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Adults' and children's language in different situational contexts in Italian nursery and infant schools
Majorano, Marinella, October 2009
Child Care in Practice, 15(4), 279-297

An analysis of childrenís language development, and educatorsí and teachersí child-directed speech in both Italian nursery schools for children 6 through 36 months and infant schools for children 38 through 72 months

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The changing nature of management in child care centres in Queensland: A review of directors' perspectives
Nupponen, Hannele, 2006
Child Care in Practice, 12(4), 347-363

An analysis of interviews with 8 center based child care directors about their organizational and leadership roles within the current social, legislative, and economic context of early childhood education in Australia

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Children's lived experience and their sense of coherence: Bodily play in a Norwegian after-school programme
Londal, Knut, October 2010
Child Care in Practice, 16(4), 391-407

An exploration of the influence of engagement in physical play activities on children's sense of coherence (SOC) in terms of comprehensibility, manageability, and meaningfulness, based on a sample of 22 girls and 14 boys aged eight and nine years old who attended an after school program in Norway

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Close encounters: Issues in pre-school parental involvement in Northern Ireland
McMillan, Dorothy J., 2005
Child Care in Practice, 11(2), 119-134

An examination of parental involvement in Northern Ireland preschool settings, with a focus on parentsí and teachersí reasons for involvement and perceived problems and advantages

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A comparative study of Malay-operated and Chinese-operated childcare centres in the state of Melaka, Malaysia
Tee, Ong Puay, 2005
Child Care in Practice, 11(1), 23-38

A study of differences in child care provisions between Malay operated and Chinese operated child care centers in Malaka, Malaysia along 5 dimensions, including amount of structured activity, environment factors, and staff availability

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The cross-border rural childcare project
Walmsley, Pauline, 2003
Child Care in Practice, 9(4), 282-293

A description of the project objectives and planning phases of the Cross-Border Rural Childcare Project (CBRCP), designed to develop and implement child care programs in rural areas of Ireland

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The day care experience of minority families in Norway
Nergaard, Trude Brita, January 2009
Child Care in Practice, 15(1), 3-20

A qualitative evaluation of a multi-center half-day program providing cultural integration for young children from immigrant and minority families in Oslo, based on interviews with 45 participating families, 15 staff, and 7 teachers

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Day care hopping: Stabilizing day care options for low-income mothers through subsidies
Drentea, Patricia, 2004
Child Care in Practice, 10(4), 381-393

A discussion on the allocation of a child care subsidy aimed at preventing low-income mothers from changing child care providers

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An early childhood intervention programme and the long-term outcomes for students
Martin, Shirley, July, 2010
Child Care in Practice, 16(3), 257-274

A longitudinal study of the relationship between both academic and social outcomes of students and Early Start program participation, based on data from 20 Early Start program participants in Ireland at age 15, a comparison group of 15 students, and interviews with community leaders and parents

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Educators or babysitters?: Daycare caregivers reflect on their profession
Shpancer, Noam, October 2008
Child Care in Practice, 14(4), 401-412

A study of the perceptions of 49 caregivers on their work, their roles as educators, their status, and their views of parents, parenting and children

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The effect of regulation on the quality of early childhood services in Ireland
O'Kane, Mary, 2005
Child Care in Practice, 11(2), 231-251

A study of the links between Ireland's Preschool Regulations and structural and process aspects of quality, such as setting characteristics, management of time, child activities, and adult behavior

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Elements of successful inclusion for school-age children with disabilities in childcare settings
Jinnah-Ghelani, Hamida A., July 2009
Child Care in Practice, , 175-191

An exploration of parental perspectives on the adaptation of child care activities and settings for the inclusion of developmentally challenged school-age children, based on data collected from 37 parents of developmentally challenged school-age children from the Southern United States

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An evaluation of the effectiveness of intervention in families with children with behavioural problems within the context of a Sure Start programme
Brown, Eleanor A., 2004
Child Care in Practice, 10(1), 63-77

An examination of the success of a Behavior Support Service intervention program combining Parent Management training with solution focused brief therapy, based on a sample of 10 families containing children under 4 years old with behavioral difficulties

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Examination of work environment factors relating to burnout syndrome of early childhood educators in Greece
Rentzou, Konstantina, April, 2012
Child Care in Practice, 18(2), 165-181

