6 results on '"Daycare"'
Search Results
2. Creche: Direito da Criança ou da Mãe Trabalhadora?
- Author
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Élida Seguin, Priscila Pimentel, and César Padilha
- Subjects
Public policies ,daycare ,child ́s right ,working mother ́s right ,Law in general. Comparative and uniform law. Jurisprudence ,K1-7720 ,Political science (General) ,JA1-92 - Abstract
In this article the authors discuss several approaches to care with young children, when mothers are away to work. One of the objections is to leave the child in the nursery, which summarizes the performance of the fi rst child fundamental right to education, in the same time it is also a way to keep mothers in the labor market. Dogmatics the right to erect a constitutional level, does not watertight, as the law closed in on itself, but combining with all the other citizen ́s rights, such as the worker right, the woman right, the right to equality and Justice, a legal autopoiesis and synergy.Proper initiation of child to basic education ensures the optimal development of his capabilities, giving you tools to be an active part of the society in which he lives.Th is study aims to articulate some rights that are interconnected with common point as the nursery, children and their parents who, today, is well aware that the futuredepends on continued education, and that education will be better conveyed, as before there is the insertion of the infant in daycare.
- Published
- 2015
3. Are temperament and kindergarten attendance related to social skills in the first years of life?
- Author
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Montenegro, Florencia and Gago Galvagno, Lucas Gustavo
- Subjects
Habilidades sociales ,Daycare ,Temperamento ,Gender ,Jardín material ,Género ,Infancia ,Social skills ,Temperament ,Childhood ,Psicología - Abstract
El objetivo de la siguiente investigación fue evaluar las relaciones entre los estilos temperamentales, la asistencia a jardines maternales y el género con las habilidades sociales en los primeros años de vida. La muestra estuvo conformada por 102 infantes de 18 a 48 meses de edad (M= 30,48 meses; DS= 10,45). Se administró a los cuidadores primarios un cuestionario ad-hoc, la escala de Habilidades Sociales adaptada por Lacunza et al. (2009) y el Cuestionario de Conducta de Niñez Temprana (ECBQ-VSF; Rothbart et al., 2001). Se encontraron asociaciones entre los estilos temperamentales y las habilidades sociales, pero no con respecto a la asistencia a los jardines maternales y el género. Se concluye que las diferencias individuales de los infantes estarían contribuyendo a sus capacidades de interacción, y que sería necesario recabar información referida a la calidad de los jardines maternales para hallar variaciones, ya que en este rango etario las conductas sociales aún son muy variables y volátiles. O objetivo da investigação a seguir foi avaliar as relações entre habilidades sociais, estilos temperamentais e jardins de infância nos primeiros anos de vida. A amostra foi constituída por 102 cuidadores primários de lactentes de 18 a 48 meses de idade (M = 30,48 meses; DP = 10,45). Foi aplicado um questionário ad-hoc, a Social Skills Scale adaptada por Lacunza et al. (2009) e o Questionário de comportamento na primeira infância (ECBQ-VSF; Rothbart et al., 2001). Foram encontradas associações entre estilos temperamentais e habilidades sociais, mas não no que diz respeito à frequência do jardim de infância. Concluise que as diferenças individuais dos bebês estariam contribuindo para a sua maneira de interagir e que seria necessário coletar informações sobre a qualidade dos jardins de infância para encontrar variações, uma vez que nessa faixa etária os comportamentos sociais ainda são altamente variáveis e voláteis. The objective of the following research was to evaluate the relationships between temperamental styles, attendance to daycare and gender with social skills in the first years of life. The sample consisted of 102 infants between 18 and 48 months of age (M= 30.48 months; SD= 10.45). The primary caregivers were administered an ad-hoc questionnaire, the Social Skills scale adapted by Lacunza et al. (2009) and the Early Childhood Behavior Questionnaire (ECBQ-VSF; Rothbart et al., 2001). Associations were found between temperamental styles and social skills, but not with regard to kindergarten attendance and gender. It is concluded that the individual differences of infants would be contributing to their interaction capacities, and that it would be necessary to collect information regarding the quality of kindergartens to find variations, since in this age range social behaviors are still highly variable and volatile. Facultad de Psicología
- Published
- 2020
4. A frequência do temperamento e do jardim de infância está relacionada às habilidades sociais nos primeiros anos de vida?
