Faculty of Education - Theses
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ItemAn evaluative study of inservice programs at child care centres( 1994)The purpose of this study was to investigate inservice for child care workers, together with the evaluation of inservice programs. In particular this study concentrated on the two different modes of inservice programs; large seminars / workshops and the personalised inservice programs at individual centres. The writer participated in providing seminars for child care personnel and conducted the personalised inservice projects at a Long Day Care Centre and an Occasional Care Centre. The main research question centred around the thematic concern of 'how to improve on the implementation and evaluation of needs-based inservice at centre-based child care'. The literature indicated that one-off inservice programs did not provide the required change in attitude and workpractices, but that a more in-depth inservice training was needed. Also the evaluation of inservice programs appeared problematic, often done on a ad-hoc basis or left out completely. This study attempted to shed some light on these issues by implementing and evaluating the two different models through action research, to learn from the process of being involved. Analysis of questionnaires and interviews indicated that most participants preferred large seminars / workshops, but where specific problem areas needed to be addressed personalised inservice was seen as more desirable. The major advantages of personalised inservice programs were that inservice could be tailored to the specific needs of individual centres and a more in-depth inservice could be provided, indicating a more positive effect on their work practices and change of attitude. Implications and suggestions for future inservice programs were provided, stressing that both modes of inservice are needed and have their place.
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ItemEarly childhood professionals as a source of social support: the role of parent-professional communication( 2008)This exploratory study examined Early Childhood Professionals (ECP) as a source of support for mothers. It investigated the nature of mother-professional communications and how they influenced parental perceptions of support within the context of centre-based child care. The study involved forty mothers whose eldest child was aged between 6 and 36 months and attended at least 16 hours of dare per week in an accredited child care centre. A sequential mixed method research was 'used (quantitative-qualitative).. In the quantitativ� component participants completed a consent form, the Perceived Social Support Survey and a parent-professional Communication Questionnaire. Two mothers were then selected for interview based on their extreme scores on the Perceived Soci�l Support Survey. The interviews aimed to gather more indepth and varied data on mother-professional relationships within the context of their communicative interactions. Survey and Questionnaire data was analysed using correlation and descriptive statistical procedures. Grounded theory was used to analyse the interview responses. Results revealed that: (a) Most mothers perceived ECPs to be supportive; (b) Increased perceptions of social support were linked to specific communication characteristics; (c) A mother's communications and involvement in social networks were associated with higher levels of social support. These social networks were linked to, and supported by the child care centre; (d) Mothers may be looking for more support than they experienced from ECPs. Mothers' perceptions of ECPs as sources of social support are disc�ssed. The nature of mother-ECP communication and its influence on maternal feelings of support are described. Findings are discussed in terms of their relevance to theory and research. Limitations are identified and implications for early childhood policy development and practise are discussed.