Constructing the Child: A History of Canadian Day Care

Richardson, Theresa; Varga, Donna

doi:10.2307/369681

Cited by 2 publications

(3 citation statements)

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“…The focus of ECE centres during the latter part of the 19 th century was to reach children who had been orphaned, children with single mothers and families struggling financially (Howe & Prochner, 2000). Important to note here is that while early childcare organizations professed to welcome all in need, in reality only a certain type of woman would qualify to have their child admitted (Varga, 1997). For example, children from unwed mothers were only accepted on a case-by-case basis and children from women with more than one child conceived outside of marriage were never accepted (Varga, 1997).…”

Section: Historical Background and Contextmentioning

confidence: 99%

“…Important to note here is that while early childcare organizations professed to welcome all in need, in reality only a certain type of woman would qualify to have their child admitted (Varga, 1997). For example, children from unwed mothers were only accepted on a case-by-case basis and children from women with more than one child conceived outside of marriage were never accepted (Varga, 1997).…”

Section: Historical Background and Contextmentioning

confidence: 99%

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Early Childhood Educators who are Men: Their Perceptions and Discourses on Their Lived Work Experiences

McIntyre

2024

Preprint

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<p>The Early Childhood Education (ECE) field has traditionally been considered a single-sex occupation, identified as a field that is inherent to the female gender. This study sought to understand how Canadian ECEs who are men (cisgender and transgender) and non-binary believe they are being perceived in the profession. Attitudes and stigmas that this group identify as barriers in the classroom as well as the role that their gender may have on their careers were explored. Using a phenomenological design model, data were gathered through individual one-on-one semi-structured interviews. From these interviews, five main themes emerged: feelings of isolation; the reinforcement of gender norms in the workplace, barriers to inclusion; stigmatization associated with working in a gendered profession; and the pressure felt as a man to be the principal wage earner. This paper concludes with a discussion of the implications of the findings for the field and areas for further study.</p>

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Section: Historical Background and Contextmentioning

confidence: 99%

Section: Historical Background and Contextmentioning

confidence: 99%

Early Childhood Educators who are Men: Their Perceptions and Discourses on Their Lived Work Experiences

McIntyre

2024

Preprint

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“…This transformation of child study toward the scientific model was, until the Second World War, primarily a North American endeavor. It was undertaken in Canada and the U.S. through the efforts of a multitude of persons and agencies, most of them funded by the Laura Spellman Rockefeller Foundation (Richards, 1989;Varga, 1997). In Europe, ideas about childhood and the best means to understand and supervise development were also influenced by the scientific approach, but that history is entangled with psychoanalytic perspectives (Unwin & Sharland, 1992).…”

Section: Arnold Gesell's Colonized Childmentioning

confidence: 99%

Look–normal: The colonized child of developmental science.

Varga¹

2011

History of Psychology

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This article provides an analysis of the techniques, methods, materials, and discourses of child study observation to illuminate its role in the sociohistorical colonization of childhood. Through analysis of key texts it explains how early 20th-century child study provided for the transcendence of historical, racial, and social contexts for understanding human development. The colonizing project of child study promoted the advancement of Eurocentric culture through a generic "White" development. What a child is and can be, and the meaning of childhood has been disembodied through observation, record keeping, and analytical processes in which time and space are abstracted from behavior, and development symbolized as a universal ideal.

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Constructing the Child: A History of Canadian Day Care

Cited by 2 publications

References 0 publications

Early Childhood Educators who are Men: Their Perceptions and Discourses on Their Lived Work Experiences

Early Childhood Educators who are Men: Their Perceptions and Discourses on Their Lived Work Experiences

Look–normal: The colonized child of developmental science.

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