We report on interviews with very young Canadian workers regarding their first jobs, with a focus on why they started working, the rewards and risks of their work, and their familial supports. Our participants were largely positive about their early work experiences, although they also raised concerns, e.g. about safety. We reflect on three interrelated themes emerging from their accounts: competence and vulnerability, independence and dependence, and protection and under-protection.
Parent-mediated intervention programs have demonstrated benefits for toddlers with autism spectrum disorder (ASD).Interest is emerging in other community-level models, such as those that can be integrated into child care settings. These programs have the potential to reach a wide range of high-risk toddlers who spend the majority of their day in child care. The objective of this study was to translate and evaluate the feasibility of the Social ABCs caregiver-mediated intervention program into a community child care setting by training front-line early childhood educators (ECEs). Twenty-two ECEs attended a workshop on early intervention and ASD, and six ECEs and one special needs resource consultant received hands-on intervention training. Nineteen participants completed a workshop quiz, with significant mean improvement of 22.26% from pre-to post-workshop. After 12 weeks of live coaching (4 weeks in one case), participants attained a high level of fidelity in implementing the intervention strategies (> 80%), which was maintained after a 3-month period of non-contact with the training team. Nine of ten specific strategies were mastered after the 12-week training period, with only one technique failing to reach a mean fidelity level of 75%. Findings reveal that the model of training front-line child care staff in a community child care setting is feasible using a relatively short-term training approach.
Participant-generated photo-elicitation usually involves inviting participants to take photographs, which are then discussed during a subsequent interview or in a focus group. This approach can provide participants with the opportunity to bring their own content and interests into research. Following other child and youth researchers, we were drawn to the potential of participantgenerated photo-elicitation to offer a methodological counterweight to existing inequalities between adult researchers and younger participants. In this article, we reflect on our use of one-on-one, participant-generated photo-elicitation interviews in a Canadian-based research project looking at young people's earliest paid work. We discuss some of the challenges faced when it came to gaining institutional ethics approval and also report on how the method was unexpectedly but productively altered by participants' use of publicly accessible Internet images to convey aspects of their work. Overall, we conclude that participantgenerated photo-elicitation democratized the research process and deepened our insights into young people's early work and offer some recommendations for future photo-elicitation research.
We engage with poststructural feminism to examine how 32 young workers in Ontario and British Columbia perceived, replicated, navigated, and challenged gendered discourses. We discuss three related emerging themes. First, girls positioned themselves and other girls who work as “go-getters,” resonating with “can-do” girlhood narratives. Second, many participants engaged in and embraced gender-typical work, while others raised critical, feminist concerns. Third, some participants experienced diversions from gender-typical work, and their reflections both reproduced and challenged dominant gender norms. We demonstrate that contradictory discourses of gender, gender inequality, and growing up shape young people’s early work experiences in multiple ways.
Parents are key stakeholders in their children’s sex education, but previous research has predominantly focused on heterosexual parents’ experiences discussing sex and sexuality with their children, resulting in a lack of information on LGBTQ+ parents and their children. This project examined open-ended responses to an online survey from 45 LGBTQ+ parents discussing their experiences talking with their children about sex and sexuality. LGBTQ+ parents focused on open and honest discussions, normalizing sexuality for their children, and emphasizing consent. Parents also discussed who initiated conversations, the impact of their own sex education experiences, and preparing for these conversations in a variety of ways.
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