The Type of Social Care - Research Paper Example

Research Proposal on Finding Short Term and long-term Solutions to the Challenges Faced in Care Provision for Day Care for Pre-School Children University Tutor Subject Date 1.0 INTRODUCTION 1.1 Research Purpose Deterioration of social care provision standards for day-care for pre-school children in many societies is the essence of this study. This study is proposed to be done with the purpose of assessing the possible impact of inclusion of better standards of social care in identified areas of day care for pre-schoolars. The research is expected to bring out the likely advantages likely to be accrued with the use of revised policies in the sphere of day care and the likely benefits that comes with these to the society. 1.2 Rationale for the study The study is important because the future of the country depends on the type of social care that children receive. The type of social care has been found to have an influence on the personalities and behaviour patterns of children (Burchinal, 2009). The proposed study therefore aims at validating the research studies carried out by other people and seeks to improve on the measures taken towards the alleviation of the problems. The study also aims to assess the position of women in the problem and tries to find ways that can be used to incorporate them in the solutions. 1.3 Statement of the problem The problem of the study is to identify the challenges of day care facilities and organizations and suggest ways through which these problems and challenges may be resolved. The problem is an old one, which has become more pronounced with the increase in population and strain on the available social amenities (Children’s Foundation, 2007). Also, the fact that more women are participating in the workforce contributes to the burden on social care for child support. The study therefore has in its scope the implementation of both long term and short-term solutions for the standards needed for day care as well through policy change. 1.4 Study Aims and Objectives The main aim of the research is to find out what are the challenges and problems facing the provision of day care for pre-school children. However, specific aims and objective are as follows: a. To find out the core problems, related to availability of resources, budgets, schedules etc. that lead to the inadequate provision of day care to pre-school children. b. To find out the challenges that day care workers face during their work day c. To find out what are any other factors that may have catalysed the problems facing the provision of day care for pre school children d. To develop a plan of action and a set of recommendations for improving the standards of day care for pre-schoolers. 2.0 REVIEW OF THE LITERATURE The literature review is expected to include a discussion of the preschool day care facilities in the UK and how it impacts on the economy and the society. It will also include previous research undertaken to assess the impact of quality of day care on the development of children. 2.1 Data on financial implications of day care Data is collected periodically by the U.K Census bureau on the different arrangements that are employed by families with working mothers. The Daycare Trust publishes child cost surveys annually. It covers cost surveys in January for general child-care costs and July for holiday child-care costs. According to Daycare trust 2011, the survey indicates that child-care costs have increased and surpassed the average wage. This has placed parents under financial immense strain. For example, the costs of child minders in Scotland for children aged two or older has increased by 8.3% in the past one year. This was four times higher than the average wage. The survey also found that annual expenditure for children under two was £5,178 in Scotland, £5,028 in England and ££4,723 in Wales. This was an average derived from 25 hours nursery care per week. The survey further indicated that 60% of Family Information Services in Britain claimed that parents reported in their areas of residence for the past nine months. The survey sought to seek measures to fill in the gaps in day care for children with disability (Day care trust 2011). A measly twelve percent of FIS respondents said there was sufficient day care to meet parent’s needs. 2.2 Impacts of Child care arrangements In 2004, the National Survey of European Families (NSEF) conducted studies to show child-care arrangements opted for by different families. The study assessed children under the age of 8 across Scotland, Ireland and England. The study found out that 64% of children who had mothers who were employed on a full time basis spent 18 more hours in day care facilities as compared to other children (Capizzano; Adams, 2006). 9% of the children under survey were found to spend no time at all in non-parental day care facilities. 12% of children on the other hand spent between 1-14 hours in the day care facilities. 