The impact of mothers' perception of child care services and utilization

To examine the impact of mothers' perception of the roles of pre-primary institutions and what motivates them to choose a particular child care service, 138 working mothers and 20 proprietors of nursery schools and day care centers were interviewed. The facilities available to children in the centers studied was also assessed.

The results suggested that these mothers' expected these institutions to play custodial functions as well as to provide early childhood education. This knowledge could guide proprietors and other interested organizations in the provision of appropriate child care programmes to meet the needs of mothers and their children.

The demand for nursery/day care services in Nigeria has become very high due to the increasing number of women in the workforce.     

Methodological Reflections on Using the Early Childhood Environment Rating Scale as a Measure to Make Cross-National Evaluations of Quality

How useful is the Early Childhood Environment Rating Scale (ECERS) as a research instrument in making cross-national comparisons of the quality of nurseries?

The paper briefly outlines the ECERS and discusses the extent to which it can be used as a universal evaluative tool to measure quality. The author reflects on her use of the ECERS scale in cross-national contexts, to comment on its advantages and its limitations.

The author used the ECERS as part of a qualitative investigation into nursery provision and practice between 1991 and 1994 in cities in fourcountries, New York, (USA) Harnosand, (Sweden), Arezzo (Italy) and Barcelona (Spain). The nurseries in which the author carried out observations and interviews were chosen by contacts in the countries concerned for both their willingness to participate and for their representativeness. A minimum of four institutions which took children under three were visited for at least half a day in each city.

The author uses examples derived from this research to argue that while the scale may have some advantages in that, ratings can be undertaken in two hours, and the scale can provide comparison measures on a number of criteria which child care professionals have agreed are significant, it also has a number of disadvantages. Because the scale is empirically rather than theoretically based and is not explicit about the evaluative categories, which underlie it, its use can obscure rather than illuminate, what different countries see as the most significant aspects of their care and education provision.

The paper concludes that we need to develop measurement tools which explicitly state the values and theoretical perspectives behind their construction.     

NIGERIAN CHILDREN'S PERSPECTIVE OF URBAN LIFE QUALITY

The Convention on the Rights of the child put in place some set of standards to ensure that in all consenting countries every child is wanted, healthy, educated, safe and loved. Nigeria is one of the countries that has taken some steps to put into practice the accepted rights.

Two hundred children (100 boys and 100 girls) in primary schools in four urban centres were served with questionnaires requesting their views on issues bordering on their well being and quality of life, in such areas as:

1. quality of education
2. space for movement and play
3. food and clean water for drinking and washing
4. play equipment and materials and
5. loving care giver.

The children's responses showed that provision was not made for recreational space for play, the quality of education is poor, there was no provision for play equipment and material and in most cases the adult-child ration was low. Children also complained of polluted environment.

Suggestions were made for the provision of adequate play parks for recreational purposes for the children. Suggestion is also made for government to pay more attention to the well being and health of the children.     

Integration: Quality in care and education for the young disabled child

The presentation aims to examine the criteria of quality for care and education programmes for young disabled children in integrated early childhood settings. The conceptual and practical issues which influence quality programmes will be discussed with particular reference to the Integration Programmes operated throughout South Australia in early childhood centres.

The Integration Programmes, developed to enable and support the integrated or normalised development of young children has as its specific 'target' group individual children who are 'too delayed or disabled' to be able to fully participate or participate without direct assistance in community based early childhood programmes. Some of these children are extremely disabled and others' handicapping conditions are exacerbated by severe lack of other available community resources, isolation and other factors.

Integration is more than 'being there'—it is a complex process based upon the recognition of human value and human rights. For greater insight into the Integration Programmes an appraisal of the following aspects will be provided.

• the principles of integration

• the goals of integration

• the dimensions of integration.

The dimensions of integration will be placed in relation to the indicators of quality in early childhood programmes. The juxtaposing of these parameters of quality will lead to the emergence of guidelines for practical goalsetting and evaluation hallmarks of excellence in integration.     

“caught in the middle” exploring children and young people's experience of domestic violence

This document seeks to explore children's experiences of domestic violence and the effects such violence may have on their lives, both in the short term and in the long term. It draws on the conclusions of various studies in this area which have been carried out in America and the United Kingdom. It aims to raise awareness of the complexity of this issue and to highlight the importance of support for both women and children who may be survivors of domestic violence. The document highlights a number of issues, namely

How children and young people may experience domestic violence;

Identification of links between domestic violence and child abuse;

The impact domestic violence may have on mothering;

The effects domestic violence may have on children and young people's lives;

The legitimacy of the cycle of violence theory;

Issues to be considered when assessing the possible impact of domestic violence on children and young people.     

