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Assessing quality in childminding
Owen, Sue, 2000
Children & Society, 14(2), 147-153

A discussion of child care quality assessments for child care centers in Great Yarmouth, United Kingdom

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Babies and young children in nurseries: Using psychoanalytic ideas to explore tasks and interactions
Elfer, Peter, March 2007
Children & Society, 21(2), 111-122

A discussion of interactions in child care centers among parents, staff, and infants and toddlers, and a proposal for broadening the conceptual framework in terms of thinking about these emotional interactions

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Babies and young children in nurseries: Using psychoanalytic ideas to explore tasks and interactions
Elfer, Peter, March 2007
Children & Society, 21(2), 111-122

An application of theories from psychoanalysis in a conceptual framework for emotional interactions in the nursery based on data from a study of 6 nurseries

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Being confined within?: Constructions of the good childhood and outdoor play in early childhood education and care settings in Ireland
Kernan, Margaret, September, 2010
Children & Society, 24(5), 371-385

An examination of the outdoor experiences of children in early childhood education and care settings in Ireland in the context of competing discourses of autonomy versus safety, based on in-depth observations, interviews with children, parent diaries, and interviews with significant adults in 4 early childhood education and care settings in a large urban center

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Beliefs in child care: Social work consensus and lack of consensus on issues of parenting and decision-making
Daniel, Brigid, 1999
Children & Society, 15(3), 179-191

A study in Scotland of the consistency between social worker’s beliefs and opinions about good-enough parenting and decision-making in child care and protection cases

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Beyond the preschool years: Children's perceptions about starting kindergarten
Di Santo, Aurelia, November, 2012
Children & Society, 26(6), 469-479

An investigation of preschool children's perceptions about transitions to kindergarten, based on data from focus group discussions with 33 3- and 4-year-old children in Canada

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Breaking barriers: Provision and participation in an out-of-school centre
Mayall, Berry, 2001
Children & Society, 15(2), 70-81

An exploration of British children's rights and multi-agency workings uses the A Space project, a United Kingdom research and development project, as an exemplar for discussion

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Building a stable workforce: Recruitment and retention in the child care and early years sector
Rolfe, Heather, 2005
Children & Society, 19(1), 54-65

A discussion of issues related to child care workforce recruitment and retention in the United Kingdom, as part of the National Childcare Strategy of the Department for Education and Skills (DfES)

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Child care outcomes: Economic perspectives and issues
Knapp, Martin, 1998
Children & Society, 12(3), 169-179

An analysis of social child care in the United Kingdom from an economic perspective

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Child day care provision: Explaining local variation
Randall, Vicky, 1998
Children & Society, 15(3), 170-180

An examination of the variations in child care provision and policy influences among British local authorities

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Children's strategies for agency in preschool
Markstrom, Ann-Marie, March 2009
Children & Society, 23(2), 112-122

An examination of children’s agency in relation to institutional routines and social order of preschools, with an emphasis on childrens' use of resources and strategies for the negotiation and defense of personal autonomy in the interplay of individual and collective activities in two preschools located in two different areas of a Swedish town comprised of 25 and 42 children in the age range of one 1 to 6 years and staffed by 6 and 8 preschool teachers, respectively

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Comparing developmental outcomes for children in care with those for other children in Canada
Flynn, Robert J., 1998
Children & Society, 12(3), 228-233

A study of the test-retest reliability and convergent validity of single items from the Assessment and Action Record, including comparison of the developmental outcomes of 43 children cared for by the Canadian child welfare agency and those of an approximate comparison group of 1600 children from the National Longitudinal Survey of Children and Youth

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Conceptualising listening to young children as an ethic of care in early childhood education and care
Bath, Caroline, September, 2013
Children & Society, 27(5), 361-371

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. (author abstract)

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Cultural complexity and border markers in Norwegian kindergartens
Lauritsen, Kirsten, September, 2013
Children & Society, 27(5), 350-360

