Research done in the United States has linked household division of labor to marital quality. Research shows that satisfaction with division of labor is associated with greater marital happiness. There is minimal research in other countries on the relationship between division of labor and marital quality. China, with a history of gender inequality and emerging women's rights, makes an ideal setting for examining the relationship between division of labor and marital quality. In addition to measuring the influence of division of labor and satisfaction with division of labor on marital satisfaction, this study includes a scale on childcare related tasks. The data used in this study were collected between 1995 and 2001, from 446 couples, in Beijing and Hangzhou, China. Structural equation modeling (SEM) was used for dyadic analysis. Results show that traditional division of labor and wives' satisfaction with division of labor positively affect Chinese husbands' marital satisfaction. Contrary to US research, results do not show a statistically significant effect between division of labor and Chinese wives' marital satisfaction. Results also show that higher levels of wives' responsibility for childcare predicts lower levels of marital satisfaction for husbands. Implications for culturally sensitive counseling are discussed.

Stay at home fathers are a growing group in American society. However, most research has focused on the quality of care provided by stay at home fathers, rather than the decision making which determines which parent stays home. We sought to investigate this by attempting to put a price tag on maternal care versus paternal care while examining the potential effects of nationality and social support on that price tag. We collected data from 240 participants in the United States and 250 from Norway via online survey. Participants were asked how much a mother needs to earn to allow her husband to stay at home to provide childcare and how much a father needs to earn to allow his wife to stay at home and provide childcare, in addition to items to assess gender roles attitudes. No effect of social support was found, but Norwegians were slightly more likely than Americans to place a heavier earning burden on the husband. There were few differences in gender role attitudes by nationality. The impact of public policy and social desirability on the results are discussed. / Psychology

O presente estudo teve como objetivo investigar o impacto da interação mãe-criança e da experiência de creche para o desenvolvimento infantil nos dois primeiros anos de vida da criança. Participaram do estudo 44 crianças (M=6,4 meses; DP=1,6) e suas mães (M=34,1 anos; DP=5,2) divididos em dois grupos: Grupo Creche (21 crianças que frequentavam a creche) e Grupo Não Creche (23 crianças que não frequentavam a creche). As mães de ambos os grupos apresentavam alta escolaridade (M=17,6 anos; DP=) e renda familiar média de R$ 8.307,95 (DP=6.157). Foram realizadas três fases de coleta de dados (Fase dos 6, 12 e 18 meses de vida). As díades mãe-criança foram filmadas durante interação livre quando se examinou a qualidade da interação através do Maternal Behavior Q-sort, enquanto o desenvolvimento infantil (cognitivo, da linguagem, socioemocional e motor) foi avaliado através das Escalas Bayley III. Por fim, a qualidade da creche foi avaliada pela escala Infant/Toddler Environment Rating Scale. Os resultados revelaram que a escolaridade da mãe se correlacionou positivamente com alguns domínios de interação mãe-criança: Sensibilidade, Eficácia de resposta e Sincronia nas fases dos 12 e 18 meses. No que diz respeito ao impacto da creche para o desenvolvimento infantil, verificou-se um efeito significativo da creche apenas para o desenvolvimento motor, indicando que as crianças que frequentaram a creche tiveram escores mais elevados na Fase dos 18 meses. Ainda com relação à creche, verificou-se que frequentar ou não a creche não interferiu na qualidade da interação mãe-criança. Além disso, os resultados revelaram que alguns domínios da interação mãe-criança mostraram-se significativamente associados ao desenvolvimento infantil, entre eles: Estar ciente dos sinais do filho, Rejeição e Facilitação da exploração e aprendizagem, sendo que os dois primeiros interferiram de forma negativa no desenvolvimento cognitivo aos 18 meses. Já Facilitação da exploração e aprendizagem pareceu beneficiar o desenvolvimento cognitivo aos 18 meses, além de apresentar associação positiva com desenvolvimento da linguagem e desenvolvimento motor. Por fim, verificou-se que a qualidade da interação mãe-criança e frequentar ou não a creche, explicaram apenas uma pequena parte da variância do desenvolvimento infantil. É plausível se supor que isto tenha ocorrido em função do curto tempo investigado e pela própria idade das crianças participantes do estudo. / The present study aimed to investigate the impact of mother-child interaction and experience of childcare center for infant development during the first two years of child’s life. The study included 44 children (M = 6.4 months, SD = 1.6) and their mothers (M = 34.1 years, SD = 5.2) divided into two groups: Childcare Center Group (21 children attending the center) and Non- childcare Center Group (23 children who did not attend the center). Three phases of data collection were performed (6, 12 and 18 months of the child's life). The mother-child dyads were videotaped during free play when it were examined the quality of interaction through the Maternal Behavior Q-sort and child development (cognitive, language, social-emotional and motor) was assessed by Bayley Scales III. Finally, the quality of childcare center was assessed by the Infant/Toddler Environment Rating Scale. The results revealed that the mother's education was positively correlated with some domains of mother-child interaction: Sensitivity, Response effectiveness and Synchrony at 12 and 18 months. With regard to the impact of childcare center on child development, there was a significant effect of daycare only to motor development, indicating that children who attended day care had higher scores at 18 months. It was found that attend daycare center or not did not affect the quality of mother - child interaction. Furthermore, the results revealed that some domains of mother-child interaction were significantly associated with child development, among them: Awareness, Rejection and Facilitation of exploration and learning, and the first two domains interfered negatively on cognitive development at 18 months. Have Facilitation of exploration and learning seemed to benefit cognitive development at 18 months, in addition to presenting a positive association with the development of language and motor. Finally, it was found that the quality of mother-child interaction and attend daycare center or not explained only a small part of the variance in child development. It is plausible to assume that this has occurred because of the short time investigated and the age of the children in the study.

