The provision of day care services for the children in need

VIDA GUDŽINSKIENĖ The provision of day care services for the children in need Introduction The main aim of Day care centers (CDC) for children is the reduction of social exclusion of children and prevention of children removal from the families of origin, complex (social, psychological, pedagogical) support for the child and his/her family - these kind of activities are directly related to the needs of the children at risk. Currently, the highest numbers of disadvantaged families in Lithuania come from Kaunas, Vilnius and Klaipeda counties. The social services within day care centers have been provided for 6873 children in 2012, which is 14.2 percent less than in 2011 and even 18.1 percent less than in 2010. This subject of study is been popular among the Lithuanian and foreign authors. Analyzing the experience of foreign countries B. Palavinskiene (2001) discussed the possibilities of prevention of domestic violence. The study area of M. Black, M. Raymond and others (2002) – the neglect of children of the families at risk; the authors have focused on the pre-school age children in rural areas. B. Kairiene (2006) has studied the possibilities to alter the aggressive behavior of parents towards their children, emphasizing the contribution of teachers in these situations. According to the author, the educators should take the role of social workers as well – building the close relationships with students and communicate openly, encourage them to confide in harrowing matters. G. Kondrotaite (2006) studied the social context of social risk families, analyzed the newly formed factors affecting the expression of social tensions. L. Dromantiene and R. Salaseviciute (2006) analyzed the various problems arising within the professional social work with children and tried to identify the role of social workers in respect of the concrete situation. V. Gudzinskiene and R. Gedminiene (2011) analyzed the psychological, social, and learning difficulties of the children from the families where parents abused alcohol. M. Wadsby (2012) focused his study on the psychosocial crises of mothers and their possible negative effects, such as alcohol, drugs abuse and the impact of these characteristics on children. V. Gudzinskiene and A. Railiene (2012) studied the social skills and professional competencies of the staff members of day care centers for children. S. Stoltz, M. Londen and others (2013) were interested in determining the connections and correlations between the children aggressive behavior and their sex as well as the impact of aggressive behavior to the level of the child's successful socialization. A. Crowley, S. Jeon (2013) studied the compliance of the services Vida Gudžinskienė - The provision of day care services for the children in need 92 provided by the children day care centers with the requirements of the licenses and other pieces of legislation, with a focus on children's physical health and safety. Meeting the needs of children at risk in Day care centers The needs of children from families at risk In order the person is able to meet his needs the certain conditions of the environment should be present and these conditions must specifically correlate with personal action opportunities, as well as behavior and experience characteristics (Kisielyte-Sadauskienė (2003)). Only then any kind of behavior makes sense - people acting purposefully can realize their needs. According to V. Legkauskas (2008), the two types of needs are inherent for humans: 1) biological needs – these are defined as an absolute dependence on the physical conditions essential to the existence as the failure to meet them would cause death (food and water); 2) social needs – these are defined as the dependence on the relationships and communication between people. The failure to meet these kinds of needs won’t be fatal; however these needs motivate and encourage people to communicate and collaborate with other people. According to Leonavicius, (1993) Johnson (2001) the need is that element that is needed for the person or social system successfully function in specific conditions. The need is not something one is wishing to gain or have - it means a lack which barriers a person or system to develop and grow. According to the authors mentioned above, the needs predetermine the expectations, motivation and goals of the person, while needs met form certain opportunities. The needs of young people are the motivator of individual or social group (community) activity. The emergence and growth of needs is directly linked with motivation of young people, generally - what we want to change, achieve or gain, something what would be beneficial or leading to solve the problem. According to V. Atkociuniene, S. Navasaitiene, does A Aleksandravicius (2012) the need can be described as a state of the individual. This may be a lack of something, or the requirement for something when the internal and external functioning conditions do not match. According to Maslow's theory of needs hierarchy a person reaches the fullness of life when meeting the highest needs in the hierarchy - actualizing and realizing themselves. This theory emphasizes that the emergence of higher needs is based on the satisfaction of lower ones. J.Siniciene and others (2012) argue that the new base needs emerge in every stage of psychosocial development of child. Lacking the possibilities to meet these needs, the child faces difficulties to overcome the crisis specific to every stage, which obviously negatively affects the dynamics of development and the physical health. Based on the theory of E.Ericson, many authors believe that the 6 – 11 years life stage is characterized by excellence (diligence), or worthlessness. It is very important to encourage the child to perform independently or complete the task on 93 METSZETEK Vol.3 (2014) No.4 his own in this stage. When a child is not encouraged or when attention is not paid to his efforts to carry out the work - the feelings of worthlessness is forming. One of the most obvious problematic cases when the needs of the child are not met within the family is when the family is considered as the family at risk. In order to provide the support for the