scholarly journals Thinking with Doors and Perspectives: Reimagining Early Childhood Spaces

2021 ◽  
pp. 79-85
Author(s):  
Sherry Rose ◽  
Kim Stewart ◽  
Candace Gallagher ◽  
Pam Malins
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Educators ◽  
Socially Constructed ◽  
Communal Responsibility

This paper explores, through a posthumanist lens, child care as a communal responsibility, taking into account varied partial perspectives produced through human and more-than-human intra-actions. Multiple narratives illustrate embodied and experienced complexities within child care spaces allowing us to reflect on uncomfortable truths to enact affirmative ethics as a way to transform the ways we care for children, their families, each other, and the spaces of child care. Specifically, we think with actual and virtual doors as producers and enablers to create spaces where early childhood educators might collaboratively interrogate how materiality and socially constructed hierarchies are embedded in the inequities that separate us, inequities further exposed and exacerbated by the COVID-19 pandemic.

scholarly journals Child care and COVID: Precarious communities in distanced times

2020 ◽  
Vol 10 (4) ◽  
pp. 313-326
Author(s):  
Beth Blue Swadener ◽  
Lacey Peters ◽  
Dana Frantz Bentley ◽  
Xiomara Diaz ◽  
Marianne Bloch
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Ethics Of Care ◽  
Early Childhood Educators ◽  
The Other ◽  
Care Work ◽  
Social Citizenship ◽  
The Us ◽  
Emotional Aspects ◽  
The Individual

Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? How are embodied and emotional aspects of care work manifesting in early educator/caregiver lives in the time of the pandemic? Who is caring for the caregivers and what care may be needed? How can we re-imagine the care of ourselves, and in relation to an ethics of care for the other?

Demanding Child Care

2011 ◽  
Author(s):  
Natalie M. Fousekis
Keyword(s):  
Early Childhood ◽  
World War Ii ◽  
Child Care ◽  
Working Class ◽  
Care Program ◽  
The United States ◽  
Early Childhood Educators ◽  
Government Support ◽  
Labor Activists ◽  
The 1960S

At the end of World War II, the federal government announced plans to terminate its public child care programs that had been established during the war for working mothers. In response, women in California protested and lobbied to keep their centers open, even as these programs rapidly vanished in other states. Analyzing the informal networks of cross-class and cross-race reformers, policymakers, and educators, this book traces the rapidly changing alliances among these groups. During the early stages of the childcare movement, feminists, Communists, and labor activists banded together, only to have these alliances dissolve by the 1950s as the movement welcomed new leadership composed of working-class mothers and early childhood educators. In the 1960s, when federal policymakers earmarked child care funds for children of women on welfare and children described as culturally deprived, it expanded child care services available to these groups but eventually eliminated public child care for the working poor. Deftly exploring the structural forces impeding government support for broadly distributed child care as well as the possibilities for partnership and the limitations among key parties such as feminists, Communists, labor activists, working-class mothers, and early childhood educators, the book helps to explain the barriers to a publicly funded comprehensive child care program in the United States.

scholarly journals THE UNION ADVANTAGE IN CHILD CARE: HOW UNIONIZATION CAN HE LP RECRUITMENT AND RETENTION

Just Labour ◽  
1969 ◽  
Author(s):  
Jamie Kass ◽  
Bozica Costigliola
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Child Care ◽  
Positive Influence ◽  
Early Childhood Educators ◽  
Workplace Relationships ◽  
Publicly Funded ◽  
Recruitment And Retention ◽  
Women's Equality ◽  
Quality Programs

MUnions exert a positive influence in child care workplaces and in the sector generally. Unionization is an important strategy for dealing with recruitment and retention, two of the biggest challenges facing the sector in Canada today. Overall, unionized child care workplaces contribute to higher quality programs and attract more experienced and more trained early childhood educators. Unions support a model of professionalism and workplace relationships that is inclusive, democratic and collective. They support professional development, affordable education and regulation of the service and the occupation. They are longstanding advocates for women’s equality, and a publicly funded child care system.

scholarly journals Feasibility of Training Early Childhood Educators in a Community Child Care Setting Using a Caregiver-mediated Intervention for Toddlers with Autism Spectrum Disorder

