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Child Care Resources



Martha Friendly, "Why Women Still Ain't Satisfied: Politics and Activism in Canadian Child Care, 2006," Resources for Feminist Research, 2007. Available on Expanded Academic ASAP. The author reviews how there is still no national daycare program in Canada despite the demand for this since the 1970s. She reflects upon the powerful discourse that parents are the best individuals to look after their children. The federal minister responsible for childcare uses this discourse to justify her lack of action on a national program.

"The Hidden Harm of Poor Childcare," New Scientist, 2008. Available on Expanded Academic ASAP. Children are said to suffer neglect if a caregiver fails to provide for a their basic needs, such as food and shelter or emotional support, or if they are left unsupervised or in the care of an inappropriate guardian. Researchers found that this was just as important a contributing factor to later aggression as other forms of maltreatment. It is also far more common than other forms of abuse, accounting for two-thirds of all cases.

National Association for Regualtory Administration and National Child Care Information and Technical Assistance Center. "The 2005 Child Care Licensing Study: Executive Summary," 2005. National Association for Regulatory Administration website. State child care licensing regulations and monitoring and enforcement policies help provide a baseline of protection for the health and safety of children in out-of-home care. Licensing helps prevent various forms of harm to children—risks from the spread of disease, fire and other building safety hazards, injury, and developmental impairment from the lack of healthy relationships with adults, adequate supervision, and developmentally appropriate activities.

Lynet Uttal. “’Trust Your Instincts’: Racial Ethnic and Class-Based Preferences in Employed Mothers’ Childcare Choices,” Qualitative Sociology, 1997. 253-274. Available on Ebscohost. Increasingly, employed mothers are locating childcare arrangements with initially unfamiliar others, rather than with friends and family. In this indepth interview-based study of 32 employed mothers, the significance of shared values in childcare arrangements is examined. Employed mothers expressed the centrality of class-based and ethnic-based cultural practices and beliefs, as well as the importance of racial ethnic group membership, in their evaluation of childcare arrangements. They also discussed the difficulties of locating care when different preferences could not be located in the same childcare arrangement or their access to certain kinds of childcare was blocked. These findings suggest that race, ethnic-based, and class-based concerns will become increasingly important considerations as child care arrangements are more commonly made using commercial forms of care.


Ann Douglas, “Mom’s Stress Guide: School-Aged Children,” Canadian Living website. DetailNews.asp?idNews=233106. While less hands-on mothering is required once children start school, most moms find that what they gain back in one category on the stress ledger is more than cancelled out by a sudden flurry of new entries. The school years are the years, after all, when bullying is most likely to become a problem, when academic and behavioral problems start to show up on the radar screen, and when extra-curricular activities can take on a life of their own.

Marie Faust Evitt, "3 Tested Time-Out Tactics," Parents Magazine, May 1999. There are several types of 'time out' methods of disciplining small children: sitting a child in a chair nearby, sending them to their rooms, and giving them two warnings before the time out. Each can be effective, and parents may use whatever method works for them. Parents should remember to give the 'time out's in a positive manner.

Kendall King, “Bilingual Parenting as Good Parenting: Parents' Perspectives on Family Language Policy for Additive Bilingualism,” International Journal of Bilingual Education & Bilingualism, 2006. 695-712. This paper investigates how parents explain, frame and defend their particular family language policies. The data suggest that parents draw selectively from expert advice and popular literature, using it to bolster their decisions in some cases while rejecting it in others. Extended families, in contrast, generally were raised in the interview discourse as points of (negative) contrast. Overall, parents primarily relied on their own personal experiences with language learning in making decisions for their children. The data further suggests that family language policies for the promotion of additive bilingualism have become incorporated into mainstream parenting practices, but also that these parents' efforts could be better supported.

Nemours Foundation, "Helping Your Child through a Divorce," website, August, 2007. By minimizing the tension the situation creates, being patient as everyone adjusts to the new situation, and responding openly and honestly to your kids' concerns, you can help them through this difficult time.

Karan Simms, “Dealing With Power Struggles,” Positive Parenting website. Most parents first experience their child's attempts at autonomy at about age two. They feel challenged and often a battle of wills begins that lasts throughout childhood and the teen years. Parents can turn these trying times into a rewarding growth period for them and their children by shifting their perspective concerning the child's behavior and by becoming clever and creative in responding to the child's perceived "headstrong, rebellious, stubborn, frustrating, negative" behavior.

