Showing papers in "Early Childhood Education in 2002"

Use and integration of early childhood services: insights from an inner city community

Abstract: This paper presents some of the findings from a study that explored parental usage and perceptions of a range of early childhood services that were provided in an inner city suburb of Brisbane. Using the theoretical base of social capital, parents (n = 167) from six services were surveyed to elicit information about access to, and use and expectations of, a range of services for families and young children, as well as possible approaches to linking these services. Analysis of data revealed consistency across the different groups of parents in terms of what they looked for in care and education services and widespread agreement that stronger linkages between services would enhance support to families and young children. There were also numerous suggestions as to how service integration could be realised.

The Influence of Social Skills Training on Young Children`s Social Behaviors and Peer Relationships

Abstract: The purpose of this study was to review, integrate, and synthesize the findings from current research on the influence of social skills training on young children`s social knowledge, social skills, and peer relationships. Based on research findings, this study develops a conceptual framework depicting the hypothesized influence of social skills training on children`s peer relationships and social adjustment. Most of the studies on social skills training targeting children with peer relationship difficulties indicate that children show gains in positive social skills as a result of intervention, but findings on the effectiveness of social skills training on the improvement of children`s peer acceptance have proved controversial. Implications of findings from social skills training research and suggestions for further studies are discussed in detail.

Is the Athletic Festival Undokai Child-Centered? -History and discussion on athletic festivals at Japanese kindergartens-

Abstract: There is probably no kindergarten without an athletic festival Undokai in Japan. Froebel, the father of kindergarten, wrote about Play Festivals that are quite similar to the athletic festivals of today. However, the Japanese athletic festival did not develop from Froebel`s concept. Rather, they came out of the festival tradition in Japanese naval colleges and universities. These festivals, over time, filtered down to elementary education and then to kindergartens in Japan. Athletic festival is characterized by physical competition and group training and these characteristics philosophically are counter to the principles of kindergarten education, which focuses more on children`s autonomy and spontaneity. The two reasons given for the common practice of the athletic festival are (1) that it encourages parents to participate and, (2) that both parents and children under-stand the entertaining value of sharing the joy of watching growing children. Although instruction on group behavior or observing rules tends to be teacher-centered, teachers today pay close attention to creating an atmosphere and exchanging ideas through discussion so that children can be actively and willingly involved. The potential problem is that the teachers` instructional abilities can divert their expectations away from the viewpoint of child-centeredness. Athletic festivals have become a necessity to kindergartens in Japan yet at the same time they continue to raise a potential problem for encouraging the development of individuality and the sense of individuals contributing and belonging to a group.

Quality Environments for Young Children: DAP, Professionals, and Families : Working with Parents: Applying Lessons from Home Visiting Evaluations to Center-Based Programs

Abstract: A number of the lessons learned from experimental home visiting programs can be applied to work with parents of children in center-based pro-grams. These include the need for staff training specifically regarding program goals and methods of working with parents, the importance of including process-oriented techniques that welcome parents to problemsolve with staff, the critical role of mutually respectful and trusting staff-parent relationships, the value of maintaining a focus on child-related issues, and the benefits of individualized approaches based on specific family needs, goals, and resources. Suggestions stemming from these lessons learned from home visiting programs are applied to work with parents in center-based programs .