Childhood Education Centres Research Articles

영유아기 자녀를 둔 취업모의 양육스트레스에 영향을 미치는 변인 : 부부갈등, 사회적 지지, 유아교육기관 만족도 및 가족친화제도를 중심으로

영유아기 자녀를 둔 취업모의 양육스트레스에 영향을 미치는 변인 : 부부갈등, 사회적 지지, 유아교육기관 만족도 및 가족친화제도를 중심으로

영유아교육기관의 초임교사에게 요구되는 인성과 전문성에 관한 경력교사와 예비교사의 인식

영유아교육기관의 초임교사에게 요구되는 인성과 전문성에 관한 경력교사와 예비교사의 인식

Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres

This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a context-dependent phenomenon constituted by shared meanings and relationships among leaders and other human actors in private centres. In order to achieve a multilevel picture of leadership enactment in private early childhood education and care centres, this study employed a mixed-methods approach. The data was collected through three online surveys and analysed both quantitatively and qualitatively. The findings revealed that private centres form a heterogeneous context for leadership enactment in Finnish early childhood education and care. Compared with practitioners and parents, the leaders were the most positive in their interpretations of the legislative changes. Specifically, the study found a gap between the leaders’ and parents’ evaluations of how the legislative changes had impacted daily praxis. The study calls for further research and tools for developing leadership enactment in private early childhood education and care.

Children’s social play and affordance availability in preschool outdoor environments

ABSTRACTThe aim of this study was to examine whether the availability of affordances in preschool outdoor environments influences children’s social play. Participants were 173 children aged between 3 and 6 years (M = 3.95, SD = 0.82) who were attending a total of 18 early childhood education centers in the Basque Country (Spain). The results indicate that low availability of affordances in the preschool outdoor environment has a negative impact on children’s group social play. Based on application of the Affordance Scale [Kyttä, Marketta. 2002. “Affordances of Children's Environments in the Context of Cities, Small Towns, Suburbs and Rural Villages in Finland and Belarus.” Journal of Environmental Psychology 22 (1–2): 109–123. doi:10.1006/jevp.2001.0249] we propose a cut-off score for identifying environments that are likely to discourage social play. In light of the results obtained we believe that the educational community should consider the concept of affordances in order to ensure that the features of preschool outdoor environments promote a variety of social play activities.

Contributions Management of Parenting and Education Program to Strengthen the Service Three Early Childhood Education Center

Early age is a “golden moment” which will not be repeated in the period of child development. A rare opportunity must be utilized to provide the best education and care in three centers, namely; school, family and community environment. The purpose of this research is to; 1) Describe the contribution of parenting education management; and 2) Describe the practice of parenting education in three education centers. This research method uses a qualitative approach with a multi-case study design. These informants were teachers, principals, and parents of students from the two Early Childhood Education institutions in the West Nusa Tenggara Province, Indonesia. Data collection is done by in-depth interviews with informants, participatory observation, and documentation review. The results revealed that; 1) a positive contribution to the management of education and parenting in three education centers with the following stages; first, Plan-collaboration in designing the parenting education program; second, Do-collaboration in the parenting education program at school and inactivating it in the family and community environment, and third, Check-control and evaluate program achievements, then make a follow-up plan for the program; 2) Implementation, in; first-family environment strengthens the relationship between mother and child, the growing sense of self-confidence of parents in educating and caring for their children; second kindergartens environment by holding parenting education activities, holding days of child development consultations, building relationships, support and trust in schools; and third-community environment is the application of local wisdom values by community members.

Role of Community in Enhancing the Welfare of Early Childhood Education Centres in Meru South County, Kenya

Role of Community in Enhancing the Welfare of Early Childhood Education Centres in Meru South County, Kenya

Qualified child caregiver development training sponsored by the Department of Childhood Education and KSU Child-Rearing Support Center

Qualified child caregiver development training sponsored by the Department of Childhood Education and KSU Child-Rearing Support Center

Designing with Color in the Early Childhood Education Classroom: A Theoretical Perspective

Early childhood education and care centers provide young children with opportunities to explore, create, reflect, experiment, and learn in the classroom environment. Theorists of human development have proposed theories, paradigms, models and ideologies regarding children’s relationships with the social and physical environment. The physical layout of the early childhood education classroom is related to the center’s theoretical or ideological perspective. For every theoretical model and teaching perspective, the designed environment will play a role in the quality of children’s experiences in the classroom. The optimally-designed classroom space offers children a setting for exploration, reflection, and learning through the use and application of design principles and elements. The objective of this paper is to connect the concepts from the interior design field with the concepts from early childhood education perspectives on best practices for the design of early childhood education classrooms. Current research on color preference is presented, followed by an analysis of color in early childhood education classrooms. A color questionnaire is provided to assist teachers with the use of color as a design tool in their classrooms.

Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary

We examined independent and interactive links among three central characteristics of children’s experiences in early childhood education and care and the German receptive vocabulary of single language learners and dual language learners (DLLs). We allowed for possible differential effects depending on children’s language background. Our sample included 2,231 children ( n = 1,555 single language learners, n = 371 DLLs from families in which German was frequently spoken, n = 305 DLLs from families in which German was less frequently spoken). Children attended 177 classrooms in 95 early childhood education and care centers and were 30 to 80 months old. We found that classroom process quality predicted German vocabulary only for DLLs with low exposure to German in the family. An earlier age at entry was linked to a larger German vocabulary for all children, but the link was stronger for DLLs from families with low exposure to German. Classroom composition did not predict German vocabulary.

Neuropsychomotor development assessment of children aged 0 to 5 in early childhood public education centers

ABSTRACT Purpose: to investigate the neuropsychomotor development, as well as nutritional and cognitive/emotional aspects of children aged 0 to 5, attending early childhood education centers, aiming at early identification and prevention of risks and delays in children’s development. Methods: the population studied was composed of 85 children attending two early childhood education centers. The children’s development approach was contextual, by means of ludic physical therapy assessment, by using the DENVER II scale; complementary assessments of their nutritional status were also performed, based on anthropometric measurements of weight and height, as well as evaluations of the cognitive/emotional development aspects through the Free Hand Drawing and Human Figure Drawing Tests. Results: neuropsychomotor development was found to be within normal range in 69.41% of the children and questionable in 30.58% of them. The significant variable affecting the result was found to be the class in which some children were inserted. In the scale utilized, the best performance was considered to be the gross motor skills (7.69%) and the most questionable performance occurred in the language skills (58.85%). As for nutritional data, it was discovered that 27.06% of the children had some nutritional risk, 22.35% had obesity risk and 4.71%, malnutrition risk. In the cognitive/emotional analysis, the result was that 34.37% of the children presented signs of difficulties related to adaptation and socialization or self-esteem. Conclusion: in the present study, about one-third of the children participating presented questionable neuropsychomotor development, especially in the field of language; in this regard, the class to which the children belong may constitute a barrier to their development. These children presented nutritional risks, with a tendency towards obesity, as well as the possible difficulties regarding adaptation and socialization or self-esteem.

How to Grow a Playspace: Development and Design by Katherine Masiulanis Elizabeth Cummins (review)

