19 results on '"long day"'
Search Results
2. Characteristics of educators’ talk about decontextualised events
- Author
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Rebecca Andrews and Penny Van Bergen
- Subjects
Publishing ,business.industry ,Project commissioning ,Developmental and Educational Psychology ,Predictor variables ,Early childhood ,Psychology ,business ,Long day ,Education ,Developmental psychology - Abstract
This study investigated the characteristics of educators’ talk about decontextualised events with young children in seven early childhood long day care centres in Sydney, Australia. Educators were partnered with up to six children aged between 27 and 60 months. Across two time points, 85 educator–child dyads discussed past and future events. Educators’ use of questions, contextual statements, evaluations and prompts and children’s use of questions, open-ended responses, yes-no responses and spontaneous information statements were examined. Educators’ evaluative statements were highly correlated and educators’ questions were moderately correlated with children’s open-ended responses in past event conversations. Educators’ evaluative statements were highly correlated with children’s open-ended responses in future event conversations and were the only significant predictor for children’s talk. Given the important role of educators in scaffolding children’s thinking and communication skills, the recommended strategies for educators’ talk in decontextualised conversations include: sharing the conversational load, making frequent contextual statements and following the child’s lead/interests.
- Published
- 2020
- Full Text
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3. Collaborative drawing: A creative tool for examination of infant–toddler pedagogical practices
- Author
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Avis Ridgway, Gloria Quiñones, and Liang Li
- Subjects
Cooperative learning ,Early childhood education ,Concept map ,media_common.quotation_subject ,05 social sciences ,050301 education ,Long day ,Creativity ,Education ,Educational research ,Pedagogy ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Infants toddlers ,Critical reflection ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Evidence was gathered from an Australian long day care project ‘Educators of babies and toddlers; developing a culture of critical reflection’. A cultural–historical theoretical approach was sensitively interwoven with visual methodology. The innovative combination of visual methodology and cultural–historical theory involved the creation of three Collaborative Forums. The Collaborative Forums aimed for participants to collectively unravel their pedagogical knowledge. The visual methodology involved research tools such as video observations, images, collaborative drawings and group interview transcripts. The research tools of mapping promises and collaborative drawing provided opportunity to imagine and map educators’ pedagogical practices. The act of collaborative drawing was an improvised and imagined activity that strengthened understanding of the multiplicity of educators’ promises. The collaborative drawing elicited discussion that created an expansive collective agenda. Collaborative drawing offered an innovative research tool with ongoing capacity to generate expertise for imagining ideal practices for infant–toddler research. The findings suggest that collaborative drawing with educators is a creative and imaginative tool for expanding the infant–toddler research agenda.
- Published
- 2019
- Full Text
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4. How ‘shared’ is shared reading: Book-focused infant–educator interactions in long day-care centres
- Author
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Jane Torr
- Subjects
Shared reading ,Picture books ,Context effect ,media_common.quotation_subject ,05 social sciences ,050301 education ,Language acquisition ,Long day ,Literacy ,Vocabulary development ,Education ,Literacy development ,Pedagogy ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Children's language experiences in the first two years of life are inextricably connected with their current and future language and literacy development. Research has shown that mother–child shared reading of picture books is a practice that can promote this development. Little is known, however, about the shared reading experiences of infants attending early childhood education and care centres. This naturalistic study analysed the reading experiences of 10 infants observed during a three-hour period as they and their educators went about their typical activities in their early childhood education and care centres. Drawing on Halliday's systemic functional linguistic theory, which proposes a non-arbitrary relationship between language use and features of the material setting, this study analysed two aspects of the infants' shared reading experiences: the tenor (roles and relationships) realised in the educators' use of speech function, and the field (the topic or subject matter) realised in the vocabulary used. The manner in which these contextual variables are realised in the adult–child talk during shared reading affects the pedagogical potential of this practice. The findings reveal that the infants had little opportunity to initiate or participate in book-focused interactions with their educators, with implications for their language and literacy learning opportunities.
- Published
- 2018
- Full Text
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5. What Keeps Early Childhood Teachers Working in Long Day Care?
- Author
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Ann Farrell, Susan Irvine, and Sharon McKinlay
- Subjects
Early childhood education ,education ,05 social sciences ,050301 education ,Long day ,Education ,Nursing ,Political science ,Case study research ,Workforce ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Early childhood teacher ,Early childhood ,0503 education ,Social constructivism ,050104 developmental & child psychology - Abstract
RETAINING EARLY CHILDHOOD TEACHERS in long day care (LDC) is a pressing challenge for Australia's reform agenda in early childhood education and care (ECEC). Case study research with five early childhood teachers in LDC revealed individual and contextual factors that enabled and challenged the teachers to stay in LDC. Drawing on social constructivist approaches, the research contributes empirically based insights that support the recruitment and retention of early childhood teachers in LDC.