25% of the children were also found to spend between 15-34 hours per week in the day care facilities. The study found out that children from high-income families were most likely to spend part-time care in the facilities as compared to the low income families. The study showed a drastic increase in the number of working mothers as households strive to meet the economic challenges. However, compared to earlier data carried to assess the same, the number of hours was found to have declined. 2.3 Day Care and Child Development A comprehensive study was done to assess the connections between early childhood development and child-care. The study was conducted by National Institute of Child Health and Human Development (NICHD 2009). The sample was obtained from Office for Standards in Education (Ofsted) in England, HM inspectorate of Education (HMIE) in Scotland, Estyn in Wales and Department for Education Northern Ireland (DENI). The study showed that characteristics of the child-care systems did not provide as much influence on the development of a child as compared to the relationship and bonds between the mother and the child (Friendly 2008). Cognitive and language development was found to be related to the quality of maternal care accorded to the child during its first three years. The research also analyzed structural elements in child-care institutions and facilities. These included the size, staff- child ratio and the level of training that the teachers had. The study found out that 12% of the children were enrolled at day-care facilities by the age of 6 months while 38% were enrolled at the age of three months. The studies demonstrated that the children who were in facilities that followed specified guidelines had improved abilities in regard to language as compared to those in facilities without the guidelines. There were also significantly less problems of behaviour linked to children between the ages of 2-3 years in schools which had the specified guidelines. Children who were used in the sample were followed up and more findings are expected to be released when the children reach the age of 54 months. The research was aimed at determining both short term and long term effects of child care on the development of a child. The quality of all the available types of family and relative care was also determined with respect to measurements such as the settings safety and responsiveness of the providers to the children. 3.0 RESEARCH METHODOLOGY Qualitative data collection and analysis design is the most appropriate for the proposed study. This is an effective way of obtaining detailed and in depth answers to the questions. Qualitative data can be used to provide an insight about the challenges and problems that are experienced by the day care workers (Karoly 2008). This method enables respondents to give information freely and with ease as, unlike a quantitative survey method, the respondents are not limited to multiple-choice or very short answers (Bryant and Charmaz, 2007). In order to choose the most suitable research design, several factors need to be considered, like the availability of resources in terms of finances and time. An evaluative case study approach is therefore found useful for the proposed research. Quantitative approaches to descriptive and non-experimental research methods are to be used to gain in-depth knowledge into what standards are needed to solve the problems facing high quality day care for pre-schoolers in the UK. 3.1 Theoretical Approach Phenomenological approach is to be followed as the theoretical approach. Phenomenological approach is essential for discussing qualitative data because, being a philosophical approach it allows for detailed discussion of the problem in the context of the situation (Forman 2006). It is also suitable as it regards all data as significant for discussion and takes into consideration the perspective of the respondents. 3.2 Research Methods Qualitative interviews are to be used to gain an indepth understanding of the perspectives of the respondents (Polivka 2003). Qualitative interviews help the respondents feel comfortable in discussing emerging issues. The interviews are also to be carried out in an open-ended manner so that finer details and issues that had been previously overlooked can be addressed. Qualitative interviews are also suitable because of the nature of the study; the study deals with social problems which may be intangible in nature and cannot be captured with a survey or other methods. 3.3 Research Design 3.3.1 Sampling Non-random sampling is to be used for the proposed research. The data is to be collected from 10 predetermined day-care centres’ in and around London. The centres were chosen after they reflected other schools in the geographical region and therefore were expected to provide unbiased results. 3.3.2 Data collection method Data is to be collected by using personal interviews. This is because the use of personal face-to-face interviews minimizes the chances of collecting misleading information. 