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Pub Date: |
1997-04-00 |
Pub Type(s): |
Reports - Evaluative; Speeches/Meeting Papers |
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Descriptors:
Child Welfare; Day Care; Early Childhood Education; Employee Attitudes; Employer Attitudes; Family Work Relationship; Social Services; Welfare Recipients; Welfare Reform; Work Attitudes; Work Environment
Abstract:
North Carolina's Work First (WF) program, like other welfare reform programs, incorporates personal responsibility contracts; paid work, volunteer work, or school requirements; and time limitations. Using telephone interviews, this study examined perceptions of 31 former welfare recipients who were enrolled in the North Carolina Work First (WF) program regarding their work situation, the transition to work, balancing work and family responsibilities, and suggestions for providing information to communities interested in similar programs. Interviews were also conducted with 12 of the subjects' employers. Participants were identified by Department of Social Services (DSS) caseworkers. Findings indicated that in addition to added income and medical benefits, respondents noted self-esteem and belongingness from a supportive work environment as positive aspects of the program. Negative perceptions focused on transportation and child care difficulties, lack of time to accomplish household and family responsibilities, and adjusting to unfamiliar work expectations. Respondents agreed that in order to be successful with their work, adequate job preparation was essential. Personally strong motivation and drive joined emotional support from family, co-workers, and DSS as factors critical to success. Accessing transportation and child care, training opportunities, and community-based services provided additional support for workers. Results of employer interviews indicated that several were pleased with WF employee performance; others identified problems with personal difficulties and attendance. Advantages to hiring WF participants included worker commitment, DSS as extra support, and well-trained workers. Disadvantages included lack of skills, attendance problems, and transportation arrangements. Main reasons for turnover were dissatisfaction with the number of working hours, work preparedness and adjustment, and fear of loss of benefits. (Details on the sample and participants' responses are appended.) (KB)
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Pub Date: |
1996-00-00 |
Pub Type(s): |
Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Behavior Modification; Behavior Problems; Behavior Standards; Child Behavior; Classroom Techniques; Developmental Stages; Discipline; Discipline Policy; Early Childhood Education; Elementary Education; Parenting Styles; Punishment; Self Control; Timeout
Abstract:
This two-part pamphlet assists parents and teachers in setting appropriate limits on children's behavior. Part 1 begins by illustrating the differences between punishment and discipline. It points to four basic reasons for misbehavior: (1) attention; (2) power; (3) revenge; or (4) inadequacy. Each of these reasons are fully defined, and advice for dealing with the behavior is presented. Developmental milestones in the first two years, the preschool years, and middle childhood are discussed in an effort to characterize meaningful and appropriate expectations of children's behavior. Part 1 ends with a listing of key points addressed in the articles, and activities to assist in setting appropriate limits. The second pamphlet begins with a discussion of the three basic parenting styles: the yielder, the enforcer, and the negotiator. Strategies are presented to help parents and teachers reduce discipline problems, including: (1) proper environment; (2) limits; (3) empathy; (4) share the control; (5) share the reasoning; (6) use choice; (7) maintain self-control; and (8) be consistent. Guidance in dealing with undesirable behavior, including teaching natural consequences, logical consequences, time-out, and redirection, is presented. The guide ends with activities which reinforce key points addressed in the articles. (SD)
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Pub Date: |
1991-00-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Check Lists; Class Organization; Classroom Environment; Day Care; Elementary Education; Heterogeneous Grouping; Mixed Age Grouping; Multigraded Classes; Preadolescents; Preschool Education; School Age Day Care; Teacher Attitudes; Teaching Experience; Young Children
Abstract:
This study examined the perceptions of teachers experienced in working with mixed-age groups in child care settings for children from birth through age 12. A mixed-age group was defined as one with children having at least a two-year range in age. Questionnaires were mailed to 92 licensed family child care and school-age child care providers in Virginia, with a 27 percent response rate. Teachers responded to open-ended questions regarding the benefits and disadvantages of working with mixed-age groups. Results showed that providers agreed that both older and younger children more readily learn sharing, new skills, and new roles. Older children learn patience, nurturing, family roles, and leadership; younger children more rapidly learn sharing, new skills, and language. Providers perceived very few adverse affects to managing a mixed-age group of children. The primary concern was with individual supervision and ability to meet children's individual needs, such as meals and toileting. A checklist is included to assist with the decision of whether to implement mixed-age groupings of young children. (MM)
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