Enhancing Nigerian rural women's food production through appropriate child care assistance

Nigerian rural women play an important role in feeding the nation. They are largely responsible for 80 percent of all food items produced and sold in different parts of the country. Since most of these women are in their active childbearing age, there is no doubt that the provision of adequate child care facilities would not only enhance the productivity of these women but would also address the educational and health needs of preschool children in the rural communities.

The paper stresses the importance and the need for joint efforts between community cooperative societies and government/private agencies in the organization and successful implementation of childcare programmes for rural women in agriculture.     

Effect of Intervention on the Language Facility of Poor, Black Adolescent Mothers and their Preschool Children

This study investigates the effects of varying degrees of mother-child language stimulation activities on the test performance of poor Black children and their adolescent mothers.

The sample consisted of 60 mothers paired with their three or four year old children who attended full day preschool. The families were randomly assigned to one of three groups for a twelve week period.

The tests used in the study were the Peabody Picture Vocabulary Test; the Cultural Language Test — Mean Length of Utterance; the Cultural Language Test — Standard English; and the Conversation — Mean Length of Utterance Measure.

Three major findings result from the study:

1. The children of mothers provided with intensive training and practice (Group 1) scored significantly higher on all four tests than did the children whose mothers received minimal help (Group 2) or children whose mothers received no help at all (Group 3).
2. Group 2 children did not score any higher than did Group 3.
3. Group 1 mothers scored significantly higher on all measures.

     

"We need to talk": a study of working relationships between field social workers and fostering link social workers in Northern Ireland

Foster care in the United Kingdom and Northern Ireland has been in crisis throughout the past decade. This is most clearly demonstrated in the shortage of placements for children. The difficulty in recruiting new carers has taken a new significance for most agencies that struggle with more referrals than placements. As it becomes more difficult to recruit new carers, it becomes essential to retain existing carers.

This research has focused on the working relationships between field workers and link workers and the role these relationships play in supporting carers. Previous research by the author (Sheldon, 2002) has indicated that carers wish to be treated with respect and as partners in a process of caring for children. It follows, therefore, that when social workers fail to work in this way carers become dissatisfied and this may lead to them ceasing to foster.

The study was carried out via a postal questionnaire to all 80 field and link social workers within South and East Belfast Health and Social Services Trust, and this was followed by a series of 13 face-to-face interviews, nine with field workers and four with link workers.

The results of the research have indicated a mixed picture of practice within the Trust. Foster carers are unanimously held in high regard by social workers and the task they fulfil is highly valued. There are many examples of successful working practices between field and link workers, but there are also examples of little or no communication. Many field workers have little idea of the problems facing fostering at the moment and this can be frustrating for their link work colleagues. New social workers have little or no preparation for working with carers and there is confusion as to the nature of the working relationship with them.     

Teaching art appreciation in the nursery school -- it's relevance for 3 and 4 year olds

This article, a report on recent research, draws attention to the positive response shown by nursery school children to art appreciation when it was introduced into their curriculum.

It explains how art appreciation was integrated into an intercurriculum approach and “taught” through activities that are a normal part of a nursery school day viz. mime, movement, telling stories, expressing feelings, games and puzzles. The method and content of each session is outlined and findings reported. It is noted how art appreciation allows for reflective and physical participation, cognitive growth, observation, the development of vocabulary, and can lead to children responding to paintings sensitively yet critically -- many four year olds can “spot” stylistic similarities and make cross references between paintings.

As art appreciation is a useful means to learning and children find it an enjoyable activity, it would be beneficial if it was “written-in” to the forthcoming National Curriculum document for art education.     

Current practices in the identification of children with handicaps

In the United States, the development of techniques to identify children 'at risk' has been in progress for at least 25 years in the communities serving children and families. The medical profession was an early leader in the development of screening devices. However, recent federal and state mandates have placed the responsibility for the identification of children 'at risk' with the educators.

The purpose of the present paper is to present the diversity of procedures used within communities in the identification and assessment of young children with handicaps and to discuss the need and possibility of coordinating these efforts.     

Parental participation at child protection case conferences: An evaluation of practice in north and west belfast

Parental participation at child protection case conferences is still a relatively new and contentious phenomenon. In January 1994 a strategy for this process was implemented in North and West Belfast Health and Social Services Trust and this research was undertaken in order to monitor and evaluate this new way of working.

