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dc.contributor.advisorTochon, Francoisfr
dc.contributor.authorHill-Paterson, Marionfr
dc.date.accessioned2014-05-14T14:20:06Z
dc.date.available2014-05-14T14:20:06Z
dc.date.created1997fr
dc.date.issued1997fr
dc.identifier.isbn0612467554fr
dc.identifier.urihttp://savoirs.usherbrooke.ca/handle/11143/454
dc.description.abstractThis study is about the troubles encountered by one researcher in getting qualitative research on partnerships between families, in disadvantaged situations and educators in toddler day care settings and how they affect the quality of care as perceived by parents and educators. The study focuses on the conflicts and tensions as perceived by families and educators. A secondary goal of the study is to develop a greater understanding of how day care training programs might incorporate the findings to prepare day care educators to work with families in disadvantaged circumstances. The study is done through a qualitative lens using an ecological framework. The study spans a three month period and is set up in a non-profit, parent-controlled day care center. Detailed 'narratives of experience' are constructed from the participants' reflections on the events. Three main barriers or conflicts have emerged from the study. They are time, fear and a difference in perceptions between the families and the educators. The thesis concludes with advice to researchers who may be contemplating setting up a similar study and some suggestions are proposed for day care training programs. These suggestions include reflections of the researcher and how she implemented changes in her own teaching.fr
dc.language.isoengfr
dc.publisherUniversité de Sherbrookefr
dc.rights© Marion Hill-Patersonfr
dc.titleTroubles of one neophyte researcher in getting qualitative research on parthneships in a daycare setting with disadvantaged toddlersfr
dc.typeMémoirefr
tme.degree.disciplineEnseignement préscolaire et primairefr
tme.degree.grantorFaculté d'éducationfr
tme.degree.levelMaîtrisefr
tme.degree.nameM.A.fr


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