisons made between western and non-western kinship and concepts of the person. The Unit is seen as an opportunity to study the relationship between intellectual theories of personhood, exemplified by the different strands of professional treatment rationale directed towards the children, and the intense practical experience of defining and working with personhood, exemplified by the daily life of the Unit with the children. It is argued that 'difficulty' is a significant organising principle for both the practical and intellectual work of the Unit: it is used as a descriptive term for the children; it characterises the problem of reconciling the competing treatment rationales; and it dominates the experience of everyday life in the Unit. The Unit is described in sections which divide the work done with the children into three phases: the period of referral and admission in which the Unit becomes acquainted with the child; the period in which the child becomes fully recruited into the internal life of the Unit; and the final period in which the child's progress is evaluated and a decision is made about the next placement. The differing nature of the Unit's relationship to the child in each of these phases is described in terms of the central organising principle of difficulty.
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Cheng, Gang. "Duration of Year One Daycare Attendance Predicts Asthma at Age Seven: The Cincinnati Childhood Allergy and Air Pollution Study (CCAAPS)." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397734582.
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Plagenz, Victoria L. "The process that daycare providers use when caring for children with acute respiratory infections." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939307471&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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GUIMARAES, DANIELA DE OLIVEIRA. "RELATIONSHIPS AMONG CHILDREN AND ADULTS IN A PUBLIC DAYCARE IN RIO DE JANEIRO CITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12204@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO objetivo da tese foi conhecer e compreender as relações dos adultos com as crianças e das crianças entre si, numa creche pública da cidade do Rio de Janeiro. Tendo como base a história das creches no Brasil, a perspectiva médica e sanitarista nestas instituições, o viés higienista dos contatos entre adultos e crianças na creche é discutido e o seu desdobramento numa perspectiva do cuidado como ato instrumental e mecânico. No contraponto, a tese traz a visão de Foucault acerca do cuidado (a partir do seu estudo da cultura greco-romana), compreendido como cuidado de si, exigindo um trabalho permanente sobre si, questionamento de si mesmo, numa dimensão ética e humanitária. A pesquisa de campo foi realizada no berçário de uma creche pública do Rio de Janeiro. A perspectiva etnográfica orientou a permanência no campo, onde foram realizadas descrições densas das interações e práticas, fotografias e entrevistas com as profissionais envolvidas diretamente com os bebês, as recreadoras. Tendo como base os estudos de Marcel Mauss sobre as técnicas corporais, a pesquisa mapeou a funcionalidade e utilidade do corpo das crianças no dia a dia, assim como diferentes modalidades de cuidado que emergiram (automático, disciplinar, e como atenção a si e às crianças). Dispositivos de poder presentes no cotidiano foram analisados, tais como os berços, cadeiras de alimentação e os trabalhinhos. A pesquisa evidenciou tanto a forma através da qual os corpos são modelados e as crianças experimentam-se como guiadas pelos adultos, como as estratégias das crianças, invenções de novos modos de relação e contato delas entre si e delas com os objetos. Assim, os berços tornam-se mediadores de trocas e as cadeiras de alimentação transformam-se em esconderijos. O conceito de ato e atitude responsiva de Bakhtin abriu mais uma via para identificar expressão e vida entre as crianças nas ofertas de objeto, imitações e no gesto de apontar movimentos criadores e iniciadores de contato. A fotografia - recurso metodológico da pesquisa, deu visibilidade aos movimentos das crianças. A análise e observação das fotos durante as entrevistas com as profissionais lhes permitiu (re)ver o seu trabalho e os bebês de novas maneiras.
adults and children, and also among the children, in a public daycare of Rio de Janeiro city. Based on the daycares history in Brazil, the medical and sanitation perspectives in those institutions, and the hygienical bias of adults and children within the daycare are discussed, as well as its consequences under the perspective of care as an instrumental and mechanical act. As a counterpoint, the study brings Foucault`s point of view about care (from his greco-roman culture study), understood as taking care of oneself, requiring a permanent work about oneself, questioning oneself, in an ethical and humanitarian dimension. The field research was made in a nursery inside a daycare in Rio de Janeiro. The ethnographic perspective guided the permanency on the field, where deep descriptions about interactions and practices, and pictures and interviews with professionals directly involved with the babies were made. Based on Marcel Mauss studies about corporal techniques, the research mapped the children`s bodies capabilities and utilities day by day, as well as different modalities of care (automatic, disciplinary, and as attention to oneself and the children) which were arisen. Power devices present every day were reviewed, as cribs, high chairs, and the kids tasks. The research has emphasized the way the bodies are modeled and the children`s tries when conducted by the adults, as well as the children`s strategies, inventions of new relationship modes, and contacts among them and with the objects. Thus, the cribs become mediators of exchanges, and the high chairs are turned into concealment. Bakhtin`s concept of act and responsive attitude opened another way to identify the expression and life among the kids in the object offers, imitation, and in the gesture of pointing movements that create and start contact. The photography - methodological resource of the research - , provided visibility to the children`s movements. The review and observation of pictures during the interviews with professionals made it possible for them to see their new work and the babies in new ways.
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Freni-Rothschild, Jacqueline A. "Daycare center services for the handicapped in the Portland Metropolitan Area : a descriptive study." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3598.
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This study endeavors to identify those daycare centers in the Portland Metro area that provide service to the handicapped or special needs child. ("Special needs" refers to children that are handicapped with varying degrees of severity.) It discusses the value and importance of the daycare experience for the young child, noting that daycare options available to the normal child are not usually available to the atypical child.
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Picard-Lessard, Michelle. "The role of on-site daycare in helping parents balance work and family responsibilities." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9735.
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The present study focused on employed parents with preschool children attending a licensed daycare centre. There were two purposes to this study: (1) to compare parental functioning in users of on-site and off-site daycare, and (2) to examine the relationship between child care variables and parental functioning. Sixty six employed parents with preschool children completed the study (48 mothers and 18 fathers). Parents were recruited from nine workplace daycare centres that serviced employees first (on-site group), and then community members (off-site groups). Measures assessing work attitudes, individual, family, and work-family functioning, child care variables, and demographic data were obtained twice over a span of six months. Parents in the on-site group also took part in a semi-structured interview at both assessment times. Results of multivariate analyses on the questionnaire data yielded no significant differences between users of on-site daycare and users of off-site daycare on any of the dependent variables at either assessment time and no group by time interaction. Content analyses of the interview data indicated that parents believe that on-site daycare helps them balance work and family responsibilities. According to parents, on-site daycare is convenient, it allows them to spend more time with their children, it reduces their travel time and work disruptions, increases their availability at work, and improve their work environment. However, data from these interviews also suggested that the quality of child care may be more important in helping parents balance work and family responsibilities than is the location of the centre. Multiple regression analyses on the questionnaire data further underlined the importance of child care in relation to parental functioning. The results indicated that having primary responsibility for child care and the experience of difficulties with child care was related to perceived stress and role overload. High levels of work-child care conflict were negatively related to parental satisfaction, and satisfaction with child care arrangement was positively related to parental satisfaction. Taken together, these findings underscore the importance of considering child care in the context of balancing work and family responsibilities.
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Linjamaa, Sara, and Emilia Hizkiyal. "Pedagogiskt förhållningssätt i förskolan - hur arbetar pedagoger med barn som har ADHD eller koncentrationssvårigheter?" Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45490.
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The purpose of this study is to examine how educators in preschool and kindergarten handle children with ADHD diagnosis or concentration difficulties. Are the educators based on a special way of working with these children? We have chosen to use the theory of Vygotskijs sociocultural perspective. We have also chosen to carry out the study with a qualitative method by doing six interviews and two observations at a preschool we choose to call ́Sommarängen. We believe that these methods are the optimal ones to obtain the answers to our questions. Our questions focus on how educators based on their experiences and knowledge create environments and working methods that can either promote or inhibit children with ADHD diagnosis or concentration difficulties, and if it is possible to discover signs of ADHD before diagnosis is made and in such cases, in what way may it appear? The main result of this study is that there were differences in the respondents' answers about their thoughts on diagnosing children already in preschool age. The results show that the preschool teachers had common opinion that children with ADHD diagnosis have greater opportunities for support and thanks to that early efforts can be made for future schooling. However, the child caregiver had other thoughts about the diagnosis and claim preschool teachers should be careful about placing children in compartments and that it could have negative consequences for the child in the future. A common response was that materials and environments were central to helping children with ADHD or concentration difficulties in their daily lives.
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Wall, Sarah Josephine. "Effects of physical activity on cortisol levels in African American toddlers attending full-time daycare." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WALL_SARAH_59.pdf.
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Pelicioni, Maria Cecilia Focesi. "Qualidade de vida das mulheres trabalhadoras das creches conveniadas do bairro Bela Vista do município de São Paulo." Universidade de São Paulo, 1995. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-17092014-145307/.
