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Background: Raising a child with a disability can place significant strain on the mental wellbeing of parents and carers. This study developed a mental wellbeing resource specifically for parents and carers of children and adolescents with a disability. Methods: Interviews with 20 parents and carers and 13 health and disability service professionals were conducted to determine resource content and format. Results: Key information areas for the resource were information about parent/carer wellbeing; understanding the barriers to wellbeing, including lack of support, being unable to ask for help, being isolated from the community, and having insufficient time or income to spend on self; suggestions on how to organise respite; and opportunities for increasing wellbeing. Conclusions: Given parental mental health is key to the quality of life of the child and family, it is recommended that the resource is distributed to parents and professionals, and adapted for different cultural and linguistic backgrounds.

Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned.

This paper presents baseline data from Thrive, a capacity-building program for family day care educators. Educators completed a self-report survey assessing knowledge and confidence in promoting children's social and emotional wellbeing. An in-home observation was used to assess care quality. Twenty-four educators responded to the survey (40 per cent response rate). They had an average of nine years' experience and 82 per cent held childcare qualifications. Educators reported knowledge of, on average, three early signs of social and emotional problems in children, three risk factors and two protective factors. Using a scale from 0-10, mean educator confidence levels ranged from an average of 6.69 to 7.25. Quality of care ratings were moderate. Although educators had a good understanding of children's social and emotional wellbeing, the study identified opportunities for significant changes in the quality of the educators' interactions with children in their care and their professional development

Despite emerging evidence of the contributors to high-quality family day care, a comprehensive comparison of international family day care systems has not been undertaken. The aim of this paper is to compare regulated family day care (FDC) in Australia, Canada, England and Wales, Germany, Ireland, Japan, Norway, New Zealand, Sweden, and the USA, using standard information about FDC usage and each country's structural characteristics, regulatory approach, quality assurance indicators, supervision and support, and sector challenges. A template was developed by representatives of the International Family Day Care Organisation, including academics, FDC providers, and FDC educators and management staff. The paper demonstrates that, although the existing body of published research is sufficient to provide clear guidance for developing and maintaining quality FDC, this knowledge is not always being applied in current practices. Three practices, each pertaining to several countries, are of concern: (a) minimal requirements for being a regulated FDC provider, (b) minimal quality assurance guidelines, and (c) minimal provider supports. There is great potential to learn from countries that have a high level of success in providing high-quality FDC and strong support for providers and families. (Contains 6 tables.)

The Productivity Commission (PC) has a mandate to provide independent advice to government that promotes community wellbeing. Whilst it plays a significant role in social and economic reform, the underlying institutional values and norms of the PC that shape its advice have not been examined. This paper examines policy problematisations (Bacchi 2009, 2012) across two PC 'inquiries' into childcare (2011, 2015) between Labor and Coalition governments, and the advice provided by the PC. In doing so, this research demonstrates that PC recommendations are imbued with economic values that are highly institutionalised. These values give preference to targeted social welfare and traditional gender norms, despite current evidence suggesting alternative approaches would have better social and long-term economic outcomes. Our findings raise questions over the conflict between the traditional economic values of the PC and providing social policy advice that reflects best practice, indicating that further investigation into the PC is urgently needed. [ABSTRACT FROM AUTHOR]

Using discursive policy analysis, we analyse recent Australian childcare policy reform. By examining the policy framings of two successive governments and a childcare union, we demonstrate how the value of care work was strategically positioned by each of the three actors, constructing differing problems with different policy solutions. We argue that women's care work was recognised by one government as valuable and professional when it aligned with an educational investment framing of enhanced productivity. This framing was capitalised upon by a union campaign for 'professional' wages, resulting in a government childcare worker wage subsidy. However, prior to implementation, a change of government re-framed the problem. The new government cast mandatory quality standards as placing unnecessary financial pressure on families and business. Within this frame, the remedy was to instead subsidise employer staff-development costs without increasing workers' wages. [ABSTRACT FROM AUTHOR]