Assessing Quality Day Care: The Child Care Facility Schedule

1995 ◽  
Vol 18 (3) ◽  
pp. 557-568 ◽  
Author(s):  
Thalia Dragonas ◽  
John Tsiantis ◽  
Anna Lambidi
Keyword(s):  
Child Care ◽  
Day Care ◽  
Concurrent Validity ◽  
Care Facility ◽  
Self Evaluation ◽  
General Quality ◽  
Day Care Centres ◽  
Assess Quality ◽  
Quality Child ◽  
Ibadan Nigeria

The Child Care Facility Schedule (CCFS) represents an effort to develop a measure to assess quality child care. Initially 80 criteria, covering 8 areas considered important for attaining quality, were defined. These were subsequently tested in three different cultural contexts: Athens (Greece), Manila (Philippines), and Ibadan (Nigeria). Reliability studies were conducted in Athens and Ibadan, and a validity study was carried out in Athens. Concurrent validity was established by comparing the CCFS scores with those obtained from an unstructured observation by an observer unfamiliar with the content of the Schedule. Criterion validity was examined by comparing the CCFS scores with those derived from another well-established measure. Factor and cluster analyses were used as a means for establishing construct validity. A general quality factor that tapped the contribution of the caretakers to quality was revealed, and a shorter 43-item version was recommended. The CCFS appears to identify differences among the various types of day care centres, and can be used for self-evaluation by the personnel of day care centres.

scholarly journals Child Day-Care Centres as Supervisory Authorities? The Control of the Measles Vaccination in Germany Burdens the Trust Relationship Between Centres, Parents and Children

2020 ◽  
Vol 3 (8) ◽  
Author(s):  
Beate Heeg ◽  
Thomas Strzalka ◽  
Norbert Bender
Keyword(s):  
Day Care ◽  
Care Facility ◽  
Local Health Authority ◽  
Local Health ◽  
Child Day Care ◽  
Parents And Children ◽  
Measles Vaccination ◽  
Day Care Centres ◽  
Educational Staff ◽  
Relationship Of

In Germany there have been intense discussions about measles vaccination and, as a consequence, the “Law for the Protection against Measles and for Strengthening Vaccination Prevention (Measles Protection Act)” was passed. The Measles Protection Act has now been in force since 1 March 2020 and has far-reaching consequences for day-care centres for two reasons. First, children and staff in day-care centres must prove that they have been vaccinated against measles before being admitted to the centre. Second, day-care facilities are obliged to notify the local health authority if sufficient proof of measles vaccination is not provided for a child in the day-care facility. This shift in responsibility for the control of the vaccination status poses a great threat to the relationship of trust between parents and educational staff.

scholarly journals The Norwegian Cash-for-Care Reform. Changing behaviour and stable attitudes

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Lars Gulbrandsen
Keyword(s):  
Child Care ◽  
Political Parties ◽  
Day Care ◽  
The Political ◽  
Care Centre ◽  
Freedom Of Choice ◽  
Day Care Centres ◽  
Day Care Centre

In 1998 Norway introduced a cash-for-care scheme. Parent with children aged one or two were offered a cash-for-care benefit if they did not make use of public funded day care centres. The reform was supported by political parties of the centre and right and strongly opposed by parties on the left. Since 1999 ever fewer parents have made use of the opportunity to claim the benefit and have instead sent their children to a day care centre. Attitudes towards the cash-for-care reform, however, have remained very stable up to now. The principle of freedom of choice appears to be strongly rooted among Norwegians. The political agreement on maximum prices made this freedom a reality even for parents who wanted to make use of child care centres.

scholarly journals When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds

2021 ◽  
Vol 11 (1) ◽  
pp. 32
Author(s):  
Helen Adam
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Literature ◽  
Cultural Diversity ◽  
Day Care ◽  
Children’S Literature ◽  
Long Day ◽  
Day Care Centres ◽  
Book Collections ◽  
The Impact

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

scholarly journals Effects of Dance Therapy on Balance and Risk of Falls in Older Persons

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 234-235
Author(s):  
Esha Chakravarty ◽  
Indrani Chakravarty ◽  
Ipsito Chakravarty ◽  
Prasenjit Bhattacharjee
Keyword(s):  
Older Adults ◽  
Activities Of Daily Living ◽  
Day Care ◽  
Dance Therapy ◽  
Daily Living ◽  
Older Persons ◽  
Healthy Ageing ◽  
Risk Of Falls ◽  
Day Care Centres ◽  
Therapy Sessions

Abstract Loss of balance and risk of falls is a major problem in older persons. Literature shows increasing use of yoga practices and dance therapy across Indian oldage homes and day care centres to improve balance and reduce risk of falls in older persons. Aim of this study is to evaluate the effects of dance therapy with focus on therapeutic movements derived from Indian classical dances on balance and risk of falls in older adults of Day Care Centres in Calcutta Metropolitan Institute of Gerontology, under Ministry of Social Justice and Empowerment, Govt. of India. Total of 24 older adults across 2 day care centres participated in the study attending dance therapy sessions for 3 months. All of them self reported problems of balance and repeated falls alongwith difficulties in performing Activities of Daily Living. Twenty one of them were females and 3 males. The mean age of the participants was 75.5 years. Limits of Stabililty (LOS) was used to measure balance and pre tests and post tests were performed. Results showed that the Limits of Stability were significantly higher (17.5%) in older persons after participating in the dance therapy sessions. This study supports that dance therapy using movements derived from Indian classical dance forms can support older persons to function with reduced risk of falls, improved balance, safely carry out mobility tasks and perform better Activities of Daily Living . Further studies can show how dance therapy can facilitate healthy ageing and influence State policies on healthy ageing.

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