Structured interviews were carried out with twenty-two parents and a postal questionnaire was sent to six main professional groups (field social workers, non-field social workers, police, doctors, teachers, and community nurses). The questionnaire achieved a response rate of 68% (i.e. 108 returned out of 160).

The results indicate that a positive start has been made to the participation of parents at case conferences and that this was generally welcomed by parents and professionals. Parents do not appear to be “emotionally damaged” by participation and the results indicate that they have a clearer understanding of concerns and a greater commitment to plans as a result of attending. Parental participation also does not appear to affect the focus and purpose of case conferences and indeed, professionals mainly found the presence of parents helpful to conferences.

The research highlighted deficiencies in the preparation of parents, a general feeling of inhibition amongst professionals, and a divergence in the views of parents and professionals as to whether or not participation should be full or partial. A number of conclusions for policy and practice are reached in light of die findings.     

The “syndrome of the post-premature child”: a study of its significance -- Part I

Prematurity has the greatest influence upon frequency and degree of mechanical disturbances uncovered by the Test of Imitation of Gestures. The authors look for the significance of this syndrome at various levels:

1. Possible organic damage to the central nervous system structures, through the tonic and motor disturbances checked out by the neurological examination.
2. In the disturbances of the early development of posturomotor abilities.
3. Deviant and delayed development of the cognitive factors (spatial and temporal structuring).
4. Emotional and relationship development.

The investigations were carried out on a sample group of prematurely born children and a control group group of children born at term.

After observing certain behavior disorders which occur among normal children -- mild disorders which become less obvious with age -- the authors show that frequent and gross disturbances which appear in the first months of life and persist beyond the age of 6 years distinguish the premature child. In this same group, however, delays in mental development noted early in life often disappear entirely by the age of 4 years, even among children who were born very prematurely.

The authors then isolated the most typical disturbances found among the premature children, with stress on factors of pathology, maturation, adjustment, and environment.

The authors study the relationship between the disturbances described above and the various aspects of the neurological examinations which enable them to objectify the dynamic factors of the body adjustment to the external world and to other people. The hypothesis that a fundamental relationship exists between disturbances of adjustment and the genesis of the “post-premature child syndrome”, develops from the comparison between the psychological and neurological data in their longitudinal evolution.

Commenting on the relevance of these findings for the care of premature children, the authors stress the value of motor training and remedial education for overcoming the disturbances of spatial structuration and body schema.     

Ethical and practical considerations in palliative child care and the support needs of parents and siblings

Death is one of the few certainties in life and yet it is the one event that most people avoid contemplating until forced to do so. When considering death and dying it is assumed by most to occur in old age and in hospital. The death of a child is a devastating loss which can cause the most distressing and long lasting grief (Davey, 1995). According to “Childhood cancer UK” the number of children developing cancer in the United Kingdom has remained constant over the past 30 years (about 1300 new cases each year), with only two-thirds of children with the disease being treated successfully. In Britain 32 per cent of cancer deaths occur at home (Bean, 1994) however only a small proportion of these will be children. Despite the deaths of children at home being a statistically small group it must not be ignored due to the great emotional impact it has on the individual, family, health workers and often local community.

The changing status of children in the UK means that health care professionals must uphold childrens' rights whilst working in partnership with parents. A balance must be found between the traditional protectionist and paternalistic attitude of care and the liberationist approach. This can only be achieved through communication and collaboration between families and members of the multi-disciplinary team allowing the promotion of constructive problem solving

The key aim of palliative care is to give the child as good a quality of life as possible in the time remaining with freedom from distressing symptoms including pain. Every health professional working with a dying child who has pain should give consideration to the complexity of pain, it's unique and diverse effects and engage the entire family and health care team in planning interventions and providing support to the child and to each family member (Graner, 1976).

Siblings, parents and health professionals may be profoundly affected by the experience of the death of the child, therefore, each multi-disciplinary team must develop formal coping strategies to deal with the possible psychological disturbance and to facilitate adjustment after the death of the child.

Martinson, writes of her greatest encouragement which came from the parent of a dying child;

“No matter if it culminates a full life or a life shortened much too soon, does death have to be terrorising? There are many to rejoice and aid in the event of birth, as with the patient that can be helped, but for those going through the frustration of 'not getting better' when science and the masses, sometimes even family and friends who can no longer face them, have deserted, could there be a greater challenge or more considerable need for help?”