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Este trabalho descreve alguns aspectos da qualidade de vida das mulheres trabalhadoras de creche com o objetivo de oferecer subsídios para a melhoria das suas condições de trabalho. Cento e cinquenta e quatro mulheres, constituiram o universo da investigação, funcionárias das 7 creches conveniadas do Bairro Bela Vista com a Prefeitura Municipal de São Paulo, Brasil. Foram realizadas entrevistas, utilizando um formulário em que se consideraram as seguintes variáveis: características sócio-demográficas, opiniões e hábitos pessoais, condições de saúde, acesso a serviços de saúde, ocupação, posse de bens de consumo e nível sócio-econômico, vida profissional, condições e satisfação com o trabalho, escolaridade e ocupação dos maridos, dupla jornada, sindicalização, lazer, conhecimentos, atitudes e práticas no que diz respeito a direitos humanos. Os resultados desse survey mostram que a maioria das trabalhadoras de creche têm baixa escolaridade, isto é, 52,6 por cento frequentaram somente até o ginasial incompleto e 20,1 por cento têm o curso primário incompleto. Têm baixo nível sócio-econômico (classes D e E); 70 por cento têm filhos e 45 por cento são chefes de família. Estão na faixa etária de 18 a 61 anos. Em relação ao salário, 55 por cento recebem apenas de 2 a 3 salários mensais e 25 por cento de 3 a 4 salários. Com relação às moradias, apenas 35 por cento moram no centro da cidade, próximo ao local onde trabalham, as demais dependem de condução para o acesso; 35 por cento possuem casas próprias, 27 por cento moram em pequenos apartamentos e quitinetes e 13 por cento em cortiços. Para atendimento médico, 70 por cento procuram os hospitais localizados na região central por causa do atendimento imediato que oferecem. As Unidades Básicas de Saúde são utilizadas por 61 por cento das mulheres e os Pronto Socorros por 57 por cento . Só 21 por cento possuem convênio médico, principalmente porque os maridos têm direito. O tempo livre das entrevistadas é muito restrito, assim, suas atividades de lazer se resumem principalmente em ouvir rádio e assistir a TV. Com relação à leitura, as revistas foram citadas por mais da metade e os livros por 45 por cento , mas os jornais são lidos raramente. Nos finais de semana, a maioria usa o tempo livre para realizar serviços domésticos. Há muita rotatividade de funcionários nas creches, 49 por cento estão trabalhando há 2 anos ou menos e 24 por cento de 3 a 6 anos. Sessenta por cento trabalham na creche 8 horas/dia, com uma hora de almoço e, em casa, continuam com suas obrigações domésticas (dupla jornada). Quarenta e três por cento (43 por cento ) das mulheres mencionaram não ter feito nenhum curso, reciclagem ou treinamento depois que começaram a trabalhar. Das 944 crianças que frequentavam a creche por ocasião do estudo, só 20 por cento eram filhos dessas trabalhadoras. A opinião das entrevistadas em sua maioria é favorável à creche. Têm poucos conhecimentos em relação a seus direitos de trabalhadora, à aposentadoria, licenças, faltas e outros. Consideram que o Sindicato é importante na luta pelos interesses da categoria, mas a maioria não é associada e nem participa de reuniões ou outros eventos. Conhecem pouco sobre o Estatuto da Criança e do Adolescente. Propuseram, visando a melhoria do trabalho na creche, a realização de cursos de capacitação, aquisição de alguns recursos materiais e humanos, trabalho com os funcionários para aperfeiçoar as relações interpessoais, mudanças no horário e melhor salário. É importante que as opiniões das trabalhadoras, expressas nesta pesquisa, sejam levadas em consideração para a melhoria das suas condições de trabalho.This work describes some aspects of the quality of life of women working in nurseries. It aims at providing subsidies to improve work conditions in the day care center. The universe of the study consisted of one hundred and fifty four women who worked at the seven nurseries maintained by an agreement between the local Bela Vista District Committee and the São Paulo City Hall, Brazil. The subjects were interviewed by means of a formulary in which the following variables were taken into consideration: social and demographic characteristics, personal habits and opinion, health conditions, access to health services, occupation, possession of consumer goods and social economic level, professional life, work conditions and job satisfaction, schooling and occupation of husbands, necessity of working all day, belonging to labor unions membership, leisure as well as knowledge, attitudes and practices regarding human rights. The results of this survey showed that the majority of the women had low educational, social and economic standards; 52,6 per cent never ended secondary school and 20,1 per cent had not completed primary school. They belonged, moreover, to a low social economic class (classes D and E); 70 per cent had children and 45 per cent were heads of their families. Their ages varied from 18 to 61 years. As regards income, 55.0 per cent earned 2 to 3 minimum wages per month and 25.0 per cent earned from 3 to 4. As to their dwellings, 35.0 per cent lived downtown, near their workplaces and others depended on transportation to get to work. 35.0 per cent of the subjects owned their homes; 27.0 per cent lived in small apartments and 13.0 per cent in slums. Health centers were used by 61.0 per cent of the women and 57.0 per cent used Emergency Units; 21.0 per cent were enrolled in the health insurance plan of their husbands. In relation to medicai care, 70.0 per cent prefered to report to the downtown hospitals due to the prompt attention offered by those units. Their spare time was scarce and was mostly used for leisure by listening to the radio or watching TV. As to reading activities, more than half of the subjects mentioned reading magazines and 45.0 per cent books, but newspapers were hardly read at all. On newspapers most of the women used their time in housework activities. There was a high turnover of employees in the studied nurseries; as much as 49.0 per cent of the subjects had been working for only two years or even less and 24.0 per cent from 3 to 6 years. As much as 60.0 per cent of the subjects worked 8 hours a day besides the lunch hour and once home got their housework under way. As regards courses, 43.0 per cent of the women mentioned not having attended any at all or even participated in training programmes after having started to work. Only 20.0 per cent of the 944 children of the nurseries at the time of this study belonged to the interviewed subjects. Most of the subjects expressed themselves highly as regards the nurseries. They had scant knowledge about their rights as employees in reference to\' retirement, sick-leaves, abscences and so on. They considered the labour unions important in striving for better conditions but most of them were not members and did not even participate in their meetings or other events. They knew very little about The Child and the Adolescent Bylaw. Some measures were proposed by the interviewed subjects in order to improve job quality in the nurseries such as: in-service courses, acquisition of human and material resources, activies aiming at improving employees\' interpersonal relationships, timetable changes and better wages. It is important that the employees\' opinions presented in this study be taken into account by the administrators so as to improve their job conditions.
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Harding, Kimberly. "Dietary intakes and nutritional status of rural Ghanaian children: are season and attending daycare important determinants?" Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32578.
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High rates of malnutrition among Ghanaian children indicate the need to examine determinants of diet and nutritional status in this population. This study examined differences in the diets of children 2-5 y of age associated with: 1) pre- to post-harvest season changes in rural northern Ghana (n=190) and 2) attendance at daycare centres (DCC) with informal school feeding programs in rural mid-country Ghana (n=193). Interviewer-administered questionnaires were used to collect dietary (24-hour recall), morbidity and demographic information. Although diets improved with the post-harvest season, illness increased and acute nutritional status deteriorated which were likely due to unexpected severe flooding prior to post-harvest data collection. Children who attended DCC had higher daily intakes of energy, protein, calcium, iron and zinc than their non-DCC counterparts. These findings provide important insights into determinants of diet and nutritional status among Ghanaian children as well as a potential mechanism for improving diets in this population.Des taux élevés de malnutrition parmi enfants ghanéens indiquent le besoin d'examiner les déterminants d'alimentation et de nutrition dans cette population. Cette étude a examiné les différences d'alimentation des enfants âgés 2 à 5 ans associées avec : 1) les changements avant et âpres-saison moisson dans le canton nord du Ghana (n=190) et 2) la présence aux garderies (DCC) qui se comprennent des programs non-officiels d'alimentation au milieu du pays (n=193). Des questionnaires administrés par des interviewers étaient utilisés pour collecter information diététique (rappel 24-heur), de morbidité et démographique. Bien que l'alimentation s'est améliorée lors de l'âpres-saison moisson, les maladies se sont augmentées et le statu aigu nutritionnel s'est détérioré, lesquels il est probable étaient en raison des inondations sévères inattendues avant que l'information d'âpres-moisson aie été collecté. La consommation d'énergie, protéine, calcium, fer et zinc parmi les enfants qui se présentaient aux garderies était plus élevée que celle des ses homologues. Ces découvertes apportent des aperçus importants à propos des déterminants du statu nutritionnel et d'alimentation des enfants ghanéens, et aussi des mécanismes potentiels pour améliorer l'alimentation de cette population.
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Barber, Ann. "Finding the right fit, the relation between children's temperament and adjustment in two divergent daycare settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60976.pdf.
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Barzan, Sara Sheler. "Inequality Before the Law - A Study of the Legitimisation of the ‘Ghetto’ Law on Compulsory Daycare." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21322.