Book Review: How to Grow a Playspace: Development and Design 167 How to Grow a Playspace: Development and Design Katherine Masiulanis and Elizabeth Cummins, editors (2017). Routledge, 366 pages. $60.95 (paperback); ISBN: 978-1138907065 This is a brave, ambitious and unique collection of 43 chapters about playspaces. This book could be overwhelming to anyone with good intentions about creating a playspace, but who has no experience in doing so. What can seem simple actually requires considerable expertise, preferably multidisciplinary teams, negotiations and compromises, trial and error, and a lot of dedication. The editors warn, “If you are searching for a simple formula for a playspace, you will not find it here” (p. 3). Staff from every early childhood education center and school, and anyone else with interests in developing playspaces for children such as local governments and private developers should read this book. The combined expertise and experience of the chapter authors highlights the value as well as the challenges of multidisciplinary teams. The role of children as partners in these projects is underscored throughout, as are the roles of the numerous other stakeholders. It also becomes apparent that one-off constructions and outsourced designs that fail to include those who will use the playspaces are unlikely to succeed. The editors use “grow” in their title, rather than “build,” which I initially thought was a clever use of words to promote the idea of nature. I came to realize that the chapters are about the long-term, never-completed process of growing a playspace. The sections of the book are cleverly titled: Ground, Sowing, Seedlings, Sprouts, Saplings and The Potting Shed. Chapter 1, A History of Playspaces is one of the best pieces of work I have read on this topic. It is a scholarly contribution to the playspace literature generally and works well as a standalone piece of writing. It also sets the context for locating current playspaces within the history of childhood. The chapter provides an important point of reflection on what is being achieved with contemporary playspaces and whether creation of some playspaces leads to children being confined to spaces identified as child-friendly by adults rather than having the right to play in any public space. The final section of the book does address specific issues, such as safety regulations, but it is also interesting to read the case studies of how such issues have been dealt with by the authors. For example, in chapter 15 there is detailed discussion of the difficulties of ensuring the water features were not too risky for play and the water was of adequate quality. Early difficulties led to closure of the water features until these problems could be resolved. Water pumps also featured in various chapters, including problem-solving for unexpected methods of water Book Review: How to Grow a Playspace: Development and Design 168 feature use by children that led to failure of the pumps. Solutions are considered site by site and it does not appear that there was pressure from the editors for an agreed-upon approach. For example, at one point there is a comment on the importance of fences, but the author of another chapter clearly does not value them. Again, this could be confusing or unwelcome to a reader who is seeking an instruction guide, but it is important and reflects ongoing debates such as those surrounding safety versus risk-taking. Authors also raise issues of what happens behind the scenes in sheds or at other sites. The reader has access to an understanding of resourcing and maintenance that is not always apparent even when visiting established playspaces. The book’s indexing could be improved. For example, on page 156 there is discussion of the installation of water pumps in the Lafayette nature-based playground and this page is included in the index, but on page 160 the difficulties arising from inclusion of the water pumps is discussed and this page does not appear in the index. Similarly, infant exploration is discussed on page 28 but not included in the index. There are many more examples of content not being picked up in the index. Diversity of contexts considered is a strength of...

Formação de professores de Educação Infantil para inclusão de alunos com necessidades educacionais especiais: uma pesquisa colaborativa

Resumo Este trabalho descreve os resultados de uma pesquisa colaborativa que objetivou a formação de professores para inclusão de alunos com necessidades educacionais especiais (NEE) em um Centro de Educação Infantil. Este processo se baseou na perspectiva de formação de professores reflexivos, bem como em conhecimentos sobre o atendimento de alunos com NEE em contextos escolares inclusivos. Os procedimentos metodológicos seguiram os pressupostos da pesquisa colaborativa e ocorreram em três fases: levantamento das necessidades de formação, processo de intervenção colaborativo e avaliação final. Participaram da pesquisa dez professores. Os resultados obtidos evidenciaram que, na fase inicial, os professores enfrentavam dificuldades para efetivar a inclusão dos alunos com NEE. Por meio de ciclos de estudos, reflexões sobre a prática à luz dos conteúdos teóricos estudados e da participação da pesquisadora em sala de aula, foi possível identificar que os professores se tornaram mais seguros para efetivar a inclusão de seus alunos com NEE.

Excess Body Weight, Snack Limits and Dental Caries in Brazilian Preschoolers: A Population-Based Study

Objective: To evaluate the relationship between excess body weight (EBW) and the prevalence of dental caries in preschoolers considering parental control regarding snack consumption. Material and Methods: An observational, population-based, cross-sectional study was conducted at Municipal Child Education Centers in the city of Curitiba, Brazil, involving a representative sample of 686 preschool children aged four to five years and eleven months and their parents/caregivers. Dental caries was analyzed using the dmft index. Weight and height were measured for the determination of the body mass index, which was categorized for each z-score range considering age and sex. Children with overweight or obesity were considered to have EBW. The assessment of nutritional status was performed with the aid of the WHO Anthro and WHO Anthro Plus programs. The data were analyzed using univariate and multivariate Poisson regression analysis with robust variance ( α = 0.05). Results: The children with EBW had a lower prevalence rate of caries, but this association lost its significance when adjusted by the other variables included in the multivariate model. In the multivariate regression analysis, household income per capita (PR=0.804; 95%CI: 0.665-0.972), child's age (PR=1.015; 95%CI: 1.001-1.029) and snack limits (PR=0.839; 95%IC: 0.732-0.962) were associated with a greater prevalence rate of dental caries. Conclusion: Excess body weight was not significantly associated with dental caries, whereas a lower parental limit regarding snack consumption by the children was independently associated with a higher prevalence rate of dental caries.

