Magister Educationis - MEd / This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution. / South Africa

The diploma thesis is focused on the motivational and hobby potential of children's leisure activities in an orphanage with a school. It is based on the assumption that for children who have been ordered institutional education or imposed protective education, it is very important to make meaningful use of free time and a wide range of leisure activities. The work is of a theoretical-empirical nature. Its aim is to find out how the educators of a children's home with a school design the preparation for the afternoon and weekend program, so that the children can attract, develop and motivate them to make meaningful use of their free time. The partial goals are to find out how they motivate children to actively participate in programs prepared by educators and how educators evaluate the effectiveness of this motivation. The theoretical part of the work is based on an analysis of the literature and a search of research conducted on the topic. In the individual chapters, it deals in more detail with the characteristics of a children's home with a school and other facilities where children who have been ordered to have institutional or protective care are placed. It describes the reasons for placing children in this type of facility, characterizes the category of leisure time and leisure activities...

The main idea of my thesis is to describe the influence of institutional care and education on the early development of a child. The theoretical part analyzes a child younger than three years, especially the child's personality development. Special attention is devoted to the development of communication and language skills of a child of this age, also the basic terms are defined there. The thesis observes the early age institutional care and education in the Czech Republic and abroad, describes its historical background and current situation. Related research studies and future trends and visions are also included. The aim of the research is to compare a group of children in early institutional care with a group of children growing exclusively in a family environment and check if the stay in the institutional care has positive effects on the development of communication skills.

The diploma thesis focuses on the topic of leaving alternative care and it is divided into two parts. In the first theoretical part I describe the system of alternative care in the Czech Republic, its division and definition. I also deal with the termination of care, preparation for independence and the last are forms of assistance and aftercare services. In the practical part, the subject of my interest will be the readiness of young people after the end of alternative care. Through a semi-structured interview, I will find out how they are doing in various areas that are important for independence. In the final part, I summarize the results of the research, which will be provided with commentary. Keywords Substitute care, family, foster care, institutional education, preparation for independent living, after-care services

TCC (Transitions of care clinic) is a specialized clinic visit where patients present to their primary clinic after a hospital stay. TCC deploys an interprofessional team to address a gamult of patient concerns. Traditionally, TCC interprofessional team includes a nurse and a doctor. The nurse calls the patient’s house within 2 days to check up on the patient and then they schedule a clinic visit, usually within 7-14 days. However it has been proposed that addition of team members from other disciplines could contribute to better health outcomes for patients seen in TCC. We studied a TCC model with an interprofessional team of not only physicians and nurses but also pharmacists and behavioral therapists for two months. Our aim was to uncover the utility of having a behavioral health team member in TCC visits. This was a prospective study of patients who attended a TCC clinic in a residency setting. An observer collected data on the time the behavioral health provider was in the patient room and the interventions/consultations he/she provided. Data collection is ongoing. We expect to find the following: the percentage of patients within TCC who utilized some form of behavioral therapy in their TCC visits; the percentage of common interventions that were used; average time spent in each visit; average age of patients; and average number of hospitalizations per patient. We expect that these results will demonstrate how behavioral health providers function on interprofessional TCC teams.

No description available.

This dissertation contributes to the study of educational change and the conditions thereof. During the second half of the 19th and first half of the 20th centuries, Swedish early care and education (ECE) programs underwent a comprehensive transformation as formal instruction was supplanted by early childhood education. My analysis of this transformation utilizes a comparatively long time-frame, an organizational historical perspective, and archival material from 44 ECE societies. It focuses on three types of ECE programs: infant schools, day nurseries, and kindergartens. Since philanthropic societies organized such programs, this study’s results are also of interest to the history of philanthropy. Early childhood education was established through a selection and adaptation process in which existing ECE programs were closed or changed as new ones were established. My investigation demonstrates that this occurred on the basis of the conditions in which individual ECE programs operated. Factors that stand out in this regard are the debate concerning infant schools, the funding of ECE programs, and the expansion of the mandatory elementary education system, together with changes in the dissemination of ideas about education and the establishment of municipal regulations. How these conditions contributed to educational change constitutes the substance of the dissertation. The results of this dissertation deepen our knowledge of the finances of ECE programs, their organizational niche, and their relations with municipal authorities. This study questions the significance for educational change within these programs that has been attributed to the growth of a romantic conception of childhood. It provides a new picture of the role of the kindergarten movement in this regard and ascribes to day nurseries a previously unobserved role in educational change. This dissertation thereby contributes to a revision of recurrent assumptions concerning educational change and of the connection between such change and general societal or ideological structures.

Diss. (sammanfattning) Umeå : Umeå universitet, 2010.

Institutional care for delinquent children and youth has a long tradition in our country. This care for morally disturbed and socially disadvantaged youngsters has undergone complex development and tens of years of proven improvement. Today, we can state that this system has continued to work on the traditional model of working with this client, and has continually developed it to best accept and respond to the current problems of our teenagers. However, the current situation regarding the care of this youth in institutions for institutional and protective care can be considered incomplete, it can be called a step backwards or even "liquidation" of some aspects of long- term work and efforts of workers in the area of institutional and protective education.

Latinas represent a large proportion of the United States early care and education workforce, and thus have the potential to wield significant influence over the growth and development of millions of American children. However, the voices of Latina early childhood professionals often are missing in both research and mass media. Instead, social, political, and academic frames cast Latinas as foreign regardless of nationality, uneducated notwithstanding expertise, and passive despite action and influence. This testimonio analysis draws on Chicana feminist epistemology to re-center the perspectives of Latina child care providers and reveal more authentic insights on how they understand and perform their roles within the broader social contexts that define and delimit Latina identity in the United States. The collective account that emerges from their testimonios is one of straddling multiple borders: between influence and invisibility, between the personal and the professional, and between community and isolation.