Childcare as a stabilizing influence on HPA axis functioning: a reevaluation of maternal occupational patterns and familial relations

The influence of family relations, maternal occupational characteristics, and childcare1The UK terms "childcare," childcare centres' and "nurseries" are used throughout this paper to define group care for children prior to starting their first year of formal schooling at age 4 years and are used synonymously with the American terms "day-care" and "preschool." This form of group care is provided in a formal setting, outside the family home and excludes "childminding" (i.e., childcare that may be group based and offered at the home of the care provider/childminder). In the UK, this form of childcare is offered from zero to 4 years old. Children are separated according to their age into small groups usually consisting of 10-15 children. In the present study, all children were in the preschool-aged group (3-4 years old). Where childcare of a different or more generic form is referred to, then this has been made clear in the context or stated in the text. utilization on preschool children's cortisol production were investigated in 56 mother-child dyads. Family characteristics and maternal employment, childcare and child temperament were reported by mothers. Morning and evening levels of children's salivary cortisol were obtained. Children in highly expressive or reserved families exhibited higher cortisol levels compared to children in moderately expressive families. Elevated levels of cortisol were detected in children of mothers reporting low levels of job role quality or high levels of emotional exhaustion. Frequent childcare use was found to protect children against the physiological effects of low maternal job role quality and emotional exhaustion. Findings underscore the pervasive role of the family as set within an external support system and highlight the potential physiological impact of these interacting contexts for children. Further research is needed to fully understand current findings and to develop appropriate psycho-physiological interventions.     

珠三角某市托幼机构饮用水卫生状况分析与调查

目的 了解珠三角某市托幼机构饮用水卫生状况,保障学前儿童饮水安全。方法 以分层抽样的方法,在某市抽取一定数量的托幼机构为研究对象,包括幼儿园和托儿所,开展水质监测及现场调查。结果 抽检样品187份,样品合格率73.26%,检测指标2 747项次,项次合格率97.71%。样品合格率末梢水(96.08%)高于饮用净水(65.42%)及开水(62.07%),托儿所(92.31%)高于幼儿园(70.19%)。14项检测指标中12项均合格,其中铁、耗氧量在饮用净水含量最低,浑浊度、砷、氯化物在开水含量最低,主要不合格指标为细菌总数、pH。微生物指标中菌落总数合格率72.19%,总大肠菌群、耐热大肠菌群均未检出。卫生学调查符合率最低的指标为周围环境无污染源(22.95%)。结论 该市托幼机构水质整体情况良好,饮用净水、开水存在卫生问题,应加强其监督监测。     

The prevalence of emotional and behavioural problems in institutionalized childcare clients

The objective of the study was to investigate the gender-specific prevalence of emotional and behavioural problems in children and adolescents in out-of-home childcare, compared with patients in child and adolescent psychiatric institutions. The total population of clients in residential childcare institutions in Oslo, Norway, was investigated by the use of standardized questionnaires (Achenbach's Child Behavior Checklist and Youth Self Report) and compared to all same-aged patients residing in child and adolescent psychiatric institutions in the same area at the same time. Boys in residential childcare had emotional and behavioural problem levels comparable to boys in child and adolescent psychiatric institutions, as measured by the questionnaires. Girls in residential childcare did not reach problem levels as high as those found in girls in psychiatric institutions, but problem levels were still well above those found in the general population. It was concluded that institutionalized childcare clients had a high prevalence of behavioural and emotional problems, as measured by Achenbach's Child Behavior Checklist and Youth Self Report.     

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

Existing research underscores the significance of early childhood experiences in the childcare context for the development of socioemotional skills and competencies. However, the practices adopted within childcare for the enhancement of children's socioemotional development and the factors mediating these practices are less adequately researched. The present study contributes to this understanding, through studying the perceptions of 34 educators working in childcare centres in Greece with regard to children's socioemotional development and its promotion. Results showed that although they acknowledged the significance of social and emotional competencies for children's adjustment, learning and well-being, they did not report consistent use of practices having as a goal the promotion of such skills. Explanations involve on the one hand the lack of formal policy and the existence of structural barriers and on the other hand a perception that socioemotional development is mostly affected by factors beyond their influence. Results are discussed in relation to prior research and in terms of their implications for designing interventions, curricula and staff training.     

Experience of respiratory and allergic illness in children attending childcare

OBJECTIVES: To describe previous illness for children attending two types of formal childcare (130 family daycare homes and 11 child daycare centres). DESIGN: A questionnaire was completed by the parents of 846 children, which provided information about previous illness and associated factors. The questionnaire was conducted in Perth, Western Australia. RESULTS: Of all children, 39% had experienced otitis media, 11% glue ear and 26% allergies; 18% had been diagnosed with asthma; 10% had been admitted to hospital with respiratory illness, and 9% had experienced more than six respiratory conditions in the previous year. Attending centre daycare compared with family daycare was more likely to be associated with some of the previous illness outcomes (more than six respiratory illnesses in the past year, asthma, otitis media and glue ear) but, for all children, the major predisposing factors associated with these illnesses were a family history of atopy or bronchitis. CONCLUSIONS: Children with a history of respiratory illness or otitis media are more likely to be attending centre than family daycare, but family history of respiratory illness is an important risk factor for all children in childcare.     

Implications for the development of children in over 11 hours of centre-based care

BACKGROUND: With increasing numbers of women joining the evening/night-time and extended-hour workforce, there is a need for quality childcare during these hours. This project, conducted in Japan, sought to compare the effects of expanded childcare on the development and adaptation of 648 young children after 2 years in care. METHOD: All parents in 41 governmentally licensed child care facilities in Japan completed a survey on the child-rearing environment at home, their feelings of self-efficacy, and the presence of support for childcare to provide a baseline of information. Two years later, 648 of these parents were surveyed again. Childcare professionals evaluated the development of children at both times. RESULTS AND DISCUSSION: The results of multiple regression analysis indicate that factors in the home environment, not length of centre-based care, explained developmental risks 2 years later.     

Teacher education and soothing strategies with infants and toddlers

Observations of soothing strategies that daycare teachers used with infants and toddlers in 10 centres, revealed that distress episodes lasted the longest for the youngest babies (0–12 months). The youngest babies received more positive caregiver responses when distressed compared with babies 13–24 months or toddlers 25–36 months old. The frequency of distress cues did not differ by child gender. Recorded levels of distress were significantly lower for babies cared for by teachers who had high school education or less, and those teachers responded more rapidly to infant/toddler distress signals than did teachers with college-level education.