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1.
Klara Øverland Arlene Arstad ThorsenIngunn Størksen 《Teaching and Teacher Education》2012,28(3):312-323
This Q methodological study explores beliefs of daycare staff and teachers regarding young children’s reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint “Child problems” believe that children show various emotional and behavioral problems related to divorce, while those on the “Structure is working” viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs. 相似文献
2.
OBJECTIVES: The main purpose of the study was to compare observed range and frequency of sexual behavior in 3- to 6-year-olds in two different environments: the home and the daycare center. The study also aimed to investigate parental and staff opinions on child sexual behavior. METHODS: Parents and daycare teachers of 185 preschool children, from different socio-economic housing areas, answered extensive questionnaires about each child's sexual and general behavior. They were also asked about their own opinions on child sexual behavior. RESULTS: Parents observed significantly more sexual behavior in their children at home compared to teachers' observations at the daycare centers in all age groups, while teachers reported more general behavior problems. Significant gender differences on sexual behavior were displayed at the daycare centers but not at home. Rare behaviors at home were also very unusual at the daycare center. Parental and staff attitudes toward child sexuality were quite open, although 67% of the parents and 41% of the teachers never spoke to the children on sexual matters. One fifth of the adults used no term for genitals at all, and even fewer had a name for girls' genitals. The findings indicate that young children explore their sexuality more at home than in settings with groups of children where the daily activities may be more structured and monitored. It enhances the importance of looking at the context in which the sexual behavior is taking place when investigating problematic sexual behavior. 相似文献
3.
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
4.
P M Crittenden 《Child abuse & neglect》1983,7(3):297-300
Twenty-two children for whom protective daycare was sought were followed for four years. Those placed in daycare had earlier removals for foster care than the children who could not be placed in daycare. At the end of four years the outcomes for the two groups were similar. It was concluded that mandatory protective daycare had hastened, but not caused, the removal of the children. This unexpected outcome was explained in terms of attachment theory. Evidence was cited showing that both maltreating mothers and their infants could be considered anxiously attached and that such individuals would be more than normally vulnerable to experiences of separation. In this study both mothers and infants reacted to the daycare placement with a combination of direct anger and ignoring (repressed anger). These reactions exacerbated the already strained mother-infant relationships leading to increased abuse and neglect of the infants and, therefore, earlier removal. 相似文献
5.
Pattie Yuk Yee Luk-Fong 《Education 3-13》2013,41(4):415-427
This paper examines teachers' stories of children's coping with changing family situations such as divorce or family separation which can induce discontinuities in their lives. Using the case of Hong Kong, a place where ‘East meets West’ in cultures and family relationships, this paper argues for the use of the concept of hybridities in understanding the experiences of children in changing family situations. Teachers' stories show that children in changing family situations are facing new kinds of difficulties from the mixing of modern family forms and traditional family values. Implications to teacher education, policy and practice are suggested. 相似文献
6.
The aim of this study was to describe mental reactions and coping strategies among children of torture victims. The study comprised 11 children from 5 exiled families with at least one of the parents having been subjected to torture. Investigation methods applied were qualitative interviews in three different settings and two projective tests. The children were anxious, depressive, and regressive. Moreover, they presented psychosomatic symptoms, sleep disorders, and family and school problems. The children's ways of dealing with their experiences were divided into four main coping strategies: (a) isolation and withdrawal, (b) mental flight, (c) eagerness to acclimatize, and (d) strength of will and fighting. A lack of flexibility in the children's development of coping strategies was mainly explained by the strength of challenges in the families' overall situation before and after escape and exilation. A lack of openness about imprisonment and torture seemed to be an essential way of parental coping. The observation methods chosen all proved to be applicable and informative. Moreover, the qualitative interview showed to be the crucial method. 相似文献
7.
Reda Abouserie 《教育心理学》1996,16(1):49-56
This study aims to identify sources of stress and consequent stress levels in university academic staff, to identify the coping strategies used by staff, and to examine the relationship between stress levels and job satisfaction. The study sample, consisting of 414 (305 males and 109 females) academic staff, was asked two open‐ended questions which invited them to specify the five main causes of stress in their lives in general and at work. The Life Stress Scale (LSS) was used to assess academics’ stress levels. A coping strategies list was used to identify the strategies used by academic staff during stressful periods. Two questions were asked to assess the level of satisfaction felt by academics with their jobs. The results indicated that academic staff rate work as the most significant cause of stress in their lives (74%) and conducting research (40.3%) was the main cause of stress at work. Results showed also that 74.1% and 10.4% of the academic staff fall into the moderate and serious stress categories respectively, and that there were no significant differences between males and females in stress levels. There were significant differences between the four academic rank groups in stress levels, with lecturers as the most stressed group. The results also indicated that academic staff use a wide range of coping strategies. A negative significant correlation between stress and job satisfaction (r= – 0.444) was found, indicating an inverse relationship between stress level and satisfaction. 相似文献
8.
