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"Children Institutional care Cross-cultural studies."
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Residential care of children : comparative perspectives
This book fills major gaps in knowledge about residential care of children, and is sure to inform ongoing debates within and between nations about the appropriate use of such institutions. Each “case study” chapter provides a rich description of the development, current status, and future of residential care in countries from Brazil to Botswana. Chapters describe how residential care is defined in the country in question, how it has evolved over time, including its history, trends over time, and any “landmark” events in the history of residential care. The chapters examine factors (historical, political, economic, ideological, and cultural) that have contributed to the observed pattern of development of residential care and provide a description of the current state of residential care (number of children in care, ages, average length of stay, reasons that children/youth are placed in residential care, etc.). Lastly, each case study describes expected future directions for residential care and potential concerns. Two integrative chapters provide a critical cross-national perspective, identifying common themes, analyzing underlying factors, and speculating about the future of residential child care across the globe.
eBook
Improving Access to Further and Higher Education for Young People in Public Care
Across Europe young people in care are around five times less likely to attend tertiary education than those who have not been in care. Drawing extensively on a substantial three-year long research project led by the authors, this book provides a comprehensive account of this shocking discrepancy and discusses ways to address the imbalance.
eBook
Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany
Pedagogical documentation is practised in early childhood centres all over the world as a means to gauge the learning and development of children. From the point of view of teachers, however, documentation must compete with numerous other tasks. This paper explores the strategies teachers employ in order to integrate documentation into their working day. It takes a comparative approach, analysing documentation strategies in two countries. Accordingly, qualitative interviews were conducted with 24 teachers from early childhood centres in Germany and New Zealand, in which they were asked about their documentation practices. The results show that the teachers have developed strategies primarily in order to gain time for documentation and to structure it in such a way that they can deal with the extra burdens it creates. The results highlight the profound influence of organisational framework conditions on the content of work in early childhood centres.
Journal Article
Improving effectiveness and outcomes for the poor in health, nutrition, and population : an evaluation of World Bank Group support since 1997
This study evaluates the effectiveness of the World Bank Group’s support for Health, Nutrition and Population (HNP) in developing countries from 1997 to 2008 – totaling more than $17 billion – and distills lessons for greater impact in the future. It finds that the Bank Group now funds a smaller share of global support for HNP than a decade ago, but its support remains substantial and adds considerable value. About two-thirds of the Bank’s HNP support has had satisfactory outcomes, often in difficult environments. But in a number of country settings, particularly in Africa, it has not performed well, in part due to high complexity and weak capacity. Only half of HNP support had a pro-poor focus, while support to reduce high fertility and promote family planning has dwindled. The evaluation highlights the contribution of investments in water supply, sanitation, and hygiene to improving the health of the poor and the lessons from support for sector-wide approaches, communicable disease control, and health reform. Moving forward, the World Bank needs to improve the performance of its HNP support and the Bank and IFC need to take actions to ensure their support reaches the poor and contributes greater social benefits, respectively.
eBook
Preschoolers’ Cooperative Problem-Solving During Play in Chinese and U.S. Classrooms
This study investigated children’s cooperative problem solving (CPS) behaviors during play in classrooms and associated influencing factors (school, age, and gender) in a Chinese kindergarten and U.S. early learning center. Four- and five-year-old participants (n = 39) were from one Chinese kindergarten and one U.S. center. They were video recorded during free play in the classrooms. The video footage (n = 2340 min) was coded using the coding system adapted from Ramani’s work (Merrill-Palmer Quarterly 58:159–190, 2012), and a two-way MANOVA and multiple regression were conducted. The results indicated significant school and age differences in terms of children’s CPS-related behaviors; in addition, school predicted the children’s frequency of coordinate behavior, and age predicted the children’s use of physical demonstration, explanation, and imitation.
Journal Article
Affirming Pediatric Care for Transgender and Gender Expansive Youth
Since I began organizing this issue of Pediatric Annals in early 2020, we have been experiencing a global pandemic, an increase in attention paid to institutionalized racism, a climate crisis, and a mental health emergency among our youth. [...]we have experienced high levels of health disparities: discrimination, family rejection, trauma, abuse, suicide, self-injury, eating disorders, violence, and mistreatment—often at the hands of medical professionals. In the second article, “COVID-19 and Transgender and Gender Expansive Children and Youth,” based on the principles of the GACM, psychologist Dr. Diane Ehrensaft describes the impact of the coronavirus disease 2019 pandemic on young people's ability to find gender alignment.4 Through anecdotes from clinical practices, she shares the stories of the many benefits that social distancing and online schooling offered for transgender and gender expansive (TGE) children and youth, as well as the considerable risks of being isolated from supportive friends/teachers and facing increased scrutiny from unsupportive parents. Term Definition Cisgender Having biological sex aligned with gender identity (ie, not transgender) Endosex Having innate physical sex characteristics clearly defined as binary male or female (ie, not intersex) Embodiment A more inclusive alternative to “transition” that centers the person's individual goals Endocisheteronormativity The assumption that centers cisgender, endosex, heterosexual, and binary identities all as normal Gender euphoria A positive reframing of gender dysphoria: feeling positive or proud about one's gender identity or body Pansexual Individuals who can experience sexual, romantic, or emotional attraction to any person, regardless of that person's gender, sex, or sexuality Polysexual Individuals with a sexual orientation that involves sexual or romantic attraction to people with varying genders.
Journal Article
Interpreting Values in the Daily Practices of Nordic Preschools: A Cross-Cultural Analysis
This study explored how practitioners interpreted educational practices from the perspective of values in Nordic preschools. Drawing data from group interviews in five Nordic countries (Denmark, Finland, Iceland, Norway and Sweden), practitioners reflected on an observational episode about children dressing for outdoor play in a Swedish preschool. The research material consisted of extracts from group interviews in ten preschools (two from each Nordic country). The research questions included: How do values emerge in practitioners’ interpretations? What is the interpretive process like, especially in the context of cross-cultural research? The research material was analysed nationally and cross-nationally. Using Gadamer’s concept of horizons, the study examined how practitioners made sense of the dressing episode, including the horizons of the text that attracted the practitioners’ attention and the co-construction of interpretations in the group dialogues. The practitioners employed indirect means more often than direct means to express their values. The group interviews contained themes that were connected to caring, disciplinary, competence and democratic values. The study provided evidence that practitioners shared some core pedagogical ideas and values across Nordic preschools. Differences were apparent between individual practitioners and preschools rather than between the Nordic countries.
Journal Article