Implications For Early Childhood Professionals Research Articles

The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens

This study employed an inductive qualitative approach to understanding the effects of local culture on early childhood curriculum development in two Hong Kong kindergartens. A triangulation of interviews, observations and documents was established, and cultural-historical activity theory was employed as the theoretical framework. The results indicated that local culture played an important role in early childhood curriculum development. First, the two cases learned from diverse models and approaches during the transformation of their curricula, resulting in contradictory demands and motives. Then, these contradictions were, in turn, resolved by the local culture to achieve curriculum hybridisation and innovation, as well as inherit the culture. Such findings provide valuable implications for early childhood professionals to integrate social and cultural diversity into curriculum development and to localise imported curricular practices so as to ensure a good fit between the curriculum and the local context.

An investigation of early childhood teachers’ perceptions of families through a photo-sharing activity

ABSTRACTThis study examined parent–teacher interactions during a photo-sharing project at three early childhood centers that serve as clinical sites for early childhood preservice teachers. Families were provided with a digital camera for one week to document activities they used to support children’s early learning and development. Families then participated in an interview with their child’s teacher to share and discuss the meaning behind the images. Upon completion, teachers participated in a follow-up interview with the researchers to reflect on the process and their relationships with families. Data were thematically analyzed through the theoretical lens of cultural capital, and findings suggested that previously established power dynamics and assumptions about families interfered with the photo-sharing process aimed at enhancing home–school relationships. Families at a higher-income center possessed the most power in relationships, while families enrolled at lower-income centers possessed less power. Implications for early childhood professionals are discussed, specifically related to addressing biases in home–school relationships and adequately preparing preservice teachers to work with a diverse range of families in equitable ways.

Learning about children’s school preparation through photographs: The use of photo elicitation interviews with low-income families

As part of a larger project on the transition to kindergarten, eight families volunteered for a photography-based study. The purpose of this study was to gain further insight into how low-income families prepare children for kindergarten. Following a photo elicitation approach, eight families used a digital camera for 1 week to document activities they did with their children to prepare them for school. Families then participated in a follow-up interview to discuss the meaning behind the images. Interview data were thematically analyzed, and findings suggested that school readiness for families involved both traditional school-like activities and nontraditional everyday activities. A variety of nontraditional images often not associated with preparing children for school were captured by participants, suggesting that many home-based activities may go unrecognized by the early childhood community. Implications for early childhood professionals are discussed, specifically related to building on family strengths.

Racism? Surely Not

THE EARLY CHILDHOOD PROFESSION is underpinned by a philosophy that respects and reinforces equality. The role of early childhood professionals in delivering culturally competent services is identified in the Early Years Learning Framework. However, recent critique of the concepts underpinning Closing the Gap, concepts of social inclusion and cultural competency, identify inherent racism that impacts on our ability to achieve the aspirations identified in Closing the Gap. Recent research argues that racism is still strong in Australia as it is in other western nations, though its form is different than in the past. This research posits denial of racism results in a form of racism that positions the hegemonic white culture as a benchmark against which other cultures are evaluated. Silencing the voices of those identifying racism serves to support the denial of its existence. In this paper I reflect on the critiques presented in this body of research and speculate on its implications for early childhood professionals working with children and families from diverse cultural backgrounds.

Mothers' school-related identities and possible selves for their children

In this study, we explored how mothers' school-related identities influence their current expectations of school identities for their children using a possible selves framework. Forty-seven mothers of preschool-aged children participated in semi-structured interviews about their school-related histories and children's school preparation. A thematic analysis revealed two main themes: the feared self and the desired self. The feared self included maternal fears that their children would be an alternative learner, dropout or social outcast. The desired self included hopeful expectations that their children would become an honour roll or well-rounded student. This study suggests that mothers' recalled identities guide their expectations for the children's school identities as well as activities aimed at preparing children for the school setting. Implications for early childhood professionals and family outreach personnel are discussed.

Voices of the Minority: Japanese Immigrant Mothers’ Perceptions of Preschools in the United States

Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed.

Maternal Knowledge and Behaviors Regarding Discipline: The Effectiveness of a Hands-on Education Program in Positive Guidance

This study examined which method is most effective in supporting parents to use positive guidance techniques, a lecture-based only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. In this sample of 49 mother–child dyads, results indicated that the cognitive understanding of the use of positive guidance over time of the participants in the lecture-based only versus the lecture-based plus hands-on groups did not significantly differ. However, both groups improved in their cognitive understanding of positive guidance over time. Results also indicated that the behavioral use of positive guidance over time of the participants in both groups significantly differed. Further investigation revealed that, although the two groups did not differ in their behavioral use of positive guidance before the program, the lecture-based plus hands-on group improved over time whereas the lecture-based only group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in either group on participants’ behavioral use of positive guidance. Findings showed that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. The results have implications for early childhood professionals working with parents to address children’s behavior issues, as well as for the design of parent-support programs.

The Cost of Quality and Coherence: An Investigation of Early Childhood Teacher Workloads

In Australia, profound changes are occurring in relation to early childhood education. The introduction of a National Quality Reform Agenda by the Council of Australian Governments (COAG) in July 2010 has developed a National Quality Standard to improve the quality of early childhood education and care in states and territories across the country. Concurrently, Australian education is in the midst of the roll-out of its first national curriculum. The Australian Curriculum Assessment and Reporting Authority (ACARA) was established in December 2008 and charged with the task of improving the coherence and quality of curriculum, assessment and reporting across Australia. The convergence of these two major reform agendas at this point in time have had significant implications for early childhood professionals in Australia. Recently, a pilot study of early childhood teachers employed in the state of Queensland (Kindergarten - Year 3) was conducted. The purpose of the study was to better understand the way in which the national reform agendas in the areas of curriculum are impacting current teaching practices and workloads. This paper presents the findings from this study in light of the literature, and highlights key issues arising from the research.