- Published
- 2018
- Full Text
- View/download PDF
6. Book sharing with young children: A study of book sharing in four Australian long day care centres
- Author
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Caroline Barratt-Pugh and Helen Adam
- Subjects
Early childhood education ,education ,05 social sciences ,050301 education ,Gender studies ,Long day ,humanities ,Education ,Book reading ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Book sharing ,050104 developmental & child psychology - Abstract
Research has consistently established the positive impact of sharing books with young children. Evidence suggests several important factors when evaluating book sharing with young children, including the quality of educator practice = and the nature of groupings, as well as the frequency and duration of book sharing sessions and access to books. Other evidence suggests book sharing may be particularly important for children from low ses backgrounds attending early learning settings. This paper reports on a larger study which investigated the factors and relationships influencing the use of children’s literature to support principles of diversity in kindergarten rooms of long day care centres. A mixed methods approach was adopted and a convergent design was employed to synthesise the qualitative and quantitative data and interpret significant relationships and their meanings. The quality of educator practice was measured through the Systematic Assessment of Book Reading (SABR) and Children’s engagement in book sharing was assessed using the Children’s Orientation to Book Reading Rating Scale. Detailed analysis of 148 video recorded book sharing sessions produced statistical representations of the frequency and duration of book sharing across the contexts and the nature of involvement of the children in the study. Twenty four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. The results showed that while the children in this study had a range of book sharing experiences, few of these were frequent or of high quality. Of great concern is the finding that the children in this study most likely to be considered at risk of educational disadvantage were those with the least exposure to book sharing in general, and, even less so, to high quality book sharing, raising concerns about equitable outcomes for them.
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- 2020
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7. Hearing parents' and carers' voices: Experiences of accessing quality long day care in northern regional Australia
- Author
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Beth Tinning and Nonie Harris
- Subjects
Child care ,business.industry ,Project commissioning ,Educational quality ,Public relations ,Long day ,Education ,Publishing ,Developmental learning ,Developmental and Educational Psychology ,Geographic regions ,Mainstream ,Sociology ,business - Abstract
THIS ARTICLE EXPLORES PARENTS’ and carers' experiences of accessing quality long day care in northern regional Australia. The data was gathered in 2009, after the collapse of ABC Developmental Learning Centres (herein referred to as ABC Learning) and before the implementation of the National Quality Framework, and provides a snapshot of respondents' experiences at this key moment of transition in the long day care landscape. In communities often characterised by distance from friends and family, fluctuating economic growth and limited services for those outside the mainstream community, the experience of many parents and carers was of a childcare landscape that was unresponsive to their unique needs. More broadly, this research provides policy-makers with insight into the material implications of a childcare policy environment that encouraged over-reliance on the ‘market’ to provide accessible, quality long day care services.
- Published
- 2012
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8. ‘I Want to Play When I Go to School’: Children's Views on the Transition to School from Kindergarten
- Author
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Moska Mirkhil
- Subjects
Research literature ,business.industry ,Project commissioning ,Transition (fiction) ,education ,Long day ,Education ,Developmental psychology ,Publishing ,Formal schooling ,Pedagogy ,Developmental and Educational Psychology ,Milestone (project management) ,business ,Psychology ,Very Happy - Abstract
THE BEGINNING OF A CHILD'S JOURNAL to formal schooling is a significant milestone in the early years of a child's life. Research literature has identified that the manner in which a child experiences the transition to school has significant implications for their future social and academic success at school. This article presents some of the findings from a recent study that examined the multidimensional nature of children's transition to school. The study specifically explored six children's views about their transition to school. The study was carried out across three long day care centres in inner suburban Melbourne that provided a kindergarten program for children a year before commencing formal schooling. The study indicated that children were very happy about starting primary school and children's understanding of school encompassed the social and physical changes to which they will need to adapt when commencing school. The study further suggested that children did not take into consideration the academic aspect of school but just wanted to have fun at school.