2017 ◽  
Vol 5 (5) ◽  
pp. 93 ◽  
Author(s):  
Jessica Brian ◽  
Kate Bernardi ◽  
Erin Dowds ◽  
Rachel Easterbrook ◽  
Stacey MacWilliam ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Child Care ◽  
Care Setting ◽  
Autism Spectrum ◽  
Early Childhood Educators ◽  
Spectrum Disorder ◽  
Front Line ◽  
Child Care Setting ◽  
Community Child Care

Parent-mediated intervention programs have demonstrated benefits for toddlers with autism spectrum disorder (ASD). Interest is emerging in other community-level models, such as those that can be integrated into child care settings. These programs have the potential to reach a wide range of high-risk toddlers who spend the majority of their day in child care. The objective of this study was to translate and evaluate the feasibility of the Social ABCs caregiver-mediated intervention program into a community child care setting by training front-line early childhood educators (ECEs). Twenty-two ECEs attended a workshop on early intervention and ASD, and six ECEs and one special needs resource consultant received hands-on intervention training. Nineteen participants completed a workshop quiz, with significant mean improvement of 22.26% from pre- to post-workshop. After 12 weeks of live coaching (4 weeks in one case), participants attained a high level of fidelity in implementing the intervention strategies (> 80%), which was maintained after a 3-month period of non-contact with the training team. Nine of ten specific strategies were mastered after the 12-week training period, with only one technique failing to reach a mean fidelity level of 75%. Findings reveal that the model of training front-line child care staff in a community child care setting is feasible using a relatively short-term training approach.

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers

2009 ◽  
Vol 37 (5) ◽  
pp. 371-379 ◽  
Author(s):  
Caroline Bouchard ◽  
Nathalie Bigras ◽  
Gilles Cantin ◽  
Sylvain Coutu ◽  
Bénédicte Blain-Brière ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Educators ◽  
Child Care Centers ◽  
Language Support ◽  
Support Practices

scholarly journals Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

2021 ◽  
Author(s):  
Melissa Lynn Russell
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Child Care ◽  
Newfoundland And Labrador ◽  
Ethics Of Care ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
Feminist Ethics ◽  
Education And Care

This major research paper presents findings from a qualitative study with eight early childhood educators working in licensed childcare settings in St. John's Newfoundland and Labrador. The study used the political economy of care and feminist ethics of care theory to interpret participants' experiences with and perspectives of the Early Learning and Child Care (ELCC) Supplement in the province of Newfoundland and Labrador. Based on participants' views, this study's primary findings suggest that participants perceived the ELCC Supplement as an incentive or bonus to top off the low wages of an early childhood educator. Second, participants articulated a shared appreciation of some features of the ELCC Supplement. At the same time, they asserted several dislikes. As we dug deeper, participants reported a significant number of abuses in the distribution of the ELCC Supplement. Finally, the participants shared their thoughts on recommendations for changes to be made to the ELCC Supplement. Key words: Early learning and child care supplement, early childhood educator, early childhood education and care, childcare, care, carework, political economy of care, feminist ethics of care

scholarly journals Early childhood educators’ experiences with and perspectives of the Early Learning and Child Care Supplement in the Province of Newfoundland and Labrador

2021 ◽  
Author(s):  
Melissa Lynn Russell
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Child Care ◽  
Newfoundland And Labrador ◽  
Ethics Of Care ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
Feminist Ethics ◽  
Education And Care

This major research paper presents findings from a qualitative study with eight early childhood educators working in licensed childcare settings in St. John's Newfoundland and Labrador. The study used the political economy of care and feminist ethics of care theory to interpret participants' experiences with and perspectives of the Early Learning and Child Care (ELCC) Supplement in the province of Newfoundland and Labrador. Based on participants' views, this study's primary findings suggest that participants perceived the ELCC Supplement as an incentive or bonus to top off the low wages of an early childhood educator. Second, participants articulated a shared appreciation of some features of the ELCC Supplement. At the same time, they asserted several dislikes. As we dug deeper, participants reported a significant number of abuses in the distribution of the ELCC Supplement. Finally, the participants shared their thoughts on recommendations for changes to be made to the ELCC Supplement. Key words: Early learning and child care supplement, early childhood educator, early childhood education and care, childcare, care, carework, political economy of care, feminist ethics of care

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