Support Networks of Single Puerto Rican Mothers of Children with Disabilities

The social support networks of 25 Puerto Rican single mothers of young children with disabilities were examined and compared with current models of family support for children with disabilities. This study was designed to assess the support systems of Latino single mothers in light of dominant models of family support. The Family Support Scale, the ECOMAP, and responses to open-ended questions were employed to describe the characteristics of Puerto Rican single mothers’ support systems. Study findings suggest that members of the children’s immediate and extended kinship system, including non-blood relatives (e.g., madrinas), play a strong role in the support network of the mothers interviewed. Implications for early childhood professionals who work with Latino parents of children with disabilities are examined.

The Voices of Single Parent Mothers Who are Homeless: Implications for Early Childhood Professionals

Single parent mothers who are homeless have distinct ideas about how to resolve their situations. This study explored the voices of single parent mothers who are homeless and attempted to articulate their major concerns and ideas as well as offering ideas to early childhood professionals related to these insights. The voices of these mothers are highlighted in this study and related to the findings of the research literature on homeless mothers. Finally, the implications for early childhood professionals are explicated and briefly discussed.

Tomboys and Sissy Girls: Exploring Girls' Power, Agency and Female Relationships in Childhood through the Memories of Women

THIS DISCUSSION ADDS TO the body of literature on young girls and their relationships with each other, through an exploration of the experiences of self-identified ‘tomboys’ and ‘sissy girls’ in early childhood. It does this through the memories of experiences identified by women. It is not our intention to have adult women speaking on behalf of children; rather, their experiences demonstrate how gendered identity is constructed and negotiated in childhood. They represent critical points in the process of gender construction in early childhood for each of these women, and have practical implications for early childhood professionals working with children today. In all cases, the women considered these critical moments as fundamental in shaping their lives. McLeod and Yates (2006) point out that reflexive memory can provide new readings of the past and present. These experiences provide a valuable avenue in which to gain insight to the complexities and contradictions associated with young girls' performances of gender. In addition, they provide some insight to the complexities of girls' relationships with each other, extending understandings of the constitution of girls' desires and friendships. Their earliest memories of being gendered subjects focused on heteronormative regulations to which children were expected to adhere, with each carrying a sense of injustice about these practices throughout their lives.

Response to Intervention: Implications for Early Childhood Professionals

The purpose of this article is to discuss the importance of building strong early childhood communities of interdisciplinary practice in the application of a comprehensive curriculum framework. A curriculum framework is proposed as a means of applying and extending the principles of response to intervention (RtI) to early childhood education providers working with young children, including speech-language pathologists (SLPs). The article presents information regarding the elements of a curriculum framework and suggestions for practice. Literature related to RtI was reviewed to identify common principles of practice. The resulting principles were then aligned to early childhood education recommended practices in order to illustrate the overlapping beliefs. Rationale and support for a curriculum framework as an early childhood education RtI model was then gathered to identify appropriate practices for working with young children who are served in a variety of early childhood settings. SLPs are important members of early educational teams, particularly when applying the principles of RtI using a curriculum framework. SLPs bring the expertise needed to ensure that children achieve critical outcomes. Implementation of the curriculum framework is made possible when everyone involved in supporting young children understands how to apply the elements of a curriculum framework.

Learning a Music Instrument in Early Childhood

PROFESSIONAL EARLY CHILDHOOD educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood years, noting the importance of parental support. This research project investigated the effects, especially emotional, on children's lives of adding instrumental music lessons to their general education, using the strategy of surveying professional musicians about their childhood experiences. Of the 46 professionals surveyed, all but two reported that the addition of music lessons to their general education had improved their enjoyment of childhood. Implications for early childhood professionals and teacher educators are also considered.

How Parents Feel About Their Child’s Teacher/School: Implications for Early Childhood Professionals

The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive relationships with the families that they serve.

Child Care and the Role of Employer Sponsorship

This paper examines current issues and availability of employer-sponsored child care in Australia and compares two international perspectives on the issue of child care and responsibility with the present Australian perspective. The historical emergence of employer-sponsored child care in Australia is traced over the past two decades and is supported by three examples of companies having successfully used such arrangements. Implications for early childhood professionals and the changing roles practitioners face in terms of ensuring quality and equity in services for young children and their families are discussed. The authors propose employer-sponsored child care as a viable option for Australian families, and argue for the establishment of a central body responsible for supporting and monitoring quality, with equity being an essential component.

Parents’ Work and Family Roles: Their Contribution to Children's Learning about Work

Parents’ work and family roles influence their children in many ways. An often overlooked impact is on children's developing ideas about work. This paper reviews research on young children's developing ideas about work, particularly of unpaid duties in the home. It argues that children learn about work and cultural values, ownership of work, work relationships and the links between work and money from their observations and experiences of household chores. The contribution of parents’ paid and unpaid work roles to children's learning about work and the processes by which children learn about paid and unpaid work are discussed, as are the implications for early childhood professionals in their direct and indirect teaching of young children about the world of work.