Innovation and humanization in child care: professionals from Ceará who make the difference

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Benefits for Child Care Workers: How the State Could Help through a Medicaid Waiver

Child care is expensive, and many parents struggle to afford care; furthermore, even though child care costs are high, child care providers in the United States (US) are not making a living wage. Child care professionals (ages 0-5 in child care homes or centers) earn less income than Kindergarten teachers, pre-K teachers, non-farm animal caretakers, and the US estimate of all workers’ annual median salary (Bureau of Labor Statistics, 2020a, 2020b). Workers in comparable professions are also usually offered benefits for their labor, which child care professionals are not (Kwon, 2019; National Survey of Early Care and Education Project Team, 2020; Otten et al., 2019; Whitebook, McLean, Austin, & Edwards, 2018). This often necessitates use of public assistance. Because many child care workers are not provided access to health insurance or other health-related benefits through their employers, they must seek access to health care in other ways. Additionally, turnover rates among child care workers are high, and wages and benefits are a large part of the reason why child care professionals leave their jobs (McDougald Scott, 2021a). This policy analysis (a) reviewed the current struggle (as of May 2021) that child care workers in the United States (in general) and South Carolina (in particular) experience compared with employees in other fields; and (b) explore options (particularly a Medicaid waiver option) that might improve the situation. South Carolina (SC) is one of the 13 states that have not expanded Medicaid; most of the 13 states are in Southern United States (US) region, which makes an extrapolation of SC research reasonable. Lessons learned from SC childcare data should reflect closely what may be found in other non-expansion states, but research from the literature review will not be SC-specific. Relevant peer-reviewed, government documents, state and national data, and grey literature were reviewed and analyzed. There have been ongoing efforts (although insufficient even in more successful efforts) with mixed results to improve the pay for child care workers for decades. Progress for earning a living wage will require a systems overhaul for early education, but child care providers cannot wait for workforce environmental improvements. Action must be taken now to augment the shortage of healthcare access for child care providers. In SC, Medicaid helps some child care workers receive access to health care, but expansion through Medicaid waiver 1115 would include many more child care workers who do not currently have access.

The Church of England Advisory Council of Empire Settlement and Post-War Child Migration to Australia

Between 1947 and 1965, 408 British children were sent to Australia under the auspices of the Church of England Advisory Council of Empire Settlement and its successor bodies. Situating this work in wider policy contexts, this article examines how the council involved itself in this work with support from some senior clergy and laity despite being poorly resourced to do so. Noting the council's failure to maintain standards expected of this work by the Home Office and child-care professionals, the article considers factors underlying this which both reflected wider tensions over child migration in the post-war period as well as those specific to the council.

Examining Professionals’ Critical Thinking about Children Who Pose a Serious Threat to Others

Concerns have been raised about the quality of child-care professionals’ critical thinking and analytical skills. This study examines the critical thinking demonstrated by professionals when discussing risk in relation to vulnerable children. Data were collected from thirty consultation meetings, each of which focused on assessing the risks of a child who presented a serious threat of harm to others. Discourse analysis is used to examine the way in which critical thinking about risk is discussed at the consultation meetings. The findings suggest that critical thinking is demonstrated by professionals in ways that differentiate between potential harm and actual harm, and in relation to harm children pose to themselves and to other people. Also, the willingness of professionals to ask relevant questions and challenge each other is an important way of prompting individuals to demonstrate critical thinking. However, professionals tend to demonstrate a relatively narrow conceptualisation of critical thinking. This narrow conceptualisation cannot be reduced solely to the abilities or traits of an individual or professional group and it is argued that the bureaucratic and procedural demands of organisations in relation to vulnerable children may be an important factor in limiting the way professionals demonstrate critical thinking.

Basic Life Skills Required by Girl-Children to Overcome Adversities of Polygamy in Etsako Nigeria

<p><em>Polygamous adversity combined with factors like gender discrimination and early marriages results to lowered female literacy and quality of life. This phenomenon extensively impacts the population and societies throughout Etsako west Nigeria. Intent of this study was to explore skills that enabled girl-children overcome polygamous adversities and succeed to acquire higher education. Semi-structured interviews with 15 women of polygamous backgrounds who succeeded to acquire high education yielded research data. Data analysis revealed 3 critical skills that participants used to overcome polygamous adversity including: (a) Survival, (b) Resilience, and (c) Coping. These skills may become the basis for future interventions and support programs<strong>. </strong>Child care professionals, counselors, Organizational leaders, educational authorities, family and community heads can use findings for comprehensive framework in trainings and support programs. The training and support programs may help girl children who are currently experiencing polygamous challenges succeed against adversities and acquire high education.</em><strong><em></em></strong></p>

Developing a Pedagogical Framework for Simulated Practice Learning

While simulated learning becomes an attractive learning method for learners and educators, it is the pedagogical framework behind the technology design that makes the learning efficient. Thus the context and the subject domain, along with learning theories largely influence its impact. Working with vulnerable people becomes part of many jobs specifics. Therefore, the main goal of the chapter is to present the pedagogical framework for simulated practice learning for social workers who interact with vulnerable people. It takes into consideration both the theories of learning and the features of games-based learning. It also outlines the relations between the broader social context, the particular educational setting and the learner, the trainer and the vulnerable person. The focus of the presented simulated learning is on teacher training for child-care professionals who work with 3- 7 years old children. The Pedagogical Framework is developed under the Simulated Practice for Skills Development in Social Services and Healthcare - Digital Bridges (2014-1-UK01-KA200-001805).

Environmental and Social Factors in Preventing, Assessing, and Treating Problem Behavior in Young Children

Problem behavior (e.g., noncompliance, hitting) is common among young children but, depending on the child’s environment, potentially can lead to future social, emotional, and academic problems. Research in applied behavior analysis has identified many contextual variables that support appropriate behavior and provides clear suggestions for preventing frequent and persistent problem behavior. Although many empirically supported recommendations derive from the current research base, future research needs to fine-tune some of the strategies, and policy support is required to put those recommendations in place. Specific recommendations support parents and early child care professionals/teachers in preventing, assessing, and treating problem behavior in young children.

Child sexual exploitation

Purpose The purpose of this paper is to offer an overview of the research to date, including how some findings have informed practice within child care organisations in England and Wales. The challenges of applying this research are considered, along with some of its key limitations. Avenues for future research are proposed, but understanding will only progress further if research is underpinned by appropriate theory. This paper suggests promising theory that could be applied to CSE. There is also a need to consider CSE risk more holistically and not just in relation to the presence or absence of discrete vulnerability factors. Design/methodology/approach This is a brief overview of the literature to date, with a focus on how it has been applied by child care professionals. Findings Discusses how some findings have informed practice within child care organisations in England and Wales. Originality/value This is a viewpoint piece.