- Author
-
Montenegro, Florencia and Gago Galvagno, Lucas Gustavo
- Subjects
Habilidades sociales ,Daycare ,Temperamento ,Gender ,Jardín material ,Género ,Infancia ,Social skills ,Temperament ,Childhood ,Psicología - Abstract
El objetivo de la siguiente investigación fue evaluar las relaciones entre los estilos temperamentales, la asistencia a jardines maternales y el género con las habilidades sociales en los primeros años de vida. La muestra estuvo conformada por 102 infantes de 18 a 48 meses de edad (M= 30,48 meses; DS= 10,45). Se administró a los cuidadores primarios un cuestionario ad-hoc, la escala de Habilidades Sociales adaptada por Lacunza et al. (2009) y el Cuestionario de Conducta de Niñez Temprana (ECBQ-VSF; Rothbart et al., 2001). Se encontraron asociaciones entre los estilos temperamentales y las habilidades sociales, pero no con respecto a la asistencia a los jardines maternales y el género. Se concluye que las diferencias individuales de los infantes estarían contribuyendo a sus capacidades de interacción, y que sería necesario recabar información referida a la calidad de los jardines maternales para hallar variaciones, ya que en este rango etario las conductas sociales aún son muy variables y volátiles., O objetivo da investigação a seguir foi avaliar as relações entre habilidades sociais, estilos temperamentais e jardins de infância nos primeiros anos de vida. A amostra foi constituída por 102 cuidadores primários de lactentes de 18 a 48 meses de idade (M = 30,48 meses; DP = 10,45). Foi aplicado um questionário ad-hoc, a Social Skills Scale adaptada por Lacunza et al. (2009) e o Questionário de comportamento na primeira infância (ECBQ-VSF; Rothbart et al., 2001). Foram encontradas associações entre estilos temperamentais e habilidades sociais, mas não no que diz respeito à frequência do jardim de infância. Concluise que as diferenças individuais dos bebês estariam contribuindo para a sua maneira de interagir e que seria necessário coletar informações sobre a qualidade dos jardins de infância para encontrar variações, uma vez que nessa faixa etária os comportamentos sociais ainda são altamente variáveis e voláteis., The objective of the following research was to evaluate the relationships between temperamental styles, attendance to daycare and gender with social skills in the first years of life. The sample consisted of 102 infants between 18 and 48 months of age (M= 30.48 months; SD= 10.45). The primary caregivers were administered an ad-hoc questionnaire, the Social Skills scale adapted by Lacunza et al. (2009) and the Early Childhood Behavior Questionnaire (ECBQ-VSF; Rothbart et al., 2001). Associations were found between temperamental styles and social skills, but not with regard to kindergarten attendance and gender. It is concluded that the individual differences of infants would be contributing to their interaction capacities, and that it would be necessary to collect information regarding the quality of kindergartens to find variations, since in this age range social behaviors are still highly variable and volatile., Facultad de Psicología
- Published
- 2020
5. Centros infantiles públicos y costo-efectivos benefician a niños y madres en un país de bajos ingresos
- Author
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Hojman, Andrés and López Bóo, Florencia
- Subjects
I38 ,I28 ,Latin America ,Daycare ,Maternal labor force participation ,Early Childhood Development ,ddc:330 ,C21 ,Quality ,RCT - Abstract
This paper evaluates the impacts of a public program that introduced access to part-time childcare centers for children younger than four years of age in poor urban areas in Nicaragua. We explore the effects of this program on several measures of children's and parental outcomes. Our identification strategy exploits the original randomization and the distance to the centers, using Instrumental Variables (IV) and Marginal Treatment Effects (MTE) methods to tackle imperfect compliance with the original treatment assignments. We present a theoretical model to rationalize our IV assumptions. We find a positive impact of 0.35 standard deviations on the personal-social domain of a widely used development test, and an impact of 14 percentage points on mothers' work participation. Our results are robust to different econometric specifications. We also find suggestive evidence that quality greatly matters for the impacts at the child level, but not at the mother level.
- Published
- 2019
6. Ecoanálisis como puerta de entrada a la decodificación de lo cotidiano: hacia una educación posible / Ecoanalytic approaches as entry points towards decoding the quotidian: envisioning possibilities in education
- Author
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Chavarría González, María Celina and Orozco Castro, Cynthia
- Subjects
evaluación formativa ,evaluación curricular ,eco-analysis ,formative evaluation ,ecoanálisis ,decoding the quotidian ,curricular evaluation ,educación preescolar ,preschool education ,daycare ,pedagogía crítica ,critical pedagogy ,decodificación de lo cotidiano ,educación inicial - Abstract
Se destacan las ventajas del ecoanálisis como andamiaje para decodificar los valores que inconscientemente plasmamos en las relaciones y ambientes que disponemos para la formación de la niñez en la educación preescolar, potenciando diálogos concretos sobre la dimensión de lo posible. Orientamos esta decodificación hacia el esclarecimiento crítico de realidades encubiertas y el empoderamiento hacia su transformación. El ecoanálisis promueve acercamientos progresivos y compartidos hacia cosmovisiones más acordes con las necesidades de la época actual, potenciando la decodificación de lo cotidiano y transformaciones curriculares desde comunidades de aprendizaje transdisciplinarias. Se hace referencia a tres instancias de investigación-acción donde el ecoanálisis dio como resultado cambios significativos en el quehacer cotidiano y en las actuaciones de la niñez, reforzando un enfoque holista y de derechos. Se esbozan elementos para poner este enfoque en práctica y se hace hincapié en que sólo cuando los valores se plasman en lo cotidiano, en las vivencias del día a día, cuando integran cuerpo-emociones-mente, es que se logran interiorizar. The advantages of eco-analytic approaches to decode values unconsciously embedded in educational relationships and environments for preschool children are described. Possibilities for approaching the quotidian as communities of learners or communities of practice are sketched, as a means of transforming educational and daycare environments and worldviews. Establishing dialogues to decode the quotidian, expounding on the language of possibilities, and promoting progressive and shared approaches to worldviews more coherent with the pressing needs of conscious cultural evolution are stressed. Reference is made to three concrete experiences with this approach.
- Published
- 2011
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