Thesis (M.S.)--Nova Southeastern University, 1996. / Includes bibliographical references (p. 111-115)

Thesis (M.A.(Information Science))--University of Pretoria, 2002. / Summaries in English and Afrikaans. Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 106-112) Also available in print.

Thesis (M. S.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Deborah J. Cassidy; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 90-99).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Charles Barrilleaux, Florida State University, College of Social Sciences, Dept. of Political Science. Title and description from dissertation home page (viewed June 12, 2006). Document formatted into pages; contains xi, 147 pages. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: viii, 145 p. : col. ill. ; 1 Mb. UMI publication number: AAT 3355634. Includes bibliographical references. Also available in microfilm and microfiche formats.

M.A. / Die rol van vroeë kinderontwikkeling in die bevordering van sosio-ekonomiese ontwikkeling in landelike gebiede is ‘n navorsingsprojek wat in Nongoma, Noordelike Kwa Zulu-Natal uitgevoer is. Die doel van die projek was om die rol wat deur vroeë kinderontwikkelingsentra (creches) gespeel is in die bevordering van gemeenskapsontwikkeling in landelike gebiede te verken. ‘n Kwalitatiewe ontwerp is gebruik om data van respondente in te win. Die data is ingewin van deelnemers in die vroeë kinderontwikelingsentra deur middel van ‘n onderhoudskedule. Onderhoude is deur middel van oudiobande opgeneem en later op papier getranskribeer. Temas is uit die data wat deur die respondente verskaf is, ontwikkel. Die steekproef is uit dertien crechebestuurders, twaalf vrouens uit armoedige ontwikkelingsverligtingsprojekte, een raadslid en twee lede van gemeenskapsbaseerde organisasies, saamgestel. Die doelwitte van die ondersoek is: • Om die verskeie rolspelers in vroeë kinderontwikkeling te identifiseer • Om die sosio-ekonomiese belangrikheid van vroeë kinderleidingsentra in Nongoma te ondersoek • Om die uitdagings wat die verskaffers van vroeë kinderleidingsdienste in Nongoma konfronteer, te beskryf • Om die verhouding tussen vroeë kinderleidingsdienste en gemeenskapsontwikkeling te ontleed Die ondersoek het rolspelers (staatsdepartemente, burgerlike samelewing en die private sektor) geidentifiseer en het die rol wat deur elke rolspeler uitgevoer is omskryf. Dit het ook gapings in dienslewering geidentifiseer. Dit het die opvoedkundige, gesondheids-, maatskaplike, ekonomiese en sielkundige belangrikheid van creches uitgelig. Dit het die belangrikheid van vroeë kinderontwikkelingsentra in vrouens se maatskaplike ontwikkeling uitgestip. Dit het ook ‘n begrip van “plaaslike ontwikkeling met ‘n kindersorg fokus” ontwikkel. Aanbevelings ten opsigte van wat maatskaplike werkers kan doen om plaaslike ontwikkeling met ‘n kindersorgfokus te bevorder, is gemaak. / Prof. W. A. Mitchell

No description available.

Bibliography: leaves 265-271. / The study was designed to investigate the structure and function of informal day care provision for pre-school children in Khayelitsha, but the inquiry succeeded in generating information beyond the original assignment. Data was gathered from interviews with active in the day care field and from local agencies meetings with residents in Khayelitsha, as well as from a field study carried out in Khayelitsha. A review of international and local literature was also undertaken. A brief history of black settlement in the Western Cape and an examination of their socio-cultural environment provided the necessary backdrop for the study. The field study involved systematic selection of 200 houses in Khayelitsha. Respondents completed a questionnaire administered by the investigator. The questionnaire furnished information on the use of day care and produced a profile of day carers and the services they offered. A similar questionnaire was used to collect information from the pre-school centre. Analysis of the data revealed that child rearing practices differed from those of technologically advanced societies, but they were not deficient! The findings demonstrated that parents preferred day care in the home setting to that of the school setting. The pattern of day care services accentuates the importance of mutual aid and kinship and social networks in the community. Day care arrangements tended to be stable and were provided predominantly by relatives, friends and neighbours. The frequency with which day care services were required, corresponded to the work commitments of the parents, and usually involved overnight care. The pre-school centre operated during the weekdays from 7.30 am to 4.30 pm, with after-school care frequently undertaken by older siblings. The findings reveal that day carers function as surrogate mothers and incorporate the children into their families. The data collected with regard to suitability of the service offered, relates to physical needs, emotional needs, discipline and promoting readiness for the future, and emphasizes the universal poverty that abounds in the area, but simultaneously highlights the importance of traditions and the resourcefulness of the people in transcending the culture of poverty and providing an enriching environment for the children. The recommendations draw attention to the need for finance, training and supportive services, but recognises the justified resistance of the community to initiatives from the State.

As a teacher in the Stockton Public Schools, the writer became interested in the child-care program when he was asked to direct the newly formed center at the Lafayette school in Stockton on July 1, 1945. At this writing he served nearly two years in this center and has a modest feeling that possibly his experiences, observations and conclusions might be worth writing down, hence this thesis. At the outset the author intended to confine his thesis to the Child-Care Center as a war emergency matter, feeling that child-care centers were more or less of recent origin, set up mainly as a temporary measure to meet the needs of our enormously expanding industries and the need to supplant man-power with woman-power. At first he had the feeling that once the emergency was over, we would revert to the belief that the mother's place was in the home and that the child should remain there as long as possible and that we would continue the standard educational pattern used before the war. But as he has worked in the day-care program for the past two years and having gathered much information from books and pamphlets as well as from many discussions with co-workers, teachers and parents, his feelings about the program have run the gauntlet from indifference, through mild interest to a genuine belief that the nursery and extended-care idea, in addition to meeting a vital need in the present emergency, has something worthwhile to offer education when the war is over. Today, as never before the needs of young children the world over should be given new consideration. With the whole world embroiled in a war in which the cream of the male population is being lost, the children of this generation will be called upon to play an increasingly responsible part in the years to come. Within the past twenty years, we have come to an ever increasing realization that if the security of two, three, four and five-year old children is shaken, their entire lives may be affected. Indeed, it often happens that when such children become adults, even though apparently successful, they cannot quite shake that brooding sense of anxiety and the feeling of impending ill that overshadowed their lives as children.1 With this none too bright picture for the future, what can we, as parents and teachers offer our children? Many homes are being broken up or upset by the father joining the service or to meet the need for increased production of war materials, families have migrated to overpopulated areas where people are compelled to live under extremely trying conditions. Courage, strength and resourcefulness and the best thought and planning are now needed by all to provide the children with the best opportunities so that the scar of this war will not leave too great an impression on their lives. Fortunately far-seeing individuals in many communities, together with the Federal government are meeting this urgent need by the establishment of child-care centers where parents can bring their children and teachers can assist by giving some of their time. It was during and after the war years of 1914-1918 that the problems of young children first became a matter of public concern, largely due to the fact that such a high percentage of young men were considered unfit for military service. Other facts are being learned as a result of the present war which are likely to nourish the growth and development of children, and those likely to impede children's progress.