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The legitimisation of discriminatory policies is the phenomenon under scrutiny in the present study. The thesis is an extreme case study, that inductively analyses The Law on Compulsory Daycare through the ‘What’s the Problem Represented to be’ approach. Deductively, the policy is examined for the presence of othering, orientalism, and cultural racism. The problem representation assumes a binary hierarchy which results in a simplified understanding of ‘non-western’ culture attributed a few negative characteristics. The discriminatory policy is legitimised through the assumption that a lack of ‘Danish culture’ causes social problems of crime, non-participation, isolation, and under-performance in school in so called ‘ghettos’ and ‘deprived neighbourhoods’, which characterises as cultural racism, because it assumes the inferiority of ‘non-western’ culture. The thesis concludes that the ‘non-western’ is created as the ‘other’ in a way that is related to the merits of orientalism, but there is not found clear evidence of orientalism.
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Costa, Natália Meireles Santos da. "O desenvolvimento da locomoção em interações bebê-bebê no contexto de creche." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-02122016-164240/.
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A locomoção representa um marco motor, e está dialeticamente relacionada a processos cognitivos e sociais no bebê, sendo investigada no campo como importante aspecto do seu desenvolvimento. Frequentemente, é articulada à maior capacidade de explorar o ambiente, direcionar-se a objetos/pessoas de interesse e engajar-se mais ativamente em interações. No entanto, os trabalhos têm forte tradição experimental e apontam à necessidade de aprofundar a compreensão dos fatores sociais e contextuais envolvidos no desenvolvimento da locomoção. Além disso, quando considerados os processos relacionais, enfoca-se fundamentalmente o papel do adulto. Deste modo, entendendo-se: que o desenvolvimento é biologicamente-cultural, contendo tanto elementos filogenéticos, como socioculturais; que a análise da aquisição da locomoção enquanto processo de transformação no tempo em contextos naturalísticos, permite apreender sua dinamicidade e complexidade; e, que há crescente inserção de bebês em instituições de educação infantil coletiva, contexto no qual o par de idade é um importante parceiro relacional, traçou-se por objetivo investigar o entrelaçamento dos processos de engajamento com parceiros de idade e o desenvolvimento da locomoção. Com base na perspectiva da Rede de Significações, foram conduzidos estudos de caso múltiplos através da análise do banco de imagens de uma creche hospitalar. Três bebês foram acompanhadas ao longo de quatro meses, em três sessões semanais de 30 minutos. A análise se dividiu em três etapas: 1) acompanhamento do percurso desenvolvimental de cada sujeito-pivô mês a mês; 2) mapeamento e identificação das ocorrências de locomoção em momentos de interação com o par; e, 3) seleção e análise microgenética de episódios. Observou-se que dentro do que o contexto da creche possibilita, a locomoção foi coconstruída em forma de fluxo, através de pequenos deslocamentos produzidos na interação com o outro que com o tempo passam a tornar-se mais frequentes - trazem outras formas de locomoção que vão para além dos marcos do engatinhar, andar e cruising. Deste modo, entende-se que o par pode tanto assumir o papel de impulsionador como dificultador do desenvolvimento locomotor. Ademais, em muitos episódios interativos, a locomoção se deu em situações mediadas por objetos, ou marcadas pela expressividade emocional atrelada a movimentos de aproximação ou afastamento que geravam ou evitavam o contato corporal entre as crianças. Isso permitiu a evidência de processos como a atenção conjunta e a empatia, aqui não com o adulto, mas com o outro bebê, recolocando a necessidade de discutir o desenvolvimento das habilidades relacionais, locomotoras e cognitivas em processos interacionais com o par de idade.Locomotion is considered a major milestone, and it is dialectically related to infants cognitive and social processes. It has been investigated in the field as an important aspect of development. Often, infants locomotion is articulated to the greater ability to explore the environment and to refer to objects / persons of interest as well as to engage more actively in interactions. However, most studies have strong experimental tradition and indicate the importance of additional understanding in regards to social and contextual factors interrelated in the locomotor development. Furthermore, when studies consider the relational processes involved, they seem to focus primarily to the adults role. Thus, in light of: human development being considered biologically-cultural, provided that it integrates both phylogenetic and socio-cultural elements; that naturalistic observation and analysis of locomotion onset as a process of transformation throughout time allows the grasping of its dynamics and complexity; and, given that there is increasing participation of infants in collective educational institutions, the context in which the peer is indicated as an important relational partner, this study aimed to investigate the intertwining of peer-interaction engagement processes and the development of locomotion. Based on the Network of Meanings perspective, multiple case studies were conducted pertaining to a image database of a hospital daycare. The participantes were three babies whose development was followed for a four-month period through three weekly 30-minute recording sessions. The analysis was divided in three steps: 1) monthly mapping of overall development from each participant; 2) mapping and identification of occurrences of locomotion in situations relating peer-interaction; and 3) microgenetic selection and analysis of episodes. Considering the daycare context, locomotion was co-constructed as a flow through small displacements produced in interaction with other infants which becomes more frequente over time. Hence, various means of locomotion take place, other than the traditional milestones of crawling, walking and cruising. It has also been observed that other infants may assume the role of stimulating or hindering locomotor development. Moreover, in many interactive episodes, locomotion occurred in situations mediated by objects, or involved emotional expressiveness linked to approaching or escaping movements, causing infants either to seek or avoid body contact among themselves. This allowed the evidence of processes such as joint attention and empathy, not here in adult-infant relationships, but in infant-peer interaction. Such findings indicate the need of further investigating the development of relational, locomotor and cognitive skills in interaction processes involving infant-peers.
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Moulton, Caryn E. "Child-rearing in the home and in the classroom, linking daycare teachers' parenting beliefs and classroom practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ36838.pdf.
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BARBOSA, SILVIA NELI FALCAO. "COME, NOW I AM WAITING FOR YOU: INSTITUTIONALIZATION AND QUALITY OF INTERACTIONS IN DAYCARE: A COMPARATIVE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22268@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta tese – Vem, agora eu te espero – Institucionalização e qualidade das interações na creche: um estudo comparativo – inscrita no campo da educação, trata do processo de institucionalização da Educação Infantil e da qualidade das relações cotidianas na creche. Numa perspectiva etnográfica, foram pesquisadas duas creches, uma pública e outra comunitária, num município da Região Metropolitana do Rio de Janeiro, acompanhando interações de crianças de três e quatro anos em duas turmas, uma em cada creche. Os referenciais teórico-metodológicos foram tecidos com vários autores, especialmente Corsaro, Vigotski, Bakhtin e Certeau, com o objetivo de estabelecer relação entre o processo de institucionalização da Educação Infantil e as interações cotidianas das crianças. A tese foi o exercício de compreender o cotidiano, levando em conta as crianças como sujeitos que, além submetidos aos processos de institucionalização e familialização, também se expressam de forma individual e coletiva, interferindo nesses mesmos processos, mostrando a relação dialética entre as dimensões macro, das políticas, e micro, das interações. Os conceitos de reprodução interpretativa e cultura de pares de Corsaro foram ferramentas centrais para ver as crianças, mesmo em situações de controle e restrição, identificando seu poder de imaginação e criação; seu potencial de reproduzir interpretativamente o mundo que as cerca. As análises revelaram o que há de mais importante para as crianças nesses dois espaços institucionais: (i) as interações e ações coletivas que, no processo de reprodução interpretativa, favorecem a criação de estratégias para a produção da cultura de pares; (ii) a cultura de pares tem seu locus privilegiado no brincar, mas não se restringe a ele; (iii) as configurações que as crianças vivenciam institucionalmente nas brincadeiras em sala são repetidas nas brincadeiras nos momentos livres do pátio; (iv) as manifestações infantis caracterizam todos os espaços-tempos do cotidiano institucional como revestidos de valor pedagógico.
This thesis – Come, now I am waiting for you – Institutionalization and quality of interactions in daycare: a comparative study – registered in the field of education, discusses the process of institutionalization of early Childhood Education and the quality of daily relationships in daycare. From an ethnographic perspective, two daycares were surveyed, one public and one community, in the metropolitan area of Rio de Janeiro, observing the interaction among the children aged three and four in two different classrooms, in each daycare center. The theoretical and methodological references were linked together by way of various authors, especially Corsaro, Vygotsky, Bakhtin and Certeau, aiming to establish a relationship between the process of institutionalization of early childhood education and the everyday interactions of children. The thesis was an exercise in the understanding of everyday activities of the daycare centers, considering children as subjects who, besides being subjected to the processes of institutionalization and familialization, express themselves both individually and collectively, interfering in these processes, showing the dialectical relationship between the macro and micro dimensions of policies and interactions. The concepts of interpretive reproduction and peer culture of Corsaro were the basic tools to observe the children, even in controlled and restricted situations, identifying their power of imagination and creation and identifying their potential to interpretively reproduce the world around them. The analyses revealed what is most important for children in these two institutional spaces: (i) interactions and collective actions that, in the process of interpretive reproduction, favor the creation of strategies for the production of peer culture; (ii) peer culture has its locus in play, but not limited to it; (iii) settings that children experience institutionally in classroom play, are repeated in moments of free play during recess; (iv) children s manifestations characterize all of the space and time of daily institutional activities, disguised as pedagogical value.
