Literaturnachweis - Detailanzeige
| Autor/in | Roumani, Hala B. |
|---|---|
| Titel | Maids in Arabia: The Impact of Maids as Carers on Children's Social and Emotional Development |
| Quelle | In: Journal of Early Childhood Research, 3 (2005) 2, S.149-167 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1476-718X |
| DOI | 10.1177/1476718X05053925 |
| Schlagwörter | Child Rearing; Focus Groups; Caregivers; Employment Statistics; Foreign Countries; Housework; Homemakers; Emotional Development; Child Development; Social Development; Caregiver Child Relationship; Parent Attitudes; Social Values; Case Studies |
| Abstract | Worldwide, there is concern about the effect of non-parental childcare on children's development although research has shown that good quality alternative childcare during infancy can have a positive effect on children's development. This article reports a study of the use of housemaids instead of qualified caregivers in the Arabian Gulf. Using national employment statistics, interviews with maids, parent focus groups and a survey of child development, the study shows the widespread adoption of the use of maids as child carers. This is an inexpensive and easily accessible choice of alternative childcare, recognized as a social norm in the Gulf region. The article examines the characteristics of this form of childcare with case studies that demonstrate its harmful effects on children's social and emotional development. The study is largely qualitative, adopting a constructivist framework to build a comprehensive representation, and including in-depth analysis of three child cases. The article concludes with recommendations for change and implications for parents and policymakers. (Contains 1 figure.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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