Professional Child and Youth Care provides a comprehensiveanalysis of the child and youth care field in Canada. The firstedition, published in 1987, developed an inclusive model of the broadfield of child and youth care, which has since been adapted byeducators, practitioners, and researchers across North America. Nowthis widely used text has been revised and expanded to includedevelopments that have occurred in the field in the last decade. Allthe chapters have been updated, and two new chapters on rehabilitationand recreation have been added.

Critical and postmodern perspectives have been largely underexplored in the field of child and youth care. This book addresses the gap, showcasing cutting-edge approaches to policy, pedagogy, and practice from diverse perspectives and professional settings. The authors challenge deep-seated assumptions about child and youth care by reinterpreting core concepts such as ethics and outcomes and raising questions about underlying goals and premises. Can the ends of practice be separated from the means? For whose benefit are interventions designed? By recognizing a range of social and political influences on children and youth, this volume bears witness to exciting developments in child and youth care.

This book tells the story of an unexpected partnership initiated by an Aboriginal tribal council with the University of Victoria's School of Child and Youth Care. The partnership produced a new approach to professional education in which community leaders are co-constructors of the curriculum, and which is implemented only if both parties are present and engaged. Word of this generative curriculum spread to numerous Aboriginal communities and now over 60 communities have participated in the First Nations Partnership Program. Completion rates and community development indicators demonstrate the remarkable capacity built across diverse indigenous communities through the program. with and upon diversity. It also engages communities in dialogue about research-based theories and models of early childhood from Euro-Western traditions. Evaluation research has shown how the program supports each community's unique characteristics while promoting their shared vision of promoting healthy children and healthy social structures. alternative to promoting best practices devised and imposed on communities by outside specialists. The book will interest human service workers, professional educators, and community developers who know that communities' own concepts, capacities, and goals for children and families need to be the driving forces in professional education that respects and protects cultural diversity.

This book tells the story of an unexpected partnership initiated by an Aboriginal tribal council with the University of Victoria's School of Child and Youth Care. The partnership produced a new approach to professional education in which community leaders are co-constructors of the curriculum, and which is implemented only if both parties are present and engaged. Word of this generative curriculum spread to numerous Aboriginal communities and now over 60 communities have participated in the First Nations Partnership Program. Completion rates and community development indicators demonstrate the remarkable capacity built across diverse indigenous communities through the program. The program honours the knowledges residing within communities, and works with and upon diversity. It also engages communities in dialogue about research-based theories and models of early childhood from Euro-Western traditions. Evaluation research has shown how the program supports each community's unique characteristics while promoting their shared vision of promoting healthy children and healthy social structures. alternative to promoting best practices devised and imposed on communities by outside specialists. The book will interest human service workers, professional educators, and community developers who know that communities' own concepts, capacities, and goals for children and families need to be the driving forces in professional education that respects and protects cultural diversity.

Family day care is a major source of out-of-home care today for millions of young children in North America. Its impact on early childhood development, particularly for infants and toddlers, cannot be underestimated, and yet it is still the least researched and described form of non-relative care. It is informal, ""invisible"", but still familiar and essential to large numbers of the public. This volume brings together current research and thought on family day care, from both the United States and Canada, presenting the professional literature and multidisciplinary reports in a way designed to maximise the usefulness of the information for programme planners and policy makers. The contributors to ""Family Day Care"" represent the disciplines of child development and child care, demography, developmental psychology, economics, education, family studies and sociology. Their chapters pull together, in one volume, reviews and analyses that: place family day care in a historical, demographic, social, and economic context in both Canada and the United States; synthesise current thinking on the policies, organisation, practices and effects of family day care in North America; delineate the critical issues of family day care for researchers, practitioners, and policy-makers, particularly as they relate to infant and toddler development; and draw out the practical and policy issues that warrant further research and analysis. This book should be of interest to the international research community in education and development and to policy planners throughout North America who need to understand, establish and sustain effective systems of family day care.