Características cognitivas, emocionales y conductuales de niños preescolares del programa buen comienzo en el noroccidente de Medellín / Cognitive, emotional, and behavioral characteristics of preschoolers of the good start program in the northwestern area in Medellin

En el presente artículo derivado de investigación, se describen las características cognitivas, emocionales y conductuales de una muestra de 20 niños preescolares, que oscilan entren los 3 y 5 años de edad, de estrato socioeconómico bajo y que han sido beneficiados del programa estratégico de la Alcaldía de Medellín (Colombia), perteneciente a la Secretaría de Educación, denominado Buen Comienzo. El programa Buen Comienzo tiene como propósito la promoción del desarrollo integral,diverso e incluyente de niñas y niñas, desde en una perspectiva interdisciplinaria del ciclo vital, protección de los derechos y articulación interinstitucional.

In this current article, derived from a piece of research, the cognitive, emotional, and behavioral characteristics, of a sample of 20 preschoolers, are described and whose ages range between 3 and 5 years. They belong to a low socio-economic level and they have benefited from the strategic program at the Mayor’s Office in Medellin (Colombia), belonging to the Secretariat of Education program called theGood Start. Such a program aims the promotion of comprehensive, diverse, and inclusive development of children, from an interdisciplinary perspective of the life cycle, the protection of rights and the inter-institutional coordination.

[On the road to a new humanity: the reception of psychoanalysis in the early Kinderladen movement]. / Auf dem Weg zum neuen Menschen: Die Rezeption der Psychoanalyse in der frühen Kinderladenbewegung.

In the late 1960s a group of students in West Germany founded the so-called Kinderläden (day care centers) in order to experiment with new forms of early childhood education. Members of the early Kinderladen movement in particular pursued a radically utopian approach that, they hoped, would engender new human beings. With the aid of psychoanalytic writings, especially those of Wilhelm Reich, they sought to create subjects that would overcome repressive bourgeois norms and live out their sexuality freely. This reliance on Reich entailed a new interpretation of the "base", as psychoanalytic drive theory supplanted Marxist theory. As such, the early Kinderladen ac- tivists regarded the "basis" of society in biological, psychological, and pedagogic rather than economic terms.

[Psychoanalysis and the "Kinderladen" movement. A view on four projects]. / Psychoanalyse und Kinderladenbewegung. Ein Blick auf vier Projekte.

Along with the reception of Critical Theory in the student movement of the 1960s, psychoanalytically influenced social criticism was spread by the SDS and the Argument-Club. This had prac tical consequences, especially for the development of antiauthoritarian education, often practiced by psychoanalytical autodidacts. The public outrage caused by antiauthoritarian education was overwhelming. Throughout the media excited reactions to "wild analysis" and "pedagogic experiments" were expressed. Conservative psychoanalysts, politicians and educationalists condemned each new approach to education and alleged oedipal acting-out and danger to the safety of the state and democracy. The emancipatory educational reform on the ground broke under the pressure of conservatism. Now is the time to draw a reasonable balance of the four year alliance between psychoanalysis and the student movement, especially as it seems that this alliance has not only a past but also a future.

A widening gap? The political and social organization of childcare in Argentina.

This article examines how social policies and programmes implemented in Argentina shape the political and social organization of childcare. The author seeks to analyse how welfare institutions are currently responding to emerging needs, and to what extent they facilitate the defamilialization of childcare for different social classes. Because Argentina lacks a truly unified 'care policy', four different kinds of facilities and programmes are examined: employment-based childcare services; pre-school schemes; social assistance care services; and poverty reduction strategies. It is argued that far from offering equal rights and services with a universalist cast, these 'caring' institutions reflect the ethos of the current welfare model in Argentina: a fragmented set of social policies based on different assumptions for different social groups, which in turn filter down to the social organization of childcare.

Stratified familialism: the care regime in India through the lens of childcare.

