Construction of Childcare Practices Among Icelandic and Polish Parents Living in Iceland: Mixed-Methods Explorations
Bibliographic record
Abstract
The parental leave policy in Iceland is designed to encourage both parents to work and care and access to public early education and care (ECEC) for under six-year-olds is widespread. To date, research has not focused on how migrants in Iceland arrange care for their young children. Poles constitute the largest group of first-generation migrants in Iceland, and the study addresses the question of how they arrange care for their children compared to Icelandic parents. A population-based survey and qualitative interviews with parents were used to gain an understanding of the childcare practices of the two groups of parents during the first two years after childbirth. In the study, childcare practices refer to the use of paid parental leave and care arrangements after the leave period is over. The study draws on Bourdieu’s concept of habitus when discussing how parents construct their childcare practices. The findings show that although Polish and Icelandic parents use their entitlements to paid parental leave to a similar degree, their childcare practices are quite different. While there is more emphasis on family care among Polish parents, Icelandic parents rely more on public out-of-home care options, showcasing how parents construct childcare practices in a constant flux of values and the social context in which they live.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".