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SOUZA, MARINA PEREIRA DE CASTRO E. "EVALUATION POLITICS AND PRACTICES IN DAYCARE CENTERS: A RESEARCH IN THE PUBLIC SYSTEM OF RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31551@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
Esta tese – Políticas e Práticas de Avaliação na Creche: uma pesquisa na rede pública do município do Rio de Janeiro, é um estudo qualitativo que analisa as concepções de avaliação que se expressam nas práticas do contexto da creche e considera os sentidos que esses profissionais produzem em relação às práticas avaliativas e suas condições de produção. Os referenciais teórico-metodológicos foram tecidos com vários autores, especialmente da filosofia da linguagem de Mikhail Bakhtin e da crítica da cultura de Walter Benjamin; no campo da avaliação, com Claudia Fernandes, Domingos Fernandes, Alicia Bonamino, Paulo Freire; e da área da Educação Infantil, as principais referências são Ana Bondioli, Donatella Savio, Peter Moss, Sonia Kramer. Metodologicamente, foram realizadas observações em grupos da creche pesquisada, bem como análise dos relatórios de avaliação das crianças. Nesse processo de investigação, também é priorizada a perspectiva macro que se refere ao contexto das políticas – suas concepções, seus processos de elaboração e implementação. Para isso, analisa a história da Educação Infantil no município do Rio de Janeiro, a situação atual do atendimento, a experiência piloto do Ages and Stages Questionnaires (ASQ-3) e a política curricular e de avaliação. Outro objeto de estudo foi a atualização de discussões antigas na primeira infância por meio da relação entre psicologia e educação, de uma abordagem determinista da neurociência, enfatizando propostas de avaliação destinadas às crianças pequenas. Este percurso analítico trouxe conclusões e proposições para as políticas e práticas, destacam-se: as análises dos documentos orientadores, produzidos pela Secretaria Municipal de Educação (SME) do Rio de Janeiro, apontam para contradições na compreensão do trabalho educativo na Educação Infantil – coexistem concepções escolarizantes e preparatórias, com propostas que valorizam a expressão e cultura infantis; as observações realizadas na creche pesquisada indicaram que o ato de avaliar as crianças é marcado, em muitos momentos, pela perspectiva de uma psicologia desenvolvimentista, que olha para o crescimento das crianças de forma linear, dicotômica, sendo o adulto quem determina o que e quando aprender; as propostas observadas no contexto investigado trazem uma artificialização do conhecimento, ausência de sentido e de articulação com os interesses infantis, problema conceitual também identificado nos documentos orientadores da SME do Rio de Janeiro; embora os relatórios de avaliação busquem se afastar das fichas padronizadas, tão comum nas creches e pré-escolas, os registros analisados não enfatizam as singularidades das crianças, os caminhos de aprendizagem percorrido, priorizam a descrição de habilidades e competências.
The thesis – Evaluation policies and practices in daycare centers: a research in the public system of Rio de Janeiro is a qualitative study that analyses the different concepts of evaluation that arise from practices in the daycare center context, considering the meaning the professionals give to their own evaluation practices as well as the conditions under which they are formed. The theoretical and methodological references are the works of various authors, including Mikhail Bakhtin s philosophy of language and Walter Benjamin s cultural criticism; in the field of evaluation, the study dialogues with the ideas of Claudia Fernandes, Domingos Fernandes, Alicia Bonamino and Paulo Freire; in the area of early childhood education, the main references are Ana Bondioli, Donatella Savio, Peter Moss and Sonia Kramer. The methodology consisted of observations in groups at the researched daycare center, as well as the analysis of the reports of children s evaluations. The essay also approaches the macro-perspective of policy context – its concepts and processes of elaboration and implementation. To do so, it analyzes the history of childhood education in the city of Rio de Janeiro and the current situation with regard to attendance, the pilot experiment of Ages and Stages Questionnaire (ASQ-3) and curricular and evaluation policy. In addition, the study presents an updated view of old discussions about early childhood vis-a-vis the relationship between psychology and education and the deterministic approach of neuroscience in the evaluation of infants and toddlers. This analytical path led to conclusions and propositions for the development of policies and practices, with the following standing out: the analyses of the supervisor s reports, produced by the Municipal Secretary of Education (MSE) of Rio de Janeiro, expose contradictions in the understanding of education in early childhood education: educational and preparatory conceptions coexist with proposals that value the children s self expression and culture backgrounds; the observation of the researched daycare center s practices shows that the act of evaluating children is often dominated by the developmental psychology approach, which tends to asses children s growth in a linear way and with dichotomic meaning, with the adult defining what and when should be taught; the teaching methods observed reveal an artificial knowledge, one without meaning and detached from the children s interests, a problem also found in the orientation documents from the MSE of Rio de Janeiro; although the evaluation reports purportedly aim to avert the standardized check-list analysis, it is very common in daycare centers and kindergartens to find analyzed records that do not emphasize the singularity of the children and their learning development but instead focus on the description of skills and competences.
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Cacheffo, Viviane Aparecida Ferreira Favareto [UNESP]. "Manifestações afetivas nas concepções e práticas educativas no contexto da creche: reflexões a partir da perspectiva walloniana." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/92276.
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A presente investigação vincula-se à linha de pesquisa Infância e Educação, do Programa de Pós-Graduação em Educação – Mestrado, da Faculdade de Ciências e Tecnologia – FCT/UNESP – e tem por objetivos investigar as concepções de afetividade – emoção, sentimento e paixão – de professoras de uma creche universitária, e identificar como lidam com as manifestações afetivas das crianças, buscando dar visibilidade às práticas educativas que favoreçam o desenvolvimento infantil. Segundo a teoria walloniana, a afetividade é um processo interacional entre os aspectos orgânicos e sociais, que permite ao ser humano afetar e ser afetado pelos acontecimentos; trata-se de um domínio funcional, que, juntamente com a cognição e a motricidade, constitui a pessoa de modo completo, podendo ser expressa inicialmente pelas sensações de bem-estar e mal-estar, posteriormente, pelas emoções, sentimentos e paixão. Para a realização da pesquisa, que se caracteriza como estudo de caso qualitativo, do tipo etnográfico, foram selecionados os seguintes instrumentos metodológicos: pesquisa bibliográfica; análise documental; observação e entrevista semiestruturada, possibilitando a organização dos dados em cinco categorias de análise: “dimensão afetiva – concepções”; “dimensão afetiva: concepções em relação às práticas”; “rotina da afetividade” “manifestações emocionais”; e “interações criança-criança”. Com a análise documental, descobriu-se que a dimensão afetiva é considerada, nos documentos analisados (Política Nacional de Educação Infantil: pelo direito das crianças de zero a seis anos à educação; Referencial...
This current investigation is linked with the Childhood and Education research of the graduate course program in Education – mastering course of the Science and Technology College – FCT/UNESP – and its goals are to investigate the affection conceptions – emotion, feeling and passion – of teachers of a collegiate daycare center, and identify how they deal with children affectionate behaviors, trying to give visibility to the educational methodologies which contribute to the children development. According to Wallon’s theory, the affection is an interactive procedure between organic and social matters, which allows human beings to affect and be affected by the events; dealt as a functional dominion, that, joint with cognition and the motility, compose a person as a whole, being able to express initially by well-being or indisposition, later, by the emotions, feelings and passion. For the achievement of this research, that is characterized as a qualitative case study, as an ethnography type, the following methodology were chosen: bibliographic research; documentary analysis; observation and semi structured interview, making it possible to organize the data in five different analysis category: “affective and relational dimension – theory”; “affective and relational dimension in relation to the methodology”; “affectionate routine”; “emotional behaviors”; and “interactions between child and child”. By the documentary analysis, it was realized that the affective and relational dimension is considered, in the documents analysed (National Policy on Early Childhood Education – the right of children zero to six years of education... (Complete abstract click electronic access below)
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Cacheffo, Viviane Aparecida Ferreira Favareto [UNESP]. "Afetividade na creche: construção colaborativa de saberes e práticas docentes a partir da teoria walloniana." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150606.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A investigação “Afetividade na creche: construção colaborativa de saberes e práticas docentes a partir da teoria walloniana”, vincula-se à linha de pesquisa Processos formativos, Infância e Juventude, do Programa de Pós-Graduação em Educação – Doutorado, da Faculdade de Ciências e Tecnologia – FCT/UNESP – e tem por objetivo geral realizar um curso de formação continuada em serviço, com base nos pressupostos teóricos wallonianos, para construir de modo colaborativo, com as professoras de creche do município de Pirapozinho/SP, saberes e práticas para subsidiar o trabalho com a afetividade do bebê e da criança pequena (04 meses a 3 anos e 11 meses). Ademais, tem por problema a identificação das possíveis contribuições e/ou subsídios encontrados na teoria de Henri Wallon, os quais permitem a construção de saberes referentes ao desenvolvimento afetivo infantil e à profissionalidade da professora de creche. Para tanto, optou-se pela metodologia qualitativa, na modalidade pesquisa-ação-colaborativa, devido a suas potencialidades em relação à produção de conhecimento e de formação, assim como pelos seguintes instrumentos metodológicos: questionário – para possibilitar a identificação de categorias temáticas estruturantes do curso de formação continuada; grupo de discussão – para promover a interação das participantes, no processo de tomada de consciência e reflexão sobre a função da Educação Infantil, a profissionalidade e o desenvolvimento afetivo infantil; e as narrativas escritas presentes no diário de aula – para permitir a compreensão do processo de apropriação singular de cada integrante, com respeito às leituras prévias, aos diálogos estabelecidos e às práticas vivenciadas no processo interativo com os bebês e as crianças pequenas. A partir da recolha e análise dos dados, constatou-se que o estudo sistematizado sobre a dimensão afetiva é uma lacuna na formação inicial das professoras investigadas; que, embora as professoras apontem que sua função é cuidar e educar a criança, em suas justificativas, a maternagem comparece como um dos aspectos constituintes da identidade da professora de creche; e que dialogar sobre as práticas educativas, de sorte a identificar os saberes da experiência e iluminá-los por subsídios teóricos wallonianos, promove a reflexão sobre os posicionamentos assumidos, possibilitando a identificação da teoria na prática. Dessa forma, certifica-se a tese de que os estudos da Psicologia podem contribuir para a Formação de Professores, uma vez que se configura como uma área do conhecimento que promove, para além do conhecimento teórico do desenvolvimento humano, a possibilidade de reflexão das práticas adotadas e realizadas. Assim, a produção de Henri Wallon, a partir dos seus subsídios teóricos, favorece a construção de saberes pedagógicos e práticos sobre o desenvolvimento afetivo infantil, cooperando para a constituição da profissionalidade das professoras de bebês e crianças pequenas. Analogamente, a formação continuada precisa ser assumida como processo promotor da profissionalidade docente e, portanto, deve estruturar-se em função das necessidades formativas dos envolvidos no processo educativo. Em acréscimo, a formação inicial precisa preocupar-se com a formação do professor integral, a fim de lidar com crianças integrais.
