The transition to school marks an important developmental step for children and families. Coping and competence during such a transition begin long before the child enters the classroom and effects last for many years. Although children are born with the capacity to learn, it is the quality of relationships, particularly the relationship with the primary caregiver that shapes early learning experiences. This study examined the links between the attachment relationship between mother and child on the developing teacher-child relationship, the effects of the adult-child relationships on child outcomes and on children’s perspectives of their kindergarten experience. Contextual factors were considered in relation to adult-child relationships and child outcomes. Despite a robust literature on mother-child relationships and teacher-child relationships, no empirical studies have examined these relationships with parallel instruments and few studies include the children’s voices. For this study, participants included mothers and their kindergarten children (N= 74) and kindergarten teachers (N=7) from five schools that differed in linguistic and socio-economic profiles. Mothers and teachers completed a Q-Sort measure of child attachment security and dependency, and children participated in three early literacy tasks and a child interview. The lack of significant association between mother-child attachment quality and dependency and direct child literacy outcomes was a surprising finding. Nevertheless, child interviews revealed that children who were less secure and more dependent with their mothers expressed difficulties with the academic aspects of school. The quality of teacher-child relationships was positively related to children’s early literacy outcomes. These findings were interpreted in light of contextual factors as suggested by Bronfenbrenner’s social-ecological theory. Adult reports of children’s attachment security and dependency were related to children’s participation in childcare or in a preschool program for more than 10 hours a week and to attendance in a private school that offered a full day preschool and kindergarten program. The implications of these findings point to the important role of high quality early childhood experiences that support attachment relationships with caregivers as children make the transition to school.

The transition to school marks an important developmental step for children and families. Coping and competence during such a transition begin long before the child enters the classroom and effects last for many years. Although children are born with the capacity to learn, it is the quality of relationships, particularly the relationship with the primary caregiver that shapes early learning experiences. This study examined the links between the attachment relationship between mother and child on the developing teacher-child relationship, the effects of the adult-child relationships on child outcomes and on children’s perspectives of their kindergarten experience. Contextual factors were considered in relation to adult-child relationships and child outcomes. Despite a robust literature on mother-child relationships and teacher-child relationships, no empirical studies have examined these relationships with parallel instruments and few studies include the children’s voices. For this study, participants included mothers and their kindergarten children (N= 74) and kindergarten teachers (N=7) from five schools that differed in linguistic and socio-economic profiles. Mothers and teachers completed a Q-Sort measure of child attachment security and dependency, and children participated in three early literacy tasks and a child interview. The lack of significant association between mother-child attachment quality and dependency and direct child literacy outcomes was a surprising finding. Nevertheless, child interviews revealed that children who were less secure and more dependent with their mothers expressed difficulties with the academic aspects of school. The quality of teacher-child relationships was positively related to children’s early literacy outcomes. These findings were interpreted in light of contextual factors as suggested by Bronfenbrenner’s social-ecological theory. Adult reports of children’s attachment security and dependency were related to children’s participation in childcare or in a preschool program for more than 10 hours a week and to attendance in a private school that offered a full day preschool and kindergarten program. The implications of these findings point to the important role of high quality early childhood experiences that support attachment relationships with caregivers as children make the transition to school.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

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Im vorgelegten Materialband wird illustriert, wie im Rahmen der ethnografischen Erforschung der Praxis des Ganztagsangebotes von Grundschule und Hort mittels der Technik "Ablaufgrafik" Informationen zum zeitlichen und territorialen Ablauf des Ganztagsprogrammes dokumentiert und in der Begegnung mit Feldakteuren reflektiert werden konnten.

Although a relationship between womens work and use of child care is well-established, little is known about womens beliefs about who (family or society) is responsible for this care. Using data from a province-wide survey, path analysis determined how beliefs about caregiving predict womens decisions to work or use child care, at different stages of family life. Overall, Albertans believe caregiving is a social responsibility, particularly urban Albertans and women. Womens social beliefs about caregiving predict working for women with preschool and school-age children, and women without children under 14, but do not directly predict use of care at all. Social beliefs are predicted by more education (women with preschool and school-age children) and more children (women with school-age children). The results of this study are presented using an ecological framework, and confirm that beliefs about caregiving should be considered in future studies of womens labour force participation. / Family Ecology and Practice

