Learning to be a child care teacher: Reflections from long-term practitioners

Child and Youth Care Forum

Volumn 30, Issue 4, 2001, Pages 209-229

  Manlove, Elizabeth E ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Child care careers; Child care teacher education; Early childhood education

Indexed keywords

EID: 1542278403     PISSN: 10531890     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1016703613845     Document Type: Article

References (49)

1. Beach, B. A. (1992). Teaching, nurturing, and gender across three generations of rural early childhood teachers. Early Childhood Research Quarterly, 7, 463-480.
2. Bellm, D., Whitebook, M., & Hnatiuk, P. (1997a). The early childhood mentoring curriculum: A handbook for mentors. Washington, DC: National Center for the Early Childhood Work Force.
3. Bellm, D., Whitebook, M., & Hnatiuk, P. (1997b). The early childhood mentoring curriculum: Trainer's guide. Washington, DC: National Center for the Early Childhood Work Force.
4. nd edition. Boston: Allyn and Bacon.
5. Blau, D. M. (1999). The effects of child care characteristics on child development. Journal of Human Resources, 34, 786-822.
6. Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss. New York: Basic Books.
7. Bowman, B. (1997). New directions in higher education. In S. L. Kagan & B. T. Bowman (Eds.), Leadership in early care and education (pp. 107-114). Washington, DC: National Association for the Education of Young Children.
8. Breunig, G. S., & Bellm, D. (1996). Early childhood mentoring programs: A survey of community initiatives. Washington, DC: National Center for the Early Childhood Work Force.
9. Bronfenbrenner, U. (1979). The ecology of human development. Experiments by nature and design. Cambridge, MA: Harvard University Press.
10. Bronfenbrenner, U., & Crouter, A. C. (1983). The evolution of environmental models in developmental research. In P. Mussed (Ed.), Handbook of child psychology (Vol. 1, pp. 358-414). New York: Wiley.
11. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
12. Copple, C. (1990). Quality matters: Improving the professional development of the early childhood workforce. New York: Carnegie Corporation of New York.
13. Costley, J. B. (1994). Progress toward early childhood career pathways in higher education. Boston, MA: Center for Career Development in Early Care and Education, Wheelock College.
14. Derman-Sparks, L. & the ABC Task Force. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC.
15. Elder, G. H. (1979). Historical changes in life patterns and personality. In P. Baltes & O. Brim (Eds.), Life-span development and behavior (Vol. 2) (117-159). New York: Academic Press.
16. Feagans, L. V., & Manlove. E. E. (1994). Parents, infants, and day-care teachers: Interrelations and implications for better child care. Journal of Applied Developmental Psychology, 15, 585-602.
17. Fine, M. (1994). Working the hyphens: Reinventing self and other in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 70-82). Thousand Oaks, CA: Sage.
18. Fontana, A., & Frey, J. H. (1994). Interviewing: The art of science. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 361-376). Thousand Oaks, CA: Sage.
19. Galinsky, E. (1990). Why are some parent/teacher partnerships clouded with difficulties? Young Children, 45, 2-3, 38-39.
20. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
21. Goffin, S. G., & Day, D. E. (Eds.). (1994). New perspectives in early childhood teacher education: Bringing practitioners into the debate. New York: Teachers College Press.
22. nd edition. Denver, CO: Economics Department, University of Colorado at Denver.
23. Hofferth, S. L., Brayfield, A., Deich, S., & Holcomb, P. (1991). National child care survey, 1990. Washington, DC: Urban Institute Press.
24. Howes, C. (1997). Children's experiences in center based child care as a function of teacher background and adult:child ratio. Merrill Palmer Quarterly, 43, 404-425.
25. Johnson, J., & McCracken, J. B. (Eds.). (1994). The early childhood career lattice: Perspectives on professional development. Washington, DC: National Association for the Education of Young Children.
26. Kagan, S. L., & Bowman, B. T. (1997). Leadership in early care and education. Washington, DC: National Association for the Education of Young Children.
27. Katz, L. G. (1995). Talks with teachers of young children. Norwood, NJ: Ablex.
28. Kontos, S. (1987). The attitudinal context of family daycare relationships. In D. L. Peters & S. Kontos (Eds.), Continuity and discontinuity of experience in child care (pp. 91-113). Norwood, NJ: Ablex.
29. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
30. Manlove, E. E. (1993). Multiple correlates of burnout in child care workers. Early Childhood Research Quarterly, 8, 499-518.
31. Manlove, E. E. (1994). Conflict and ambiguity over work roles: The impact on child care worker burnout. Early Education and Development, 5, 41-55.
32. Manlove, E. E., & Guzell, J. R. (1997). Intention to leave, anticipated reasons for leaving, and 12 month turnover of child care staff. Early Childhood Research Quarterly, 12, 145-167.
33. National Association for the Education of Young Children. (1996). Guidelines for preparation of early childhood professionals. Washington, DC: Author.
34. Nelson, M. K. (1990). Mothering others' children: The experience of family day care providers. In E. K. Abel & M. K. Nelson (Eds.), Circles of care: Work and identity in women's lives (210-232). Albany, NY: State University of New York Press.
35. Oakley, A. (1981). Interviewing women: A contradiction in terms. In H. Roberts (Ed.), Doing feminist research (pp. 30-61). London: Routledge & Kegan Paul.
36. Pence, A. R. (1989). In the shadown of mother-care: Contexts for an understanding of child day care in North America. Canadian Psychology/Psychologie Canadienne, 30, 140-147.
37. Phillips, C. B. (1991). Essentials for child development associates working with young children. Washington, DC: Council for Early Childhood Professional Preparation.
38. Pleck, J. H. (1997). Paternal involvement: Levels, sources, and consequences. In M. E. Lamb (Ed.), The role of the father in child development (pp. 66-103). New York: John Wiley & Sons, Inc.
39. Powell, D. R. (1978). The interpersonal relationship between parents and careegivers in day care settings. American Journal of Orthopsychiatry, 48, 680-689.
40. Rodd, J. (1998). Leadership in early childhood: The pathway to professionalism. New York: Teachers College Press.
41. Seidman, I. E. (1991). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
42. Stremmel, A. J., Benson, M. J., & Powell, D. R. (1993). Communication, satisfaction, and emotional exhaustion among child care center staff: Directors, teachers, and assistant teachers. Early Childhood Research Quarterly, 8, 221-233.
43. U.S. Bureau of the Census. (1991). 1990 census of population and housing. Summary of population and housing characteristics. Pennsylvania (1990-CPH-1-40). Washington, DC: U.S. Government Printing Office.
44. Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services.
45. Whitebook, M., Howes, C., & Phillips, D. (1989). Who cares? Child care teachers and the quality of care in America, final report. Oakland, CA: Child Care Employee Project.
46. Whitebook, M., Sakai, L., & Howes, C. (1997). NAEYC accreditation as a strategy for improving child care quality. Washington, DC: National Center for the Early Childhood Work Force.
47. Widom, C. S. (2000). Does violence beget violence? A critical examination of the literature. In A. C. Donnelly & K. Oates (Eds.), Classic papers in child abuse (309-349). Thousand Oaks, CA: Sage.
48. Wien, C. A. (1995). Developmentally appropriate practice in "real life": Stories of teacher practical knowledge. New York: Teachers College Press.
49. Willer, B. (1994). A conceptual framework for early childhood professional development. In J. Johnson & J. B. McCracken (Eds.), The early childhood career lattice: Perspectives on professional development (4-23). Washington, DC: National Association for the Education of Young Children.