Diploma thesis "Služby péče o předškolní děti v České republice jako nástroj úspěšného slaďování práce a rodiny" evaluates the current system of pre-school childcare services in the Czech Republic as a tool for a successful reconciling work and family and tries to recommend particular steps that would contribute to improve the functioning of the system in the future. Within the current system evaluation, on the one hand, the aspects, which contribute to the functionality of the system were identified, but on the other hand, some of the deficiencies which may limit the functionality of the system were detected. Afterwards, the study devoted to the shortcomings in detail and to detecting their causes, which allow to think about the next steps in the future. To develop a new conception of family policy with the aim of removing shortcomings of the current system is presented as the main recommendations for the future. When working on a new concept, a discussion among all the actors who play the role in the current system of pre- school childcare services should take place, the recommendations of supra- national and international bodies and non-profit organizations should be taken into account and inspiration for specific measures should be taken from examples of good practice from abroad.

The curriculum has set new courses, and sparked discussions about educational issues and teaching attitudes. Many parents have made positive comments about it. You too are of course welcome to have a look at the curriculum. The most important factor here is that you maintain good contact with the facility or childminder. Exercise your legal right to help the day-care centres and childminding facilities complete their tasks. The full version of the curriculum is available at www.kita-bildungsserver.de. Redaktionsschluss: 21.12.2017

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.

Childbearing is often associated with employment interruptions in women’s careers. Since 2005, the German federal government has implemented childcare reforms aiming at expanding the suitable infrastructure for children under the age of three, which should facilitate and accelerate the return to employment. The reforms have been a paradigm shift, because they show a shift from a traditional breadwinner family model to a dual earner-carer model. Despite federal leadership in childcare reforms, the characteristics of the care infrastructure in Germany vary by state and over time, which may contribute to different employment-interruption lengths. The study at hand evaluates Germany’s recent childcare reforms regarding the impact on maternal employment by examining relationships between childcare-characteristics -namely quality and availability- and mothers’ employment interruptions. A piecewise-constant exponential model is used to capture the cross-state and over time differences in childcare and their impact on the timing of women’s return to employment within the first three years after birth of their first child. The study uses individual data from the Pairfam 10.0 study and childcare indicators, which are collected by the federal and state’s statistical bureaus. The risk population includes 927 first-time mothers who gave birth between March 2006 and March 2018. Within this period, 525 first-time mothers return to employment within the first three years after childbirth.   A significant positive effect of the childcare reform on maternal employment is revealed. Both the availability expansion and the quality improvements are associated with earlier returns to employment, establishing both institutional and cultural effects of childcare policies. An educational gradient of the effect of childcare quality on maternal employment was tested, but the results were not significant.

Trotz der häufig anzutreffenden gesellschaftlichen Praxis, Kinder nach Abschluss des ersten Lebensjahres in eine Krippenbetreuung einzugewöhnen, ist bisher wenig bekannt, wie die Kleinst- und Kleinkinder selbst diese meist erste Transition erleben, verarbeiten und mitgestalten. Im Mittelpunkt der psychoanalytisch-pädagogisch ausgerichteten Dissertation stehen die vielschichtigen, latenten Beziehungs- und Interaktionsprozesse im Dreieck Eltern - Kind - Kindheitspädagogin im Übergang zur Krippenbetreuung. Erstmalig zeigt die multiperspektivische Beobachtungsstudie die Besonderheiten der Eingewöhnung von Ein- bis Zweijährigen auf, die erhebliche Unterschiede von denen älterer Kinder aufweist. Aus der novellenartig gehaltenen Einzelfallstudie lässt sich ableiten, dass frühe Eingewöhnungsprozesse mit einer forcierten Selbständigkeitsentwicklung des Kindes einhergehen können. Anders als im familiären Gefüge des Aufwachsens muss das beobachtete einjährige Einzelkind vielfältige Herausforderungen im neuen, institutionellen Kontext bewältigen. Diese kommen einer Forcierung ihrer Selbständigkeit gleich. Ungeachtet dessen zeigt sich in dieser Arbeit, dass die frühe Transition mit ihrer unabdingbaren Trennungsdynamik auch progressive Entwicklungspotentiale für das Kind bereithält. Desweiteren lässt sich an diesem individuellen Einzelfall der frühe, ambivalente Übergang von einer Situation des Einzelkindes in der Familie hin zu einem Krippenkind in der institutionalisierten Kinderbetreuung untersuchen. Mit dem Einsatz der psychoanalytischen Beobachtungs- und Auswertungsmethode nach Bick/Tavistock-Konzept gelingt ein seltener Einblick in die frühe Kinderbetreuung, der belegt, dass es sich bei der frühen Krippenbetreuung um ein hoch komplexes und konfliktreiches Feld handelt. / Despite of the common social practice of bringing toddlers to the day care center in their first year of life, there is just little profound knowledge of this topic. Especially the children´s feelings, experience and active participation of day care entry and their setting-in processes. This psychoanalytic-pedagogical thesis will focus on the multifaceted and complex latent interaction triangle of parents - child - childcare during adapting to day care. For the first time this multi-perspective observational study is pointing out the particular characteristics of one and two year old children, within this transition to day care process and its significant differences regarding older children. From this thesis, based on a individual case study can be deduced that an early childcare transition process correlate with forced independence and autonomy development. This work illuminates which different strains the one year old child had to challenge in the context of an institutionalized group care system compared to the family-related environment. Nevertheless the conclusions of this thesis take the progressive development potential for the child into account, that result of the interpersonal relations of the transmission and separation process. Based on one individual case study of an early, ambivalent transition from an only child in the family circle to the institutionalized day care nursery and by the methods of psychoanalytic observation and evaluation (Bick/Tavistock-Concept) this work provides a glimpse behind the scenes of the early childcare adapting process. It provides an unprecedented perspective for latent interactions and relations during this enter out-of-home-care. This clearly demonstrates the complexity, conflict-prone and controversy of the early child care topic.

