S.L. Parish and others
Children and Youth Services Review, vol.27, 2005, p.905-919
The National Survey of America's Families was analysed to examine the use and quality of childcare of low-income preschool children with disabilities as contrasted with low-income non-disabled children. Results show that the likelihood of a child being in care at all is more strongly related to family structure than to disability status. Disabled and non-disabled children in single parent families show similar elevated levels of participation in childcare. Single parents were also found to pay significantly less for childcare than intact families. This suggests potentially deleterious outcomes for these children. Authors call for childcare subsidies for low-income disabled children and their families.
Community Care, May 19th-25th, 2005, p.32-34
Presents case studies of how social pedagogues work with children and young people in a flexible care team in Hamburg, combining social care and education.
Public Servant, issue 27, May 20th 2005, p.13
Introduces Friskie EU, a three year project in which partners from across Europe are working together to develop a fresh approach to helping disadvantaged young people engage with training and enter the job market. The Friskie approach includes use of one-to-one advice and informal group learning and emphasises involving young peope in programme planning and evaluation.
C. Cameron Community Care, May 19th-25th 2005, p.36-37
Reports on how training for social pedagogues is organised in Germany and how their skills are applied in practice. Pedagogues develop close social relations with young people in their care, use a body of theory to decide what action to take in particular circumstances, and are closely involved in the practical aspects of the daily lives of their clients.
S. Keigher and others
Children and Youth Services Review, vol.27, 2005, p.881-904
Seven mothers with HIV describe the caregiving tasks performed by their children. Using various perspectives on children and caring found in the research literature, the authors examine the impacts of these responsibilities on the children's lives. Finding a dearth of institutional support available to the children in the US context, authors speculate about the interventions that could assist them emotionally, developmentally and physically.