Made available in DSpace on 2014-06-11T19:29:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-06Bitstream added on 2014-06-13T19:58:38Z : No. of bitstreams: 1 salomao_gt_me_assis.pdf: 411296 bytes, checksum: 1654445ccabebb8a40d04b7e9d2cfe59 (MD5) / 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... / 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)

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Tesis para optar al grado de Magíster en Administración / Autores no mandan autorizaciones, para subir acceso a texto completo de su documento. / Ana Carolina Rojas, [Parte I], Richard Guzmán G. [Parte II] / El modelo de cuidados de niños “ChildCare”, tiene sus orígenes en Estados Unidos en el año 2002 y de este modelo deriva el “Afterschool”, el cual se caracteriza por prestar servicios de cuidado de niños posterior a la jornada escolar. Según algunos estudios realizados en este país, más de a mitad de los estudiantes que participan en estos programas, mejoran su comportamiento y tienen un 30% menos de probabilidades de sufrir maltrato o algún tipo de accidentes caseros. Por otro lado, un estudio de la ONG norteamericana Fight Crime, señala que ChildCare como After shools, son beneficiosos tanto para los niños como sus padres, esto debido a que un 59% de los padres cuyos hijos asisten a este tipo de instituciones, conservó su trabajo y un 54% perdió menos horas hábiles laborales1. Es importante mencionar que el principal objetivo de este tipo de programas consiste en desarrollar en el escolar, valores como disciplina y habilidades sociales como académicas, las cuales son ventajas importantes que obtienen los niños que asisten a estos programas, permitiéndoles como consecuencia potenciar sus propias habilidades y alcanzar mejores resultados a lo largo de la vida. En nuestro país han existido algunas iniciativas tratando de emular este modelo de negocios, sin embargo en el mercado regional actualmente existen escasos lugares en donde se ofrecen estos servicios. Hoy en día existen sólo 7 centros concentrados en 6 comunas de la Región Metropolitana. Cada uno de ellos, ofrece un servicio similar, sin grandes diferenciaciones mostrando un bajo enfoque académico, con poca organización y sin un claro desarrollo del potencial de los niños en diversas áreas del conocimiento, en resumen su primordial actividad consiste en mantener a los escolares realizando actividades poco productivas en temas educacionales y siendo más bien guarderías con pocas actividades recreativas. Nuestra propuesta de valor, como programa ChildCare & After School, es ofrecer educación integral para los niños, facilitando y apoyando a los padres durante las horas posteriores o anteriores a la jornada escolar, en un ambiente seguro y opciones variadas en un mismo lugar con la finalidad de entregar un servicio total, pretendiendo centrar nuestros esfuerzos en tres ejes fundamentales: apoyo en las tareas que los niños, espacio de esparcimiento que permitan diversión en un ambiente agradable y cuidado seguro con los más altos estándares de calidad. Nuestro mercado objetivo, cumple con determinadas características, las cuales serán detalladas en el análisis de la industria y mercado objetivo, de la cual es posible inferir, que existe un mercado potencial de 38.856 menores divididos en 28.871 alumnos en la mañana y 9.985 en la tarde, sólo en la Región Metropolitana. Inicialmente pretendemos estar presentes en 3 comunas de la Región Metropolitana, seleccionadas en base a nuestro análisis de mercado y segmentación, para ello necesitamos de una inversión inicial de $38.915.000, la cual serán financiadas en un 100% por los socios de la empresa. Nuestro plan de crecimiento establece adicionalmente la apertura de un centro educacional, a contar del tercer año, uno en el cuarto y otro en el quinto año de funcionamiento, en las comunas que se registren las mayores demandas de este tipo de servicios. Dado lo anterior, pretendemos ser el mayor centro de cuidado de niños de pre y post jornada escolar con una participación del 13,43% del mercado objetivo. Ver anexo A. Tras un análisis de mercado y revisando los antecedentes que maneja actualmente la competencia, podemos mencionar que el mercado está dispuesto a pagar entre $80.000 a los $220.000 por este tipo de servicios, ya sean competidores directos o sustitutos. Nuestra propuesta base tendrá un valor mensual de $110.000 la media jornada con una matrícula anual de $100.000, sin embargo se planean realizar varios planes que se ajusten a las necesidades de nuestros consumidores

