Детский сад глазами родителей: оценка качества услуг
The research is aimed to elaboration of the tools to measure the parental evaluation of the municipal preschool service, as a part of complex evaluation of preschool sector of education. The research needs are related to increasing number of types of preschool service providers, appearing nongovernmental providers, competition growing, including municipal sector. On the qualitative part, the individual interviews with parents (N=30) are conducting, the gathered data will be analyzed: coded, classified, and conceptualized to identify scope of parent’s evaluation criteria and parent’s meanings of that criteria.
The practices of multi-actor child care is described and analyzed in the article. The empirical base is survey of Muscovites with children of 3 to 5 years old in November 2012. The results of the research have showed the significance of the kindergarten services as the institutional service that allowed parents to continue their professional careers. Along with that, the survey has revealed unequal distribution of child-care duties between mothers and fathers. According to opinions of parents, mothers are perceived five times as more involved into child-care than fathers. It is adjusted to the fact of different strategies of job search and placement. Mothers find a job with working hours that is in accordance with preschool schedule, fathers don’t taking into account this point. The policy of compensation for families which children don’t attend the kindergarten is discussed in the conclusion.
The International Network on Leave Policies and Research has been producing an annual review of leave policies and related research since 2005 (for earlier reviews, go to the network’s website:http://www.leavenetwork.org/archive_2005_2009/annual_reviews/).
The review covers Maternity, Paternity and Parental leaves; leave to care for sick children and other employment-related measures to support working parents; and early childhood education and care policy. As well as policies, it provides information on publications and research. The review is based on country notes from each participating country, prepared by members of the network and edited by one of the network’s coordinators. Each country note follows a standard format: details of different types of leave; the relationship between leave policy and early childhood education and care policy; recent policy developments; information on take-up of leave; recent publications and current research projects. The review also includes definitions of the main types of leave policies; and crosscountry comparisons. These comparative overviews cover: each main type of leave; total leave available; the relationship between leave and ECEC entitlements; policy changes and developments since the previous review; and a summary of take-up of leave across countries.
The 2016 review includes 2 new countries: Korea and Romania. Altogether, it covers 40 countries. Including the new countries, these are: Australia, Austria, Belgium, Brazil, Canada, Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Israel, Ireland, Italy, Japan, Korea, Lithuania, Luxembourg, Malta, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Romania, Russian Federation, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Switzerland, United Kingdom, United States of America, and Uruguay.
This paper estimates the effect of economic shocks that affect families with young children on children’s health, educational and behavioral outcomes in adolescence. Transition period in Russia provides a natural experiment setting for estimating this effect. During the economic turmoil of early transition many people lost their jobs, experienced salary declines or occupational downgrading. These individual labor market shocks were mainly caused by the structural changes in the economy. Analyzing household survey data from Russia I find that children who were under the age of five and whose parents were negatively affected during the early transition have poorer health in adolescence and are less likely to have completed high school. For the comparison group – children who were at the school age during the early transition – there is an effect on educational outcomes and risky behaviors but not on health. Absence of a father in a family during the early transition years has a negative health effect only for the younger age group. I also find differential effects for boys and girls, by mother and father.
Investigations of the neural correlates of face recognition have typically used old/new paradigms where subjects learn to recognize new faces or identify famous faces. Familiar faces, however, include one's own face, partner's and parents' faces. Using event-related fMRI, we examined the neural correlates of these personally familiar faces. Ten participants were presented with photographs of own, partner, parents, famous and unfamiliar faces and responded to a distinct target. Whole brain, two regions of interest (fusiform gyrus and cingulate gyrus), and multiple linear regression analyses were conducted. Compared with baseline, all familiar faces activated the fusiform gyrus; own faces also activated occipital regions and the precuneus; partner faces activated similar areas, but in addition, the parahippocampal gyrus, middle superior temporal gyri and middle frontal gyrus. Compared with unfamiliar faces, only personally familiar faces activated the cingulate gyrus and the extent of activation varied with face category. Partner faces also activated the insula, amygdala and thalamus. Regions of interest analyses and laterality indices showed anatomical distinctions of processing the personally familiar faces within the fusiform and cingulate gyri. Famous faces were right lateralized whereas personally familiar faces, particularly partner and own faces, elicited bilateral activations. Regression analyses show experiential predictors modulated with neural activity related to own and partner faces. Thus, personally familiar faces activated the core visual areas and extended frontal regions, related to semantic and person knowledge and the extent and areas of activation varied with face type.
"Children and society: social reality and innovation" is a collection of more than 170 papers by Russian sociologists from different regions of the Russian Federation, Ukraine, Poland, Kazakhstan, Germany at the all-Russian scientific-practical conference with international participation "Children and society: social reality and innovation". The book presents studies of regional offices and the scientific committees of the Russian society of sociologists, research teams, supported by the Russian Foundation for Humanities, groups of educational institutions, which deal with the problems of education, health, family and childhood, ecological and ethnonational problems of childhood, culture and social life in terms of processes of transformation and modernization of the Russian society. The13 parts of the book-lit topical issues of implementation of National strategy of action for children for 2012-2017. That‘s presented actual wide field of contemporary assessment and examination of public policies and civil society efforts to improve the situation of children in the Russian Federation for sociologists, protection of children‘s rights, consideration of the ability of children as independent subjects of social life
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.