Experiences in the early years of life are increasingly recognised as significant predictors of long-term cognitive and psychosocial behaviour. This thesis focuses on one aspect of early development: the cultural identity of the young child and investigates the influence of continuity of practice between home and the child care centre in this development. The use of child care services for very young children has increased dramatically in the past two decades. For the first time in history there may be more babies aged 0-3 years in care situations than babies who are cared for at home - this impacts upon the child’s micro-culture (individual, unconscious practices guided by beliefs, norms and values) and macro-culture (ritualistic, symbolic behaviour, often conscious which is tied to belonging to an ethnic group). This study investigates the way in which child care centres contribute to the development of micro and macro-cultural identity in very young children. This study was originally designed to increase the knowledge base about the ways in which interactions with children (particularly in relation to sleep and feeding micro-cultural practices) differ between home and child care service and the implications of these differing practices. As the study progressed a new focus was developed and evolved into an analysis of communication processes between parents and staff and the effects of those communication processes. Qualitative methods on non-participant observation, semi-structured interviews and semi-structured questionnaires were used to address the research questions. Recommendations from the study focus on setting level and policy issues. The early childhood sector is called on to redress notions around communication and partnership building with parents / Doctor of Philosophy (PhD)

published_or_final_version / Journalism and Media Studies Centre / Master / Master of Journalism

published_or_final_version / Education / Master / Master of Education

No description available.

Thesis (Ph.D.)--University of Toronto, 2004. / Adviser: F. Michael Connelly. Includes bibliographical references.

Thesis (Ph. D.)--University of Technology, Sydney, 1999.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-123). Also available in ProQuest, free to University of Oregon users.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 190-196).

Thesis (Ph.D.)--Rutgers University, 2007. / "Graduate Program in Sociology." Includes bibliographical references (p. 239-256).

Thesis (Ph.D.)--Alliant International University, California School of Professional Psychology, San Francisco, 2007. / Includes bibliographic references (123-137) and abstract.