首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 62 毫秒
1.
The present study examined the factors influencing childcare workers’ promotion of physical activity (PA) among children aged 0–4?years, a particularly interesting context because of the increasing number of children attending childcare. Twenty Dutch childcare workers were interviewed. The interviews revealed some important barriers to the promotion of children’s PA: lack of facilities and time; rules and policies regarding safety and daily duties; non-cooperative colleagues; a large range of ages of children; poor weather; unsuitable clothing and lack of communication with parents. The respondents identified the parents rather than themselves as persons responsible for promoting children’s PA. Parents and childcare workers could improve their communication regarding children’s PA. Childcare centres could review their internal policies and provide workshops teaching childcare workers how to promote children’s PA.  相似文献   

2.
While an increasing body of Australian and international research has explored the relationship between media and education, few studies have examined this relationship in the context of early childhood education. This paper contributes to this research gap by reporting on a corpus-assisted discourse analysis of how childcare is represented in 801 newspaper texts from six Australian newspapers. As a foundational paper of a broader study investigating public and political influences on parents’ childcare choices, the paper details the use and utility of corpus linguistic tools for exploring the discourse construction of childcare in a large corpus of media texts. It also highlights the value of analysing media corpora via media ownership, focusing on the two dominant Australian media organisations, Fairfax and News Corp. Analyses reveal similarities but also key differences in the representation of childcare in Fairfax and News Corp newspapers. In Australia, print media still sets the daily media agenda and reflects the dominant discourse constructions surrounding major public issues. Accordingly, the beliefs, practices and decision-making of current and potential parent users of formal childcare may be differentially influenced depending not just on their (direct or indirect) access to print media, but by the format (tabloid or broadsheet) and thus ownership (Fairfax or News Corp).  相似文献   

3.
ABSTRACT

While research investigating the mediatisation of education policy has primarily been undertaken in school contexts, this paper reports on a study conducted in the context of early childhood education. The paper examines how a major policy in early childhood education in Australia – the National Quality Framework – has been mediatised in selected newspapers. Drawing on Foucauldian, critical discourse analysis and mediatisation theorising, we utilised the corpus linguistic tools of WordSmith Tools 6.0 to inform content analyses of 121 articles from two major media corporations, News Corp and Fairfax. Our findings highlight the utility of treating our data as two distinct corpora, with each corporation found to have utilised discursive technologies to proffer competing positionings of the Framework. The contested nature of the Framework – generally purported in Fairfax to be a tool that supports quality early education, as opposed to News Corp’s framing of the policy as one that inhibits affordable childcare – poses implications for which advocacy groups are regarded by the media as having authority and thus likely to influence policy through the reporting of their voices. Implications for newspaper media as a discursive influence on parents’ childcare decision-making are also considered.  相似文献   

4.
Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.  相似文献   

5.
Parental support has been an increasingly essential part of New Zealand early childhood (EC) education services over the last 20 years. This support has taken many shapes and forms over this time period, and has depended on the differing philosophies of the EC education services. What this support ‘looks like’ and how it is delivered is directly connected to the goals and aims of these services. This paper will discuss the results from a small qualitative study that looked at how three New Zealand EC centres—two kindergartens and one child care centre—supported family resilience; that is, the ability of an individual and family to ‘cope’ with and ‘recover’ from significant adversity or stress, in ways that are not only effective but may result in increased ability to ‘respond’ to and ‘protect’ their families from future adversity. From semi‐structured interviews with teachers, parents, and family support services associated with each of the three centres, the concept of planned parent education programmes, as meaningful support, is re‐examined in the light of the ideas of a ‘gossip’ or a ‘good yack’. This research was funded by the New Zealand Ministry of Social Development.  相似文献   

6.
The present study explores Greek parents’ views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent–school communication, the psychological climate dominating teacher–parent interactions and parents’ suggestions for improvement of current policies and practices are examined. Four hundred and seventy‐five parents participated in the study. Findings showed that family–school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives.  相似文献   

