scholarly journals The Experiences And Perceived Differences In Working Conditions Among Early Childhood Educators Who Have Worked In Both For-Profit And Non-Profit Childcare Centres In The Greater Toronto Area

2021 ◽  
Author(s):  
Christine Romain-Tappin
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit ◽  
Greater Toronto Area ◽  
Working Environments ◽  
Education And Care ◽  
Material Conditions ◽  
Two Sectors

This study examined early childhood educators’ perceptions of the differences in working conditions between for-profit and non-profit childcare centres and childcare sectors, in the Greater Toronto Area. Four early childhood educators who have worked in both for-profit and non-profit childcare centres were interviewed. This project was guided by Moss’ theory of democratic political practice with the goals of illuminating why early childhood education and care (ECEC) should be a public system and how researchers can ensure that ECEs’ experiences and voices are highlighted especially in early childhood practices and policies affecting them. Two themes emerged from the interviews. The first theme reveals variation between the material conditions in the participants’ working environments across the two sectors; the second theme exposes non-material factors of working in each sector as an ECE. Interviewed ECEs reported that non-profit childcare centres provide higher quality working conditions than forprofit childcare centres.

scholarly journals The Experiences And Perceived Differences In Working Conditions Among Early Childhood Educators Who Have Worked In Both For-Profit And Non-Profit Childcare Centres In The Greater Toronto Area

2021 ◽  
Author(s):  
Christine Romain-Tappin
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit ◽  
Greater Toronto Area ◽  
Working Environments ◽  
Education And Care ◽  
Material Conditions ◽  
Two Sectors

This study examined early childhood educators’ perceptions of the differences in working conditions between for-profit and non-profit childcare centres and childcare sectors, in the Greater Toronto Area. Four early childhood educators who have worked in both for-profit and non-profit childcare centres were interviewed. This project was guided by Moss’ theory of democratic political practice with the goals of illuminating why early childhood education and care (ECEC) should be a public system and how researchers can ensure that ECEs’ experiences and voices are highlighted especially in early childhood practices and policies affecting them. Two themes emerged from the interviews. The first theme reveals variation between the material conditions in the participants’ working environments across the two sectors; the second theme exposes non-material factors of working in each sector as an ECE. Interviewed ECEs reported that non-profit childcare centres provide higher quality working conditions than forprofit childcare centres.

scholarly journals Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators

2021 ◽  
Author(s):  
May Jolliffe
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Greater Toronto Area ◽  
Education And Care ◽  
Future Work ◽  
Holiday Celebrations ◽  
Depth Interviews

This qualitative study focuses on the celebration of cultural holidays in Early Childhood Education and Care (ECEC) settings. There is little Canadian literature exploring how Early Childhood Educators (ECEs) perceive cultural holidays, social justice, and multiculturalism. In- depth interviews were conducted with five ECEs representing a range of professional experience in the Greater Toronto Area. Thematic analysis of the data yielded three themes: belonging, curriculum approaches, and systemic barriers. Participants identified gaps in training and professional development and made recommendations for future work in this area. There is substantial literature support for the participants’ views on the importance of social justice, the need to support and respect families, and increased knowledge about cultural holidays. The study suggests that ECEs need additional knowledge and resources in order to successfully implement socially just cultural holidays.

scholarly journals Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators

2021 ◽  
Author(s):  
May Jolliffe
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Educators ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Greater Toronto Area ◽  
Education And Care ◽  
Future Work ◽  
Holiday Celebrations ◽  
Depth Interviews

This qualitative study focuses on the celebration of cultural holidays in Early Childhood Education and Care (ECEC) settings. There is little Canadian literature exploring how Early Childhood Educators (ECEs) perceive cultural holidays, social justice, and multiculturalism. In- depth interviews were conducted with five ECEs representing a range of professional experience in the Greater Toronto Area. Thematic analysis of the data yielded three themes: belonging, curriculum approaches, and systemic barriers. Participants identified gaps in training and professional development and made recommendations for future work in this area. There is substantial literature support for the participants’ views on the importance of social justice, the need to support and respect families, and increased knowledge about cultural holidays. The study suggests that ECEs need additional knowledge and resources in order to successfully implement socially just cultural holidays.

