Beliefs of Mothers, Nannies, Grandmothers and Daycare Providers Concerning Childcare1 (original) (raw)
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Beliefs of Mothers, Nannies, Grandmothers and Daycare Providers Concerning Childcare
With the greater inclusion of women in the job market, the division of childcare has become increasingly more common. This paper’s aim was to analyze potential differences among distinct profiles of caregivers regarding the valuation of Keller’s parenting systems. A total of 120 caregivers (mothers, grandmothers, nannies and daycare educators) of children younger than one year of age participated in a semi-structured interview. Significant differences were found among the caregivers in regard to the importance they assigned to the different systems: face-to-face, body stimulation and basic care. Education also significantly influenced the valorization of face-to-face and basic care systems. The conclusion is that the caregivers presented a mixed parental style, both distal, enabling the experience of autonomy and separation, and proximal, valuing greater interpersonal relationships. This study sought to contribute to understanding the trajectories used to the development of self when different actors are involved in childcare.
Children's Relationships with Caregivers: Mothers and Child Care Teachers
Child Development, 1992
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Wiley and Society for Research in Child Development are collaborating with JSTOR to digitize, preserve and extend access to Child Development. Children's Relationships with Caregivers: Mothers and Child Care Teachers. CHILD DEVELOPMENT, 1992, 63, 859-866. Infant, toddler, and preschool children's relationships with mothers and teachers were examined in this study. 110 children were observed with their mothers during child care arrivals and reunions. 403 children were observed with their teachers in child care. 3 categories of relationships were derived from these observations. Children in the secure relationship category experienced more teacher involvement than children in the avoidant or ambivalent relationship categories. Children in the ambivalent relationship categories experienced more teacher involvement than children in avoidant relationship categories. A subsample (n = 23) of children were seen with their mothers both during child care arrivals and reunions and in the Strange Situation. Relationship classifications were similar.
Who cares for the child in day care? An examination of caregivers from three types of care
Early Childhood Research Quarterly, 1987
As part of a larger study, the Victoria Day Care Research Project, caregivers representing three different types of caregiving arrangements (licensed center-based day care, licensed family day care homes, and unlicensed family day care homes) were interviewed. The structured interviews of approximately 1 hour covered the following caregiver-related areas: caregiver personal, socioeconomic status (SES), and support system factors; caregiver relationships with the chldren's mothers and general attitudes towards maternal employment; caregivers' perceptions of their own programs and children they care for; and caregivers' satisfaction with their employment. From the interview data, distinctive profiles emerged for each of the three caregiving groups. The data on the three caregiver groups and their composite profiles are presented in the article.
2021
The present study examines the relationship between parenting practices, perceived quality of care, and social-emotion behaviors (externalizing, internalizing, and pro-social) among children of working women under daycare and grandparent care. The present research used a cross-section research design. The sample consisted of mothers of children between the ages of 2-5 (N= 150) who were approached via purposive sampling. Alabama parenting questionnaire was used for measuring parenting practices of mothers, Emlen scale of quality of care, used for measuring the perceived quality of care and Strength and difficulty questionnaire was used to measure social-emotional behaviors of children. Pearson product-moment correlation analysis was used to explore the relationship between variables, and Multiple linear regression analysis was used to find if study variables predicted children's social-emotional behaviors. Moreover, t-test analysis was used to see the difference in social-emotion...
Educators or Babysitters? Daycare Caregivers Reflect on their Profession
Forty-nine caregivers in eight daycare centres were interviewed about their daycare experiences, their own childcare decisions and practices, and their views of how their profession is perceived by society. Results suggest that: caregivers comment positively on the process elements of their work, such as their enjoyment and love of children, and negatively on structural elements, such as salary and working conditions; caregivers’ ‘‘insider’’ view of daycare provides a seldom tapped but potentially useful source of information about both the workforce and the work; and caregivers strongly resent being viewed as mere babysitters. They increasingly see themselves*and demand to be treated*as professional educators, who contribute greatly to the successful development of the children in their care.
Patterns of mother and father involvement in day care
Child & Youth Care Forum, 1997
Twenty-eight dual-earner couples were interviewed 10 times each to determine their involvement in their young child's day care center. Mothers picked up the child significantly more often than did fathers. Mothers and fathers spent about equal amounts of time in the center during their visits. In comparison to fathers, mothers were significantly more communicative with caregivers and the director. There were many similarities between mothers and fathers in the topics they discussed with staff.
Journal of Marriage and the Family, 1998
In a survey of a national sample (n = 568 children) ofparents and nonparental caregivers front four types of chüd care-day care, after-school care, family day care, and babysitter care-we studied the attunement of childrearmg attitudes between parents and nonparental caregivers and perceptions of their relatwnships to one another and to the chüd from an ecological Systems perspective Parents within the same family were rather consistent m their childrearmg attitudes and beliefs, but wefound some discontinuities between parents and Professional caregivers in their childrearmg attitudes and perceptions ofthe quality of the child-caregiver relationship Lack of attunement in authontarian control and support was associated with a lower degree of chüd well-being Better communicatwn between parents and caregivers was associated with greater attunement and with a higher degree of chüd well-being Center for Chüd and Family Studies, Leiden Umversity P 0 Box 9555 NL 2300 RB Leiden, the Netherlands (vamjzen® rulfsw leidenumv nl) Key Word;, öfter school care babysitttng child care childrearmg attitudes day care center ecological Systems
To Care or Not To Care: A Review of Studies on Parental and Non-Parental Childcare
This paper reviews existing empirical studies on the issue of parental versus non-parental childcare and the role the two options play in child development. The paper also ventures to identify whether the quality of care plays a more important role than the identity of the caregiver: whether parental and non-parental types of care are equal in their positive/negative effect on child development. In addition, the paper explores research on language and reasoning development in children under nonparental care and the psychological implications of both parental and non-parental childcare on children and their primary caregivers.
Mothers' Participation in Child Care: Patterns and Consequences. Working Paper No. 137
1984
Consequences of mothers' participation in child care (interaction and child-care tasks) on 160 Caucasian middle-class fathers ane mothers were examined in an interview study of parents of kindergarten and fourth grade children. In half of-the families, mothers were employed. Three forms of mothers' participation were examined in relation to two categories of consequences: role strain and well-being. Role-strain items referred to immediate and specific problems such as time and energy constraints and role conflicts. Well-being items assessed self-esteem, life satisfaction, and quality of experience in the parental and marital roles. In general, relationships among mothers' participation and both categories of consequences were stronger in dual-earner families. In these families, mothers' role strain was not consistently related to mothers' participation. In contrast, fathers' role strain was correlated with mothers' participation, especially proportional interaction time. The more mothers did, relative to fathers,-the less role strain fathers reported. With respect to well-being consequences, for fathers, increased mothers' participation was associated with decrements in feelings of involvement in the role of parent but gains in assessments of the marriage. The opposite pattern emerged among mothers. Increased maternal participation was associated with more positive feelings in the role of mother and less positive feelings in the marital role.