Experiences with full-time child care attendance on young children in Norway: parents' and early childhood teachers' views
Undheim, Anne Mari
Drugli, May Britt
10.4225/03/5817ea26ba014
https://bridges.monash.edu/articles/journal_contribution/Experiences_with_full-time_child_care_attendance_on_young_children_in_Norway_parents_and_early_childhood_teachers_views/4141902
The aim of this study was to explore the experiences of parents and early childhood teachers in Norway regarding the benefits of child care to young children. Both positive and negative benefits were explored. In the autumn of 2009, 41 parents and 35 early childhood teachers of children aged 1.5 years or less, living in the city of Trondheim and nearby communities, were assessed by means of a semi-structured qualitative interview. There was agreement among parents and early childhood teachers that children benefited from child care. Parents, however, tended to overestimate the benefit of socialization and learning for this young age-group. However, early childhood teachers focused more on socialization, in terms of waiting for turns, observing certain rules. One third of parents did not report any negative experiences of child care. The others reported negative experiences on occasion or under certain circumstances such as long hours, poor-quality care or too many children per adult early childhood teacher. All but four of the early childhood teachers suggested that high standards had to be satisfied to make child care good enough for the youngest children.<div><br></div><div><div>International Research in Early Childhood Education, vol. 3, no. 1, p. 1-16</div></div>
2016-11-01 01:04:35
monash:131031
1959.1/1048539
Child care
Infants
Toddlers
Positive experiences
Negative experiences
collection(s) Monash University Faculty of Education papers
collection(s) IRECE Journal
text
journal article
1838-0689
Early Childhood Education (excl. Maori)
Teacher Education and Professional Development of Educators
Curriculum and Pedagogy Theory and Development