1 / 13

Children’s socio-emotional wellbeing and daily family life in a 24-h economy

Children’s socio-emotional wellbeing and daily family life in a 24-h economy. Some information of the project. Research consortium funded by the Academy of Finland (2011-2014) JAMK university of applied research : Anna Rönkä, Mia Tammelin , Timo Hintikka, Ulla Teppo

noura
Download Presentation

Children’s socio-emotional wellbeing and daily family life in a 24-h economy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Children’s socio-emotional wellbeing and daily family life in a 24-h economy

  2. Someinformation of the project Researchconsortiumfundedby the Academy of Finland (2011-2014) JAMK university of appliedresearch: Anna Rönkä, Mia Tammelin, Timo Hintikka, Ulla Teppo University of Jyväskylä: Marja-Leena Laakso, Eija Sevon, Pirjo-Liisa Poikonen, Eija Salonen, Piia Manninen, Johanna Mykkänen, Leena Turja, Riitta-Leena Metsäpelto National Institute for Health and Welfare: Marjatta Kekkonen, Liisa Heinämäki University of Utrecht (Department of Cultural Anthropology and Sociology): Tanja van der Lippe, Anne Roeter University of Manchester, Morgan Centre for the Study of Relationships and Personal Life): Vanessa May

  3. Frame of reference in 24/7 study: MAKROSYSTEM: EXOSYSTEM: 24/7 ECONOMY Servicesystem Sosial-, family- and workpolicies Parents’ work at non-traditionalhours MESOSYSTEM: MESOSYSTEM: • Daily familyliving • Work-familyinter-relations • - Challanges in parenting • - Fatherhood • Single parenting • Partnershipetc • Day and nightcare • Goodpractices • Interpretations of children’swell-being • Partnershipetc MIcROSYSTEM: Children’ssocio-emotionalwellbeing Bronfenbrenner, U. Ecologicalsystemstheory

  4. Researchquestions 1) How is daily family life and child care organized among Finnish, British and Dutch families with parents working at non-traditional hours? 2) How do parents and children experience parental work at non-traditional hours and different care arrangements? What are the central aspects of daily life at home and in care experienced by the children when one or both parents work shifts? 3) Is the form of parental work (day work, workat non-traditional hours) related to children’s socio-emotional wellbeing? • If so, then what are the possible mediators or moderators? What is the role of the spousal relationship, parenting and family functioning? • Does the form of child care (centrally based care, home care) make a difference? • Are there additional differences deriving from the three different national policy and cultural contexts?

  5. Researchquestions: continue 4) Whatenhances a satisfactory family life and child wellbeing in the context of parental work at non-traditional hours? What kind of routines do children and parents have in relation to daily transitions? How do children go about building a sense of belonging if their parents work at non-traditional hours? 5) What is the role of day-care and the partnership between day-care and parents in enhancing child wellbeing? • What are good practices in institutional child care according to day-care workers and parents? • What are the aspects ofday-and-nightcare care that are important to children?

  6. Multi-method and -informantapproach

  7. Parental and PersonnelSurveys Parentalsurvey Survey for child-carepersonnel A web- questionnaire (app. 200 respondents) Finland; Day-and-nightcarecentres Themes, for example: Challenges and good practices of day-and-nightcarein enhancing child-wellbeing Partnership between parents and personnel Public and private child-care units Collected autumn 2012 analysis early 2013 • A web- questionnaire (app. 500 respondents ) • Comparative: also the Netherlands and the Great Britain • app. 200 respondents/country • Parents are contacted via day care centres and work organisations (service sector ) • Themes, for example: • Working time practices (time, timing, and tempo of work) • Experiences of work-family interface (conflict and enhancement) • Parenting • Quality of spousal relationship • Child wellbeing • Also interview data on parents • Collected autumn 2012 • analysis early 2013

  8. Methods for hearing the children Storytelling as a waychildren express theirviewpoints on theirsocial-emotionalwellbeing Young children’ssocial-emotionalwellbeing in the context of day and nightcare Doctoralstudyby Eija SalonenRelates with parents’ and daycarepersonelle’sinterviews Content: Observationsof doings and beings of the mostyoungestones in the daycare center, especiallycoming to the daycare, evenings and mornings Observationswillalsobeconducted at homes Interviewswillbeused to broaden the knoweledgegainedfromobservations • Doctoralstudyby Piia Manninen Marjaana Lehtomäki (Master’sthesis) • AlsostudiesbyJamkstudents • Co-operationstarted in Tapiola Day and nightcare center in Autumn 2011 - Already 16 familieshavegiventheirconsents Details: Pictures and pictured ”stages” of importantplaces, moments and happeningsaboutshiftcare Child tellswhathappens and the storiesareplayedtogether with the adult One storywillbewatchedtogether with the parents / personelle

  9. Methods for hearing the children

  10. Yougot a messagefromIlli!The all-around-the-clockdiary • Sample: 20 childrenrecruitedfromDay-and-nightcarecentres + parents and daycarepersonnel • One weekperiod with questionsthreetimesa day • Answeringeither at home or in the day-carebyusingmobile-phones (smartphonesborrowedfromthe project);children will carry mobile-phones with them • Questions for bothchildren and adults (parents, daycarepersonnel) • The questions for the childrenconcern the child’s daily moods, doings and interaction with caringadults • The questions for childrenarespoken; answeringeitherbyspeakingorbypushing the icons • The questions for adultsconcern the adult’sperceptions of child’smoodsand daily wellbeing; answeringbywritingorusingstructuredscales

  11. Message fromIlli! Someexamplesfromchildren’squestions • Pleasetell to Illihowdidyousleeplastnight? Tellto Illihowyouareyouthismorning? PleasechoosebetweenIlli’sfaceswhichsuitsyourmoodbest. • Haveyoubeenhappythismorning? Chooseifyouhave - notat allbeenhappy - a littlebithappy - quitehappy - very, veryhappy?

  12. TellIlliwhatwas the nicestthing in thismorning? • Whatabout the worstthing in thismorning? • Whathaveyoubeendoing at home/at daycare in thismorning? EXAMPLES FROM THE EVENING QUESTIONS • Pleasedescribe to Illionenicemoment at daycaretoday • Pleasedescribe to Illionemiserablemoment at daycaretoday • Illi is interested in knowingmoreaboutyourday at daycare. I tellyounowsomethingsthatcanhappen. Pleasepusheitheryesor no: • Itwasnice to come to daycaretoday • I missed my home at daycaretoday • Adultshavetalked to me today • etc

  13. Examplesfrom the questions for adults • Child’smoods (happy, angry, sad, worried, tired, motivated, restless); 1-7 scale • Desribeyourownmood in yourownwords(parents, afternoon) • How was the child’sdayaccordingyouropinion? • How did the childreact to daycaretoday? (daycarepersonnel, afternoon) • What made the child’sday a goodoneor a badone, and why is that? • Whatdoyounthink the childneededfrom the adultstoday?

More Related