Showing papers in "Early Childhood Education in 2013"

Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms. Research Brief.

Abstract: Abstract This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms.

Coaching for early childhood educators: an insight into the effectiveness of an initiative

Abstract: Professional development in the form of coaching has the potential to support practitioners who are being inducted into new policy and curriculum initiatives. This paper examines the efficacy of a coaching program in its support of educators to align their practice with the Victorian Early Years Learning and Development Framework for all Children from Birth to Eight Years (the Victorian Framework) and Belonging, Being, Becoming: The Early Years Learning Framework for Australia (EYLF). Aspects of the Coaching Program that were considered in the mixed-methods evaluation included the program's effectiveness, the intensity of its delivery, the approach used, and the coaching relationship. The evaluation found that the coaching program was an effective way to support educators align their practice with the Frameworks, and that readiness and commitment to change and the coaching relationships impacted on this process. The evaluation also identified possible refinements and improvements to the Coaching Program, which are noted in this article to further support early childhood educators to engage with aspects of the early childhood reform agenda.International Research in Early Childhood Education, vol. 4, no. 1, p. 73-90

Cross-country Comparisons of Inattentive, Hyperactive and Impulsive Behaviour in School-Based Samples of Young Children

Abstract: This paper uses the Rasch measurement model to analyse data collected on children's attention, activity and impulsiveness at the end of their first year at school by teachers in England, Scotland and Australia. The analysis offers insights into differences in teachers' perceptions of children's behaviour between countries and changes with age. The analysis of large school-based samples from three countries (approximately 2,500 children per country) indicated that the Scottish teachers perceived the behaviour of their pupils as more problematic than teachers in Australia and England. The reasons for this are not clear but it raises issues for researchers wishing to compare behaviour characteristics internationally. Possible ways forward are discussed.

Educators’ views on parents’ participation on three different identified levels

Abstract: Ongoing discussions emphasize parents’ participation as a pivotal element of early childhood education. In this paper, we will discuss the challenges to supporting parents’ participation in Finnish day care centres. The article is based on the qualitative inquiry (2011) about parents’ and staff participation in the metropolitan area day care centres. The participants were 1,588 working teams representing 5,262 employees. The questionnaire was returned by 77.6% of the intended population. The results showed, there were roughly three different respondent groups. Most of them listed different matters in which parents could not participate, but they thought that there were also some areas, in which parents could participate more than they do today. Some of the respondents had a broader view on those issues, and they thought that it is possible to support parents participating in the day care centre. Indeed, some of the respondents thought that if parents came along to the activities in the day care centres, it would complicate and disturb the work of professionals. The different attitudes concerning how educator`s view their selves in relation to the parents become apparent and three different groups were identified: the Professional standpoint, Customer standpoint, and Partnership standpoint.

Pedagogiset toiminnat erityisryhmissä ja oppimisympäristön laatu

Abstract: This article examines the quality of learning environment in special groups and the pedagogical methods applied. This study involved about half (n=24) of the special groups in Helsinki. A structured observation instrument was used to evaluate the learning environment quality. The evaluation was conducted by consulting special teachers, trained by researchers. Pedagogical methods and their application were inquired from special teachers through an electric questionnaire, devised for the research. Overall, the quality of learning environment in special groups proved to be high. According to the assessments, activities and classroom facilities met the individual needs of children. The interaction between children and educators was found to be functional and the educators well-committed. The weakest estimates concerned the documentation of the follow-up of children. General pedagogical methods, described as versatile by special teachers, were emphasized in the activities of special groups. Interventions covered roughly one third of these activities and were mainly focused on the training of linguistic and motor skills. Social and emotional interventions were mentioned less frequently. However, the interactionand emotional learning skills were often mentioned as an objective, as part of general educational activities.

The development of learning as the leading activity for Hong Kong immigrant families in Australia

Abstract: Many parents work hard to foster a culture of learning early in their children’s development. The desire for children to learn as early as possible is common among Hong Kong–Australian families. These children continue to perform well academically. Little is known about the pedagogy that underpins such development in the family or on the appropriateness of this for children’s development. Through an intensive case study of three Hong Kong–Australian families investigating their family practices, it was found that learning as a leading activity can be established at an early age. Such findings problematise the expected norms and milestones for traditional maturational theories of child development, as well as raising questions about the specific aspects of leading activity and periodisation promoted by cultural–historical theorists. The findings also reveal the importance of cultural and temporal factors in the development of pedagogical approaches in families.

