Showing papers in "Early Childhood Education in 2012"

Do effects of center-based care and education on vocabulary and mathematical skills vary with children's sociocultural background?: disparities in the use of and effects of early childhood services

Abstract: Using data from a survey on cognitive proficiency levels of first graders in Switzerland (N = 1.830), this study analyzes (1) who has access to institutional childcare, (2) whether institutional childcare affects cognitive skills of children who differ in terms of socioeconomic status, home literacy, native country, and home language, and (3) how duration and intensity of childcare affect children's skills. The findings indicate sociocultural disparities in access to childcare. Multiple hierarchical regression analyses suggest that childcare experience did not enhance children's outcomes when social and cultural background characteristics were held constant. For childcare attendees, however, a longer duration of attendance had a positive effect on vocabulary and a higher intensity was related negatively to vocabulary. Children who did not speak German at home benefitted more from childcare in terms of vocabulary skills than German-speaking children. Social background was a significant predictor of vocabulary and math skills. Cultural background additionally impacted on vocabulary skills when social background was controlled for. Implications for policy are discussed.International Research in Early Childhood Education, vol. 3, no. 1, p. 17-40

Analysis of Male Preschool Teachers` Thoughts Regarding Their Careers

Abstract: This research examined the thoughts of male preschool teachers about the situations they encountered at the start of their careers. The participants of the study consisted of 106 male preschool teachers in Turkey. A questionnaire with 52 questions and 5 scales was used as the data collecting tool. Responses given to items by male preschool teachers have revealed significant differences according to the teachers ages and occupational seniority, Results of the study showed that male preschool teachers between 27 and 32 years old encountered more negative situations at the start of their careers than those in the age 22-26 group, They included parents unawareness of male preschool teachers presence, negative reactions of school administration and other teachers, not being treated as a teacher by the children, and general social prejudice considering ``men`` unfit for that job. It has also been found that male preschool teachers with more than three years experience encountered more negative situations at the start of their careers when compared to those with less than two years experience.

Experiences with full-time child care attendance on young children in Norway: parents' and early childhood teachers' views

Abstract: The aim of this study was to explore the experiences of parents and early childhood teachers in Norway regarding the benefits of child care to young children Both positive and negative benefits were explored In the autumn of 2009, 41 parents and 35 early childhood teachers of children aged 15 years or less, living in the city of Trondheim and nearby communities, were assessed by means of a semi-structured qualitative interview There was agreement among parents and early childhood teachers that children benefited from child care Parents, however, tended to overestimate the benefit of socialization and learning for this young age-group However, early childhood teachers focused more on socialization, in terms of waiting for turns, observing certain rules One third of parents did not report any negative experiences of child care The others reported negative experiences on occasion or under certain circumstances such as long hours, poor-quality care or too many children per adult early childhood teacher All but four of the early childhood teachers suggested that high standards had to be satisfied to make child care good enough for the youngest children