American child care today.

Scarr, Sandra

doi:10.1037/0003-066x.53.2.95

Cited by 113 publications

(120 citation statements)

References 45 publications

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“…In caring occupations, for example, the prevailing ideology is one of 'sacrificial femininity' (Bates, 1991; see also Colley, 2001) linked to affect (the construction, management and display of feelings) and moral rectitude (appearing 'nice', being 'nice', and 'doing good'). In the field of childcare, internationally-used measures of quality are based on assessing the personal attributes of the nursery nurse herself, according to criteria of gentleness, sensitivity, enthusiasm and effort (Scarr, 1998;Tietze et al, 1996). A similar ideology applies in nursing, where caring for patients is also supposed to include caring about them, through warmth, empathy, cheerfulness and involved personal attention (James, 1989, Smith, 1992.…”

Section: Learning As Becoming: the Role Of Vocational Habitusmentioning

confidence: 99%

Learning as becoming in vocational education and training: class, gender and the role of vocational habitus

Colley

James

Tedder

et al. 2003

Journal of Vocational Education and Training

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Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational coursesin childcare, healthcare and engineering -in English further education colleges, within the project Transforming Learning Cultures in Further Education, we argue that learning is a process of becoming. Learning cultures, and the vocational cultures in which they are steeped, transform those who enter them. We develop the concept of 'vocational habitus' to explain a central aspect of students' experience, as they have to orient to a particular set of dispositions -both idealised and realised. Predispositions related to gender, family background and specific locations within the working class are necessary but not sufficient for effective learning. Vocational habitus reinforces and develops these in line with demands of the workplace, although it may reproduce social inequalities at the same time. Vocational habitus involves developing not only a 'sense' of how to be, but also 'sensibility': requisite feelings and morals, and the capacity for emotional labour. Learning as becoming in vocational education and training: class, gender and the role of vocational habitus IntroductionThree decades ago, direct transition from compulsory schooling to work was the norm for many young people in England. Since the collapse of this youth labour market in the late 1970s, school-to-work transitions have become extended (Rikowski, 2001). Almost three-quarters of 16 year-olds now continue to participate in full-time education, and almost half of these pursue vocational education and training (VET) courses in further education (FE) colleges (DfES, 2001). This paper is focused on that provision (although we note here that the majority of FE students are adults). This expansion of the FE sector has produced a highly diversified market in VET, with courses that range from foundation to advanced level, and from general provision relating to broad occupational areas (such as Business Studies or Health and Social Care) to specialised training for particular jobs. This is in addition to youth training based in the workplace with (usually) one day per week off-the-job provision, some of which is also delivered in FE. Much VET was re-developed around the competence-based approach typified by National Vocational Qualifications (NVQs) in the early 1990s, and advocates for this model argued that, as a result, lecturers would have to meet the challenge of a new role: '[they] will need to be more than subject specialists and think more about the process of learning' (Jessup, 1991, p.106).The challenge of understanding better the process of learning in FE is at the heart of our work in the national project Transforming Learning Cultures in Further Education (TLC), within the Economic and Social Research Council's ...

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Section: Learning As Becoming: the Role Of Vocational Habitusmentioning

confidence: 99%

Learning as becoming in vocational education and training: class, gender and the role of vocational habitus

Colley

James

Tedder

et al. 2003

Journal of Vocational Education and Training

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“…교사가 훈육방식을 결정하는 과정에서 교사의 정서적․심 리적 특성 또한 매우 큰 작용을 하는 요소로 지목된다 (Scarr, 1988;Schipper et al, 2003). 기관 내에서 개인이 실제로 자신 이 느낀 정서를 외현적으로 나타낼 때는 적절한 정서적 표현 능력이 필요하다.…”

Section: 이와 같은 선행연구들의 결과는 교사의 훈육방식이 유아의 적 응과 관련이 있을 뿐만 아니라 초기 사회화 과정unclassified

The Effects of Alexithymia, Burnout-, and Adult Attachment on Child Disciplinary Style of Childcare Teachers

Cha¹,

Moon²

2013

Journal of Korean Home Management Association

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Abstract>Thise study is designed to demonstrate the influence of socio-demographic variables(age, education, career history and marital Status), alexithymia, burnout, and adult attachment on child disciplinary styles; childcare teachers in charge of young children were studied. The purpose of the study is to provide information about the desirable disciplinary styles of a childcare teacher in order to strengthen the quality of childcare education. The data collected in this study showed the following results: First, the age, education, career history and marital status of a teacher produced good results statistically irrelevant to the their child disciplinary style. Second, a high level of negative correlation was found among alexithymia, burnout, adult attachment and the child disciplinary style of a childcare teacher. In other words, if a teacher shows a high level of alexithymia, burnout, and adult attachment, it is likely that the teacher's child disciplinary style is coercive and neglect, and the teacher tends to give an illogical explanation. Third, in contrast to the other variables, burnout and adult attachment have a greater effect on child disciplinary style than alexithymia. ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯▲ 주제어(Key Words) : 보육교사(childcare teacher), 감정표현불능증(alexithymia), 소진(burnout), 성인애착(adult attachment), 유아훈육 방식(child disciplinary style)• 본 논문은 석사학위 논문 중 일부임.

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“…Work-related child care also has potential economic benefits for the nation (Wong, 2007). It not only increases the pool of available labour on which the market can draw, but also assists families to earn income, thereby reducing their reliance on welfare (Scarr, 1998). The construct of ECEC as assisting workforce participation, however, is problematic as it tends to put the needs of the employment market above those of children.…”

Section: Social Inclusion As Workforce Participationmentioning

confidence: 99%

“…The role of ECEC in supporting parental workforce participation has long been recognised and is a major reason why governments invest in ECEC provision (Scarr, 1998). Indeed, in the current Australian economic climate, many families with young children require a dual income to survive, necessitating their access to some form of child care.…”

Section: Social Inclusion As Workforce Participationmentioning

confidence: 99%

Constructions of Social Inclusion within Australian Early Childhood Education and Care Policy Documents

Wong

Turner

2014

Contemporary Issues in Early Childhood

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Social inclusion discourses have been powerful in informing early childhood policy contexts, both internationally and in Australia (the context of the current study) for the past decade or so. But little research has examined the productive aspects of social inclusion discourses particularly within early childhood education and care (ECEC) policy documents. This article reports on a content analysis of Australian ECEC policy documents. The analysis revealed that, despite the absence of the specific use of the term ‘social inclusion’ within these documents, multiple constructs of social inclusion were nevertheless evident. These constructs included social inclusion as ‘poverty reduction’, ‘workforce participation’, and ‘normative’ — constructs previously problematised and critiqued in the literature. More optimistically, however, the analysis also revealed constructs of social inclusion as ‘a response to discrimination and inequality and a validation of diversity’ and as ‘participation in democratic decision-making’. We argue that the Australian ECEC policy context largely supports a concept of social inclusion that reflects social justice concerns and positions ECEC as an important contributor to a more socially just society. However, the absence of explicit social inclusion language within ECEC policy documents is a critical gap.

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American child care today.

Cited by 113 publications

References 45 publications

Learning as becoming in vocational education and training: class, gender and the role of vocational habitus

Learning as becoming in vocational education and training: class, gender and the role of vocational habitus

The Effects of Alexithymia, Burnout-, and Adult Attachment on Child Disciplinary Style of Childcare Teachers

Constructions of Social Inclusion within Australian Early Childhood Education and Care Policy Documents

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