Learning together: An innovative parent education project to facilitate children's learning, wellbeing and resilience

Abstract: The complexities associated with living and learning in a rapidly changing world impact on children's play, learning, wellbeing and resilience. Evidence suggests that parent education and parent-teacher partnerships in the early years can support positive outcomes for young children and their families. This paper provides an overview of a pilot project that used an interactive parent education project to support early learning, and young children's wellbeing and resilience. School personnel, parents and university academics came together to share their unique perspectives on children's play, learning and wellbeing. The project was implemented at two sites with some variations in delivery in response to local contextual factors. At each site the participants were provided with relevant findings from current research, and opportunities to share experiences, knowledge and perspectives. Participation in experiential learning tasks and reflective dialogue encouraged collaborative conversations and built common understandings between parents, teachers and academics. The outcomes of the project suggest that 'Learning Together' can contribute to new knowledge and perspectives that are likely to have positive outcomes for children and their families.International Research in Early Childhood Education, vol. 4, no. 1, p. 35-52

The Impact of Familial Activities on the Verbal and Non-verbal Skills of Children of Turkish Immigrants in Germany

Abstract: A vast array of studies has demonstrated that stimulating activities within the family (e.g., reading to child, singing together) positively affect children's development in various domains. However, this influence is less established for children of immigrants. This paper analyses the impact of familial activities on non-verbal cognitive skills and German-language skills of six-year-old children of Turkish immigrants in Germany. It is argued that not only the frequency of familial activities but also the language use during these activities needs to be considered in immigrant families which has rarely been done in the previous literature. Not taking into account the language use during these activities might be especially problematic in the domain of verbal skills. The empirical results show that the frequency of stimulating familial activities is positively associated with children's verbal and non-verbal skills. In contrast, the language use during these activities only affects children's language skills but not their non-verbal cognitive skills. It is concluded that the language use during familial activities needs to be taken into account in the case of verbal skills.International Research in Early Childhood Education, vol. 4, no. 1, p. 91-104

3-4-vuotiaiden lasten fyysinen aktiivisuus päiväkodissa eri vuodenaikoina sekä varhaiskasvattajan kannustuksen yhteys lasten fyysiseen aktiivisuuteen

Abstract: TIIVISTELMA: Taman tutkimuksen tarkoituksena oli selvittaa 3-4-vuotiaiden lasten fyysisen aktiivisuuden intensiteetin eroja paivakodissa eri vuodenaikoina seka varhaiskasvattajan kannustuksen yhteytta lasten fyysiseen aktiivisuuteen. Tutkimusjoukko muodostui paivakotien vuonna 2007 syntyneista vapaaehtoisista lapsista. Tutkimusaineisto kerattiin havainnoimalla OSRAC-P -havainnointimenetelman avulla 14 paivakodissa tammi-helmikuussa (N 94) seka elo-syyskuussa (N 118) vuonna 2011. Lasten fyysinen aktiivisuus oli paaosan ajasta (noin 60 %) intensiteetiltaan erittain kevytta. Intensiteetiltaan vahintaan keskiraskaan fyysisen aktiivisuuden esiintyvyys oli noin 10 %. Vuodenajalla oli erittain merkitseva yhteys lasten fyysisen aktiivisuuden intensiteettiin, silla lapset olivat huomattavasti aktiivisempia elo-syyskuussa kuin tammi-helmikuussa. Varhaiskasvattajat kannustivat lapsia vain harvoin fyysiseen aktiivisuuteen, vaikka lasten aktiivisuus oli merkitsevasti suurempaa kannustettaessa. Varhaiskasvattajan kannustusta sisaltaneissa tilanteissa lasten fyysinen aktiivisuus oli merkitsevasti suurempaa elo-syyskuussa kuin tammi-helmikuussa. Jatkossa tulisikin kiinnittaa huomiota siihen, miten paivakodeissa voitaisiin hyodyntaa eri vuodenajat paremmin ja mahdollistaa lapsille fyysiseen aktiivisuuteen kannustavat olosuhteet ympari vuoden. Asiasanat: fyysinen aktiivisuus, paivakoti, vuodenaika, kannustaminen

Culturally Responsive Research Methods: A Reflection on two Ethnographic Studies of Korean Immigrant Children and Parents in the U.S.

Abstract: Qualitative researchers use various methods to understand the perspectives of members of a culture. Many of these research methods have been designed by Western researchers and applied across cultures. In this context, this paper provides empirical evidence for critical discussion of culturally responsive research methods. We first present a brief description of the two ethnographic studies on Korean immigrant communities in a major city of the southeastern United States and then address how the research methods, participant observation and interviews, were complicated by particular cultural contexts. Based on our experiences with ethnographic studies of Korean immigrant communities, we address implications for qualitative researchers in early childhood studies.