Perilaku sarapan pagi kaitannya dengan status gizi dan anemia pada anak sekolah dasar

Background : The children are a nation's investment, because they are the next generation of the nation. The quality of the nation in the future is determined by the quality of children today. Indonesia and other developing countries in general are still dominated by four major nutritional problemsObjective : This research aimed to analyze prevalence of anemia, breakfast habits, nutritional status in school children and compare two childhood education centers located in public and private school in Kupang City, East Nusa TenggaraMethods : This research used 645 were included in this cross sectional study and was done in March until May 2017. The subjects were fourth, fifth and sixth grade of elementary of public school (SD bertingkat Kelapa Lima 1, SD Inpres Bakunase) and private school (SD Asumta, SD GMIT Naioni, SDI Maulafa dan SDK Don Bosco 3). Breakfast habits data were collected by filling questionnaire; nutritional status was estimated by BMI/Age , Height/Age which weight and height of subjects were measured directly; and anemia status was estimated by hemoglobin test/hemocue. The frequency of breakfast is determined based on always breakfast and no breakfast and the sample usually consume breakfast before 7 am.Result : Compare two childhood education centre was Significant differences between public and private schools were found in nutritional status variables with height for age indicators and on breakfast habits. The prevalence of anemia in elementary school children in Kupang by 27% which is measured by blood hemoglobin levels. Contribution of great family, gender and age in students were higher with regular breakfast. The difference in the variable nutritional status with height for age indicator with a value of p = 0.034 and breakfast habits with a value of p = 0.002Conclusion : The differences in breakfast habits in public and private elementary school children are thought by the role of teachers in schools and breakfast habits can help improve nutritional status and blood hemoglobin levels

Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

Social-emotional competence in early childhood influences long-term mental health and well-being. Interest in the potential to improve child health and educational outcomes through social and emotional learning (SEL) programs in early childhood education and care (ECEC) settings is increasing. To conduct a systematic review and meta-analysis of studies examining the social, emotional, and early learning outcomes associated with universal curriculum-based SEL programs delivered to children aged 2 to 6 years in center-based ECEC settings. Keyword searches of Education Resources Information Center (ERIC), MEDLINE Complete, PsycINFO, and Proquest Dissertations and Theses Global databases were conducted to identify all relevant studies published from January 1, 1995, through December 31, 2017. Studies included in this review examined universal curriculum-based SEL intervention delivered to children aged 2 to 6 years in a center-based ECEC setting. All assessed individual-level social and/or emotional skill after the SEL intervention and used an experimental or quasi-experimental design (ie, studies that did not or were not able to randomly allocate participants to intervention and control groups) with a control group. A total of 13 035 records were screened, of which 362 were identified for full-text review. A systematic literature review was conducted on 79 studies. Multilevel random-effects meta-analyses were conducted on 63 eligible studies from October 2 through 18, 2018. Social competence, emotional competence, behavioral self-regulation, behavior and emotional challenges, and early learning outcomes. This review identified 79 unique experimental or quasi-experimental studies evaluating the effect of SEL interventions on preschooler outcomes, including a total of 18 292 unique participants. Sixty-three studies were included in this meta-analysis. Compared with control participants, children in intervention conditions showed significant improvement in social competence (Cohen d [SE], 0.30; [0.06]; 95% CI, 0.18-0.42; P < .001), emotional competence (Cohen d [SE], 0.54 [0.16]; 95% CI, 0.22-0.86; P < .001), behavioral self-regulation (Cohen d [SE], 0.28 [0.09]; 95% CI, 0.11-0.46; P < .001), and early learning skills (Cohen d [SE], 0.18 [0.08]; 95% CI, 0.02-0.33; P = .03) and reduced behavioral and emotional challenges (Cohen d [SE], 0.19 [0.04]; 95% CI, 0.11-0.28; P < .001). Several variables appeared to moderate program outcomes, including intervention leader, type of assessment, informant, child age, and study quality. According to results of this study, social and emotional learning programs appeared to deliver at a relatively low intensity may be an effective way to increase social competence, emotional competence, behavioral self-regulation, and early learning outcomes and reduce behavioral and emotional difficulties in children aged 2 to 6 years. Social and emotional learning programs appear to be particularly successful at increasing emotional knowledge, understanding, and regulation.