Three models of the relations of coping efficacy, coping, and psychological problems of children of divorce were investigated. A structural equation model using cross-sectional data of 356 nine- to twelve-year-old children of divorce yielded results that supported coping efficacy as a mediator of the relations between both active coping and avoiding coping and psychological problems. In a prospective longitudinal model with a subsample of 162 of these children, support was found for Time 2 coping efficacy as a mediator of the relations between Time 1 active coping and Time 2 internalizing of problems. Individual growth curve models over four waves also found support for coping efficacy as a mediator of the relations between active coping and psychological problems. No support was found for alternative models of coping as a mediator of the relations between efficacy and symptoms or for coping efficacy as a moderator of the relations between coping and symptoms. 相似文献
9.
Panayota Mantzicopoulos 《Psychology in the schools》1997,34(3):229-237
This study examined the coping strategies employed by 187 fourth and fifth graders in an encounter with an academic failure experience in school. Resources considered in this study included motivational orientation to perform well in the stressful encounter, the experience of challenge or threat/harm emotions, attributions to failure, beliefs about competence, event familiarity, and socioeconomic status. Based on their responses to the Academic Coping Inventory children were assigned to one of four coping groups: positive, denial, projection, and self-blame. Results indicated that positive copers were more likely to have an intrinsic orientation to success, to experience less negative emotions following failure, to attribute failure to unstable rather than stable factors, and to have higher perceptions of competence. © 1997 John Wiley & Sons, Inc. 相似文献
10.
The aim of this paper is to explore if there is any alteration in social participation with peers assessed by parents amongst children with disabilities from 1999 to 2009 and discuss the results in light of the developments in disability policies during the last decades, and internal developments in education/welfare policies regarding children under compulsory school age. We address changes in levels of social participation of children with disabilities in daycare centres and examine changes in mechanisms leading to social participation with peers from 1999 to 2009. The analysis is based on cross-sectional data of two representative samples of disabled children 10?years apart. The main finding of this study is that disabled children have increased their social participation with peers in the period from 1999 to 2009. Gender, age and being in a segregated daycare setting, all had a significant impact on social participation with peers in 1999, but had lost their significance in 2009. The current study found that Norwegian daycare centres still have to be considered as social integrating institutions, even though in the period from 1999 to 2009, they have changed from being a care- and family-supportive service to become a pedagogical service preparing children for school. 相似文献
11.
Suzanne Mackenzie 《International Journal of Inclusive Education》2013,17(10):1067-1082
This article presents an analysis of data collected – by semi-structured interviews and focus groups – from staff working with children with special educational needs (SEN) in England. The analysis highlighted the role of strong emotions, and how participants (unsurprisingly) experienced these differently, largely according to their position in their careers. Teachers’ emotion work and emotional labour in their day-to-day roles were common and powerful themes within the respondents’ experiences. The article identifies the significance of the study for the particular emotional qualities needed to work with children with SEN. The impact of daily demands upon staff is demonstrated, and the article goes on to reflect on the limitations of research on emotions in education. It concludes by examining the emotional characteristics that appear to be essential for a career in SEN and notes the powerful affective demands on those who work in this area. 相似文献
12.
Barbara Riddick 《International Journal of Inclusive Education》2013,17(4):389-402
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being ‘found out’ by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted 相似文献
13.
This paper analyses the results of a research project on the experiences and learning needs of students with dependent children in a 1960s university. The findings are based on semi‐structured interviews with university services and academic staff, as well as a questionnaire survey among students with dependent children and follow‐up in‐depth interviews with a sample of 18 of these students. The paper shows that, for those surveyed, future employment opportunities and being a role model for their children were the main motivations for entering higher education and that their choice of university was highly spatially restricted by their caring responsibilities. It also discusses the main issues students faced once at university, including time and timing, finance, childcare, confidence, sense of belonging and skills. The paper highlights how gender and other biographical characteristics influence parents' experiences and includes suggestions for lessening the barriers they face while at university. 相似文献
14.
《Early childhood research quarterly》2006,21(3):390-401
We reviewed nine studies in which children's cortisol levels at center daycare were assessed. Our first hypothesis, concerning intraindividual differences in cortisol levels across home and daycare settings, was also tested in a meta-analysis. Our main finding was that at daycare children display higher cortisol levels compared to the home setting. Diurnal patterns revealed significant increases from morning to afternoon, but at daycare only. The combined effect size for seven pertinent studies (n = 303) was r = .18 (CI .06–.29, p = .003). We examined all papers on possible associations between cortisol levels and quality of care, and the influences of age, gender, and children's temperament. Age appeared to be the most significant moderator of this relation. It was shown that the effect of daycare attendance on cortisol excretion was especially notable in children younger than 36 months. We speculate that children in center daycare show elevated cortisol levels because of their stressful interactions in a group setting. 相似文献
15.
This study examined whether children's cognitive appraisal biases moderate the impact of stressful divorce-related events on psychological adjustment in 355 children ages 9 to 12, whose families had experienced divorce within the past 2 years. Multiple regression indicated that endorsement of negative cognitive errors for hypothetical divorce events moderates the relations between stressful divorce events and self- and maternal reports of internalizing and externalizing symptoms, but only for older children. Positive illusions buffer the effects of stressful divorce events on child-reported depression and mother-reported externalizing problems. Implications of these results for theories of stress and coping, as well as for interventions for children of divorced families, are discussed. 相似文献
16.