This article has analysed practices towards and views on cultural diversity by staff in two Norwegian kindergartens. The article has focused on food traditions both among minorities and the Norwegian majority that serve as border markers and are used in differentiating processes among the staff. The analysis found concurrent processes towards cultural homogenization and increased diversity and experienced that staff members are in the process of developing a perception about minority children that is complex, shifting and intersecting, rather than a straightforward perception based solely on minority status. However, the study also identified a tendency operating in parallel where, even though the ideal goal is equality in results, the outcome in practice is often a majority-based equality practice that leaves little room for difference. (author abstract)

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Do the benefits justify the costs?: An evaluation of the 'sitter service' in Scotland
Wilson, Valerie, May, 2007
Children & Society, 21(3), 214-217

An examination of the costs and benefits and a study of provider and caregiver perspectives of 9 home-based nonprofit child care sitter services for children of shift workers, single parents and career mothers and for children who require additional support

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Evaluating area-based interventions: The case of 'Communities for Children'
Cortis, Natasha, March 2008
Children & Society, 22(2), 112-123

A discussion of challenges in the evaluation of interventions in the child welfare field and the National Evaluation of Australia’s ‘Communities for Children’ initiative approach to overcome these through mixed method design and the longitudinal “Stronger Families in Australia” study

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A family ecological analysis of child care use in Hong Kong
Tam, Vicky C. W., 2001
Children & Society, 15(3), 181-192

An analysis of the preferences and use of child care among white-collar working mothers in Hong Kong from a family ecological perspective

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Family support in Romania and the UK: Different circumstances, similar challenges
Dickens, Jonathan, 1999
Children & Society, 13(3), 155-166

An overview of the challenges of refocusing family social work services towards family support in Romania and the United Kingdom

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Family support: The role of early years' centers
Kirk, Rosalind, 2002
Children & Society, 17(2), 85-99

A longitudinal mixed quantitative and qualitative examination of changes in parents’ support networks and family well-being among 85 families using child care services in 6 child care centers in a disadvantaged urban area in Scotland

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Framing the picture of the child
Alasuutari, Maarit, March 2010
Children & Society, 24(2), 100-111

An interpretive analysis of Finish conceptions of the child and childhood from individual educational plan forms used in early childhood education and care in 15 Finnish municipalities

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From Head Start to Sure Start: Reflections on policy transfer
Welshman, John, March 2010
Children & Society, 24(2), 89-99

An exploration of policy transfer between the United States and the United Kingdom over the past 40 years through an examination of the history of debates over the Head Start program in 1965, Early Head Start in 1994 and the Unted Kingdom Sure Start initiative of 1998

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From home to the home corner: Observing children's identity-maintenance in early childhood settings
Brooker, Liz, 2006
Children & Society, 20(2), 116-127

A comparison of two studies of 4 and 5-year olds, from middle class Korean and disadvantaged United Kingdom backgrounds, focusing on their perception and expression of gender and ethnic identities in classroom settings

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Home alone: Children as caretakers in Leon, Nicaragua
Dahlblom, Kjerstin, February 2009
Children & Society, 23(1), 43-56

An exploration of the practice and perceptions of sibling care in Nicaragua, based on observations, interviews, and the of the self reported experiences of 15 girl and 7 boy sibling caretakers and a discussion of the perceptions of child caretakers by adults in Leon, Nicaragua

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Informing ourselves about early childhood services
Moss, Peter, 1998
Children & Society, 12(4), 263-274

A discussion of the inadequacy of information on child care supply, demand, and workforce, as well as on parents' perspectives about services in the United Kingdom and its effects on child care policy and practice.

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Joined-up services for young children and their families: Papering over the cracks or re-constructing the foundations?
Warin, Jo, November 2007
Children & Society, 21(6), 87-97

An examination of the schism between goals designed to improve the lives of children and goals based on support for their parents, including employment opportunities, through an examination of data from the evaluation of three Early Excellence Centers in the north of England piloted by the Department for Education and Employment from 1999 to 2002

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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