This thesis explores tensions within UK childcare policy and welfare reform. Through an ethnographic study of policy implementation, I examine themes of government, governance and governmentality. The evidence based policy movement assumes that the nature of evidence is self-evident but ethnographic data reveals how implementers draw on cultural resources of interpretive repertoires, myth and symbolism to make sense of policy. Central Government structures the policy implementation process with a “core offer”, hypothecated funding, a timetable and targets. Local policy actors manage implementation partly through tick box performative practices but they stretch time and juggle money. Implementation practices comprise branding, reification and commodification processes and the design of elastic policy products. Change and stasis are both in evidence with time-scales experienced variously as tight, as long running or as plus ça change. The community is produced as subject and object of governance, as an agent of change and a site for policy intervention. This glosses over childcare as women’s issue, market tensions and social class determinants of child poverty. Drawing on a range of theoretical resources and using the analogy of a palimpsest I show how discursive governance achieves a temporary policy settlement. This is neither workfare nor welfare but an unanticipated creative set of outcomes, exemplified in a circus project. I reveal some relatively hidden aspects of public policy and analyse give-away artefacts as hyper-visible policy manifestations. Commitment to a public service ethos is in evidence with policy implementers exercising their discretion in the interstices of market and state bureaucratic governance regimes. The Sure Start brand moves on from a flagship programme to Sure Start Children’s Centres but a novel Community Learning Partnership struggles to tug the oil tanker of children’s welfare services in a radically new direction or solve the wicked issue of child poverty.

This thesis is a comparative study of academic mothers in China and the UK. It takes as its point of departure the proposition that academic mothers can be successful in combining academic work and motherhood. Drawing on the sociological approach of separate spheres, it addresses issues concerning how motherhood is constructed by academic mothers in the two different countries and how academic mothers make commitments to both academic work and family responsibilities in different contexts. By comparing academic mothers' experiences of juggling work and family between different cohorts and different countries, the thesis examines the interrelated issues that academic mothers confront, such as competition and pressure in academic work, advantage of the flexibility of academic work, childcare facilities and social support in the two countries, the priorities between work and children, what is good mothering, etc. Academic mothers' own perceptions of their double roles as an academic as well as a mother suggest that these two worlds are closely related to each other in spite of dilemma and conflicts they have in combining the two. By manifesting academic mothers' achievements in and contributions to both the public and private spheres, the thesis concludes that mothers can be successful in an academic career.

In 1924 a new law stated that every Swedish municipality had to create one authority containing al the boards that handled child issues. Before 1924 children often was put into fostercare without supervision or auctioned out to the lowest bidders and was used as farmworkers or for housekeeping.This essay will adress the fact that the authorities diden´t always know how well or unwell the children was being treated in fostercare. Many times people with good social and economic status could demand having a fosterchild without the authorities asking to many questions. With the material from Ljungbys local archives containing documents from the early 20th century, newspaper articales and other research this essay will compare and discuss how the authorities acted in different cases based on gender and social class. In this discussion we will focus manly on the children but also on the biologicalparents, the fosterparents and the members of the childrensboard. We will discuss if the authorities really did treat people different in mather of the fact that they are male, female, poor or rich. / Nej