children to meet their needs various forms of political and social action are employed. The Act of Social Services (1996) social services defines as a form of non-monetary assistance to people when other guarantors of the social security system are not effective. As emphasize A. Guogis and Gudelis (2005), although this definition is quite general and is suitable for most services, but a more detailed regulation of social services is dependent on the same social work content and organization within different types of social service agencies. According to these authors, the main purpose of social services is to meet the vital needs of the people and create the sedate conditions for people when they are unable to do so themselves. Moreover the authors argue that the definition of social services can be explored further – these are such the services, which aim to improve the quality of life and provide better living conditions for people who partly or in whole are unable to take care of themselves. Based on this definition, social services, as well as all other services can be bought or sold on the market. Social services for socially disadvantaged families or families at risk are provided in order to develop the initiatives and motivation of grown up members of the families to create a safe, healthy and harmonious environment for children. Social services focus on maintaining close family relationships with the society and to ensure the education, coaching and development of the children (Services for families at risk, 2013). In addition to the biological needs, the 6-11 years old children have characteristic social needs: learning and cognition while the children from 12 years old - integration of social roles and the identity search. In order to meet these needs the active participation of children in the social life is required – within the family, school, friends circle. According to J. Siniciene (2012), 12-19 years age group is considered as teenagers. The authors stress that identity or the uncertainty in respect to social roles is characteristic to this stage. At this age period psycho-physical changes are causing many teenagers suffering unexperienced feelings, so it is important that the teenagers purposefully integrate their social roles that would help to achieve the self-awareness. It is obvious that children growing within social risk families often have no or lack necessary skills - to communicate, to discover, to create. This significantly complicates the realization of needs of those children growing in disadvantaged families. The social services in day care centers are organized for the best interests of such children The activities organized in day care centers come under several types: sapid occupation and free time activities; physical and social environment for learning, communication and discovery. Vida Gudžinskienė - The provision of day care services for the children in need 94 The functions and work strategies of CDC‘s The social support system is currently functioning in Lithuania that aims to provide and ensure the social and material assistance to the disadvantaged families and the children. The services are designed to promote the motivation and activity of families affected by social risk in the field of overcoming children education problems (Masiliauskiene and Griskute, 2010). The social assistance for social risk families in Lithuania currently provide: municipalities and child protection agencies, social welfare departments, family support and crisis centers, pedagogical-psychological services, care homes, various educational institutions and NGO’s. One specific form of social support services for social risk families are children day care centers (CDC), which activities are based on a systematic set of measures designed to protect the social interests of children, to ensure social security and realize the basic needs. According to E. Masiliauskiene and V. Griskute (2010), CDC in Lithuania are treated a social services agency, or entity providing social support to disadvantaged families and children as well as initiating their education and training. The authors state that CDC activities are legally recognized by following laws: The Law on Education of Republic of Lithuania (1991), The National Children Day Care Centers 2005-2007 years program of Republic of Lithuania (2004), The Social Services Law of Republic of Lithuania (2006), The recommendations for work with social risk families of Republic of Lithuania (2003), and Social Services Directory of Republic of Lithuania (2006). CDC aim is to provide non-institutional childcare, the organization of extra curriculum activities in order to meet the needs of children that are not met within the family for various reasons. On another hand CDC provide support for parents in developing their parenting skills. Generally CDC have these main objectives (Masiliauskiene and Griskute, 2010): 1) Helping to solve the issues and problems that children growing within social risk families are facing - via education, informal learning, activities and social work with parents at risk; 2) to ensure the adequate conditions for the socialization of children; organizing the prevention of children involvement in criminal activities; coordination of social services provision for social risk families. In respect to the above objectives the essential tasks of CDC are distinguished: 1) The provision of various social services (education, psychological and social) in order to develop appropriate social skills (communication, cooperation, selfemployment) that are essential for the better integration of social risk families and children in society. 