(1976, p. 13)

This is a powerful message for health professionals caring for children in the end stages of a terminal illness. It is at this time that the family and dying child are in most need of the consistent, expert and humane relationships provided by the caring professions. The challenges are immense but great reward lies in the privilege of being intimately involved in this final rite of passage through life.     

Modelling and early language acquisitions in Down's syndrome

The marked delay in language acquisition suffered by Down's syndrome children is undeniable. This study affirms that the cause of this deficit could be found in a different communicative environment, for which reason early intervention is essential.

A sample of 40 Down's syndrome babies was used whose parents were taught methods of communicative training with their children according to two models: a) modelling techniques, b) written instructions.

The results obtained establish statistically significant differences in favour of the vicariously taught group.     

Early educational intervention in the maternal and child health services--long-term evaluation of program effectiveness

The program's effectiveness justifies the integration of early infant stimulation programs into the existing health services, by the existing health personnel, thus modifying the pediatric health care which mainly focuses on physical health, by adding to it the developmental promotive aspect of child care.

An early stimulation program aimed at promoting cognitive development of infants and young children was integrated into the routines of the Maternal and Child Health services. The program was implemented by nurses, at each visit of the mother with her infant at the centers, from birth to two years of age. The program focused on verbal and play interaction. At five years of age, three years after cessation of the intervention, evaluation was carried out on 59 pairs of exposed and control children matched for maternal ethnic group education and birth order and found to be similar on seven additional characteristics. A statistically significant difference in IQ score was found between the exposed and the control groups. The difference was more significant between exposed and controls whose mother belonged to the lower educational categories, and more so on the performance score than on the language score. In addition to the t test for matched pairs a modification of the Mantel Haenzel test for matched pairs was applied, in order to control for sib born after index case and exposure to additional intervention. Results were similar to the other methods of analysis used.     

First evaluation of The Down Lisburn Trust Befriending scheme for young people leaving care

The Down Lisburn Trust befriending scheme was initially set up in October 1998, this piece of research was conducted in April 2000 and is the first evaluation of the scheme.

The purpose of this research study was to evaluate the benefits of the befriending scheme for young people 'looked after' or leaving the care of Down Lisburn Trust. This was achieved by collecting the retrospective views of the young people and their befrienders in relation to how the befriending scheme has benefited them.

As the befriending scheme is a relatively new project, the subjects used in the study were from the first intake of participants on the scheme. This comprised of 5 young people and 6 befrienders. In order to obtain the relevant information, questionnaires were devised for the young people and the befrienders.

The findings of this research study indicated that the befriending scheme benefits those young people in care and leaving care, by providing them with someone to talk to and help them pursue their interests. Also it has ensured there was someone to support them through difficult familial relationships, life in care and/or life after care. The findings also highlighted the need for clearer procedures and follow up in relation to the ending of befriending relationships to ensure that this already vulnerable group of young people are not damaged further.

The findings of this study agree with the findings of other research studies dating from the early 1980's, regarding the plight of young people in care and leaving care.

The Adolescence Team was established in 1990/91 and provides an integrated, specialised service to young people aged between 14 and 21 years old living within the Down Lisburn Trust area. It also provides a supported continuum of care, which enables young people who have been or are in care to live independently and safely in the community. It aims to do so by providing the following services; individual counselling, family work, assessment, mediation/negotiation, preparation for leaving care, aftercare support, group work, and child protection investigations. The following is an overview of the first evaluation of the scheme.     

Factors Influencing Success or Underachievement of the Able Child

The aim of this research is to look for reasons for success or underachievement in able children aged between 9 and 11. Those who have a considerable influence on a child during the primary years are teachers and parents and this research explores these relationships.

The participants were selected from three schools within the state sector which represented different aspects of the social spectrum. The children were divided into achievers and underachievers.

Quantitative and qualitative methods have been used for this study and this paper reports on the quantitative analysis. A number of issues are considered including the marital status of parents, handwriting, self-concept and gender. Cognitive style and the possible dissonance between pupil and teacher are also discussed.     

Too early to school?

This paper examines the dangers and problems inherent in the prevalent practice of introducing academic work into Nigeria Nursery School Curriculum.

The paper presents research data from the fields of developmental psychology and education, which establish that nursery school children are not developmen-tally ready for academic work. Similarly data on the objectives of nursery education are used to establish that nursery school is not an ideal setting for the teaching of academic skills as stated in the National Policy on Education.

The paper concludes with a number of proposals on how to develop a virile Nursery Education practice in Nigeria which provides adequately for the socio-cultural peculiarities in the lives of Nigerian Pre-School children.