Infant Day Care and the Working Mother: A Proposal for Reducing Maternal Anxiety

My interest in the day care of children of working mothers was stimulated by my recent involvement in a study of the need for day care facilities in Kitchener-Waterloo. During this study it became apparent that most of the facilities and the interest in day care programs was related specifically to the care and education of children ages three to five. In reviewing the findings of a questionnaire used in the study however, it was readily determined that another problem existed. A total of 75 of 170 working mothers from industry stated that they placed a total of 84 infants with relatives and babysitters while they were at work. One-half of these infants were cared for outside of their homes. Approximately one-half of the mothers indicated that they had been forced to make two or more arrangements during the year and the majority stated that arrangements were hard to make. This paper deals with three main areas. Initially, it attempts to address the general issues surrounding the provision of infant day care services. Secondly, it presents a point of view regarding the type of facility needed in the Kitchener-Waterloo area. Thirdly, it proposes the undertaking of an initial study devoted to examining the effects of a specific type of infant day care program in reducing anxiety in the low-income working mother from industry

Genetics and Economic Mobility

Presents a literature review on the link between genetic traits, such as cognitive skills, health, mental health, personality, and appearance, and academic and economic success. Discusses how the environment influences how those traits affect mobility

Washington University Record, September 16, 1976

https://digitalcommons.wustl.edu/record/1054/thumbnail.jp

Psychosocial factors in functional articulation disorders revealed through parent interviews

Thesis (Ed.M.)--Boston Universit

Where Angels Fear to Tread: An Analysis of Sex Differences in Self-Confidence

Paper by Sarah A. Burnet

A study of parental attitudes toward first born sons accepted for treatment at a child guidance clinic

Thesis (M.S.)--Boston University N.B.: Page 5 Misnumbered as 4

Women in High School English Literature

The literature which is taught in secondary schools is used not merely as a tool for improving reading, written expression and general information. To a great degree, literature defines values and reality. The effect of reading material on the beliefs of students is immediate. While all are not in agreement, at least one study using reading content as a means of changing attitudes has demonstrated that these attitudes change in a positive direction with positive character presentations, and in a negative direction with negative character presentations. 1 Considerable evidence supports the fact that not only are females portrayed differently from males in secondary school literature, they are portrayed as inferior, less capable or less significant beings. It is therefore important for educators to recognize the messages which secondary school literature is transmitting to adolescents

Dissimilarity of Female and Male Early Childhood Cognitive and Social Emotional

The present research aims to identify cognitive dissimilarity and social-emotional for both male and female toddlers. The method of this study is library research. The data were analyzed according to some literature reviews and scientific research reports. To analyze the data, the researcher uses content analysis. The result of this study shows that cognitive dissimilarity between either male and female children is according to their competence in math, visual-spatial, and verbal competence. Then, the dissimilarity of social-emotional between both male and female children are based on their empathy, sense of helping others, caring to the environment, respect to the teachers, have a strong will to learn, and prosocial behaviors. The factors that influence cognitive dissimilarity and social-emotional of both female and male children are biological factors, social factors, parenting, friends, teacher factor and school environment, and also the role of media. The implication is, either parents or teachers need to understand and accept that dissimilarity and try to find out some strategies to stimulate the children’s cognitive and social-emotional development for both female and male toddlers

School bullying and gender-based relationships: A theoretical approach

Esta investigación realiza un análisis con perspectiva de género de la violencia en la adolescencia centrándonos especialmente en la que se produce en el ámbito escolar. Hemos realizado un recorrido por la terminología de la violencia evidenciando relaciones de poder asimétricas entre los/as adolescentes que derivan en actitudes sexistas y conductas de violencia. Para continuar centrándonos en el estudio del género y la violencia escolar, comparamos algunas de las investigaciones más destacadas acerca de la incidencia de la violencia en el ámbito escolar, para luego reflexionar sobre las causas, procedimientos y escenarios que legitimizan y mantienen estas conductas. Por último, sugerimos algunas líneas de actuación desde distintas instancias sociales que se encaminen hacia su prevención.This research analyses gender violence in adolescence focusing especially where it occurs in schools. We conducted a review of the terminology of violence showing an asymmetrical power relationship between the teenagers which lead to sexist attitudes and violent behaviour. To focus on the study of gender and violence in schools, we compared several of the most relevant research articles on the incidence of this violence in order to reflect into the causes, procedures and scenarios that legitimise and maintain these behaviours. Finally, we suggest some guidelines from various social institutions that are aimed at preventing this behaviour