Home Based Childcare (HBC) workers have demanding work conditions, enjoy no or few social benefits, are paid less than the national average wage, and many of them intend to leave this occupation (Doherty, Lero, Goelman, Tougas, Lagrange, 2000). The available studies on early childcare workers in Canada have often excluded HBC workers from their analyses or grouped them with other types of early childcare workers in their analyses, which make it difficult to tackle the particularities of this specific subgroup of workers. In light of the limited studies on regulated HBC workers in the Canadian context, this thesis aimed to provide insight on these workers' health and broader social determinants of health in two Canadian provinces where they are the most concentrated. The overall purpose of this thesis is to document the perceived health and chronic conditions of HBC workers, highlighting the broader social determinants of their health (e.g. work, lifestyle). This thesis had four objectives: 1. Assess regulated HBC workers' health-related quality of life and investigate the relationships with socio-demographic characteristics. 2. Examine chronic health conditions affecting regulated HBC workers and identify the social determinants of health factors associated with chronic conditions. 3. Draw an overview on broader social determinants of health factors among regulated HBC workers using the Dahlgren and Whitehead model. 4. Undertake a job analysis of regulated HBC workers In the first Manuscript, the perceived health-related quality of life of home-based childcare workers in two Canadian provinces, Quebec and Ontario, was assessed using survey methods. Results show that HBC workers in Quebec positively perceive their overall physical health and negatively perceive their overall mental health. Those working in Ontario report both good overall physical and mental health-related quality of life and also report better mental and physical health-related quality of life compared to those in Quebec. That is, they have fewer problems with work or other daily activities due to their health, feel less physical pain, less fatigue, less nervousness, and are less depressed than workers in Quebec. HBC workers experience more pain, more fatigue, more interference of health problems with social activities, and more psychosocial distress compared to Canadian women in general. Finally, our study supports that being over 40 years old, being married or in a common-law union, and working in Ontario were factors relating positively to the perceived health-related quality of life among HBC workers when controlling for the level of education and the annual gross income. In the second manuscript, chronic health conditions affecting regulated HBC workers in Quebec and in Ontario and the broader social determinants of health factors associated with these were examined using survey methods. The study revealed that one out of two HBC workers had a chronic condition. Chronic back pain, asthma, hypertension, skin diseases, and arthritis are the main five chronic conditions among HBC workers. Also, five out of ten HBC workers with a chronic condition report chronic back pain as their main health condition. Finally, workers over 40 years of age, those who were somewhat physically active or inactive, having poor relationships with their supervisors or parents of children, and working for five years or more reported more chronic conditions as diagnosed by a health professional. In the third manuscript, the broader social determinants of health among regulated HBC workers in Quebec and in Ontario were examined using a mixed methods approach. Results showed significant differences in social determinants of health between HBC workers in Quebec and in Ontario in terms of age and factors related to individual lifestyles, social and community networks, structural factors, and general socio-economic conditions. In the fourth manuscript, HBC workers’ job content, context, and requirements were described and factors that affect their health and well-being were identified using qualitative methods and emphasizing the workers’ perspectives. Results showed that HBC workers’ job differs from centre-based childcare workers. They perform business administration tasks and more housekeeping and domestic work than workers in the centre-based childcare, which affect their health and well-being. They are paid on a per child basis but their level of education, experience or input into care is not taken into consideration. In addition, HBC workers reported factors related to the context and the content of their job such as the high physical and mental efforts, the absence of contact with other adults during working hours, the lack of external help during working hours, the difficulty of filling available spots, the exposure to noise and bad odours, the interference of work with personal and family life, the low and precarious remuneration and the lack of benefits as potential factors that may affect their health. Finally, the thesis conclusion provides an overview of HBC workers’ health and determinants of their health identifying remaining gaps in our knowledge of HBC workers’ health and determinants of health where future research is required. Future studies are encouraged to consider using multiple approaches (e.g. online surveys, paper survey, etc.) and multiple languages (e.g. Chinese) to reach a larger number of participants. Stakeholders and decision makers are encouraged to consider provincial differences in social determinants of health to implement interventions to reduce disparities and health inequities among HBC workers.

Background/Aims: Children and young people in residential care often exhibit complex emotional and behavioural needs. Attachment theory is frequently used to explain these difficulties, whereby a young person's early experience can influence their internal representations of relationships and their subsequent interactions within the residential milieu. Thus, residential childcare staff have a fundamental role supporting young people, to facilitate therapeutic change and mitigate poor long-term outcomes. Policy and research often recommend staff training and attachment-informed care, yet there is very limited understanding of how this translates into practice or influences outcomes. Therefore, this thesis aimed to systematically review literature on the types, measurement and effectiveness of residential staff training, focussed upon psychosocial outcomes. It also aimed to construct an explanatory theory of how residential staff make sense of, and use, attachment theory in practice. Methods: Research aims are addressed in two studies. Literature on residential staff training was systematically reviewed in Journal Article 1. This was conducted through a search of electronic databases, quality assessment of included studies, and subsequent narrative synthesis. Journal Article 2 used qualitative methodology in the form of constructivist grounded theory. Semi-structured interviews were conducted with twenty residential staff members through an iterative process of data collection and analysis, and theoretical sampling, until theoretical saturation was achieved. Results: Eighteen studies were included in the systematic review. Results highlight heterogeneous staff training, often evaluated through measurement of staff knowledge, skills and/or attitudes, and/or child behaviour frequency. Findings offer tentative support for the positive impact of training upon staff skills but other outcomes remain unclear. Results from Journal Article 2 indicate that staff had difficulty articulating attachment theory and often did not have a coherent narrative to describe attachment theory to practice links. Instead, they focussed upon a natural process of building relationships within a challenging context, with attachment theory only coming to the forefront when deemed relevant. Conclusions: The effectiveness of residential staff training remains unclear due to the methodological limitations of included studies. Significant improvements are identified for future evaluations of training to address this issue. Future staff training may benefit from limiting jargon, developing theory to practice links, and facilitating staff reflective function. Recommendations of attachment-informed care must also recognise the complexity of the residential system; and the current disparity between attachment theory narrative within policy and research, and practice.

