Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter‐linkages drawn between constructions of a ‘good’ childhood, and children’s ‘need’ for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children’s everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children’s everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.     

Sponsored day care in a changing world

Sponsored day care is the term generally used to describe the purchase of places by local authorities in independent day care services (such as childminders, nurseries and playgroups) for children in need. This paper considers the development and operation of sponsored day care services in 12 English local authorities, in the context of current policy developments within early childhood services. It suggests that provision for children in need is in danger of being marginalised by the current focus on early education and child care for working parents, and highlights the importance of developing services for children in need within an overall strategy for children's services. Copyright © 2000 John Wiley & Sons, Ltd.     

New Vocational Qualifications in Child Care and Education in the UK

SUMMARY: This paper explores the implications of the introduction of the new system of National Vocational Qualifications (NVQs) in Child Care and Education. The historical context of provision and the dual system of training of early childhood workers in Britain, split between care and education, is briefly described to show why pressures for change have come about. The background to the development of the qualifications is examined to see what light this throws on their current implementation. The paper argues that, compared with Europe where most countries are moving towards graduate status for early childhood education workers and many are thinking about an integration between care and education, with the introduction of our new child care NVQs we are moving in the opposite direction. Their introduction is likely to entrench the current split and does nothing to encourage the development of higher level qualifications which integrate care and education.     

Maternal Employment,Community Contexts,and the Child‐Care Arrangements of Diverse Groups

Integrating family and child data from the Early Childhood Longitudinal Study–Birth Cohort with contextual data from the census, this study examined associations among maternal employment, aspects of communities related to child‐care supply and demand, and the early care and education arrangements of 4 year olds in Mexican‐origin, Black, and White families. Children with employed mothers were more likely to be in informal care arrangements than in early childhood education, regardless of racial/ethnic background. For children in Mexican‐origin families, selection into informal care over early childhood education was more likely in zip codes with greater demand for care as measured by higher female employment. Utilization of parent care versus early childhood education was also more likely for children in Mexican‐origin and Black families in zip codes with higher female employment. Constraints associated with maternal employment thus hindered children from enrolling in early childhood education, and community contexts posed challenges for some groups.     

Child protection policy perspectives and reform of Australian legislation

Legislative responsibility for child protection has become a major theme in the international human rights arena and a major policy issue within early childhood education and care. This paper examines child protection policy and legislation in Australia and measures that are being employed to safeguard children and childhood within contexts that are seen as increasingly risky. Juxtaposing perspectives on child protection and child liberation, it examines the protective responsibilities speci?ed in legislation in the context of predominantly adult agendas. Copyright © 2004 John Wiley & Sons, Ltd.     

Conceptualising Listening to Young Children as an Ethic of Care in Early Childhood Education and Care

This paper focuses on recent discourses and practices of listening to young children, in order to highlight listening as an ethical practice in early childhood education and care settings. The paper asks how discourses of listening should be viewed in theoretical terms and explores the work of a diverse range of authors who define autonomy and rights issues as relational. Central to the paper is a consideration of feminist critique of Foucault’s ethics of care argument. To contextualise this, the paper discusses examples of recent research in the field of listening to young children and highlights issues facing the status of the early years workforce. In summary, the paper contends that an ethical view of listening can bring adults and children together in democratic care practices which challenge conceptions of childhood and reconnect ideas of care and education.     

Early Childhood Education and Care as a Social Work Issue

Early childhood education and care affects millions of young people, their parents, and ultimately society at large. Social workers are employed directly in early childhood education and care programs and also witness the results of inadequate early interventions in various practice settings. Yet social workers do little of the research related to this topic. Numerous issues relate to both social work and to thoughtful discussions of early childhood education and care, including the unequal use of high quality early education programs, which is ultimately a social justice issue. This article elucidates how social workers can and why they should contribute to practice, policy, and research related to early childhood education and care.     

Gutter to Garden: Historical Discourses of Risk in Interventions in Working Class Children’s Street Play

This article investigates interventions in the gutter play of British working class children in the first decade of the 20th century through their re‐location within Free Kindergartens. In contemporary literature, the street child was viewed through a binary lens, as both ‘at risk’ and ‘as risk’, reflecting wider societal discourses in a period of rapidly developing social policy. The paper interrogates the motivations of free kindergarten activists from the standpoint of a range of theory and builds on recent papers discussing 21st century urban childhoods. The findings suggest both historical continuities and discontinuities in the theorisation of risk, which have implications for current social policy, urban design and early childhood education. The questions raised include issues of children’s rights, citizenship, inclusion and cultural diversity.     