7.
It has been estimated that 9 to 13% of children and adolescents have a mental disorder that causes significant functioning impairment and that only one fifth of those who need mental health services actually receive them. The majority of children and adolescents are enrolled in schools, where they spend a considerable amount of time, and this is followed by the increasing efforts to establish collaboration between mental health professionals and school personnel. The role of mental health professionals is crucial in improving children’s mental health, as well as for providing better response to parents, educational staff and other agencies. There are several ways for a child psychiatrist to reach children and adolescents in a school setting: through individual student consultations (case consultations), through consultations to schools on general mental issues (systems consultations) and through promotion of mental health by creating and demonstrating evidence-based programmes for children, parents, school staff and others who are involved in child’s care. In order to achieve these goals, we need to establish partnerships and to define roles among organisations and individuals in the wider school environment, such as schools and school management, municipal authorities and administration, media, police, social welfare centres, health centres, parents and youth associations.  相似文献   

8.
This study examined relationships between Parents’ involvement as related to their Identification and Alertness and to four students’ variables Attitudes toward school, Social adjustment, Self-efficacy and Academic achievements. Social adjustment was the most dominant variable and served as a mediator between self-efficacy and achievements. Parental involvement had significant, direct and positive relations with social adjustment but negative with academic achievements. Findings indicate a weakening of the relationships between parents’ involvement, identification, and alertness and children’s variables compared to the relationships between children’s variables. Educational staff and parents must create useful communication channels for helping children cope with the challenges of their social and media world.  相似文献   

9.
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.  相似文献   

10.
Fifteen fathers of children with disabilities living in urban and rural settings were interviewed about their experiences which included their interactions with teachers and other professionals in the school system. The fathers’ accounts revealed issues similar to those reported in studies in which mothers were the participants. Where early childhood centres and schools are rejecting of children with disabilities, and where resources are difficult to access, parents experience stress. Supportive professionals and educational settings, on the other hand, are experienced as contributing to child development and family well‐being.  相似文献   

11.
In the Netherlands, moral panic about boys’ education and behavioural problems has led to public concern about the almost exclusively female environment in which young boys in daycare find themselves. Female daycare workers are attacked for creating a feminized culture in daycare centres. In this article we explore the extent to which these media stereotypes about female workers in daycare coincide with their own ideas and experiences of their work. In 2004 we conducted a (preliminary) study involving more than 80 childcare students in an intermediate vocational training programme in Social Pedagogic Work to qualify them to work in daycare centres in the Netherlands. The results of the study do not support the binary stereotypical representation of women’s professional and personal characteristics as an adequate picture of these trainees’ opinions of their work in early childhood care.  相似文献   

12.
As a new phenomenon in German ECEC, commercial high-cost childcare centers are subject of controversial debates. The expansion of this type of early care provision raises concerns about the possible reinforcement of social inequalities in early childhood. However, mechanisms of distinction within these institutions cannot be matched to such criteria as type of organization or features of the facilities. In this paper we argue that the interactions between professionals and parents have to be focused as crucial sites of the production of distinction. Using data from an ongoing qualitative research project we elaborate on three modes of interactive production of particularization. Based on these findings, we show that a reconstruction of the unique organizational cultures is indispensable to address questions of new vertical differentiations within the field of ECEC institutions.  相似文献   

13.
ABSTRACT

Strong family involvement in children’s education supports positive academic and social-emotional outcomes. Therefore, developing early childhood (EC) professionals’ competence in engaging and involving families in their children’s education is emphasized across state licensure requirements, personnel preparation standards, and professional recommendations (e.g., Division for Early Childhood, Council for Exceptional Children, InTASC, National Association for the Education of Young Children). Although many states have begun to require family course content as part of their licensure for educators, higher education faculty and instructors may struggle to integrate family-related content into their coursework and field experiences while also covering state standards in instructional strategies, assessment, and other content areas. In order to effectively and comprehensively include family content across university programs and courses, faculty need to evaluate their current content and systematically plan to include current and research-based family material. The purpose of this article is to provide a framework for faculty to evaluate, reflect, and plan their use of family content in university courses aligned with the Division for Early Childhood’s Recommended Practices: Family (2014). This article shares self-assessment and action plan tools for integrating family content into course materials, activities, and assignments.  相似文献   