ObjectiveThe purpose of this study was to estimate the prevalence of adverse childhood experiences (ACEs) among children in the United States and to examine the relationship between child and family characteristics and the likelihood of reported exposure to ACEs.MethodsData were drawn from the nationally representative 2016 National Survey of Children’s Health (NSCH). Parent-reported child ACE exposure was measured using counts of those reporting zero ACEs, one to three ACEs, and four or more ACEs.ResultsThe study sample included 45,287 children. The most prevalent types of ACE exposure experienced by children were economic hardship (22.5%) and parent or guardian divorce or separation (21.9%). Older children (34.7%), Non-Hispanic African American children (34.7%), children with special health care needs (SHCN; 36.3%), children living in poverty (37.2%), and children living in rural areas (30.5%) were more likely to be exposed to parental divorce or separation than their counterparts. Five cross-cutting factors emerged as important across outcomes: child’s age, family structure, poverty, type of health insurance, and SHCN status.ConclusionsWe found high prevalence rates of economic hardship on a national level. Our findings of higher prevalence among rural children further suggest the importance of the intersection of place and ACEs. Therefore, the geographic component of ACEs must be considered by policymakers. The identification of predictive factors related to high ACE exposure can inform early interventions at the national level. 相似文献
17.
Isabel Killoran Dorothy Tymon George Frempong 《International Journal of Inclusive Education》2013,17(1):81-95
A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disabilities. They interviewed the directors of 354 licensed preschools in Toronto about the inclusion of children with disabilities into their centres. Analysis revealed that only 2.4% of the students in these centres were identified as having a disability; the two most frequently identified disabilities were Autism Spectrum Disorders and speech and language disorders. The majority of directors stated that they would turn away a child because of a disability. The centres that were most inclusive had service providers come into the centre, but very few (17%) of these centres had resource teachers as support. The analysis further indicates a large number of centres that currently are not identified as capable of providing special need services and are not directly operated by the Ministry of Education. With staff development and funding, these centres have the potential to provide services to children of disabilities. 相似文献
18.
《Early childhood research quarterly》2002,17(3):374-392
The expansion of nonparental child care in the U.S. has led to increased scholarly attention to the home–daycare link. The home–daycare literature seeks to explore the patterns of relationships and paths of influence that define this dual ecology. The present review summarizes and comments on the central themes that define the home–daycare literature: (1) the influence of daycare on children’s home experience; (2) the influence of the home environment on children’s daycare experience; (3) reciprocal patterns of developmental influence; (4) the caregiver–parent relationship; (5) the role of child characteristics in cross-contextual adaptation; (6) the intercontextual continuity issue. The purpose of this review is to help organize existing knowledge on the home–daycare link as well as aid in outlining the future agenda for home–daycare ecology research. 相似文献
19.
Jack Dunham 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):205-213
Teachers have identified a number of stress situations in their work with disruptive children. They experience insecurity because of the unpredictability of the children's behaviour. They feel vulnerable as they doubt the effectiveness of their coping resources. They are frustrated in their attempts to establish good communications with each other and with the professional workers outside their schools. Residential workers report additional demands because of their feelings of isolation and limited social relationships. Staff responses to these stress situations can be grouped into three main categories: (i) behavioural; (ii) emotional; (iii) psychosomatic. Their recommendations for the reduction of stress emphasize the importance of group support and good inter‐professional communications. Some suggestions have been made to promote the development of healthy schools in which staff can find opportunities for personal and professional growth. Further explorations need to be made in the identification and development of inter‐professional teamwork skills. 相似文献
20.
OBJECTIVE: This article was developed to identify the variables associated with abuse of children in daycare centers and homes, and to specify risk factors to guide professionals and parents. METHOD: The literature regarding child abuse (physical [PA], sexual [SA], and ritual [RA]) was reviewed, with emphasis on identification of variables associated with victims, perpetrators, and settings. Three factors increased the complexity of the review: (1) differences in definition and categorization complicated study comparison; (2) emotional tone affected some reviewers' definitions, methodology, and conclusions; and (3) some aspects of child abuse in daycare homes and centers have not been well researched. RESULTS: PA most frequently occurred in the form of over discipline, was a response to prior conflict with the child, and may have been inadvertently supported by parental permission for corporal punishment. Although SA occurred less frequently in centers than in homes, effects on the victim seemed worse in centers. SA often included PA. A Satanic overtone was frequently associated with RA, and RA coupled with SA was most devastating. Unfortunately, effects were not temporary. Males predominated the perpetrator profile. Multiple perpetrator abuse was worse (e.g., severity of intrusion). Failure of center staff to report suspicion of abuse by fellow staff or parents was cited as a worry by several researchers. CONCLUSIONS: Although research regarding abuse in daycare settings is sparse, one cannot wait for more or better research in order to identify risk factors. Based on literature reviewed, the authors provide risk factors for faculty, caregivers, parents, children, and professionals. 相似文献