This thesis aspires to analyse unique strategies of teleworking mothers with childcare responsibilities. Teleworking as a relatively new form of flexible working arrangement may provide them with distinctive opportunity to reconcile their role within family and labour market at the same time, at the location of their home. In the theoretical part of my diploma thesis I pay special attention to the Czech labour market and family policies from gender point of view and I also introduce the concept of teleworking in relation to gender specifics. Afterwards in the analytical part I analyse three key areas to understand the whole reconciliation strategy - motivation to choose teleworking instead of parental leave, ways of workday organization and different forms of securing childcare. Keywords: Teleworking, work from home, work-life balance, gender, labour market, childcare responsibilities

I denna studie är syftet att synliggöra, och på så sätt bidra med mer kunskap kring, vilka uppfattningar vårdnadshavare till barn i förskolan har kring yrkesrollerna barnskötare och förskollärares olika ansvar och innebörder, samt hur dessa relaterar till de mål och riktlinjer kring ansvar och arbetsfördelning som skrivs fram i förskolans läroplan. Fem vårdnadshavare från tre olika kommuner i västra Sverige har deltagit i den kvalitativa studien där metodansatsen är diskursanalys. Kvalitativa semistrukturerade intervjuer har använts för datainsamling och en diskursanalys vid analysering av materialet. Resultatet visar att det finns en diskurs som handlar om att vårdnadshavare uppfattar att barnskötare innefattas av arbetet med barnen och ansvarar för deras omsorg, och en annan diskurs som handlar om att förskollärare uppfattas som den av rollerna som ansvarar för barnens utbildning och organisering av förskolans verksamhet. Det framkommer även att vårdnadshavarna i studien visar sig ha lite kännedom om hur förskolans läroplan relaterar till yrkesrollernas ansvar och arbetsuppgifter. Den uppgift som förskolans personal har ålagts gällande att upplysa vårdnadshavare om dess innehåll verkar därav inte prioriteras i den dagliga kommunikationen. Detta då studien visar att vårdnadshavares uppfattningar om förskolans yrkesroller skiljer sig åt från hur barnskötare och förskollärare beskrivs utifrån Skolverket (2018), vilket kan ge konsekvenser för samverkan mellan förskola och hem. / The purpose of this study is to visualize what perceptions parents of children in preschool have about the professional role’s childcare workers and preschool teacher’s different responsibilities and meanings, and how these relate to the goals and guidelines regarding responsibility and division of work that are written in the preschool curriculum. Five parents from three different municipalities in western Sweden have participated in the qualitative study where the method approach is a discourse analysis. Qualitative semi-structured interviews were used to collect data and a discourse analysis for analyzing the material. The results show that there is a discourse regarding to how parents perceive childcare workers as included in the work with the children and are responsible for their care, and another discourse about how preschool teachers are perceived as those responsible for the children’s education and the organization of the preschool. It also emerges that the parents in the study appear to have little knowledge of how the preschool curriculum relates to the professional role’s responsibilities and tasks. The assignment that are required by the preschool staff as to inform parents about its content, do therefore not seem to be prioritized in the daily communication. This as the study shows that parent’s perceptions of the professional roles in preschool are different from Skolverket’s (2018) description of childcare workers and preschool teachers, which can have consequences for the collaboration between preschool and home.

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.

No description available.

Syftet med studien har varit att undersöka hur äldre personer ser tillbaka på sin barndom och vardag i barnomsorgen 1940–1950. Genom muntlig historia som teori analyseras de minnen och berättelser som har samlats genom en enkät och textdiskussion från 16 personer via forum på internet. Resultatet visar att informanterna i sina svar separerade mellan formell och informell barnomsorg. Jag har valt att kalla det förstnämnda för barnomsorg och det sistnämnda för omsorg om barn. Detta bidrar med förståelse om de olika sfärer barn kunde röra sig emellan och de resurser som fanns att tillgå för familjer. Minnena beskrev även upplevelser kring vissa aktörer och det sinnliga som framträdde som viktiga i vardagen samt de förutsättningar och barnsyn som kan urskiljas i deras barndomar. De insamlade berättelserna ger en personlig prägel och lyfter fram vardagliga detaljer som ibland saknas i historieskrivningar kring den svenska barnomsorgen. / The purpose of the study has been to investigate how older people look back on their childhood and everyday life in childcare 1940–1950. Through oral history as the theory of choice, the memories and stories that have been collected through a survey and text discussion from 16 people via a forum on the internet has been analyzed. The results show that informants in their answers separated between formal and informal childcare. I have chosen to call the former childcare and the latter care of child. This contributes to an understanding of the different spheres children could move between and the resources available to families. The memories also described experiences about certain actors and the senses that appear to be important in everyday life, as well as the conditions and views of children that can be discerned in their childhoods. The collected stories give a personal touch and highlight everyday details that are sometimes missing in historical writings about Swedish childcare.