|Subjects:||Family day care -- Ontario -- Toronto., Day care aides -- Education -- Ontario -- Toronto., Educational attainment -- Ontario -- Toronto.|
|Notes:||Source: Masters Abstracts International, Volume: 45-06, page: 2799.Thesis (M.Ed.)--University of Toronto, 2007.Electronic version licensed for access by U. of T. users.ROBARTS MICROTEXT copy on microfiche.|
Home child care in Ontario is regulated under the Day Nurseries Act, but there has never been a legislated educational requirement for providers. Research indicates that there is a relationship between provider education and quality child care provision. In urban areas such as Toronto, there are indications that the occupation has become the work of new immigrants and other women who experience barriers to employment in the public marketplace. This qualitative study explores informal learning among regulated providers who have no post-secondary education yet provide exemplary child care. This work is influenced by David Livingstones (2004) research demonstrating that informal learning contributes to increased expertise in paid and unpaid work, which goes largely unrecognized. Using quality assessments, time diaries and interviews, the working conditions and learning strategies of five urban providers are examined to consider how home child care providers compensate for barriers to formal education by learning informally.