14.
This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.  相似文献   

15.
  相似文献   

16.
本研究以一项为期一年的民族志调查为基础,旨在从教师访谈数据中揭示农村家长参与学校教育的障碍。在理论层面,本研究着眼于教师的专业身份及其对他们对于家长参与建构性理解的影响。在数据分析层面,本研究指出,接受访谈的教师倾向于认为家长在学校教育中的角色是"边缘性"的辅助角色,家长常被看作教师的追随者,而不是平等的合作伙伴,而教师则视自己为专业的工作者,其专业判断不容质疑。在行动层面,家长不同形式的参与又是教师构建专业身份的重要实践,常被看作鼓励"先进"、解决"后进"问题的重要手段,其符号意义要高过实质意义。本研究从教师的角度出发解释农村学校家长参与的低迷现象,是对本领域文献的一项重要补充,有着重要的理论意义。  相似文献   

17.
This Canadian study of the care of mildly ill children in licensed childcare facilities compares director and parent preferences for eight models of care, exclusionary practices for ill children by directors, and preferred backup care options of parents. It also investigates anticipated usage and willingness of parents to pay for emergency childcare. Participants include 328 directors and 742 parents from center and family childcare (FCC) homes, rural and urban locales, and five provinces. Parents and directors favor “joint family-employer” and “extended family” models and least prefer “infirmary” and “special licensed” childcare models. Directors favor more strongly than parents the options of parents or relatives caring for ill children and are less supportive than parents of facility-based models. Directors usually exclude children with diarrhea, fever and lethargy but accept children with a runny nose or cough. For backup care, parents prefer themselves or extended family. Most parents would use emergency childcare services but are unwilling to pay beyond the normal childcare rate. This investigation identifies key areas in the care of mildly ill children to be examined further through prospective studies.  相似文献   

18.
This paper explores and questions some of the evidence used to support early childhood interventions in the UK, and reports on discussions with three rural Mini Sure Start project leaders in Devon. Sure Start funding in the UK has been repeatedly increased to provide more centres for 0–3‐year‐olds and their parents. It is increasingly linked to welfare to work policies designed to encourage a culture of ‘hardworking families’ in areas of traditional deprivation. This finds resistance among parents to the idea of combining work and childcare for the under‐3s. It also uncovers the complexity for key workers of trying to implement government directives in areas of rural deprivation.  相似文献   

19.
The purpose of this study was to examine the relationships among the attitudes and perceptions of parents, teachers, and family support staff toward parental involvement in prekindergarten programs for children identified as being at risk for later school failure. Focus group interview data identified, from multiple perspectives, factors that encourage or discourage parents from assuming an active role in their young children's education. Results are discussed in terms of future research and program development efforts aimed at helping family support professionals and early childhood educators better meet the needs of the diverse groups of children and families represented in prekindergarten programs.  相似文献   

20.
This paper investigates the impact of attending early childcare on the quality of parent–child interactions and children’s cognitive outcomes. Our strategy is to identify geographical differences on the basis of exposure to the program, using the period when the program was implemented across Algerian municipalities as a control for individual early childcare attendance. We estimate our results using 2SLS regression analysis and employ a difference-in-difference strategy. We use two Multiple Indicator Cluster Surveys conducted in 2006 and 2012. Our results indicate a positive correlation of preschool on the cognitive development of children. In turn, the effect is only significant given the quality of interaction between mother and children. Therefore, this finding suggests that there is a substitution effect taking place, as mothers can utilize newly acquired time relieved from childcare to accomplish other pursuits. These findings call for future research on parents’, especially mother’s, time use when their children attend early childcare.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号