This article explores the political and social economy of care in India through a focus on childcare practices, from the viewpoint of the care giver ­ a perspective frequently ignored or touched on only generally in earlier discussions on development or social policy. It is argued that the care regime is an ad hoc summation of informal, stratified practices. It is shaped by the institutional context, in particular the economic and social inequalities of work and livelihoods, as well as trends and absences in state economic and social policy. Central to the dynamics of care practices in India is the ideology of gendered familialism in public discourse and policy, which reiterates care as a familial and female responsibility and works to devalue and diminish the dimensions of care. By delineating the range of institutions through which everyday childcare practices are organized, this contribution draws out the differentiations and actualities of stratified familialism and care. At one end of the spectrum are those who have the possibility to retain familial carers at home and supplement them with paid and other institutional carers; at the other are those who are neither able to retain family members at home nor fill the care gap through formal institutions.

Putting two and two together? Early childhood education, mothers' employment and care service expansion in Chile and Mexico.

In recent years, several middle-income countries, including Chile, Mexico and Uruguay, have increased the availability of early childhood education and care (ECEC) services. These developments have received little scholarly attention so far, resulting in the (surely unintended) impression that Latin American social policy is tied to a familialist track, when in reality national and regional trends are more varied and complex. This article looks at recent efforts to expand ECEC services in Chile and Mexico. In spite of similar concerns over low female labour force participation and child welfare, the approaches of the two countries to service expansion have differed significantly. While the Mexican programme aims to kick-start and subsidize home- and community-based care provision, with a training component for childminders, the Chilean programme emphasizes the expansion of professional ECEC services provided in public institutions. By comparing the two programmes, this article shows that differences in policy design have important implications in terms of the opportunities the programmes are able to create for women and children from low-income families, and in terms of the programmes' impacts on gender and class inequalities. It also ventures some hypotheses about why the two countries may have chosen such different routes.

Liminal cultural work in family childcare: Latino immigrant family childcare providers and bicultural childrearing in the United States, 2002-2004.

Immigrants find themselves in a liminal state of limbo between two societies. In this zone, competing cultural ideas coexist. This essay examines how Latino immigrant family childcare providers in the United States questioned US norms of childrearing and how they engaged in liminal cultural work to produce a bicultural childrearing. They are exposed to US norms through family childcare certification programmes that they were legally required to participate in, in order to receive the accreditation required to care for young children in their homes. They were simultaneously critical and embracing of US mainstream ideas of childrearing. Two contested areas for them are the emphasis on individual child development and the levelling of authority relations between adults and children. Their traditional values are absent from the training programmes, yet they develop a process of selective adaptation which both maintains and discards traditional ideas of childrearing and integrates them with some of the new ideas they learn in the US. The liminal cultural work that immigrant family childcare workers do is both for themselves and for the children and the families for whom they provide care. The providers experience a process of ongoing liminal cultural work.

[Disguises, invisibility and disqualification of the guards of children in French-speaking Switzerland]. / Déguisements, invisibilité et disqualification des gardes d'enfants en Suisse Romande aujourd'hui.

Various factors oblige today's parents to entrust their children to a child-care worker (CCW), providing services in the domestic sphere, either at the child's parental house or at the day-care worker's (DCW's) own home. Taking this into account, this paper examines job offers and applications for DCWs published in a regional Swiss newspaper as well as other job offers and applications published on a website called bestnounou.ch. The parents often tend to use a variety of terms, which do not point to the child-caring or rearing activity itself, but rather emphasise sociological characteristics of the CCW (age, gender, civil status), requesting, for example, a "lady", a "grandmother", a "student". Thereby, the parents present the child-care work as: (1) a secondary and temporary activity in relation to another major stable activity (motherhood, apprenticeship, retirement); and (2) an activity that does not require professional skills but inborn aptitudes. Moreover, employers use as synonyms distinctive terms, which refer to various categories of CCW and domestic workers, whose schedules of conditions and salaries are regulated and differ. The parents' inclination to use terms designating the most precarious and underpaid CCW underscores the importance of child-care in the domestic sphere. It leads also to a public image of child-care workers as being a fragmented, unstable, little qualified and economically inconsistent workforce, in contrast to the stable and structural need for their specific services, allowing parents to face their familial and professional responsibilities.

American child care today.

