Child day care provision: Explaining local variation

Drawing on a combination of quantitative and qualitative data, this article seeks to account for variation in the amount and forms of child day care provision amongst British local authorities. Amongst relevant local factors it notes the legacy of earlier child care provision. It considers the association between provision and indicators of need on the one hand and political motivation on the other. Finally it looks at the process of policy making. The conclusion reflects on the implications of these findings for the government's new pledge to meet the child care challenge. Copyright © 2001 John Wiley & Sons, Ltd.     

Challenges and Strategies for Conducting Program-Based Research in After-School Settings

Findings from children and youth who participated in structured after-school interventions in four urban public housing communities are used to illustrate the complexities of conducting program-based research in after-school settings. Findings from four field investigations reveal the importance of family support, reading skills, parent involvement, and positive peers in engaging youth in services, developing academic skills and avoiding involvement in problem behavior. Challenges in conducting program-based research and lessons learned from each of the four studies are discussed in the context of social work practice and after-school programming for at-risk children and youth.     

Mothers' Typical and Event-Specific Positive Expressions Influence Children's Memory for Events

Mothers (N=67) taught their preschool children crafts while varying emotional expressions (delight, irritation). Mothers’ typical expressive styles were assessed by questionnaire. After three weeks, children's memory was assessed with a free‐recall interview followed by re‐enactment of craft‐making with an interviewer. Children of mothers high in positive expressiveness had more elaborate recall when mothers expressed delight rather than irritation. Children of mothers low in positive expressiveness re‐enacted more event details when their mothers were less varied in expression rather than expressive of emotion in general or delight in particular, and had more elaborate recall when their mothers expressed irritation rather than delight. Findings suggest that children remember more when their mother's emotional expressions during an event fit her typical style.     

A Comparison of Stimulus-Stimulus Pairing,Standard Echoic Training,and Control Procedures on the Vocal Behavior of Children With Autism

An alternating treatments design was employed to compare the effect of stimulus-stimulus pairing, standard echoic training, and a control condition on the vocal behavior of 3 preschoolers with autism. Data were recorded during pre- and postsession observations. During the stimulus-stimulus pairing condition, the experimenter''s vocal model was paired with the delivery of a preferred item. During the standard echoic training condition, the experimenter presented a vocal model and delivered a preferred item contingent on an echoic response. During the control condition, the experimenter presented a vocal model and, after a 10-s delay, presented a preferred edible item. Results from the post-session observations during the stimulus-stimulus pairing condition showed an immediate but temporary increase in the target sound for 1 participant only. Implications and suggestions for future research are provided.     

BOOK REVIEWS

Book reviewed in this article:
In Other Words: Essays Towards a Reflexive Sociology , by Pierre Bourdieu, translated by Matthew Adamson. Stanford: Stanford University Press, 1990, 223 pages, $32.50, hardback, $10.95, paperback.
Crisis and Change: Basic Questions of Marxist Sociology , by Peter Knapp and Alan J. Spector. Chicago: Nelson Hall Publishers, 1991, 421 pages.
Beyond Glasnost: The Post-Totalitarian Mind , by Jeffrey C. Goldfarb, Chicago and London: The University of Chicago Press, 1989, 248 pages, $24.95, hardback.