Abstract
Effective child care techniques are required in order for women to achieve balance between professional life and parental duties due to the increased number of women entering the professional workforce. This study is based on grounded qualitative study. In this study participants are working women and all are related from profession of teaching. This study attempts to give readers a thorough overview of the child care practices used by modern professional women. In order to overcome the difficulties related with child care, the study investigates here numerous strategies used by professional women. It looks at official and informal child care systems, highlighting both of its benefits and drawbacks. The distinction between official and informal childcare arrangements is made by the presence of nursery facilities, preschools and nannies. Cost, availability, convenience, and quality of care are just a few of the variables this study covers in relation to choosing child care alternatives. The results suggests different child care tactics used by professional women, with a focus on the value of a variety of child care options, supportive work settings, personal networks, technological improvements, and regulatory initiatives.
Publisher
Research for Humanity (Private) Limited
Reference31 articles.
1. B Daelmans. (2015). Effective interventions and strategies for improving early child development.
2. Bane, M. J., Lein, L., O’Donnell, L., Stueve, C. A., & Wells, B. (1979). Child-care arrangements of working parents. Monthly Labor Review, 102(10), 50–56.
3. Barber-Madden, R., Petschek, M. A., & Pakter, J. (1987). Breastfeeding and the Working Mother: Barriers and Intervention Strategies. Journal of Public Health Policy, 8(4), 531–541.
4. Bierman, K., Greenberg, M., and Abenavoli, R.M. (2017). Promoting social and emotional learning in preschool. State College, PA: The Pennsylvania State University.
5. Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996). Quality of Center Child Care and Infant Cognitive and Language Development. Child Development, 67(2), 606–620.