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Mothers have greater childcare responsibilities than fathers.
When comparing men and women with the same personal and professional characteristics, the same academic productivity, and both with children, we see that having children affects women much more negatively: But instead of invoking the intuitive explanation mentioned above, the white paper emphasizes that women who have children are discriminated against simply because they are mothers and not because their job performance is actually different.
Researchers from Cornell University published evidence of this.
The article Getting a job: Participants in their study rated fictitious job applicants by reading constructed files. The applicants were rated on competency and commitment, and the results are clear.
Mothers were judged as significantly less competent and committed than women without children… Mothers were also held to harsher performance and punctuality standards. Mothers were allowed significantly fewer times of being late to work, and they needed a significantly higher score on the management exam than non-mothers before being considered hirable.
All this was determined on the basis of a paper file! Part of the story, both in the Spanish study and in Correll et al. Have a child and advance your career. Mothers are less likely to be promoted than men, and they are also less likely to be promoted than non-mothers.
The explanation is not simply that mothers work less because they have more to do at home. An important part of the explanation is that the very fact of being a mother is perceived as a disqualification.
Leadership in organizations must acknowledge implicit discrimination and must take specific steps to counter it. There are many possible strategies; targets are just one. I remember a professor from graduate school speaking once about another graduate student who was expecting a child.The CDA Competency Standards are the national standards used to evaluate a caregiver's performance with children and families during the CDA assessment process.
The Competency Standards are divided into six Competency Goals, which are statements of a general purpose or goal for caregiver behavior. The Competency Goals apply to all child care settings.
The Georgia Early Care and Education Professional Development Competencies.
Early Care and Education Professional trainers, etc.) working in a variety of settings (childcare centers, preschools, pre- -kindergarten programs, family child care Program Administrator of Early Care and Education and School-Age Care Programs Competency Goals.
Home of the Child Development Associate (CDA) National Credentialing Program, and related professional improvement opportunities that contribute to the field of early childhood education.
Competency Goal 1: Safe, Healthy, Learning Environment In my child care setting, I work hard to provide all children with a safe and healthy learning environment. Competency Statement I. To Establish and Maintain a Safe, Healthy Learning Environment Functional Area 1 Safety of all children in the preschool environment is the .
The CDA competency standard's goals focus heavily on child learning and development. These goals include advancing development through all of the domains -- cognitive, social, emotional and physical -- and fostering creativity and positive communication skills.