The research "Affectivity in day-care: collaborative construction of knowledge and teaching practices based on Wallonian theory", is linked to the research line Formation Processes, Childhood and Youth, of the Postgraduate Program in Education - Doctorate, Faculty Of Science and Technology - FCT / UNESP - and its general objective is to carry out a continuing education course in service, based on theoretical Wallonian assumptions, in order to collaboratively construct, with the teachers of day care in the municipality of Pirapozinho / SP, knowledge and Practices to subsidize work with the affectivity of the infant and the young child (04 months to 3 years and 11 months). And by problem, the identification of the possible contributions and / or subsidies found in the theory of Henri Wallon that allow the construction of knowledge regarding the affective development of children and the professionalism of the teacher of day care. In order to do so, qualitative methodology was chosen in the research-action-collaborative modality, due to its potential in relation to the production of knowledge and training, as well as the following methodological tools: questionnaire - to enable the identification of thematic categories structuring the Continuing education course; Discussion group - to promote the interaction of the participants in the process of awareness and reflection on the role of Early Childhood Education, professionalism and affective development for children; And the written narratives present in the classroom diary to allow an understanding of the process of individual appropriation of each member with respect to previous readings, established dialogues and practices experienced in the interactive process with infants and young children. From the collection and analysis of the data, it was verified that the systematized study on the affective dimension is a gap in the initial formation of the teachers investigated; That although teachers point out that their function is to care for and educate the child, in their justifications, mothering appears as one of the constituent aspects of the identity of the day care teacher; And that dialoguing on educational practices, in order to identify the knowledge of experience and to illuminate them by theoretical Wallonian subsidies promotes the reflection on the assumed positions, making possible the identification of the theory in practice. In this way, the thesis is confirmed that the studies of Psychology can contribute to the Teacher Training, since it is configured as an area of knowledge that promotes beyond the theoretical knowledge of human development, the possibility of reflection on the practices adopted And performed. Thus the production of Henri Wallon from its theoretical subsidies allows the construction of pedagogical and practical knowledge on the affective development of children, contributing to the constitution of the professionalism of the teachers of infants and young children. In the same way that continuing education must be assumed as a process that promotes teacher professionalism and, therefore, must be structured according to the training needs of those involved in the educational process. In addition, initial training needs to be concerned with the training of the integral teacher to deal with whole children.
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Hill-Paterson, Marion. "Troubles of one neophyte researcher in getting qualitative research on partnerships in a daycare setting with disadvantaged toddlers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0016/MQ46755.pdf.
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Hill-Paterson, Marion. "Troubles of one neophyte researcher in getting qualitative research on parthneships in a daycare setting with disadvantaged toddlers." Sherbrooke : Université de Sherbrooke, 1998.
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Hill-Paterson, Marion. "Troubles of one neophyte researcher in getting qualitative research on parthneships in a daycare setting with disadvantaged toddlers." Mémoire, Université de Sherbrooke, 1997. http://savoirs.usherbrooke.ca/handle/11143/454.
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This study is about the troubles encountered by one researcher in getting qualitative research on partnerships between families, in disadvantaged situations and educators in toddler day care settings and how they affect the quality of care as perceived by parents and educators. The study focuses on the conflicts and tensions as perceived by families and educators. A secondary goal of the study is to develop a greater understanding of how day care training programs might incorporate the findings to prepare day care educators to work with families in disadvantaged circumstances. The study is done through a qualitative lens using an ecological framework. The study spans a three month period and is set up in a non-profit, parent-controlled day care center. Detailed 'narratives of experience' are constructed from the participants' reflections on the events. Three main barriers or conflicts have emerged from the study. They are time, fear and a difference in perceptions between the families and the educators. The thesis concludes with advice to researchers who may be contemplating setting up a similar study and some suggestions are proposed for day care training programs. These suggestions include reflections of the researcher and how she implemented changes in her own teaching.
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Souza, Andréia Aparecida Oliveira de. "A inserção de bebês na creche e a separação como operador simbólico." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-141408/.
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Este trabalho de pesquisa consiste num esforço teórico com foco de interesse na dinâmica subjetiva vivenciada por bebês em processo de estruturação psíquica ao serem defrontados com a primeira experiência escolar, tendo como referencial a conexão psicanálise e educação. O motivo que inspirou a investigação foi a busca por um pouco de entendimento em relação aos impasses vivenciados nessa passagem. O choro e a dificuldade experimentada pela mãe em confiar seu bebê a alguém desconhecido conferem à entrada da criança na creche um caráter traumático, pois representam uma separação, no discurso corriqueiramente utilizado. Para isso, encontrou-se suporte nas noções de constituição psíquica e de campo do Outro e nas operações lacanianas de alienação e separação que permitiram estabelecer um contraponto entre estruturação subjetiva e noção de desenvolvimento infantil. A partir dessa abordagem e da noção lacaniana de separação como uma operação fundante do psiquismo, foi possível propor uma leitura dos impasses que permeiam a inserção da criança no mundo público como mais uma vicissitude do vir a ser um sujeito.This research is a theoretical effort focused in the subjective dynamics experienced by infants in psychic structuring process when faced with the first school experience, taking as referential the psychoanalysis and education connection. The reason that inspired the investigation was the search for some understanding about the impasses experienced in this passage. The crying and the difficulty experienced by the mother to trust her baby to someone unknown give a traumatic nature to the entry of the child in the daycare, as it represents a separation, in the routinely used speech. For this, we found support in the notions of psychic constitution and field of the Other and in the Lacanian operations of alienation and separation that allowed establishing a counterpoint between subjective structuring and the concept of child development. Based on this approach and the Lacanian notion of separation as a foundational operation of the psyche, it was possible to propose a reading of the impasses that permeate the inclusion of children in the public world as another vicissitude of becoming a subject.
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Macedo, Elina Elias de. "Educação física na perspectiva cultural: análise de uma experiência na creche." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-163021/.