An examination of the relationship between levels of burnout reported by Greek early childhood educators and the level to which their workplaces meet their needs, based on data from 46 kindergarten teachers and 62 child care workers on the island of Crete in Greece

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Exploring management practices in child care centres in Australia, Queensland from a social systems framework
Nupponen, Hanna, 2005
Child Care in Practice, 11(2), 135-160

A study of the role of director in contemporary Australian child care centers within a Social Systems Model, based on interviews with 8 child care directors

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Factors influencing childcare providers' food and mealtime decisions: An ecological approach
Lynch, Meghan, April 2011
Child Care in Practice, 17(2), 185-203

A qualitative study of factors that influence the decision making of child care providers' food and mealtime practices in child care settings, based on interviews with 13 home-based and center-based child care providers in the Ottawa region

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Family support through childcare services: Meeting the needs of asylum-seeking and refugee families
Dolan, Nicola, April 2010
Child Care in Practice, 16(2), 147-165

A qualitative study of the access to and participation of refugee and asylum seeking parents in local child care services from focus groups and interviews with 16 parents, 5 child care practitioners, and 2 support and development staff in a small county in the northwest of Ireland

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Fathering attitudes and practices: Influences on children's development
Shears, Jeffrey, 2005
Child Care in Practice, 11(1), 63-79

An investigation into the influence of fathers' parenting beliefs and level of modernity on their children's development, based on a sample of 525 biological fathers and stepfathers participating in the Early Head Start Research and Demonstration Project

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"It's not like a job now; It's part of me": Exploring African women's experiences in the Irish childcare sector
Garrity, Sheila, January, 2011
Child Care in Practice, 17(1), 69-86

A study of the experiences, issues, and challenges of African child care providers given their unique position as recently settled, ethnic minority women in the West of Ireland, based on interviews with 12 women, all with significant educational and employment experiences from their home countries in West Africa

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Learning and development in the nursery setting: The value of promoting emergent information and communications technology skills
Mitchell, Denise R., 2006
Child Care in Practice, 12(3), 241-257

A study of the role and use of computers in British preschool classrooms, based on teacher survey results about the availability and use of technology in classrooms, perceptions of the role of technology in classrooms, and challenges to integrating technology into classrooms

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A modified school year: Perspectives from the early years
Winter, Eileen C., 2005
Child Care in Practice, 11(4), 399-413

A discussion of the advantages and disadvantages of a modified school year (MSY) in early education, based on interviews with early childhood teachers and administrators working in a Canadian school following a MSY calendar

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Mothers' transition back to work and infants' transition to child care: Does work-based child care make a difference?
Skouteris, Helen, January 2007
Child Care in Practice, 13(1), 33-47

A comparison of the effects of using work-based or non-work-based child care on mother and infant well-being in a sample of 79 mothers returning to work after maternity leave

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Parental satisfaction with a home-based intervention for developmentally delayed children in Switzerland: A survey over a 10-year period
Favez, Nicolas, April 2008
Child Care in Practice, 14(2), 147-163

A survey to determine parental satisfaction with the home-based intervention services for mentally challenged children provided by the Early Intervention Service in Geneva, Switzerland, among the population of 217 parents whose children received services between 1991 and 2001

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Parents and Sure Start evaluation: Suggestions for partnership
Boot, Ann, 2006
Child Care in Practice, 12(3), 269-281

A review of a Sure Start local program in South Wales, with a focus on evaluating methods of child development measurement and family satisfaction assessment

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Partnership between parents and caregivers of young children in full-time daycare
Drugli, May Britt, January, 2012
Child Care in Practice, 18(1), 51-65

This qualitative study investigated the perspectives of parents and caregivers regarding their partnership when young children are in daycare. Both the overall relationship and communication during daily contact in mornings and afternoons were studied. The sample consisted of 41 parents of children aged two years or younger (22 boys and 19 girls) who were in daycare, and 35 of the children's caregivers. Parents and caregivers were interviewed. Despite their high level of satisfaction with the overall relationship, a number of parents and caregivers said they did not have much specific knowledge of the child's experiences in daycare or at home, respectively. Furthermore, although most parents and caregivers expressed satisfaction with their daily communication, they felt that the quality of communication could be improved, particularly at the end of the day. (author abstract)

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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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