Experiences with Full-Time Child Care Attendance on Young Children in Norway: Parents' and Early Childhood Teachers' Views

Autor/inn/en	Undheim, Anne Mari; Drugli, May Britt
Titel	Experiences with Full-Time Child Care Attendance on Young Children in Norway: Parents' and Early Childhood Teachers' Views
Quelle	In: International Research in Early Childhood Education, 3 (2012) 1, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Foreign Countries; Semi Structured Interviews; Preschool Teachers; Preschool Children; Parent Attitudes; Teacher Attitudes; Child Care; Socialization; Program Effectiveness; Standards; Experience; Class Size; Language Acquisition; Time; Educational Quality; Age Differences; Qualitative Research; Grounded Theory; Norway + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Elternverhalten; Lehrerverhalten; Kinderfürsorge; Kinderbetreuung; Socialisation; Sozialisation; Standard; Erfahrung; Klassengröße; Sprachaneignung; Spracherwerb; Zeit; Quality of education; Bildungsqualität; Age; Difference; Age difference; Altersunterschied; Qualitative Forschung; Norwegen
Abstract	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. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04