Quality in early childhood services: parent,provider and policy perspectives

Recent government proposals give local authorities responsibility for establishing early years partnerships. The partnerships provide people interested in early childhood services with an opportunity to discuss local provision. In any discussion of early childhood services, quality is likely to be high on the agenda. This paper describes a series of discussions on the meaning of quality in early childhood services. Parents, day care providers and other stakeholders took part. Differences of opinion between and within stakeholder groups are discussed in the context of current policies and ideologies concerning non-parental child care.     

When a scratch becomes 'a scary story': the social construction of micro panics in center-based child care

This study analyzes the everyday world of center‐based child care and the climate of suspicion that permeates that world. Based on four and a half years of participant observation field research and thirty focused interviews with men and women child care workers, the author examines the existence of ‘micro panics’ which occur in child care centers when deviant labels are attached to caregiving acts or activities. Drawing from traditional Moral Panic Theory, this paper demonstrates how the context of suspicion surrounding center based child care and the ‘micro panics’ that sustain it are generated historically, structurally, and interactionally. These phenomena, in other words, are in part, a historical artifact from the 1980s moral panics concerning day care abuse, an interactional product of the gendering of child care as ‘women's work’, and a phenomenological byproduct of the positioning of paid child care in the everyday lives of workers, children, and parents.     

A Child's Place in Society: New Challenges for the Family and Day Care

SUMMARY. Using the experience of a study of childhood in Denmark, Norway, Finland, Iceland and Sweden, this article explores the now common situation of children growing up in two settings: their families and day care centres. In Denmark, where almost all mothers work and where good quality care is widely available, the family and day care centres are seen as having important complementary roles in supporting children's social development. The child learns to both integrate and separate the experience of these two worlds, more or less successfully depending on how well he or she is developing at home, and the relationship between the home and the day care centre. Day care should be seen as a positive support for family life: dual-socialisation through family and day care is, and will remain, part of the lives of most children.     

Local Day Care Quality and Maternal Employment: Evidence From East and West Germany

By investigating how locally available early childhood education and care quality relates to maternal employment choices, this study extends the literature, which mostly has focused on the importance of day care availability or costs. The authors provide differentiated analyses by the youngest child's age and for West and East Germany to examine moderating influences, such as work‐care cultures, in a market with strongly state‐subsidized provision and near‐universal participation of preschool children. The empirical analysis linked the Socio‐Economic Panel and the Families in Germany Study for 2010 and 2011 (N = 3,301 mothers) with regional structural quality data and applied multivariate regression models. In East Germany, mothers with a child under age 3 years who lived in districts with smaller day care groups were more likely to be employed and to extend their work hours. For mothers in West Germany and those with older children, day care quality was not significantly related to employment.     

Messages to Social Work Education: What Makes Social Workers Continue and Cope in Child Welfare?

This article examines the positive elements which make social workers continue their career with a focus on statutory child welfare. Such analysis is needed, as existing research tends to highlight stress, exhaustion and career break-up issues. The empirical data consist of focus groups of 28 social workers and a questionnaire addressed to 56 professionals in child welfare in two Finnish urban municipalities. The focus groups were targeted at novice, expert and veteran social workers. The analysis presents organisational, person-related and client-work-related positive elements from the point of view of social workers. The results highlight that social work in child welfare may be experienced as being rewarding and professionally challenging. The positive elements vary among novice, expert and veteran social workers, with the latter especially viewing their work as independent expert work with major opportunities to make a change in children's lives. Commitment to care of children is one of the key motivating factors. The study suggests that social work education should recognise that the subjective motivation to do social work may change during one's career and that social work may be simultaneously both stressful and rewarding. Students should learn how to balance these aspects of their work.     

Importing Western Childhoods into a Chinese State-Run Orphanage

Since the early 1990s the Chinese government has allowed foreign humanitarian non-governmental organizations to aid children residing in official state-run orphanages. As one aspect of a larger research project on child abandonment and forms of orphanage care in contemporary China, this article examines an innovative state-civil society partnership of a Western infant special care unit housed within a large official state-run institution. The “Tomorrow’s Children” special care unit, funded and managed by middle-class Western volunteers, uses First World medical practices and universalistic ideologies of children and childhood to care for the institution’s most severely ill and disabled children. This article utilizes ethnographic methods to discuss conflicts over children’s best interests that arise between Western volunteer employers and the local working-class and poor Chinese caregivers who are expected to implement the imported practices. I contend that disagreements over appropriate childcare hinge on cultural and class-based understandings of childhood and differential access to social and financial resources. This research grounds discussions of globalization in a detailed case study by exposing the tensions and negotiations that occur at the local level in processes of transnational exchange.     