WebMD Medical Reference, "Mental Health: Mental Illness in Children," website, 2007. About 20% of American children suffer from a diagnosable mental illness during a given year, according to the U.S. Surgeon General. Further, nearly 5 million American children and adolescents suffer from a serious mental illness (one that significantly interferes with their day-to-day life).


Nnenna Freelon, "Our children need arts education," Ebony, June 2008. The arts open students' hearts and minds, and studies show that the arts actually enhance student success in math, language and science. Participation in the arts allows us to discover and nurture strengths in students that would otherwise lie dormant or be channeled into negative behaviors. The arts elevate the educational experience and encourage the development of life skills, including discipline, creative problem-solving, analytical thinking, compassion, listening skills and tolerance among others.

Kim Ratcliff, "How to Raise a Reader," website, 2008. Settling into a comfy chair with your child to read a story is one of the best things about being a parent. And if you haven't already made reading a daily habit, you need to start now, since books benefit kids in so many ways. "First of all, reading with your child is a wonderful bonding experience," says Parents advisor Linda Acredolo, PhD, coauthor of Baby Minds. Your kid gets to bask in your undivided attention, which makes storytime truly magical. Reading every single day also helps your child learn to talk, expand her vocabulary, build her imagination, and get prepped for school. Our expert tips will get your child hooked on books for life.

Stewart Crais, “Internet Safety at School and at Home,” Education World website, 2005. Keeping kids safe on the Internet is an effort everyone must take part in. Whether you are a parent, grandparent, aunt, uncle, teacher, church or synagogue member, or community leader, you can find some way to participate in this effort.


Amy R. Ehrlich, “Preventing Burns in Older Patients,” American Family Physician website, 15 November 2006. For older adults, burns and fire-related injuries are the second leading cause of death from accidental injury in the home.1 Cigarette smoking and alcohol use contribute to many of these injuries. However, the role of dementia as a risk factor for burns and fires is not clear. Dementia is extremely prevalent in community-dwelling elderly persons and often is unrecognized by primary care physicians.

Marylou Kouch, “Managing symptoms for a “good death,” Nursing website, 2006. Your terminally ill patient is nearing death. Do you know how to keep her comfortable? Here, you'll learn how to manage common signs and symptoms she's likely to experience.


“Broad National Effort Urgently Needed To Maximize Potential of Women Scientists and Engineers in Academia,” The National Academies website, 2006. Women face barriers to hiring and promotion in research universities in many fields of science and engineering -- a situation that deprives the United States of an important source of talent as the country faces increasingly stiff global competition in higher education, science and technology, and the marketplace, says a new report from the National Academies. Eliminating gender bias in universities requires immediate, overarching reform and decisive action by university administrators, professional societies, government agencies, and Congress.

Scott Jaschik, “The ‘Family Friendly’ Bonus,” Inside Higher Education website,12 September 2006. As more colleges have adopted “family friendly” policies for professors, many experts have noted that relatively small shares of those eligible for the flexible arrangements use them. Much has been written about why this is the case, with many observers guessing that young parents, especially women, fear that asking for flexible arrangements may hurt them in the tenure process.

Nadya Labi, “The Baby Gamble: Do Changing Diapers and Helping with Homework Leave Time for World-Class Scholarship?” Yale Alumni Magazine website, March/April 2006. In their project "Do Babies Matter?" Mary Ann Mason, a dean at the University of California-Berkeley, and statistician Marc Goulden documented that women leak out of the "pipeline" at every level of academia. Worried that an academic career is incompatible with parenting, many women don't seek academic jobs after graduate school. Those who do, Mason adds, are often derailed if they have children; they may work part-time to cope with the demands of child rearing and then find it difficult to get back on a full-time professorial track.

Jessie Vandeweyer and Ignace Glorieux, "Men taking up career leave: an opportunity for a better work and family life balance?" Journal of Social Policy, April 2008. In 2004, 9 per cent of female employees took advantage of the system of 'career break' or 'time credit' in Flanders, compared to only 3 per cent of male workers. Although the number of men taking a career break is increasing, they remain a small group. In this article the time use of men interrupting their careers full-time or part-time is compared to that of full-time working men, using representative time use data from 2004. Analyses show that a career break does not imply a reduced workload. Half of the men interrupting their career full-time do so to try out another job. Men who take part-time leave are mainly motivated by their desire for a better work and family life balance. About 80 per cent of the time they gain by working on a part-time basis is allocated to household and childcare activities. This suggests that encouraging men to work fewer hours could well be the best policy for achieving gender equality.