Cette recherche se propose de mettre en lumière, dans le secteur professionnel de la petite enfance, une lutte de représentations concernant la place de la mère. La première représentation figure une mère toute dévouée, portant finalement la responsabilité exclusive de son tout-petit. La seconde fait entrer en scène une citoyenne, travailleuse et mère, qui partage sa responsabilité éducative avec le père et des tiers sociaux. L’auteure s’attache aussi à montrer que cette lutte, loin d’être seulement présente chez les professionnelles, traverse également des discours légitimés dans le secteur en termes de savoir, et des dispositifs d’action médico-sociale à destination des familles en difficulté. La seconde représentation semble aujourd’hui cohérente avec la réalité sociale du travail, et un projet démocratique, en termes d’égalité de sexe, d’accueil qualitatif des jeunes enfants, de lutte contre les inégalités sociales. Mais elle ne bénéficie pas actuellement, ni d’une véritable légitimité politique, ni de référents théoriques qui articulent suffisamment, d’une part les enjeux d’égalité démocratique entre les citoyen-ne-s, d’autre part les enjeux de santé psychique des tout-petits et de leurs familles. L’auteure vise un dépassement de certains clivages théoriques et idéologiques, afin de construire une théorie politique de la prime éducation, qui contribue à ébranler la légitimité d’un ordre social qui fait porter aux seules citoyennes la responsabilité des jeunes enfants. Cette assignation, réalisée en sourdine, produit de surcroît un renforcement des inégalités criantes, selon l’appartenance sociale, face à l’exercice de la parentalité et de la citoyenneté. / The aim of this research is to bring to light a struggle of representations concerning the place of the mother in the infancy professional sector. The first representation stands for a completely devoted mother, who then assumes the exclusive responsibility for her baby. The second representation figures both a hard-worker-citizen mother who shares her educational responsibility with the father and a social third party. The author pays particular attention to display this struggle as not being only present among professionals but also filling, between the lines, some speeches legitimated in the sector as a “knowledge”. As well as it underlies health centers plans of action for families in trouble. Nowadays, the second representation seems coherent with the social reality of work and with a democratic project, speaking in terms of sexual equality, of qualitative care of youngsters in our society and fight against social disparities. Nonetheless, it can’t be said today that this representation gained a real political legitimity nor theorical references which could hang enough together the two elements at stake: democratic equality between men and women as citizens and psychic health of the infants and their family. The author aims at going beyond some theorical and ideological theories in order to build up a political theory of infant education that could contribute to contest the legitimity of a social order which considers the female citizen as sole responsible for infants. Moreover, this insidious assignment reinforces, depending on social origin, some flagrant disparities in the way of parenting and exercising their citizenship.

As the literature on work–family conflict grows and absenteeism increasingly comes into the spotlight, one cannot help but ask the question: “What is an acceptable absenteeism rate and how can an organisation control and manage absenteeism?” With current absenteeism rates as high as 12% and with an estimated R12 million lost per annum because of absenteeism, the idea of an on-site employer-sponsored childcare facility seems viable. The purpose of this study is to examine the relationship between absenteeism and on-site employer- sponsored childcare. The following dimensions of absenteeism will be examined over a period of a year: absence frequency, absence intensity, attitudinal absence and medical absence. The results of two companies, one with a facility and one without, will then be compared in order to establish the relationship between absenteeism and an on-site facility. To date, evidence remains mixed and the ongoing challenge of establishing real return on equity remains a major barrier to the support of on-site employer-sponsored childcare. / Industrial and Organisational Psychology / M. A. (Industrial and Organisational Psychology)