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A escola na contemporaneidade se vê despreparada diante da necessidade de lidar com as demandas de uma sociedade cada vez mais multicultural. As promessas Iluministas de que a racionalidade e o conhecimento levariam ao progresso e à emancipação humana não foram cumpridas. As crianças, principais depositárias destas esperanças, continuaram a ser tratadas na instituição escolar de forma idealizada sem que fossem consideradas suas características de classe, etnia, gênero. A centralidade da cultura e o contexto de luta por legitimação de diversos grupos sociais fazem do ambiente escolar um espaço profícuo ao conflito. O multiculturalismo crítico propõe que tais conflitos não sejam ignorados, e aponta para a urgência de políticas de identidade e de um novo currículo em que essas tensões sejam expostas à investigação e análise. A Educação Física, pautada na perspectiva cultural, vislumbra na problematização das manifestações da cultura corporal a possibilidade de cumprir este papel. A presente investigação, realizada em uma creche situada na cidade de São Paulo, com crianças de 2 a 3 anos de idade, analisou e interpretou uma experiência pedagógica de Educação Física pautada na perspectiva cultural. Para realização do trabalho de campo foram empregadas diversas ferramentas (entrevistas, observação participante, diário de campo, registros fotográficos), na intenção de compor uma bricolagem de métodos. Os materiais coletados, interpretados com o apoio dos referenciais dos Estudos Culturais, permitem inferir que as questões de identidade e as relações de poder povoam as práticas culturais da instituição. Disputas e demarcação identitárias são também motivo de conflito entre as crianças bem pequenas. Assim, ao abordar, problematizar e buscar as origens dessa luta por legitimidade a escola forma pessoas capazes do exercício de desconstrução e análise de discursos preconceituosos, logo, dispostas a relacionar-se com os diferentes. Nesse sentido, conclui-se que a Educação Física ancorada em uma perspectiva cultural pode contribuir para que o currículo de Educação Infantil potencialize as vozes das crianças, ampliando as oportunidades de estabelecer relações sociais mais democráticas.The contemporary school finds itself unprepared given the necessity to cope with the demands of a growing multicultural society. The Enlightenment promises that rationality and knowledge would lead to progress and human emancipation were not met. The children, the main benefactors of theses hopes, continued to be treated at the school institution in an idealistic way with no prior consideration to their social class, ethnicity, or gender characteristics. The cultural centrality and the context of struggle for legitimacy of various social groups make the school environment a fruitful space for conflict. The critical multiculturalism proposes that these conflicts should not be ignored, and points to urgency of cultural identity politics and of a new curriculum in which these conflicts are exposed to investigation and analysis. Physical education, guided in the cultural perspective, sees in the problematization of the corporal culture demonstrations the possibility of meeting this role. The present investigation, held at daycare located in the city of São Paulo, with 2 to 3 yearold children, examined and interpreted a pedagogical experience in physical education guided by the cultural perspective. In order to accomplish the fieldwork several tools were applied (interviews, active observation, worksheets, photographic records) with the intention of composing a bricolage of methods. The collected materials, interpreted with the support of cultural studies references, allow to infer that identity issues and the power relations are frequent in the social practices at the institution. Disputes and demarcation of identity are also reasons for conflict between toddlers. Thereby, when addressing, problematizing, and searching for the origins of this struggle for legitimacy the school builds individuals capable of the exercise of deconstruction and the analysis of biased speeches; therefore, they are willing to interact with opposites. Consequently, it is concluded that the physical education anchored in a cultural perspective can contribute to one\'s early childhood education as the curriculum potentializes children\'s voices, and expands the opportunities to establish more democratic social relations.
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Carmo, Tania Maria Delfraro. ""Pesquisa-ação na relação creche-cuidador familiar em uma instituição comunitária"." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-25062004-113839/.
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Procuramos desenvolver nesta investigação um estudo sobre as relações creche-cuidador familiar em uma instituição comunitária. Objetivamos, estudar as relações creche-cuidador familiar identificando quais as condições dificultadoras e facilitadoras dessas relações. Isso pressupõe: levantar as condições existentes e problematização no relacionamento creche-cuidador familiar, tendo como foco a criança, evidenciado pelos funcionários e familiares; desenvolver ações educativas com os funcionários e família sobre os problemas prioritários levantados, preparando-os para lidarem com estas questões no cotidiano da criança e avaliar o processo de ensino e aprendizagem das ações desenvolvidas, possibilitando novos momentos de intervenção. Na metodologia, trabalhamos a Pesquisa-Ação, de forma qualiquantitativa, desenvolvendo o referencial teórico fundamentado em Paulo Freire, no que diz respeito a pedagogia da problematização e metodologia participativa e dialogal. Para o levantamento dos dados utilizamos a observação participativa da realidade e a entrevista individual, utilizando um formulário com questões semi-estruturadas e norteadoras como instrumento. Pesquisamos 12 trabalhadoras da creche e 71 cuidadores familiares. Os resultados evidenciaram que a relação entre a creche e os cuidadores familiares caracterizava-se pela distância. Não existia uma interação propriamente dita de troca, de reconhecimento de uma pela outra. Havia uma implicância mútua entre funcionárias e mães. Sentimentos de hostilidade, desconfiança, de culpa, ciúme, de apreensão e de agradecimento permeavam as relações entre os cuidadores familiares e as funcionárias. Observamos através dos relatos verbais emitidos pelas funcionárias e cuidadores familiares uma congruência nos fatores dificultadores da relação creche-família. Os problemas apresentados por ambos foram relativos a: participação, comunicação, relacionamento, gestão autoritária e falta de credibilidade ou de confiança. Portanto concluímos, que a relação creche-cuidadores familiares era permeada por interações negativas e que as dificuldades de relacionamento era geradora de vários atritos entre ambos dificultando compartilhar o cuidado e educação da criança, suscitando ações e intervenções educativas voltadas às temáticas em foco favorecendo novas posturas e visando a transformação da realidade. Trabalhamos posteriormente, ações e intervenções educativas e de saúde conjuntas, visando a transformação das relações creche-cuidadores familiares, mostrando mudanças nessas relações depois de alterar as condições detectadas como dificultadoras, integrando-as às facilitadoras.We have tried to develop in this investigation a study about the relation daycare-familiar caretaker. We have objectified, to study the relations daycare-familiar caretaker identifying which are the difficult conditions and the easy conditions of this relation. This has assumed: rising up the existent conditions and the problematization in the relation daycare-familiar caretaker, taking in focus the child, evidenced by the employees and relatives; developing educational actions with the employees and relatives about the main problems risen up, preparing them to deal with these questions in the quotidian of the child and to evaluate the teaching and learning process of the developed actions, enabling new moments of intervention. In the method, we have worked on the Research-action, quali-quantitative, developing the theoretical reference founded in Paulo Freire, who concerns the pedagogy problematization, participating and dialoguing methodology. To rise up the data we have used the participating observation of reality and the individual interview, using a form with semi-structured questions and guiding as an instrument. We have researched 12 workwomen of the daycare and 71 familiar caretaker. The results evidenced that the relation between the daycare and the caretaker familiar characterized themselves by the distance. There wasnt an interaction properly said of change, of recognition to each other. There was a mutual implication between the employees and mothers. Feelings of hostility and distrust, of guilty and jealousy, of apprehension and gratefulness permeated the relation between the familiar caretaker and the employees. We observed through the verbal reports expelled by the employees and the familiar caretaker a congruent in the difficult factors in the relation daycare-familiar caretaker. The problems presented by both of them were relative to: the participation, communication, relation, authority administration and lack of credibility or confidence. However, we have concluded that the relation daycare-familiar caretaker was permeated by negative interactions and that the difficulties of relation was the source of several attrition between both, making it difficult to share the care and education of the child, rousing educative actions and interventions related to thematic focus, favoring new postures and aiming the transformation of the relation daycare-familiar caretaker, presenting changes in this relation after the alteration of the conditions detected as uneasy conditions, integrating them to the easy ones.
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Cacheffo, Viviane Aparecida Ferreira Favareto. "Manifestações afetivas nas concepções e práticas educativas no contexto da creche : reflexões a partir da perspectiva walloniana /." Presidente Prudente : [s.n.], 2012. http://hdl.handle.net/11449/92276.
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Orientador: Gilza Maria Zauhy GarmsBanca: Ana Rita Silva Almeida Chiara
Banca: Maria Suzana de Stefano Menin
Resumo: A presente investigação vincula-se à linha de pesquisa Infância e Educação, do Programa de Pós-Graduação em Educação - Mestrado, da Faculdade de Ciências e Tecnologia - FCT/UNESP - e tem por objetivos investigar as concepções de afetividade - emoção, sentimento e paixão - de professoras de uma creche universitária, e identificar como lidam com as manifestações afetivas das crianças, buscando dar visibilidade às práticas educativas que favoreçam o desenvolvimento infantil. Segundo a teoria walloniana, a afetividade é um processo interacional entre os aspectos orgânicos e sociais, que permite ao ser humano afetar e ser afetado pelos acontecimentos; trata-se de um domínio funcional, que, juntamente com a cognição e a motricidade, constitui a pessoa de modo completo, podendo ser expressa inicialmente pelas sensações de bem-estar e mal-estar, posteriormente, pelas emoções, sentimentos e paixão. Para a realização da pesquisa, que se caracteriza como estudo de caso qualitativo, do tipo etnográfico, foram selecionados os seguintes instrumentos metodológicos: pesquisa bibliográfica; análise documental; observação e entrevista semiestruturada, possibilitando a organização dos dados em cinco categorias de análise: "dimensão afetiva - concepções"; "dimensão afetiva: concepções em relação às práticas"; "rotina da afetividade" "manifestações emocionais"; e "interações criança-criança". Com a análise documental, descobriu-se que a dimensão afetiva é considerada, nos documentos analisados (Política Nacional de Educação Infantil: pelo direito das crianças de zero a seis anos à educação; Referencial ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This current investigation is linked with the Childhood and Education research of the graduate course program in Education - mastering course of the Science and Technology College - FCT/UNESP - and its goals are to investigate the affection conceptions - emotion, feeling and passion - of teachers of a collegiate daycare center, and identify how they deal with children affectionate behaviors, trying to give visibility to the educational methodologies which contribute to the children development. According to Wallon's theory, the affection is an interactive procedure between organic and social matters, which allows human beings to affect and be affected by the events; dealt as a functional dominion, that, joint with cognition and the motility, compose a person as a whole, being able to express initially by well-being or indisposition, later, by the emotions, feelings and passion. For the achievement of this research, that is characterized as a qualitative case study, as an ethnography type, the following methodology were chosen: bibliographic research; documentary analysis; observation and semi structured interview, making it possible to organize the data in five different analysis category: "affective and relational dimension - theory"; "affective and relational dimension in relation to the methodology"; "affectionate routine"; "emotional behaviors"; and "interactions between child and child". By the documentary analysis, it was realized that the affective and relational dimension is considered, in the documents analysed (National Policy on Early Childhood Education - the right of children zero to six years of education... (Complete abstract click electronic access below)
Mestre
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Musgrave, Suzanne Nicole. "Between nap-time and nine-to-five, workplace daycare as a step toward social and economic equity for employed mothers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ66718.pdf.