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- 2010
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9. The Regulatory Environment in Long Day Care: A ‘double-edged sword’ for early childhood professional practice
- Author
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Jennifer Sumsion, Joy Goodfellow, and Marianne Fenech
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Child care ,Engineering ,business.industry ,Project commissioning ,education ,Professional practice ,Public relations ,Long day ,Focus group ,Education ,Accountability ,Developmental and Educational Psychology ,Early childhood ,SWORD ,business ,health care economics and organizations - Abstract
While early childhood professionals in NSW are accountable to a substantial collection of regulatory requirements, little research has explored the outcomes of this regulatory environment, both intended and otherwise. This paper presents findings from a NSW study and shows how early childhood professionals working in long day care centres perceive the regulatory environment to impact on their professional practice. Specific attention is given to the impact of the national Quality Improvement and Accreditation System and the NSW Children's Services Regulation. The notion of the regulatory environment as a ‘double-edged sword’ emerges as a useful conceptual metaphor to understand how early childhood professionals perceive these regulatory frameworks to impact on their practice. Findings show that the benefits afforded by accreditation and the Regulation are offset by unfulfilled intentions and unintended outcomes.
- Published
- 2006
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10. Staff Shortages in Children's Services: Challenging taken-for-granted discourses
- Author
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Jennifer Sumsion
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Child care ,Publishing ,business.industry ,Project commissioning ,Discourse analysis ,Professional development ,Developmental and Educational Psychology ,Economic shortage ,Sociology ,Public relations ,business ,Long day ,Education - Abstract
This article is concerned with the continuing staff shortages in Australian long day care services. To expand possibilities for addressing this ongoing problem, the article advocates the use of discourse as a theoretical and practical tool for reframing discussions about staff shortages. Drawing on discourses of crisis and professionalism as examples, it suggests refocusing conversations and action around discourses of opportunity and critical professionalism, rather than the gendered professionalism traditionally associated with children's services.
- Published
- 2005
- Full Text
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11. The Performance of Long Day Care Centres in Rural and Remote Areas
- Author
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John P Breen and Sue. Bergin-Seers
- Subjects
Child care ,Economic growth ,Government ,05 social sciences ,Developmental and Educational Psychology ,050301 education ,0501 psychology and cognitive sciences ,Business ,Long day ,0503 education ,050104 developmental & child psychology ,Education - Abstract
In the past decade growing numbers of privately operated child care centres have been established as a result of encouragement by government. Although extensive study about centre management and leadership issues has been undertaken there exists a gap in research about the performance of centres from a viability perspective.Therefore, this paper extends knowledge and understanding about successful centre operation and considers the obstacles that hinder performance. A theoretical business performance framework is utilised to discuss the findings from a research project conducted Australia-wide. The study serves to clarify relevant issues in an effort to inform centre managers and policy- makers about what is needed to support the development of viable child care services.
- Published
- 2002
- Full Text
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12. The Demise of Community-Owned Long Day Care Centres and the Rise of the Mythical Consumer
- Author
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Frances Press
- Subjects
Economic growth ,business.industry ,05 social sciences ,Public sector ,050301 education ,Public policy ,Demise ,Long day ,Education ,Political economy ,Developmental and Educational Psychology ,Economics ,0501 psychology and cognitive sciences ,business ,0503 education ,050104 developmental & child psychology - Abstract
This paper discusses the demise of the Australian community-owned long day care sector. In so doing it also examines the way in which the language of government policy has established a framework for children's services that works against the survival of these nonprofit services. The paper asks the reader to consider the need to focus the debate back on policy outcomes for children.
- Published
- 1999
- Full Text
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13. Work Rewards, Job Satisfaction and Accreditation in Long Day Care
- Author
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M. F. Lyons
- Subjects
Quality management ,media_common.quotation_subject ,05 social sciences ,050301 education ,Day care ,Long day ,Quality of working life ,Education ,Work (electrical) ,Nursing ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Quality (business) ,Job satisfaction ,Psychology ,0503 education ,050104 developmental & child psychology ,Accreditation ,media_common - Abstract
The Quality Improvement and Accreditation System (QIAS) is designed to create benchmarks for quality long day care (LDC). As accreditation does not influence employment conditions, high staff turnover and departures from the industry of qualified and experienced workers is the result. High staff turnover and industry attrition of workers can be abated if both the determining and contributing factors of quality care are simultaneously addressed. Failure to examine and improve the extrinsic rewards of work in LDC will dilute the child-centred outcomes of accreditation as well as the occupational commitment of child care workers.