This thesis is a study of working-class women and their paid employment between the temporal limits c.1945 and c.1971. Centralising women’s experiences, three distinct methodologies – statistical analysis, archival research, and oral history – discretely delivered, explore changing patterns of women’s employment. Four case studies of northern industrial towns and cities – Glasgow, Dundee, Newcastle, and Preston – are used to test the notion of regional distinctiveness and its survival into the twentieth-century. Statistical analysis of women’s labour market participation demonstrates convergence of regional differences. Women’s participation in paid work was augmented across the country, and married women became an increasing part of the labour force. In industrial towns which historically employed large numbers of married women, such as Preston and Dundee, women’s experiences converged with those of cities, such as Newcastle and Glasgow, with strong heavy industry traditions. Economic restructuring entailed women’s concentration in service and clerical occupations, compared to manufacturing, such as textiles and ‘light’ engineering. Until 1970 at least, mothers increasingly returned to employment part-time, contrasting with previous generations of female breadwinners who worked full-time. The provision of childcare sits at the site of a series of arguments about mother’s employment, maternal deprivation, and social problems. National policy lines were rarely drawn around encouraging women into work. An archival method, exploring local authority nurseries and nursery schools, and private nurseries illustrates meagre provision. Women’s continued use of childminders and informal care evidences a demand for provision which was not adequately met by the state. Oral history interviews found few women used local authority childcare, partly because of stringent admittance criteria and the stigma attached. The fundamental argument of this thesis focuses on working-class women and situates their experiences, sense of self, and personal struggles against family and societal expectations at the core of the profound changes in women’s working lives, in contrast to government policy and market economies. Oral history is the final methodology. Original oral history research testifies to work as part of the changing nature of the female self. However, it is emphasised that despite momentous transformation in women’s lives, gendered expectations were a limiting force on women’s ability to break free from a confining domesticity and unsatisfying work.

Drawing on the Western feminist tradition to analyze modern childcare advice as part of the "institution of motherhood" (Adrienne Rich), this dissertation explores the role played by the advice literature on childcare in the construction of normative motherhood in Russia from the late Imperial period through Soviet times, from 1890 to 1990. The study focuses on the Protection of Motherhood and Infancy (the OMM) movement, launched by medical professionals at the turn of the twentieth century as a philanthropic project aimed at combating high infant mortality in the country, and follows its transformation after 1917 into the state-sponsored and state-regulated system of medical and economic support for Soviet mothers and children. The fragmented notion of femininity in the Soviet Union, which incorporated both the ideology of women's emancipation (constructed primarily as women's participation in the labor force) and the pronatalist emphasis on women's roles as mothers created a complex interplay between the "emancipatory" and the traditionalist discourses of motherhood in childrearing literature. Due to the uneven character of Russian modernization and the lack of cultural homogeneity between urban and rural populaces, childrearing manuals perpetuated cultural hierarchy between medical specialists and mothers, which resulted in the didacticism of Soviet childrearing advice. Childcare manuals constructed the reader not as a peer, but as, essentially, a student, who needed tutoring and disciplining. The "privatization of the modern" ethos that started to characterize family life in the wake of the housing reform of the 1960s reinforced the notion that mothering was a private and highly personalized experience. This emphasis on the individual resulted in the emergence in the 1970s and in the 1980s of the figure of parent-expert and in the reversal of traditional hierarchical expert-parent framework typical of earlier periods.