Continuity of Care, Caregiver–Child Interactions, and Toddler Social Competence and Problem Behaviors

Ruprecht, Karen; Elicker, James; Choi, Ji Young

doi:10.4324/9781351243810-4

Cited by 2 publications

(2 citation statements)

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“…Center for child care and playgroups can be beneficial for children's social development, socio-emotional adjustment, and the results of school readiness [13]. Daycare is the use of relationship-based practices to promote positive developmental outcomes [14]. Parents need to know that child care centers and playgroups are not only places where children are cared for while their parents are working.…”

Section: Resultsmentioning

confidence: 99%

Parents Characteristics Participating in Play Group and Daycare Centre

Yufiarti¹,

Rihatno²,

Nuraini³

et al. 2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

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the purpose of this study was to describe the characteristics of parents participating in child care centers in Bogor. This is study uses a survey method that conducted in 17 institutions. Respondents this research were 160 parents. The results of this study are characteristics of parents that vary greatly depending on age, education level, and employment status. The reason why parents participate in child care centers is that they are related to providing experience, safety, and religious education for children before going to elementary school. The implication of this study is that childcare needs a model to meet the expectations of parents.

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Section: Resultsmentioning

confidence: 99%

Parents Characteristics Participating in Play Group and Daycare Centre

Yufiarti¹,

Rihatno²,

Nuraini³

et al. 2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

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show abstract

“…Continuity of care and minimising change in relationships for infants and toddlers in non-parental care was only beginning to be recognised in research at the turn of the 20 th century (Cryer et al 2005;Howes and Hamilton 1993;Howes and Smith 1995;Zigler and Lang 1991). Ensuring that infants and toddlers in non-parental care experience consistency in their ECE teachers is now seen as 'best practice' (Brooker 2010;Christie 2010;Cryer et al 2005;Dalli et al 2011;Deans and Bary 2008;Horm et al 2018;McLaughlin et al 2015;MOE 2019;Page 2011Page , 2018Recchia et al 2018;Ruprecht et al 2016;Stewart-MacKenzie 2010;Whyte 2016).…”

Section: Background and Literaturementioning

confidence: 99%

Professional Love in Early Childhood Education: the experience of Aotearoa New Zealand

Stewart-MacKenzie¹

2021

Preprint

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Love is essential for human psycho-social development, in particular in the early years. Just as the love of parents/care-givers and others in the home setting is vital, there is increasing recognition that love is important for infants, toddlers and young children in early childhood education settings (ECES). However, love demonstrated by teaching professionals continues to be under-researched (Dalli 2005; Page 2017a). As a result, educational policy and practice guidelines are still embryonic, or may not yet exist (Dalli et al 2011; Hughs 2013). This article presents findings from a nation-wide survey of early childhood professionals in Aotearoa New Zealand (NZ) undertaken in 2020 which explored early childhood teachers’ understandings of professional love in ECES in NZ; the first such survey undertaken. Respondents emphasised that a professional approach to love is important despite many responses indicating love is still viewed as unprofessional by early childhood education (ECE) teachers and managers. A key finding of this research is that understanding the nature of love in ECES is required in order to legitimise professional love and thereby inform policy and practice. Findings from the research suggest a way forward.

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Continuity of Care, Caregiver–Child Interactions, and Toddler Social Competence and Problem Behaviors

Cited by 2 publications

References 1 publication

Parents Characteristics Participating in Play Group and Daycare Centre

Parents Characteristics Participating in Play Group and Daycare Centre

Professional Love in Early Childhood Education: the experience of Aotearoa New Zealand

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