- Published
- 1997
- Full Text
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14. Evaluating the Evaluation of Child Care Accreditation
- Author
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Sally Murray
- Subjects
Early childhood education ,Child care ,Government ,Quality management ,05 social sciences ,050401 social sciences methods ,Long day ,Education ,0504 sociology ,Nursing ,Political science ,0502 economics and business ,Pedagogy ,Evaluation methods ,Developmental and Educational Psychology ,050203 business & management ,Accreditation - Abstract
In June 1995 the Federal Government received the evaluation report on the national accreditation and quality improvement system for long day child care centres (Coopers & Lybrand Consultants 1995). The evaluation had been commissioned to investigate four issues: the quality improvements resulting from accreditation; the financial costs to centres of accreditation; the adequacy of resources provided to assist centres with accreditation; and any problems centres had encountered with the system. This paper focuses on the evaluation's findings with respect to the first term of reference, the exact wording of which was ‘to measure improvements in the quality of care attributable to the system’.
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- 1996
- Full Text
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15. Work Conditions in Long Day Care in the Era of Accreditation
- Author
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Eva L. Jackson
- Subjects
Early childhood education ,Medical education ,Process (engineering) ,education ,Long day ,Work environment ,Education ,Work (electrical) ,Pedagogy ,Developmental and Educational Psychology ,Time management ,Psychology ,health care economics and organizations ,Accreditation - Abstract
Workers in selected long day care centres in Sydney, Australia were surveyed on issues such as time allocated for written work, adequate staff-child ratio, inservice training, the process of accreditation, award wages and conditions, and attitudes to long day care. The aim of the survey was to find out if child care work conditions had changed with the implementation of accreditation. The results indicated that most of the respondents agreed that accreditation ensures high quality care but they found the process difficult, mainly due to lack of time. Work conditions over all had not changed as almost half of the respondents do not have allocated time for written work; half of the respondents did not agree with the staff-child ratio and three-quarters were not satisfied with their awards and wanted higher wages.
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- 1996
- Full Text
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16. Accreditation and Quality Care for Children with Special Needs
- Author
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Margaret Sims
- Subjects
Early childhood education ,Medical education ,Process (engineering) ,Quality of service ,05 social sciences ,050301 education ,Quality care ,Special needs ,Long day ,Special education ,Education ,Pedagogy ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Business ,0503 education ,050104 developmental & child psychology ,Accreditation - Abstract
Children with special needs are increasingly attending long day care services in Australia. Currently these services are using an accreditation process designed to improve the quality of service delivery to all children and families. Accreditation consists of a set of 52 principles addressing interactions; programming; nutrition, health and safety practices; and centre management and staff development. This paper examines the factors which contribute to quality child care for children with special needs, and relates these factors to principles in the accreditation document. It is argued that while the child care industry has a wonderful opportunity to demonstrate high quality care for children with special needs, the overall impact of the document serves to reinforce existing stereotypes which place children with special needs on the periphery of community and neighbourhood services.
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- 1995
- Full Text
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17. Perpetuating the Spirit of Charitable Bequests for Children Through the Assistance of the Courts
- Author
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John S. Bradway
- Subjects
History ,Sociology and Political Science ,Casual ,media_common.quotation_subject ,General Social Sciences ,Settlor ,Long day ,Observer (physics) ,Wonder ,Magical power ,Law ,Religious studies ,Duty ,Courage ,media_common - Abstract
FOREVER is a long day. A man who makes provision forever has great courage. Men, who, by their wills, leave money for charitable purposes, come within this group. The casual observer is inclined to wonder by what magical power these testators can read the future so that they feel justified in making certain bequests which we hear of from time to time. For instance, one testator left money for a military band to be called by his name. The duty laid upon this band was to march to the decedent's grave on each anniversary of his death, on public holidays and on other proper occasions and there to play appropriate music. (Detweiler v. Hartmen, 37 N. J. Eq. 347.) There is something pathetic in the thought of that band marching to the grave three or four times a year for the first thousand years. The enormity of having the money devoted to this purpose at the end of a million years becomes apparent when we realize that the testator wanted the proceedings to go on for
- Published
- 1925
- Full Text
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18. Joshua's Long Day
- Author
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C. Stanley Thoburn
- Subjects
History ,Religious studies ,Ancient history ,Long day - Published
- 1936
- Full Text
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19. Book Review: Encountering Myself By <scp>Harry James Cargas</scp> SPCK 1978 viii + 127pp. £2.95;Short Prayers for the Long Day Compiled by <scp>Giles</scp> and <scp>Melville Harcourt</scp> Collins 1978 142 pp. £1.50; Finding Prayer By <scp>J.H. Churchill</scp> SCM Press 1978 119 pp. £1.60
- Author
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Sydney Evans
- Subjects
Philosophy ,media_common.quotation_subject ,Religious studies ,Environmental ethics ,Theology ,Long day ,Prayer ,media_common - Published
- 1979
- Full Text
- View/download PDF
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