Desafios dos professores na mediação das brincadeiras de crianças com necessidades educacionais especiais na educação infantil

As diretrizes curriculares nacionais para a Educação Infantil priorizam o desenvolvimento das capacidades infantis de crianças até cinco anos, tendo o brincar como eixo norteador do aprendizado. O objetivo deste estudo foi identificar a percepção dos professores sobre as dificuldades para realizar e mediar brincadeiras para crianças com necessidades educacionais especiais (NEE) na Educação Infantil. A pesquisa foi de caráter qualitativo e utilizou a entrevista como procedimento de coleta de dados, para 31 professores de 11 crianças incluídas em sete centros de Educação Infantil de um município do Estado do Paraná – Brasil. As entrevistas foram sujeitas a análise de conteúdo, que indicou dois temas principais: mediação e dificuldades. Os resultados apontaram que professores brincam mais com estas crianças quando há dois professores em sala; demonstraram dificuldades de mediação nas brincadeiras com as crianças com Transtornos Globais do Desenvolvimento e Deficiência Intelectual, o que não ocorre junto às crianças com Deficiência Física. Os resultados indicam a necessidade de maior interação com os profissionais da saúde, de uma percepção mais individualizada das crianças com necessidades educacionais especiais, e de maior investimento na formação dos professores em serviço, quanto ao conhecimento de estratégias para mediar as brincadeiras.&#x0D; Palavras-chave: Brincadeiras; Educação infantil; Necessidades educacionais especiais; Formação continuada

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

Given their key role in overall programme quality, it is critical to examine how early childhood programme centre directors in the United States perceive challenging behaviour. Participants completed a survey asking which behaviours they perceive to be most problematic, the number of children dismissed or expelled from the programme during the last year, and the most commonly used strategies for addressing challenging behaviours. Results point to several promising practices and highlight the variability in access to evidence‐based practices based on programme type. Areas that warrant more targeted professional development are discussed, and findings are situated within the larger early childhood context.

Striated and Smooth Leadership Spaces

This article is experimenting with posthuman and new-material approaches to explore new concepts or maybe try to reconceptualize leadership. Thinking with Deleuze and Guattari’s immanent ontology and Barad’s agential realism, I wonder how diffractions and leadership productions in smooth and striated rooms affect and are affected by bodies, work environments, and events. Diffraction is a physical phenomenon concerning how the waves of water, electricity, and light move, overlap, and spread in ever changing directions when encountering obstructions. The research is based on thinking, talking, and wondering with glowing events after shadowing director Maria in the Early Childhood Education and Care (ECEC) center Dandelion. As an encountering thought, a glowing event is challenging our beliefs and basis for discussion on how leadership is both smoothing and striating the space, sometimes creating turning points. The event is glowing as an example of leadership production affecting relations and well-being.

Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum

In this article, the authors critically and generatively encounter emergent curriculum, drawing from their experiences working as pedagogistas in three different early childhood education centres in Western Canada. The intent is to engage with the concept of emergence as that which can bring ethical and political engagements with curriculum and pedagogy; complicating understandings of emergent curriculum as simply following the lead of children. The particular interruptive orientations that the authors bring forward include: possibilities for responding to and cultivating the conditions for emergence in ways that disrupt the managerial concerns of everyday practice; troubling the co-optation of emergence by human-centred consumptive practice; and unsettling emergence in conversation with settler colonialism and anti-blackness in the places and spaces of early childhood education.

Los Institutos Escuela en Catalunya: recuperando la mejor tradición pedagógica de la república

El artículo ofrece la síntesis de un estudio desarrollado en 2011 en 12 de los 18 Institutos Escuela (IE) que funcionaban en Catalunya en el marco de la Ley de Educación de Catalunya. El estudio, financiado por el Consell Superior d'Avaluació del Sistema Educatiu y el Instituto de Ciencias de la Educación de la UAB, abordó la visión que de estas instituciones tenían los directivos de los centros, una muestra del profesorado, de los tutores y tutoras y de las famílias, en los ámbitos organizativo, curricular, de orientación y de relación con el entorno. También se estudiaron dinámicas de coordinación entre centros de educación infantil y primaria y centros de secundaria en los mismos territorios con el fin de comprobar y contrastar otras dinámicas de coordinación en los mismos ámbitos en instituciones separadas. Los resultados mostraron una visión muy positiva por parte de todos los colectivos vinculados a los IE y también permitieron identificar 50 prácticas de referencia en la coordinación de las dos etapas en los planos citados, que se reseñan también en el artículo. El artículo termina con diez conclusiones que, en opinión de los autores, siguen perfectamente vigentes en la actualidad.