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

scholarly journals WIPO Re:Search—A Platform for Product-Centered Cross-Sector Partnerships for the Elimination of Schistosomiasis

2019 ◽  
Vol 4 (1) ◽  
pp. 11 ◽  
Author(s):  
Callie J. Weber ◽  
Joseph Hargan-Calvopiña ◽  
Katy M. Graef ◽  
Cathyryne K. Manner ◽  
Jennifer Dent
Keyword(s):  
Chronic Disease ◽  
Global Health ◽  
Product Development ◽  
Research And Development ◽  
Mass Drug Administration ◽  
Early Stage ◽  
Neglected Diseases ◽  
Non Profit ◽  
For Profit ◽  
Two Sectors

Schistosomiasis is an acute and chronic disease that affects over 200 million people worldwide, and with over 700 million people estimated to be at risk of contracting this disease, it is a pressing issue in global health. However, research and development (R&D) to develop new approaches to preventing, diagnosing, and treating schistosomiasis has been relatively limited. Praziquantel, a drug developed in the 1970s, is the only agent used in schistosomiasis mass drug administration (MDA) campaigns, indicating a critical need for a diversified therapeutic pipeline. Further, gaps in the vaccine and diagnostic pipelines demonstrate a need for early-stage innovation in all areas of schistosomiasis product R&D. As a platform for public-private partnerships (PPPs), the WIPO Re:Search consortium engages the private sector in early-stage R&D for neglected diseases by forging mutually beneficial collaborations and facilitating the sharing of intellectual property (IP) assets between the for-profit and academic/non-profit sectors. The Consortium connects people, resources, and ideas to fill gaps in neglected disease product development pipelines by leveraging the strengths of these two sectors. Using WIPO Re:Search as an example, this article highlights the opportunities for the PPP model to play a key role in the elimination of schistosomiasis.

Organizational Commitment across Three Sectors: Public, Non-profit, and For-profit

2002 ◽  
Vol 31 (2) ◽  
pp. 201-210 ◽  
Author(s):  
Laurel R. Goulet ◽  
Margaret L. Frank
Keyword(s):  
Organizational Commitment ◽  
Public Sector ◽  
Non Profit ◽  
The Public ◽  
For Profit ◽  
Two Sectors

This study examines organizational commitment of workers in three sectors: public, non-profit and for-profit. Previous work in this area has been limited to the study of organizational commitment in one sector, or a comparison between only two sectors. In order to examine organizational commitment across the three sectors, 228 employees in public sector, non-profit sector, and for-profit sector organizations were surveyed. The results indicate that for-profit workers were the most committed to their organizations, followed by non-profit employees. Workers with the lowest levels of organizational commitment were those in the public sector. Explanations for and the significance of these findings are discussed.

scholarly journals Early childhood educators’ solidarity and struggles for recognition

2021 ◽  
pp. 183693912110501
Author(s):  
Gloria Quinones ◽  
Melissa Barnes ◽  
Emily Berger
Keyword(s):  
Early Childhood ◽  
Well Being ◽  
Analytical Framework ◽  
Early Childhood Educators ◽  
Personal Experiences ◽  
Education And Care ◽  
Societal Level ◽  
Emotional Demands ◽  
Struggle For Recognition ◽  
Depth Interviews

Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth’s (1995) as an analytical framework. The findings show ECEC educators’ struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.

scholarly journals Professionalism from the standpoint of early childhood educators

2021 ◽  
Author(s):  
Shani Halfon
Keyword(s):  
Early Childhood ◽  
Qualitative Interviews ◽  
Early Childhood Educators ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Everyday Work ◽  
New Knowledge ◽  
Material Conditions ◽  
The Relationship

In this research project, findings from qualitative interviews with four early childhood educators (ECEs) in Toronto, Ontario are presented. Using Feminist standpoint theory and methodology as a guiding theoretical framework and research paradigm, the purpose of this research was to examine professionalism from the particular standpoint of ECEs. The findings presented in this paper indicate that feminist standpoint theory and methodology offer the means for revealing what ECEs think and want as professionals, and can be used as a theoretical tool to analyze the relationship between the experienced, material realm and the conceptual, discursive realm of ECE professionalism. A thematic analysis of the collected data identified two themes. The first theme illuminates the lived realities of ECE work, and highlights how ECEs' experiences of professionalism are shaped by their material conditions. These lived realities however, are to a certain extent at odds with the meanings that the ECEs in this project ascribe to professionalism in the second theme, which appear to be shaped by dominant discourses about professionalism. The discussion of the findings focuses on the process of building new knowledge that accounts for these contradictions and aims to address the divide between the conceptual realm of professionalism with the material, experienced realm of ECEs' everyday work.

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