Orphanages Reconsidered: Child Care Institutions in Progressive Era Baltimore

1995 ◽  
Vol 35 (1) ◽  
pp. 78
Author(s):  
James B. Crooks ◽  
Nurith Zmora
Keyword(s):  
Child Care ◽  
Progressive Era ◽  
Child Care Institutions

Orphanages reconsidered: child care institutions in Progressive Era Baltimore

1994 ◽  
Vol 31 (10) ◽  
pp. 31-5675-31-5675
Keyword(s):  
Child Care ◽  
Progressive Era ◽  
Child Care Institutions

Orphanages Reconsidered: Child Care Institutions in Progressive Era Baltimore.

1995 ◽  
Vol 100 (2) ◽  
pp. 601
Author(s):  
Miriam Z. Langsam ◽  
Nurith Zmora
Keyword(s):  
Child Care ◽  
Progressive Era ◽  
Child Care Institutions

Contesting Orphans

2017 ◽  
Author(s):  
Jessie B. Ramey
Keyword(s):  
Child Care ◽  
Working Class ◽  
Social Control ◽  
Local People ◽  
Community Institutions ◽  
Poor Families ◽  
Contested Terrain ◽  
Poor Children ◽  
Child Care Institutions ◽  
The Way

This concluding chapter demonstrates how James Caldwell's experience highlights the way in which orphanages served as “community institutions,” serving the needs of the local people who used them. But institutional child care was contested terrain. Both the United Presbyterian Orphan's Home (UPOH) and the HCC illustrate how many different stakeholders negotiated the development of child care institutions, each with sometimes competing agendas and expectations. Similarly, the managers displayed motives of social control, wishing to not only assist poor children, but to reform poor families themselves. These managing women were the most powerful stakeholders in the orphanages, but they were never alone; their control of the institutions was mediated by constant interaction with working-class families, reformers, staff, and the broader community.

scholarly journals Values and Values Education in Estonian Preschool Child Care Institutions

2015 ◽  
Vol 17 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Pärje Ülavere ◽  
Marika Veisson
Keyword(s):  
Child Care ◽  
Preschool Child ◽  
Role Models ◽  
Quantitative Data ◽  
Statistical Data ◽  
Values Education ◽  
Statistical Data Analysis ◽  
Teachers And Parents ◽  
Everyday Communication ◽  
Child Care Institutions

Abstract The objective of the study was to provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institutions. A total of 978 respondents from all 15 Estonian counties returned the quantitative questionnaire, including 163 principals, 425 teachers, and 390 parents of preschool child care institutions. The statistical data analysis was applied to process the quantitative data obtained. The values that are more important to be taught to children, according to principals, include sense of humour as well as pride and inventiveness, whereas teachers value patience as a significantly more important value to be taught. Compared to principals, parents consider confidence and commitment more important, while, compared to teachers, parents consider it more important that kindergartens teach the importance of a good education. Values education in child care institutions takes place primarily in adherence to the relevant group’s rules in the course of everyday communication and activities. Personal role models are considered to be very important in values education.

scholarly journals Value Education in Estonian Preschool Child Care Institutions

2017 ◽  
Vol 19 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Pärje Ülavere
Keyword(s):  
Child Care ◽  
Preschool Child ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
National Programme ◽  
Video Observations ◽  
Values Development ◽  
Teachers And Parents ◽  
Child Care Institutions

Abstract For systematic implementation of value education in educational institutions, the national programme ìValues Development in Estonian Society 2009ñ2013î (Ministry of Education and Research, 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as “Values Development in Estonian Society 2015- 2020” (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education.

scholarly journals The Status of Security, Health and Education among Children Living in Child Care Institutions in Delhi

2019 ◽  
Vol 8 (4) ◽  
pp. 11796-11800
Keyword(s):  
Child Care ◽  
Institutional Care ◽  
Care Needs ◽  
Term Care ◽  
Health Security ◽  
Rights Of The Child ◽  
The Status ◽  
Quantity Of Children ◽  
Child Care Institutions

Child population in India is estimated to be 472 million which is 39% of the country’s total population1 . According to United Nation’s Convention on the Rights of the Child (abbreviated as UNCRC) a child is a person who has not attained 18 years of age. A high quantity of children needs care and protection and who are conflict with law2 are placed in institutional care both in long term and short term care depending on the identified need of the child. India’s population of orphaned and destitute children is projected to be 20 million3 . Children who are in institutional care needs proper rehabilitation and integration programme which addresses their needs and challenges they face. As per the standardized norms under Juvenile Justice (Care and Protection) Act 2015; the institutions offers the basic requirement to children such as food, safe shelter, appropriate clothing, medical facility and other suitable aids. The present research study is an attempt to examine the status of health, security and education of children residing in child care institutions in Delhi

scholarly journals Rodziny z bezradnością opiekuńczo-wychowawczą – wsparcie społeczne a procesy wykluczenia i inkluzji w świetle badań nad społecznym konstruowaniem problemu bezradności opiekuńczo-wychowawczej

2014 ◽  
Author(s):  
Iwona Kudlińska
Keyword(s):  
Social Support ◽  
Child Care ◽  
Social Welfare ◽  
Social Exclusion ◽  
Social Research ◽  
Institutional Support ◽  
The Relationship ◽  
Depth Interviews ◽  
Child Care Institutions

The article examined the relationship between social support and parental upbringing inefficiency in the context of social exclusion and inclusion. In the paper, I explained ways of defining and discourses on parental upbringing inefficiency (situation when, for various reasons, parents have difficulties with fulfilling their functions, they are unable or do not want to take care of their children properly as well as when they are unable to cope with behaviour issues concerning their children). Then I described qualities, rules and ways of family and child social support. Furthermore, findings of original social research were presented. In-depth interviews (conducted with workers of social welfare and child care institutions) were analyzed according to crucial analytical categories: institutional actions – forms, rules and effectiveness of institutional support – taken with reference to parental helplessness (towards parents and towards children) and social exclusion.

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