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Wong, Chack-kie. "Ideology, welfare mix and the production of welfare : a comparative study of child daycare policies in Britain and Hong Kong." Thesis, University of Sheffield, 1991. http://etheses.whiterose.ac.uk/1792/.
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This is a study of the inter-relationship between welfare ideology, welfare mix and the production of welfare. It has been hypothesized that the welfare ideology of a state is likely to affect its choice of welfare mix and the kind of social relations produced in the wider society. In this study, normative theories of the welfare state were reformulated by an analytical framework into theoretical models of the welfare state as pre-test patterns for comparison with practical policies under study. Child daycare provisions in Britain and Hong Kong were chosen as the data to test the hypothesis. A multiple-case-embedded design was used in organizing this comparative study. It was found that practising ideologies are more predictive than idealized ideologies of state social policy. It was also found that state social policy in the realm of child daycare was related to its ideology : state ideology affects the choice of a mix of welfare sectors and the form welfare is organised in the production of social relations in the two societies studied. Nevertheless, the inter-relationship between state ideology, welfare mix and welfare production is constrained by three intervening variables. They are bureau-professional autonomy, interplay between opposing ideologies and flexibility of ideology in the interpretation of state welfare because of a changing environment. When the findings were examined from another perspective, welfare sector and welfare production were seen to carry ideological meanings. This implies that a transaction of welfare goods and services is not only a transaction of material or tangible social services, but it is also an ideological transaction of different social principles which underlie the welfare sectors. This has led to the development of a theory of the ideological production of welfare as an explanation of the relationship between ideology and welfare sectors in the division of care and welfare responsibilities in a society. Based on this theory, the limitations of instrumental theories about the welfare mix were discussed. In conclusion, in the light of wider social and economic changes within capitalism, an integrative strategy concerning the welfare mix in particular and welfare in general has been proposed which duly recognizes the importance of ideology in maintaining social relations in a society as well as the social context which these social relations underlie.
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TAVARES, LUIS FILIPE FARIA DE ABOIM. "PSYCHOMETRIC PROPERTIES OF THE ASQ 3: COMPARISON BETWEEN THE ORIGINAL AND ADAPTED TO MUNICIPAL DAYCARE CENTERS IN RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27803@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O Ages e Stages Questionnaire Terceira Edição na tradução para o português-BR (ASQ3-BR) é um teste de rastreio usado para avaliar o desenvolvimento de crianças na idade pré-escolar (8 a 60 meses) em cinco áreas do desenvolvimento: Comunicação Coordenação Motora Ampla, Coordenação Motora Fina, Resolução de Problemas e Pessoal e Social, tendo sido aplicado pela Secretaria de Educação do Rio de Janeiro em 124.292 crianças de 468 creches públicas do município do Rio de Janeiro, nos anos de 2010, 2011 e 2012. Foi realizada uma análise estatística dos escores obtidos de cada criança para identificação dos dados normativos de interpretação através das médias e desvios padrão bem como os percentis de 5 porcento e 10 porcento. Esses resultados foram comparados com os valores normativos estabelecidos pelo instrumento original americano, para se confirmar suas propriedades psicométricas e identificar diferenças dos resultados obtidos. Numa segunda abordagem, os escores foram avaliados na sua consistência interna através dos coeficientes de Alfa de Cronbach e da Correlação Item-Total para identificação de possíveis discrepâncias do instrumento com o reflexo na sua fidedignidade quando aplicado em ambiente de creche. Os resultados comprovaram que embora o ASQ3-BR seja um bom instrumento tendo as mesmas propriedades psicométricas da versão original em inglês, é passível de ter sua fidedignidade aumentada quando aplicado em ambiente de creches pela adaptação de alguns itens que possam levar em consideração os procedimentos operacionais específicos dessas creches.
The Ages and Stages Questionnaire Third Edition in translation to Portuguese-BR (ASQ3-BR) is a screening test used to evaluate the development of children in pre-school age (8-60 months) in five areas of development: Communication Coordination Wide motor, coordination motor Fine, Troubleshooting and Personal and Social and applied by the Secretariat of the Rio de Janeiro Education 124,292 children in 468 public kindergartens in the city of Rio de Janeiro, in the years 2010, 2011 and 2012. A statistical analysis of the scores was carry on of each child in order to identify the normative interpretation through the means and standard deviations as well as 5 percent and 10 percent percentiles. These results were compared with normative values of American original instrument, to confirm its psychometric properties and identify differences between results. In a second approach, the scores were assessed on their internal consistency using the coefficients of Cronbach s Alpha and Correlation Item-Total to identify possible instrument s discrepancies with the reflection in its reliability when applied in day care environment. The results showed that although the ASQ3-BR is a good instrument with same psychometric properties of the original English version, is likely to have increased their reliability when applied in day care environment by adapting some items that can take into account the day care specific operational procedures.
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Zimmerman, Valerie L. V. "The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799535/.
Full textAbstract:
Behavioral skills training (BST) packages have been successful in increasing change agents’ correct implementation of various procedures. The current study evaluated the effects of a brief BST package to train daycare teachers to implement incidental teaching procedures with toddlers. The brief BST consisted of a set of written instructions, a two-minute video model, rehearsal, and feedback during session. Results demonstrated that teachers increased their correct implementation of incidental teaching procedures following training. In addition, two of the three toddlers increased the frequency of signs to request attention.
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蔡宛珍. "A Study of Daycare Identification and Satisfaction concerning about Community Daycare Systems in Chiayi County and Chiayi City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/81287393418129434140.
Full textAbstract:
碩士國立嘉義大學
幼兒教育學系研究所
99
Abstract This study is aimed to explore Daycare Identification and Satisfaction with Community Daycare Systems in Chiayi County. This study used a researcher-created questionnaire to collect data; and presents the percentage, mean, standard deviation, t-test, and single factor analysis of variance. The major findings are as follows: 1. Overall, daycare provider’s identification and satisfaction with the Chiayi City and County Community Daycare System are positively correlated. 2. Chiayi City and County Community Daycare System’s personal background variables effects identification with community daycare systems: （1）There are significant differences between subjects of different ages towards "protection of daycare provider’s rights." （2）Subjects living in different regions had significantly differences towards "conditions for joining the system", and daycare provider’s living in Chiayi County identified significantly more with “conditions for joining the system” than did provider’s living in Chiayi City. （3）Subjects with membership in different systems had significant differences in “conditions for joining the system” and “acceptance of system supervisory assessment.” Members of Chiayi County Community Daycare System identified significantly more with “conditions for joining the system” and “acceptance of system supervisory assessment” than did members of Chiayi City Community Daycare System. 3.Chiayi City and County Community Daycare System’s provider’s personal background variables’ effects satisfaction with community daycare systems: （1）Subjects of different levels of education had significant differences in satisfaction with "protection of daycare provider’s rights” , “guidance mechanisms,” and “service mechanisms.” （2）There was a significant difference in subjects of different residential areas towards “protection of rights” . （3）Subjects with membership in different systems had significant differences in “protection of rights,” “guidance mechanisms,” and “service mechanisms.” Chiayi County Community Daycare System provider’s satisfaction with “protection of rights,” “guidance mechanisms,” and “service mechanisms” was significantly higher . Finally, recommendations based on the findings of the study are given to government agencies, Community Daycare systems, and members of community Daycare systems. Keywords: Community Daycare System, Identity, Satisfaction
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Yang, Jaisa, and 楊鈞媛. "New Business Idea: New Generation Daycare Center." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/dc8jue.
Full textAbstract:
碩士國立清華大學
經營管理碩士在職專班
101
Median salary in Taiwan is generally lower than many other parts of the world, which has resulted in growing number of double-income families. Furthermore, not only the daycare centers and kindergartens in Taiwan are costly, but parents’ schedules are often constrained by the fixed hours of services provided by nanny and daycare centers. This makes it difficult for working parents, especially the mother, to stay competitive in the career and even harder to reach work-life balance if they are already in the managerial or senior positions. This is the primary reason why some couples have disregarded the idea of having babies. Furthermore, the United States and Europe have emphasized that infants in their 0-2 years are most receptive to infant education. Yet, here in Taiwan, most daycare centers do not have curriculum for infant development until they reach their third year as they enroll into kindergarten. This study is targeted to investigate the feasibility of the new generation daycare centers- providing an affordable price for infant education curriculum. The idea is to offer great flexibility in day care terms such as payment term and caring hour delicate to the busy parents. This study comprises literature review, market research, face-to-face interview, and composition of a business plan. Total of seventy online surveys, three face-to-face interviews with mothers who use daycare services as well as non-users were conducted as part of the market survey. Subsequently, the first business plan was put together from the business canvas model incorporated by a set of comprehensive STP and SWOT analyses. Finally, a second round of interview with respective candidates was conducted to obtain further suggestions and conclusion for the business plan.