Child care subsidies and care arrangements of low-income parents

While enrollment into early education programs has increased significantly in the past two decades, many low-income children still do not attend these programs due to lack of funding and access. This study uses data from the 2005 National Household Education Survey to examine the effects of child care subsidies on the enrollment of low-income children in early childhood education programs. Multinomial regression results show that families that receive child care subsidies are more likely to place their child in center-based preschool programs. The analyses also show that subsidy receipt increases the probability of using center care for low-income households. These findings indicate that policies aimed at increasing funding and availability of early education for low-income families can help close the gap in enrollment.     

WORKING TO EXIT POVERTY WHILE CARING FOR CHILDREN'S HEALTH AND DEVELOPMENT IN VIETNAM

Since the implementation of economic reforms in 1986, levels of urbanization, industrialization, and women's labour force participation have increased in Vietnam. This article focuses on the experiences of parents in Vietnam and how labour and social conditions affect their ability to work and exit poverty while caring for their children's health and development. We interviewed a sample of 147 parents in Ho Chi Minh City using in-depth, semi-structured questionnaires. Sixty-three percent of parents had faced loss of income or promotions or had difficulty retaining jobs because they had to care for children. Fifty-eight percent of parents lost income while caring for their sick children because they had to take unpaid leave from work to care for their children or because they had to decrease productivity if they were able to continue working. Fifty percent of parents with school-age children experienced barriers to helping with homework, to attending meetings, or to participating in other aspects of their children's education. The aftermath of the Vietnamese – American War affected parents through loss of extended family members, limiting access to a major traditional source of support. The war had affected other parents by preventing them from completing their education, which left them with job choices that offer little or no work benefits. Although Vietnam has made significant progress in providing early childhood care and education and legislating labour laws, working families’ experiences demonstrate the need to ensure that paid leave and work flexibility policies are available and implemented in all work sectors and to expand affordable, quality child care in order to help low-income working parents in Vietnam meet work demands and exit poverty while meeting their children's needs.     

The Contribution of Role Characteristics and Supervisory Functions to Supervision Effectiveness

This study examined the factors that contribute to the perceived effectiveness of supervision for child welfare workers. Specifically, we examined role characteristics such as: exposure to child abuse cases, years of work experience, and role stress, as well as the supervisory functions of administration, education, and emotional support to effectiveness of supervision. The findings revealed that the supervisory function of administration, as well as social workers’ high exposure to child abuse cases and role stress, correlated negatively with perceived supervision effectiveness. In contrast, the use of the supervisory functions of education and support correlated positively with perceived supervision effectiveness. The findings suggest that high exposure to child abuse cases and role stress can impair social workers’ ability to benefit from effective supervision. In addition, the study highlights the importance of the supervisory functions of support and education and their positive impact on this population of social workers in Israel.     

Family support: the roles of early years' centres

The development of children and the welfare of their parents are closely inter‐linked. The study outlined below uses a longitudinal, ecological approach to explore links between different models of early years' centres and the expansion of parents support networks. Over time, parenting stress reduced and well‐being improved. Sources of informal and formal support developed and extended. It is argued that all types of centres need to develop a comprehensive approach to child development in which child care and education, as well as family support, are explicit functions. This can promote family resilience as well as social inclusion in communities. Copyright © 2002 John Wiley & Sons, Ltd.     

‘Off school sick’: mothers' accounts of school sickness absence

Interview material, collected as part of a wider ethnographic study of sickness absence in an English primary school, is used to examine how mothers accounted for their decisions to keep children ‘off school sick’. Mothers' accounts suggested a process by which they tested their children's claims on sickness against suspicions of feigning illness. The paper describes, from the mothers' point of view, the process of negotiating sickness with children and how children are categorised as ‘pretending’, ‘upset’ or ‘really ill’. These decisions are set within a wider context comprising: a normative discourse of maternal child health care; contradictory demands placed on mothers by the image of children as simultaneously robust and vulnerable; the surveillance and contradictory demands of schooling; and the use by children of sickness as a means of exercising influence on their social situation. It is suggested that locating child health care in relation to childrens' point in their childhood career (for these children the transition to secondary school) and acknowledging the active role that children play in the construction of illness will facilitate a fuller picture of mothers' unpaid health work within the family.