3.3.3 Data analysis Reflective data analysis is expected to give the most accurate results. This is because the collected data is qualitative in nature. Reflective data analysis is applicable because it provides more insight to the situation as it factors in non-tangible information such as feelings and attitudes that were in play during the collection of the data (Whitebook, 2008). Reflection method can later be enforced by other statistical methods so as to conclusively determine and back-up the findings got by the reflective methods of analysis. 3.4 Expected Outcomes Financial obligations are the main obstacle facing this project. Data collection procedures, which shall be personal interviews, are very expensive to prepare, undertake, and collect for analysis. Therefore, more money and time may be required to complete the exercise. Data is to be collected from a small representation central to the intended purpose to evaluate day care problems and challenges from a large geographical area. This has the potential of raising concerns over the accuracy of the collected data and by what scale the recommendations should be applied. Limited time is also likely to inconvenience the research as it shall require a longer period of time, which may not available. Other fears are from the reception likely to be give to the study by the respondents. 3.5 Ethical Considerations The study will utilize secondary data that has been published in credible resources. However, in keeping with ethical standards in the conduct of research with human participants, respect, consent, and confidentiality will be accorded to respondents (Creswell, 2007). During preparation for the interviews, the researcher will seek consent of the interviewee before the day of the interview, and will also respect the time schedule of the interviewee. Confidentiality will be accorded to the respondents since only the researcher shall receive their information. The researcher will adopt a professional and polite attitude with all respondent in all cases even when some of the respondents tend to become un- cooperative. Original identification document from the research team will be presented to the participants to establish the credibility of the research. 4. Timeline The study shall follow the following timeline: Jan 5-Jan 27 ,2011 Jan 28-Feb 28 ,2011 Mar 1-Mar 28 ,2011 QTR1 QTR2 QTR3 QTR4 QTR1 QTR2 QTR3 QTR4 QTR1 QTR2 QTR3 QTR4 Project Proposal Literature Review Stage one Stage two Stage three Dissertation/finalization Submission Bibliography Bryant, A and Charmaz, K. (2007). The SAGE Handbook of Grounded Theory. London: Sage.   Burchinal, M.R., Campbell, F.A., Bryant, D.M., Wasik, B.H., Ramey, C.T. 2009. Early intervention and mediating processes in cognitive performance of children of low-income African-American families. Child Development, 68, 935-54 Capizzano, J., Adams, G 2006. The types of child care settings used by children under five. London: Urban Institute. Childrens Foundation. 2007. Child care center licensing study. [Online] available at: http://www.researchconnections.org/files/childcare/keytopics/licensing.pdf [accessed on 14 November 2011] Creswell J.W., (2007). Qualitative & Research Design. Choosing Among five approaches. California: Sage Publications, Inc Daycare Trust. 2011. A survey of the cost of childcare for the British parent. London: League Publishers Erel O, Oberman Y, and Yirmiya N. 2010. Maternal versus nonmaternal care and seven domains of childrens development. Psychology Bulleitin, 126 (5): 727–47. Forman, M.R. 2006.. Federal funding for child care (Memorandum to the House Committee on Ways and Means). London: Congressional Research Service. Friendly, M. and McCain, M. (2008, March 7). Child care must serve kids not corporate shareholders.[online]. Available at: http://privatization.crru.ca/index.php?option=com_mtree&task=viewlink&link_id=139&Itemid=0 [accessed on 14 November 2011] Galinsky, E., Howes, C., Kontos, S., and Shirr, M. 2004, The study of children in family child care and relative care. New York, NY: Families and Work Institute. Karoly, L.A., Greenwood, P.W., Everingham, S.S., Hoube, J., Kilburn, M.R., Rydell, C.P., Sanders, M., and Chiesa, J. 2008, Investing in our children: What we know and dont know about the costs and benefits of early childhood interventions. Washington, DC: RAND. Kisker, E.E., Hofferth, S.L., Phillips, D.A. and Farquhar, E. 2005. A profile of child care settings: Early education and care in 2004. Washington, DC: U.S. Department of Health and Human Services. National Institute of Child Health and Human Development Early Child Care Research Network. 2009, Child outcomes: When child care center classes meet recommended standards of quality. American Journal of Public Health, 89(7), 1072-77. Polivka, A.E. and Rothgeb, J.M. 2003. Redesigning the CPS questionnaire. Monthly Labor Review, 116(9), 10-28. Whitebook, M., Howes, C. and Phillips, D 2008, Worthy work, unlivable wages: The national child care staffing study, 2007-08. Cambridge: Center for the Child Care Workforce.   Read More