Child care has 2 purposes: mothers' employment and children's development. These are conflicting goals, because the first focuses on the quantity and affordability of child care whereas the second favors expensive quality services. Affordable child care fosters maternal employment and gender equality. With welfare reform demanding more child-care places to move mothers from welfare to work, the pressure for larger quantities of child care is great. Demanding regulations raise the quality of care and give more assurance of children's well-being, but they also increase the cost. More expensive regulations price more working parents out of licensed care and force them to use unregulated home care. Widely varying qualities of child care have been shown to have only small effects on children's current development and no demonstrated long-term impact, except on disadvantaged children, whose homes put them at developmental risk. Parents have far greater impact on their children's development through both the genes and environments they provide. Thus, greater quantities of affordable, regulated child care may be possible.

The development of the day treatment centre for emotionally disturbed children at the West End Crèche, Toronto.

This article describes the interplay of various interests in centre-based child care from the 1930s to the late 1960s, through an examination of the development of a treatment centre for children with autism at the West End Creche in Toronto. The impact of the attention to child care during World War II in North America is described in relation to the postwar trend to reorient child care away from a service for wage-earning mothers and towards an educational-therapeutic service for children and families. The role of local and international welfare associations, as well as the influence of the interrelated professions of child psychiatry, social work, and nursery education, is reviewed. Finally, implications for current developments in the field of early childhood education are discussed.

A creche e as mulheres trabalhadoras no Brasil / Daycare centers and working women in Brazil

Apresenta uma revisäo bibliográfica sobre o desenvolvimento da creche enquanto instituiçäo, mostrando o papel que essa vem desempenhando no decorrer da história e principalmente no Brasil.

A brief history of federal financing for child care in the United States.

Over the past 60 years, the federal government has provided funding for child care and early education programs in fits and starts. Funding has fluctuated in amount and purpose, with the result that today's child care financing system is a confused collection of funding streams with no uniform goals, standards, or administrative structure. This article traces the history of federal funding for child care and early education programs in the United States and examines how the values of American society have shaped the federal funding of child care and early education services.

O significado da experiência de creche expresso pela criança / The sign of experience day nursery at the child's express for child

O presente estudo tem como objetivo compreender o que significa para a criança estar na creche. Foi realizado a partir de uma abordagem qualitativa, tendo como foco central a fala das crianças na faixa etária de três a seis anos que vivenciam a experiência em uma creche na cidade de Feira de Santana, no interior baiano, que atende a famílias de baixa renda. Foram trabalhados dados primários coletados pela pesquisadora no ambiente interacional da criança a partir da observaçäo participante, entrevista semi-estruturada e fotografias, no período de julho de 1994 a julho de 1995, e utilizado a análise de conteúdo, como referencial teórico foram utilizadas obras dos autores Janusz Korczac, Arnold Gesell, e Lev Semenovictch Vygotsky, Pierre Vayer e Jean Piaget e outros. O estudo consta de dois momentos: 1. construçäo do cotidiano das crianças, e 2. apreensäo do significado da experiência. Os dados mostraram ser a vivência na creche uma experiência valiosa para as crianças do estudo. O ambiente, em termos de estrutura física, juntamente com as estruturas relacionadas, contribuíram para validade da experiência apesar da escassez material do equipamento e da pouca estimulaçäo por parte do adulto. As crianças aprovam a creche e têm dela um conceito näo apenas de "guarda" mais também de espaço-ambiente. Consideram como aspecto de grande relevância nessa experiência o suprimento de necessidades básicas, como alimentaçäo, hidrataçäo, repouso, lazer e execuçäo de atividades pedagógica do tipo "fazer dever". Esse estudo contribui para a ciência na medida em que nos leva a conhecer o que representa a creche para as crianças em fase de desenvolvimento acelerado e nos induz a repensá-la em sua verdadeira funçäo, a fim de que desempenhe um papel essencial no desenvolvimento pessoal e social da criança

A Secretaria do Bem-Estar Social e a creche: dos primórdios a 1970 / The Secretaria do Bem-estar Social and the the child day care centers: from the beginnings up to 1970

Procura recuperar a história da expansäo da rede de creches no município de Säo Paulo durante a década de 70. Considera como fundamentais para a análise os movimentos de saúde, os grupos feministas e o Estado. Apresenta a atuaçäo do Estado através da analise da atuaçäo da Secretaria do Bem-Estar Social, considerando o período de sua origem e a formulaçäo do projeto dos centros infantis: 1951-1970. Considera a estreita relaçäo entre o orgäo municipal e o serviço social. (SR)