O presente estudo teve como objetivo investigar o impacto da interação mãe-criança e da experiência de creche para o desenvolvimento infantil nos dois primeiros anos de vida da criança. Participaram do estudo 44 crianças (M=6,4 meses; DP=1,6) e suas mães (M=34,1 anos; DP=5,2) divididos em dois grupos: Grupo Creche (21 crianças que frequentavam a creche) e Grupo Não Creche (23 crianças que não frequentavam a creche). As mães de ambos os grupos apresentavam alta escolaridade (M=17,6 anos; DP=) e renda familiar média de R$ 8.307,95 (DP=6.157). Foram realizadas três fases de coleta de dados (Fase dos 6, 12 e 18 meses de vida). As díades mãe-criança foram filmadas durante interação livre quando se examinou a qualidade da interação através do Maternal Behavior Q-sort, enquanto o desenvolvimento infantil (cognitivo, da linguagem, socioemocional e motor) foi avaliado através das Escalas Bayley III. Por fim, a qualidade da creche foi avaliada pela escala Infant/Toddler Environment Rating Scale. Os resultados revelaram que a escolaridade da mãe se correlacionou positivamente com alguns domínios de interação mãe-criança: Sensibilidade, Eficácia de resposta e Sincronia nas fases dos 12 e 18 meses. No que diz respeito ao impacto da creche para o desenvolvimento infantil, verificou-se um efeito significativo da creche apenas para o desenvolvimento motor, indicando que as crianças que frequentaram a creche tiveram escores mais elevados na Fase dos 18 meses. Ainda com relação à creche, verificou-se que frequentar ou não a creche não interferiu na qualidade da interação mãe-criança. Além disso, os resultados revelaram que alguns domínios da interação mãe-criança mostraram-se significativamente associados ao desenvolvimento infantil, entre eles: Estar ciente dos sinais do filho, Rejeição e Facilitação da exploração e aprendizagem, sendo que os dois primeiros interferiram de forma negativa no desenvolvimento cognitivo aos 18 meses. Já Facilitação da exploração e aprendizagem pareceu beneficiar o desenvolvimento cognitivo aos 18 meses, além de apresentar associação positiva com desenvolvimento da linguagem e desenvolvimento motor. Por fim, verificou-se que a qualidade da interação mãe-criança e frequentar ou não a creche, explicaram apenas uma pequena parte da variância do desenvolvimento infantil. É plausível se supor que isto tenha ocorrido em função do curto tempo investigado e pela própria idade das crianças participantes do estudo. / The present study aimed to investigate the impact of mother-child interaction and experience of childcare center for infant development during the first two years of child’s life. The study included 44 children (M = 6.4 months, SD = 1.6) and their mothers (M = 34.1 years, SD = 5.2) divided into two groups: Childcare Center Group (21 children attending the center) and Non- childcare Center Group (23 children who did not attend the center). Three phases of data collection were performed (6, 12 and 18 months of the child's life). The mother-child dyads were videotaped during free play when it were examined the quality of interaction through the Maternal Behavior Q-sort and child development (cognitive, language, social-emotional and motor) was assessed by Bayley Scales III. Finally, the quality of childcare center was assessed by the Infant/Toddler Environment Rating Scale. The results revealed that the mother's education was positively correlated with some domains of mother-child interaction: Sensitivity, Response effectiveness and Synchrony at 12 and 18 months. With regard to the impact of childcare center on child development, there was a significant effect of daycare only to motor development, indicating that children who attended day care had higher scores at 18 months. It was found that attend daycare center or not did not affect the quality of mother - child interaction. Furthermore, the results revealed that some domains of mother-child interaction were significantly associated with child development, among them: Awareness, Rejection and Facilitation of exploration and learning, and the first two domains interfered negatively on cognitive development at 18 months. Have Facilitation of exploration and learning seemed to benefit cognitive development at 18 months, in addition to presenting a positive association with the development of language and motor. Finally, it was found that the quality of mother-child interaction and attend daycare center or not explained only a small part of the variance in child development. It is plausible to assume that this has occurred because of the short time investigated and the age of the children in the study.