A relação entre a produção dos registros na educação infantil e o quanto eles se configuram como documentações pedagógicas proporcionando a prática reflexiva e o olhar para os bebês foi o que buscou compreender esta pesquisa. Partindo da concepção de documentação pedagógica defendida pelas pedagogias do norte da Itália e da Associação Criança em Portugal, entende-se que ela é valioso instrumento para professores, crianças e comunidade educativa que, ao partilhar os processos vivenciados do cotidiano das ações pedagógicas, contribui para a postura reflexiva dos professores e a visibilidade das crianças. A investigação de caráter qualitativo configurou-se como um estudo de caso envolvendo três professoras de um agrupamento de berçário de uma creche universitária da cidade de São Paulo. Os dados envolvem essencialmente os registros de caráter pedagógico dessas professoras e o acompanhamento de suas práticas com os bebês. Na busca da compreensão de como os bebês estão evidenciados na prática reflexiva do professor que é instrumentalizada por meio dos registros e da documentação pedagógica buscou-se responder essencialmente a três questões: 1) Como os registros periódicos evidenciam o olhar para os bebês?; 2) Como os registros podem se transformar em documentações pedagógicas com vistas ao planejamento e à avaliação das práticas?; 3) Como as documentações pedagógicas estão a serviço da prática reflexiva do professor? Os dados confirmam uma prática qualificada com bebês, elemento fundamental para que a prática reflexiva aconteça instrumentalizada pelos registros que, por sua vez, se revelam potentes documentações pedagógicas se alcançarem os processos de aprendizagem dos bebês, para além da consecução de produtos estéticos e visuais. A documentação pedagógica pode representar um novo caminho à educação infantil na medida em que possibilita a prática reflexiva do professor e evidencia as crianças no processo educativo, porém os resultados denunciam os escassos espaços e tempos legitimados nas instituições infantis para a reflexão em equipe, além de propor um olhar mais atento à extensa produção de registros, em especial as fotografias, que se constituem arquivos de memória pouco apresentados às crianças e pouco utilizados no âmbito educacional qualitativamente. / The relation between the production of the records in child education and how much they are configured as pedagogical documentation providing the reflexive practice and the look at the babies is what this research intended to understand. From the conception of pedagogical documentation defended by the pedagogies of the North of Italy and the Associação Criança in Portugal, it is understood that it is a valuable tool to teachers, children and the educational community, which, by sharing the everyday processes of pedagogical actions, contributes to the reflexive attitude of teachers and the visibility of the children. The investigation of qualitative type was configured as a case study involving three teachers from a nursery group in a university childcare center at the city of São Paulo. The data involves essentially the records of pedagogical type of these teachers and the monitoring of their practices with the babies. In seeking to understand how the babies are evidenced in the reflexive practice of the teacher that is instrumented through the records and the pedagogical documentation, the intention was to answer three questions essentially: 1) How do the periodic records evince the look at the babies?; 2) How can the records become pedagogical documentation with a view in the planning and evaluation of the practices?; 3) How is the pedagogical documentation at the service of the reflexive practice of the teacher? The data confirm a qualified practice with babies, a fundamental element for the reflexive practice to happen in an exploited way by the registers, which in turn become powerful pedagogical documentation if achieving the learning processes of the babies in addition to the achievement of esthetic and visual products. The pedagogical documentation can represent a new path to the childhood education to the extent that it enables the reflexive practice of the teacher and evidences the children in the educational process, but the results denounce the scarce spaces and legitimized time in the children institutions for the team reflection, besides of proposing a more attentive look to the extensive production of registers, specially photographs, which become memory files that are little presented to the children and little used in the educational field in terms of quality.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-07-23T12:16:47Z No. of bitstreams: 1 leonardonevesluz.pdf: 2626049 bytes, checksum: 7b3d89d05297f5d4bd59df813779e123 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-03T16:19:00Z (GMT) No. of bitstreams: 1 leonardonevesluz.pdf: 2626049 bytes, checksum: 7b3d89d05297f5d4bd59df813779e123 (MD5) / Made available in DSpace on 2018-09-03T16:19:00Z (GMT). No. of bitstreams: 1 leonardonevesluz.pdf: 2626049 bytes, checksum: 7b3d89d05297f5d4bd59df813779e123 (MD5) Previous issue date: 2018-06-18 / Esta tese tem por objetivo investigar os efeitos da exposição a incentivos à reeleição por parte de prefeitos incumbentes sobre a provisão pública de vagas em creches. Com base na teoria da agência política, espera-se que prefeitos aptos a concorrer à reeleição tenham incentivos a sinalizar ao eleitorado que são candidatos preocupados em satisfazer suas preferências. Assumindo que a oferta pública de bens privados é componente das preferências do eleitorado, em especial a oferta pública de creches, foi realizado um quase-experimento para testar se há comportamento oportunista na provisão de vagas públicas em creches pelos prefeitos com incentivos à reeleição. Por meio de informações contidas no Repositório de Dados Eleitorais do Tribunal Superior Eleitoral, para as eleições municipais de 2004 e 2008, foram selecionados municípios cujos prefeitos poderiam concorrer às eleições de 2008, compondo o grupo de tratamento, com municípios em que os prefeitos encontravam-se em segundo mandato, formando o grupo de controle. O exercício empírico foi baseado em uma abordagem de desenho de regressões descontínuas (RDD) para verificar se há uma diferença média entre a taxa de crescimento da provisão de vagas em creches, municipais ou privadas conveniadas às prefeituras municipais. Os resultados indicaram que não há evidências robustas da presença de oportunismo eleitoral na provisão de vagas em creches, considerando as vagas ofertadas em creches públicas e privadas sob regime de parceria com o poder público local. Foi realizado, ainda, um exercício empírico para verificar se há incentivos à provisão pública de creches sob alinhamento partidário entre prefeito incumbente e os partidos da base aliada do Governo Federal no Congresso Nacional e na composição do ministério do Presidente. Novamente, não foram encontradas evidências robustas que indiquem efeitos de alinhamento partidário na provisão pública de creches. / The purpose of this thesis is to investigate the effects of exposure to incentives for re-election by incumbent mayors on the public provision of enrollments in day care centers. Based on political agency theory, mayors apt to run for re-election are expected to have incentives to signalize to the electorate that they are candidates concerned about satisfying their preferences. Assuming that the public offering of private goods is a component of the electorate's preferences, especially the public offer of day-care centers, a quasi-experiment was conducted to test for opportunistic behavior in the provision of public enrollments in day care centers by mayors with re-election incentives. Using information contained in the Repositório de Dados Eleitorais of the Tribunal Superior Eleitoral, municipalities whose mayors could run for the 2008 elections were selected as treatment group and the municipalities in which mayors were in second term were selected as control group. The empirical exercise was based on a discontinuous regression design approach (RDD) to verify if there is a mean difference between the growth rate of the provision of enrollments in public or private (subsidized by the municipalities) day care centers. The results indicated that there is no robust evidence of the presence of electoral opportunism in the provision of enrollments in day care centers, considering the vacancies offered in public and private (under a partnership with the local public power) day care centers. In addition, an empirical exercise was carried out to verify if there is an incentive to the public provision of day care centers under partisan alignment between incumbent mayor and the parties of the allied basis of the Federal Government in the National Congress and in the composition of the President's Cabinet. Again, no robust evidence was found to indicate effects of partisan alignment in the public provision of day care centers.