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吳沛恩. "A Study on the Interior Design of Elders Daycare Center - Take the Miaoli Mahavairocana Daycare Center as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7tfy66.
Full textAbstract:
碩士大葉大學
設計暨藝術學院碩士在職專班
106
With fast establishment of public and private daily care-centers for senior citizen in recent years, they have varied with their space utility regarding their operation space as some could be set up in high-rise mansions, some in apartments, and some could be founded at their self-constructed centers. No matter in whatsoever space these centers are founded, they have to follow each and every kind of law and regulation for daily care centers by cities and counties of Taiwan. In addition, the design of space must also comply with various items of needs so that these daily care centers can actually and suitably make good use of space. However, there’s an issue for further investigation and study if each and every design meet the needs of current users in various cities and counties. Therefore, the purpose of this study is to explore the establishment procedures and regulations of daily care centers and to find out investigation after renovation regarding those utility conditions in each of the area within space design. In addition, users’ satisfaction towards the space is appreciated, and also the parts that needs to be improved. On the other hand, the study will further look into the space design of daily care centers for senior in this study so that the study can be based on as reference in pertaining to the design of planning by other day care centers for seniors in subsequent townships. At first, the study focused on the investigation and analysis of related literatures according to utility, space, and other existing terms of conditions to find out organization and analysis. In addition, this study took practical work case as conducting interviews with users in view of space design as well as diverse settings of hardware, so that the study can obtain opinions from interviewees regarding space planning and utility towards daily care centers for senior. Finally, the researcher followed the design blueprint to summarize as suggestions for the planned design.The study results indicated that the planning for individual cases should be based on the extent of disability and dementia in order to plan and design diverse spaces for living and recreation. In addition, the center should consider how many people it cares for so as to plan the capacity of its space design and equipment. At the same time, different spaces for recollection should be programmed so as to extend the memories of the senior. As a whole, the needs of daily care center should be such conducted with diverse aspects as it designs with suitable atmosphere of space and route of movement in order to accommodate to the needs of space users.
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Murphy, Molly. "Success in daycare teachers' perceptions of critical skills /." 1986. http://catalog.hathitrust.org/api/volumes/oclc/15491486.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1986.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 47-49).
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Chen, Hsin-Yu, and 陳欣瑜. "The Implementation of Family Daycare Services Registration System." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8tk6zg.
Full textAbstract:
碩士樹德科技大學
兒童與家庭服務系碩士班
107
The purpose of this study is to explore the executive issues of implementing registration system of family daycare services. The study aims to understand the perceptions of supervisors, visiting instructors, and caregivers who are participating in the current registration system of the family daycare services in Taiwan; in terms of issues they were encountered. Interviews and document collections were applied in this study to collect data. The results indicated that the implementation of registration system of family daycare services improved the professional image about family daycare services because of the formal training effectors. The issues of enhancing quality and safety of caregiving were gained much more attention to the public than before. In addition, for supervisors, visiting instructors, there will be difficulties in transfer from policy to practice, and different interpretations of the law and regulations, which causes the difficulties in supervising. For the childcare providers, they are able to accept the statutory requirements and believe that the promotion profession can be enhanced through supervision, but it is hoped that the requirements will be flexible and clear. According to the findings, some suggestions were made to supervisors, visiting instructors, daycare providers and future studies.
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SHIH, HSIN-CHUAN, and 施新川. "Analysis of The Training Course for Daycare Caregiver." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/zp6dw2.
Full textAbstract:
碩士銘傳大學
企業管理學系
107
This study investigated how caregivers are trained and how effective their training can be when caregivers serve their duties clinically. In advance, this study collected and analyzed current training courses for daycare caregivers and the prospect of how.In order to collect the real situation of caregiver, interview of 13 different caregivers are conducted and analyzed. The findings are as follows: (1)There are significantly differences between “daycare” and “long-term care”(2)Clear triage of the training course for daycare system and long-term care system is needed.(3)Social training courses take 50 present in overall training course for daycare caregiver, while physiological training courses take 26%, and psychological training course only takes5 %.According to the findings above, suggestions are provided as follows(1)A tailor-made and comprehensive training program for daycare caregivers is needed.(2)Daycare institutes should develop learning system that can facilitate learning behavior of caregivers. Implementation of small-scale multi-care facility service is needed; and adjustments to meet caretakers’ need should be considered when delivering aged caring services.
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Hsiao, Yu-Tzu, and 蕭玉資. "Challenges for the Dementia Elderly Daycare and the Non-profit Organizations: The Case of Daycare Centers in Taipei and New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/q4gw92.
Full textAbstract:
碩士國立臺灣大學
國家發展研究所
105
This thesis aims to understand how the daycare of long-term care policy, Non-profit Organizations (NPO) and public departments can efficiently work together to promote welfare services in Taiwan. We adopt the perspective of public-private partnerships to understand the implementation of the public and private partnerships in terms of the financial responsibility and accountability of care provision. The analysis deals with the day care for dementia elderly, with a special focus on the dilemma and difficulties of implementation for the NPOs and public sector in service delivery amid the transition of the long-term care policy over the decades. Based on this analysis, the thesis offers some suggestions for improving the overall situations. Against this background, the present study provides an in-depth analysis of the NPOs’ role in the long-term care policy and their relationships with the public sector, in the sense that NPOs serve as an organization provider of community services, offering daycare services to the elderly in need. This is then followed by a further analysis of the interactions between the NPOs and the public sector. From the angles of "financial responsibility" and "accountability" – two important aspects in care provision – it is important to understand whether the partnerships affect the implementation of the service provision; and if so, whether the financial responsibilities and evaluation procedures are reasonable and effective in promoting policy implementation. The analysis also touches upon the problems encountered by the elderly in the daycare centers as well as the challenges confronting theNPOs. To fulfill the role of a local service provider (such as dementia education advocacy), NPOs actually depend on the government to support and promote services with financial subsidies and institutional infrastructures. With joint co-operation and supervision between public sector and NPOs, this will effectively reduce the caring burden for the policy implementation and offer convenient and good services conducive to the family caregivers.
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Gartsbein, Elena. "Oral Health Policies in Toronto Daycare and Elementary Schools." Thesis, 2008. http://hdl.handle.net/1807/17170.
Full textAbstract:
This study’s objectives were to: 1. Determine the prevalence of oral care policies in daycares and elementary schools. 2. Examine the availability of resources. 3. Analyze the results by neighborhood income class. Information was collected using a questionnaire. Differences in proportion of institutions with policy, comparisons between daycares and schools, and prevalence of policies by neighborhood income class were performed. Qualitative responses were categorized and interpreted from a qualitative standpoint. Most institutions did not have a policy regarding oral hygiene. Daycares were more likely to have a
policy (17% vs. 5%, p<0.001), and more likely to have sinks for toothbrushing (85% vs. 51%, p<0.001). No significant difference in policy prevalence was found among income
neighborhoods. Most institutions did not have a policy regarding oral hygiene. The findings suggest that there is a need for a uniform oral care policy in educational institutions, supported by appropriate resources for its implementation.
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Chen, Wen-ling, and 陳文齡. "A Study on Parental Intention to Choose Public Daycare." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2j9nu5.
Full textAbstract:
碩士長榮大學
社會工作學系碩士班
107
This study aims at investigation of factors influencing parents' choice of public day-care centers. Parents from seventeen day-care centers in Kaohsiung City took part in the survey and 690 valid questionnaires were collected. The Theory of Planned Behavior model is applied to route analysis of public day-care services. Internal consistency, factor analysis, correlation analysis, and regression analysis were used for data analysis in this study. The research found that for parents’ choice of public day-care centers, there are positive correlations revealed among the seven constructs of behavioral intention, attitude, subjective norm, perceived behavioral control, behavioral belief, normative belief, and control belief. Furthermore, it’s reported that parents’ behavioral belief predicts their attitude, the normative belief predicts the subject norm, the control belief predicts the perceived behavioral control, whereas parents’ attitude, subjective norm, and perceived behavioral control altogether predict their behavioral intention. The government offers expanded child-care allowance and publicized child-care service. Nonetheless, whether raised subsidy will enhance fertility rate or not is to be studied further. In this research, it’s reported that there are three factors, which are child-care quality as parents’ behavioral belief, others’ ideas as the normative belief, and self-capability as the control belief, to influence parents’ choice of public day-care service. It’s suggested to establish high-quality day-care service environment, to enhance community support network, to provide child-care service resources needed by the parents, and eventually, to promote an effective child-care policy.