Orientador: Elisabeth da Silva Gelli / Banca: Maristela Angotti / Banca: Célia Maria Guimarães / Resumo: Esta dissertação foi realizada na área de conhecimento Psicologia e Sociedade, dentro da linha de pesquisa Infância e Realidade Brasileira, no programa de Pós Graduação em Psicologia da Universidade Estadual Paulista - campus de Assis. Em nossa cultura, a tarefa de educar e cuidar de crianças é vista como um comportamento ou uma função natural da mulher. Esta idéia contribuiu para a delimitação dos espaços e das práticas profissionais femininas, contaminando a identidade profissional das trabalhadoras de creche com a figura doméstica e as práticas da maternagem. Entretanto, essa e tantas outras tarefas e características atribuídas como naturais à mulher foram construídas ao longo da história da nossa cultura e da nossa sociedade. A partir da regulamentação da Lei de Diretrizes e Bases, em 1996, as creches no Brasil passaram a compor formalmente, junto com as pré-escolas, a Educação Infantil - primeira etapa do sistema educacional brasileiro. Contudo, a literatura tem revelado a permanência de uma compreensão assistencialista de creche, acompanhada por práticas baseadas no senso comum, na maternagem inata e na desprofissionalização das pessoas (geralmente mulheres) que aí atuam. Neste sentido, têm surgido diversos trabalhos acadêmicos voltados para a superação deste quadro, especialmente quanto à formação de educadores para estes contextos. Porém, além dos educadores formais, as instituições educacionais públicas contam com equipes de auxiliares (cozinheiras, serventes, técnicos de enfermagem, entre outros) que, pela natureza do seu trabalho, interagem com as crianças pequenas em diversas situações cotidianas. Esses contatos não se restringem às suas funções precípuas e atendem às necessidades imediatas das crianças: conversam, transmitem valores e saberes, tornando-se... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation took place in major area of Psychology and Society, in the branch of Childhood and Brazilian Reality, at the Post Graduation program of Psychology in Paulistan State University - Assis campus. In our culture, the tasks of educating and taking care of children are seen as a natural woman behavior or function. That idea contributed to a feminine space and professional practice delimitation, which contaminates the professional identity of childcare facilities workers with a domestic picture and maternity care. However, those ones and many others tasks and characteristics attributed to a woman as natural had been built throughout history of our culture and society. From the regulation of the Law of Guidelines and Bases, in 1996, the childcare facilities in Brazil had formally become component, with the preschool, of the Infantile Education, first stage of the Brazilian educational system. Nevertheless, the literature has shown a permanence of a charitable understanding on the childcare facilities function, accompanied by common sense based practices, the innate motherhood and the nonprofessionalization of people (usually women) who work there. Accordingly, there have been many scholarly works aimed to overcome this situation, especially regarding the educator formation in these contexts. But besides the formal educators, public educational institutions have teams of assistants (cooks, nurses ...) which, by nature of their job, interact with children in many situations everyday. In these contacts, they are not restricted to their main duties and meet the immediate needs of children: talk, transmit values and knowledge, becoming co-responsible... (Complete abstract click electronic access below) / Mestre