2) Active cooperation and work with the family in order to ensure good enough for your child to ensure the appropriate conditions for the growth of the children; 95 METSZETEK Vol.3 (2014) No.4 3) The organization of sapid occupation and free time activities for children growing in disadvantaged families, aiming to prevent the children of using the substances and getting involved in criminal activities; 4) Strengthening the moral attitudes and values of the children, hoping that they will become functional members of the society; 5) Contributing to any social problem-solving and prevention initiatives and ensuring the security and safety of the society (Masiliauskiene and Griskute, 2010). The authors also argue that the variety of complex services offered for the social risk families and children can help the families and children to deal with social, cultural, economical and learning difficulties effectivelly and provide emotional and physical safety for children along with the development of parental capacities. Obviously children day care centers offer all these measures as well as ensure the complex occupation and social support for children after the school. Table 1.: The number of children who have received children day care services in 2008–2012. 2008 2009 2010 2011 2012 Republic of Lithuania 6 766 6 764 8 387 8 013 6 873 Alytus district 215 231 269 352 399 Kaunas district 1 502 1 151 1 452 1 475 1 102 Klaipeda district 875 839 1 071 659 565 Marijampole district 605 651 525 461 284 Panevezys district 669 726 657 574 406 Siauliai district 563 379 309 301 542 Taurage district 72 66 105 60 47 Telsiai district 378 518 229 375 446 Utena district 204 311 243 122 231 Vilnius district 1 683 1 892 3 527 3 634 2 851 Source: The department of statistics of Republic of Lithuania, internet http://db1.stat.gov.lt/statbank/default.asp?w=1280 Analyzing the provision of the day care centers services for children we notice that the number of children who have received the services in 2012 has dropped 14,2 percent if comparing with 2011. Vilnius, Kaunas and Klaipeda districts were the ones providing the most services (Table No 1). It is important to notice that some of the districts can be characterized by the growing number of services provided in the same period – 11.8 percent more children received these services in 2012 in Alytus district, Telsiai district – 15,9 percent more, Siauliai and Utena districts – respectively 44,5 and 47,2 percent more. The volunteers also take an important part in CDC activity. According to O. Grincevicius (2011) the volunteers are mostly responsible for the free time and leisure activities in the children day care centers. On another hand, having the regular contact and forming close relationships with children the volunteers perform the role of big Vida Gudžinskienė - The provision of day care services for the children in need 96 brothers or sisters. The volunteers also participate in summer camps and other outdoor trips. The volunteering helps to restore the broken or form new relationships with the community. Table 2.: The number of the employees and volunteers in children day care centers in 2008–2011 2008 2009 2010 2011 2012 Employees with the work contracts 3 209 3 045 2 663 2 934 3 030 Full time employees with the work contracts 1 954 1 821 1 557 1 657 1 766 The number of social workers of total number of employees with the work contracts 1 598 1 503 1 264 1 330 1 484 The number of full time social workers of total number of employees with the work contracts 1 110 1 012 783 935 1 054 Volunteers 2 161 2 272 2 847 2 935 2 963 Source: The department of statistics of Republic of Lithuania, internet http://db1.stat.gov.lt/statbank/default.asp?w=1280 According to the data collected by The Department of Statistics of Lithuania, the number of the full-time employees at CDC in the three years period was the highest in 2012 (Table 2). It should be emphasized that the number of volunteers in 2012was the highest in five years. I. Janutyte (2006) points out that the young volunteers often get involved in voluntary work with children; they are actively involved in children's education and social support systems. As stated by the author, the volunteers working with children mostly engaged in the following activities: working with children in day care centers, camps, organize their leisure time, consult by phone, conducts educational seminars for peers. E. Masiliauskiene and V. Griskute (2010) claim that it is vital to create the favorable learning environment especially focusing on the preparation of homework. In this sense, it is important to develop a child's sense of responsibility and the child should be aware that free time activities are only possible after the homework is done and this is because the learning is now an essential part of his activities. CDC’s are also responsible for the development of other important general skills that promote independence and integration into society (housekeeping for example). On another hand, the provision of material support for children is also important, especially the meals provided at every day basis – meeting major physiological need. Kids relevant, useful and necessary as well as the fact that the VDC to them for aid food is even the possibility to end up bringing food to his house. Material aspect of VDC is important for children so that they can receive daily steps - clothing and shoes. The food packages, clothing, shoes and other material support being distributed to the families is another important aspect of CDC’s. In general, however the main aim of the CDC’s 97 METSZETEK Vol.3 (2014) No.4 in our country is to perform the prevention of social problems of social risk families and this is achieved by the complex system of services provided. The environment offered by the CDC’s help to realize the physiological and social needs of the children that are especially important to the development of the personality and successful process of socialization. It is also important to draw the attention to the fact that not all the CDC’s in the country are creating the conditions for the realization of the children needs and this is mostly predetermined by the lack of resources (poor working space, lack of finances or educational and work materials). This fact requires the further study of the opportunities offered in the CDC’s to meet the needs of the children from families at risk. Although the first children day care center in Lithuania was founded in 1996 in Kaunas, we still lack the studies of the capacities and activities of CDC’s as they are mainly analyzed in the management approach – technical cooperation possibilities, coordination and administration of the centers are the main fields of studies. The experience of grownups are mainly discussed in these studies – the competences of the