O presente estudo teve como objetivo investigar o impacto da interação mãe-criança e da experiência de creche para o desenvolvimento infantil nos dois primeiros anos de vida da criança. Participaram do estudo 44 crianças (M=6,4 meses; DP=1,6) e suas mães (M=34,1 anos; DP=5,2) divididos em dois grupos: Grupo Creche (21 crianças que frequentavam a creche) e Grupo Não Creche (23 crianças que não frequentavam a creche). As mães de ambos os grupos apresentavam alta escolaridade (M=17,6 anos; DP=) e renda familiar média de R$ 8.307,95 (DP=6.157). Foram realizadas três fases de coleta de dados (Fase dos 6, 12 e 18 meses de vida). As díades mãe-criança foram filmadas durante interação livre quando se examinou a qualidade da interação através do Maternal Behavior Q-sort, enquanto o desenvolvimento infantil (cognitivo, da linguagem, socioemocional e motor) foi avaliado através das Escalas Bayley III. Por fim, a qualidade da creche foi avaliada pela escala Infant/Toddler Environment Rating Scale. Os resultados revelaram que a escolaridade da mãe se correlacionou positivamente com alguns domínios de interação mãe-criança: Sensibilidade, Eficácia de resposta e Sincronia nas fases dos 12 e 18 meses. No que diz respeito ao impacto da creche para o desenvolvimento infantil, verificou-se um efeito significativo da creche apenas para o desenvolvimento motor, indicando que as crianças que frequentaram a creche tiveram escores mais elevados na Fase dos 18 meses. Ainda com relação à creche, verificou-se que frequentar ou não a creche não interferiu na qualidade da interação mãe-criança. Além disso, os resultados revelaram que alguns domínios da interação mãe-criança mostraram-se significativamente associados ao desenvolvimento infantil, entre eles: Estar ciente dos sinais do filho, Rejeição e Facilitação da exploração e aprendizagem, sendo que os dois primeiros interferiram de forma negativa no desenvolvimento cognitivo aos 18 meses. Já Facilitação da exploração e aprendizagem pareceu beneficiar o desenvolvimento cognitivo aos 18 meses, além de apresentar associação positiva com desenvolvimento da linguagem e desenvolvimento motor. Por fim, verificou-se que a qualidade da interação mãe-criança e frequentar ou não a creche, explicaram apenas uma pequena parte da variância do desenvolvimento infantil. É plausível se supor que isto tenha ocorrido em função do curto tempo investigado e pela própria idade das crianças participantes do estudo. / The present study aimed to investigate the impact of mother-child interaction and experience of childcare center for infant development during the first two years of child’s life. The study included 44 children (M = 6.4 months, SD = 1.6) and their mothers (M = 34.1 years, SD = 5.2) divided into two groups: Childcare Center Group (21 children attending the center) and Non- childcare Center Group (23 children who did not attend the center). Three phases of data collection were performed (6, 12 and 18 months of the child's life). The mother-child dyads were videotaped during free play when it were examined the quality of interaction through the Maternal Behavior Q-sort and child development (cognitive, language, social-emotional and motor) was assessed by Bayley Scales III. Finally, the quality of childcare center was assessed by the Infant/Toddler Environment Rating Scale. The results revealed that the mother's education was positively correlated with some domains of mother-child interaction: Sensitivity, Response effectiveness and Synchrony at 12 and 18 months. With regard to the impact of childcare center on child development, there was a significant effect of daycare only to motor development, indicating that children who attended day care had higher scores at 18 months. It was found that attend daycare center or not did not affect the quality of mother - child interaction. Furthermore, the results revealed that some domains of mother-child interaction were significantly associated with child development, among them: Awareness, Rejection and Facilitation of exploration and learning, and the first two domains interfered negatively on cognitive development at 18 months. Have Facilitation of exploration and learning seemed to benefit cognitive development at 18 months, in addition to presenting a positive association with the development of language and motor. Finally, it was found that the quality of mother-child interaction and attend daycare center or not explained only a small part of the variance in child development. It is plausible to assume that this has occurred because of the short time investigated and the age of the children in the study.

Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T19:49:57Z (GMT). No. of bitstreams: 1 Dias_LaraSimone_M.pdf: 12417644 bytes, checksum: de28975f800781d847cbb98c4452f6c1 (MD5) Previous issue date: 2005 / Resumo: A presente pesquisa elege o brincar como recorte empírico no apontamento das relações adulto-criança dentro de uma creche pública e de uma creche privada do município de Campinas. Buscando contribuir para a desconstrução de uma categoria unitária de criança, abstrata e universal, é que se procede à investigação de duas creches de naturezas distintas como forma de delinear contextos sócio-culturais diferentes. Através da análise das brincadeiras nestas instituições, pretende-se desvelar as expectativas e os valores atribuídos à educação infantil em realidades heterogêneas, favorecendo a compreensão das infâncias brasileiras em suas construções sociais. Parte-se do pressuposto de que as crianças entendidas como atrizes e atores sociais - vivenciam realidades distintas e constroem, não uma infância única, mas infâncias no plural. A análise dos dados busca estabelecer uma interface, sobretudo entre a Pedagogia e as Ciências Sociais, através de autores que, sob a ótica do materialismo histórico, compreendem o ser humano tanto como produtor de história quanto como produto histórico-social, abordando-o a partir de suas vinculações sociais. Para tratar das peculiaridades da creche pública e da creche privada, este estudo destaca três aspectos principais: os objetivos com os quais são disponibilizadas as condições para as crianças brincarem, o tratamento do corpo em ambas as instituições pesquisadas e sua relação com o brincar; os elementos presentes nas brincadeiras das crianças, dessas diferentes instituições, que se apresentam como insígnias de classe. As conclusões desta pesquisa revelam uma "iniciação" das crianças que freqüentam as creches observadas para o modelo capitalista de produção, além de um aprendizado precoce de suas posições sociais para a vida adulta / Abstract: The present study focuses on the way young children play in an empirical approach of the adult-children relationship inside a public and a private day-care center in Campinas, São Paulo. Trying to contribute to the deconstruction of the unitary concept of child, abstract and universal, we concentrate on a study of two day-care centers of diverse nature - as a way of defining different social and cultural contexts. By ana1ysing 0-3 year-old children's play inside these institutions, we aim at disc1osing the expectations and the values prevalent in early childhood education in different realities, facilitating the understanding of Brazilian childhood in their social construction. We start from the hypothesis that children - here understood as social actors and agents of history - face different realities in which construct not an unifonn childhood, but a plural one. The data ana1ysis try to define an interface particularly between Pedagogy and Social Sciences, through the historical materialism, which considers human beings as producer of History, ana1ysing them in their social relationships. To deal with the particularities of public and private day care centers, the present paper points out three main aspects - considering the diversion between the adults and the children view m play: what are Lthe teacher's objectives in providing conditions for the children to play; the treatrnent of the body in both institutions, and its relations with the conditions to play offered; the characteristics present in children's play representing different social layers. The conc1usions of the present research reveal a children's precocious training in the day care centers based on the capitalist society, besides the learning of their social positions / Mestrado / Educação, Sociedade e Cultura / Mestre em Educação

This research explores the training needs of nannies in the United Kingdom in terms of the content and structure of introductory training. The research question formulated for this study is: What are the introductory training needs of nannies in the United Kingdom? The researcher approached the study qualitatively and empirical data was collected by means of a focus group discussion with a group of nannies. Empirical data indicates that nannies need training regarding: • The professional aspect of nannying; • the physical, emotional, and intellectual needs of children; • the various developmental levels of children and the role of the nanny within each phase; • working with parents; • different religions and cultures and their childcare practices. It was found that nannies need training that is structured in an affordable, brief, specific and practical way. The study therefore reveals that nannies have specific needs regarding both the content and structure of childcare training. / Thesis (M. Ed.)

This research explores the training needs of nannies in the United Kingdom in terms of the content and structure of introductory training. The research question formulated for this study is: What are the introductory training needs of nannies in the United Kingdom? The researcher approached the study qualitatively and empirical data was collected by means of a focus group discussion with a group of nannies. Empirical data indicates that nannies need training regarding: • The professional aspect of nannying; • the physical, emotional, and intellectual needs of children; • the various developmental levels of children and the role of the nanny within each phase; • working with parents; • different religions and cultures and their childcare practices. It was found that nannies need training that is structured in an affordable, brief, specific and practical way. The study therefore reveals that nannies have specific needs regarding both the content and structure of childcare training. / Thesis (M. Ed.)

Wisconsin's Quality Rating and Improvement System (QRIS) was implemented in 2010 to improve quality of care for young children enrolled in childcare programs. Due to the recent initiation of the state's QRIS, empirical evidence on the effectiveness of the initiative to improve quality care for young children is limited. This qualitative case study explores childcare stakeholders' perceptions on the effectiveness of Wisconsin's QRIS as a quality improvement program. Bronfenbrenner theorized that exosystems such as state governments impact early childhood environments and the development of young children through initiation of programs. The research questions address the efficiency of the state's QRIS and the effects of the program on children, parents, and providers. Data sources included interviews exploring stakeholders' perceptions (n = 8), analysis of documents, and observations of childcare teachers (n = 2) for substantiation of effects. Using NVivo to aid in coding and theme development, the data showed that childcare stakeholders had positive and negative viewpoints on the expectations and effectiveness of the QRIS. Stakeholders acknowledged that the initiative enhanced the quality of programming for young children. Due to increased formal education requirements for caregivers and classroom expectations, the participants responded negatively about the effects of the QRIS on childcare staff. To improve the state's QRIS, stakeholders suggested that all state licensed childcare providers be mandated to participate, formal raters assess the quality in accredited and city certified childcare programs, and frequent communications between officials to eliminate misinformation. The recommendations may help the initiative operate more efficiently and effectively, thereby improving the quality in childcare programs and enhancing the development of young children.