staff, the work content and other things, however the activities of the CDC’s are mainly focusing on the children and their experiences are very little studied. Methodology of the research The scientific problematics. The researchers often focus on the following essential aspects in the scientific literature: social problems existing within the families at risk; the influence of these problems on children socialization and integration; and the role of children day care centers in the context of helping to solve these problems. However the study of children day care centers activities as the way to prevent the social problems of children at risk had been very fragmented and the possibility of meeting the needs of children in these institutions generally haven’t been covered. The study attempts to view the needs of children at risk and possibilities to meet them in greater focus. The subject is been analyzed in the following aspects: the possibilities to meet the need of children at risk in day care centers; the main aspects of activities organized in these centers; and the benefits or support offered to help disadvantaged families and children. The object of the study – meeting the needs of children at risk in the children day care centers. The aim – to analyze the activities of children day care centers in the context of helping to meet the needs of disadvantaged children. Objectives: 1) To highlight the needs of children at risk and the problematic of realization 2) To reveal the possibilities provided in the children day care centers to meet the needs of children at risk. Survey sample – the employees and volunteers working in the children day care centers (CDC) within the most disadvantaged areas of the country. 106 employees and volunteers involved in children day care centers had participated in the study. The minimum period of 1.5 years of involvement in CDC was the main criteria for Vida Gudžinskienė - The provision of day care services for the children in need 98 choosing respondents. The study was performed in the CDC based in the most disadvantaged areas of Lithuania. Study organization - the study was conducted using IT. A questionnaire was posted on the site www.apklausa.lt. Link to the e-survey was e-mailed to the leaders of the CDC at the same time asking for the permission and mediation to interview their staff. Respondents answered questions anonymously. The total number of 106 responses was achieved. The study was performed in January-February 2014. Study data collection methods – the survey with e-questionnaire was used in order to study the possibilities provided by CDC to meet the needs of children of social risk families. The question of the questionnaire were constructed using a nominal and ordinal scales, all questions were closed-ended. Data analysis methods - data was processed using Microsoft Excel for Windows and SPSS 17.0 (Statistical Package for Social Science) software. Relations were assessed using Spearman correlation coefficients. Statistical error probability p critical threshold indicates the permissible size of the statistical error in the decision. P <0.05 statistical margin of error was used in this study. Thus, the statistical solutions that do not meet the conditions of p> 0.05, will be considered as invalid in this study. Ethics of study. The study met the requirements for ethical research (according to Bitinas and others, 2008) - respondents were not asked to answer personal questions, they all participated in the study voluntarily, answered questions anonymously, were introduced to the content and purpose of usage of the data obtained during the survey. The empirical study on the possibilities offered by the CDC’s to realize the needs of the children at risk Characteristics of the respondents The 106 respondents were involved in this study. The majority of the respondents were female (91.5 percent.). The distribution of respondents according to age was rather uneven – the biggest percentage (41.5 percent) was in 41-50 years old group while the least (1.9 percent) - in <20 years age group. The majority of the respondents (69.8 percent) have had a university degree. The social workers compounded one third of all respondents. 99 METSZETEK Vol.3 (2014) No.4 The needs of the children at risk attending CDC It is obvious as discussed earlier that children from the families at risk often don’t have adequate opportunities to meet some of their needs. In order their socialization process is not disrupted and they are successfully integrated into the society, they need some sort of social assistance provided by the relevant responsible authorities - one of these are CDC’s. The research has helped to identify the CDC’s staff and volunteers opinion about the needs of children in need and the level of realization of these needs. Diagram 1.: The opinion of CDC staff and volunteers on the main educational needs of children from families at risk (%), n=106 Self expression … Reading skills development … Teaching to find the … IT literacy building activities The art and creative … 80,2 22,6 69,8 50,9 67,0 13,2 67 17,9 33 29,2 6,6 10,4 12,3 16 3,8 I agree Neither agree or disagree I disagree The opinion of the CDC staff and volunteers in respect to educational needs of the children at risk is shown in diagram No. 1. Most of the respondents agreed that the most important educational needs of children are self expresion education and training activities (80.2 percent), learning to look for information in the CDC library (69.8 percent.) as well as artistic and creative activities (67 percent.). The respondents were also asked to answer how much time is dedicated to educational activities in CDC’s. More than half of the respondents (58.5 percent.) indicated that 1 to 2 hours are dedicated to education, preparation of homework every day, almost one-third (32.1 percent) indicated 2-3 hours, a small number (9.4 percent.) claimed they only spend less than 1 hour a day . Most of the respondents (82.1 percent) claimed that the educational needs of the children from social risk families, who attend CDC’s are fully met. The study also sought to determine how often the educational activities have been organized in CDC. 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