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1.
OBJECTIVE: The aims of the study were to: determine the attitudes of parents, pediatric residents, and medical students from a Turkish population toward childhood disciplinary methods; ascertain the association of participants' abusive childhood history with their attitudes toward discipline; and assess their attitudes about disciplinary actions, which should be reported as abuse. METHOD: A cross-sectional survey was conducted in Ankara University School of Medicine, Department of Social Pediatrics. Sixty-five parents, 39 pediatric residents, and 106 medical students completed a questionnaire (Survey of Standards of Discipline). This questionnaire was designed to measure sociodemographic characteristics, attitudes toward childhood disciplinary practices, and abusive childhood experiences. There were 43 different disciplinary acts in this questionnaire. The participants were expected to give responses to these acts in three categories: (a) acceptable as discipline; (b) unacceptable as discipline; and (c) unacceptable as discipline-would report to authorities as child abuse. Based on the responses to this questionnaire, we developed the Severity Scale. Using this scale, physical severity scores, verbal severity scores, and total severity scores were measured for each participant. RESULTS: None of the participants accepted life-threatening practices as discipline, but some declared certain abusive disciplinary practices as acceptable. Some forceful disciplinary methods were not considered as reportable by participants. All severity scores of both residents and students were found to be higher than those of the parents (for verbal severity scores p=.042). Also, both verbal and physical severity scores of parents with one child were higher than those of parents with two children (for verbal severity scores p=.044). Ninety-one participants (43.3%) indicated that beating was an acceptable form of discipline. Of parents, 66.9% reported abusive childhood history by their own criteria. Of medical students with an abusive childhood experience, 56.5% accepted beating as appropriate (p=.001). Both verbal and physical severity scores were found to be higher in participants with abusive childhood history. CONCLUSIONS: Abusive childhood history and lack of education regarding appropriate discipline techniques are linked to the acceptance of certain physical discipline practices. Turkey's cultural and traditional norms may be associated with the use of physical punishment, and in some cases, physical abuse. The lack of awareness of abusive discipline methods among physicians constitutes problems for child protection and must be addressed. Thus, educational programs on child disciplinary practices are required to provide an increased awareness of child abuse among health professional trainees and parents in Turkey.  相似文献   

2.
This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.  相似文献   

3.
How early childhood teacher beliefs vary across grade level   总被引：5，自引：0，他引：5  
The continuum of beliefs reported by early childhood teachers (Head Start through third grade) and how those beliefs relate to classroom practice were explored in this article. Head Start, kindergarten, first-, second-, and third-grade teachers’ beliefs and self-reported practices were measured by three different instruments. These included the Early Childhood Survey of Beliefs and Practices (Marcon, 1988), and the Teacher Beliefs Scale (Charlesworth et al 1990 and Charlesworth). Each classroom was also observed using the Classroom Practices Inventory (Hyson and Vartuli 1992). The belief measures were moderately correlated and observed practices supported what teachers reported as their beliefs and practices. Beliefs were significantly more appropriate than practice at every grade level. As the grade level increased the level of self-reported developmentally appropriate beliefs and practices decreased. The same held true for observed practice. Teachers in first, second, and third grade did not rate developmentally appropriate practices as high as Head Start and kindergarten teachers. Teachers with fewer years of teaching experience and those with certification in early childhood education were more likely to believe in and use more developmentally appropriate practices.  相似文献   

4.
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5.
Bringing effective practices to scale across large systems requires attending to how information and belief systems come together in decisions to adopt, implement, and sustain those practices. Statewide scaling of the Pyramid Model, a framework for positive behavior intervention and support, across different types of early childhood programs (i.e., Head Start, early childhood special education, and school readiness) is used to describe how decision-making models may enhance professional development efforts. Research Findings: A theoretical model is presented based on implementation science, empirical knowledge, and practice evidence from one state’s experience trying to bring the Pyramid Model to scale across different types of early childhood programs. In this model, attention is given to how professional development systems may need to extend beyond the current focus on enhancing knowledge and skills to also address the belief systems of practitioners, administrators, and policymakers that influence implementation. Practice or Policy: Decision making and program characteristics are discussed relative to competency, organizational, and leadership drivers that may vary between different types of early childhood programs. Implications for statewide professional development systems and future research are discussed.  相似文献   

6.
This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teacher-centered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children's ability to be self-directed learners, on the other.  相似文献   

7.
Jordan’s education system is currently undergoing rigorous and comprehensive reform processes that focus on improving the status of educational policies and experiences for students in kindergarten through 12th grade. Kindergarten education in Jordan has been dominated until recently, by the private-sector. For the past decade, the Ministry of Education has taken initiative to provide government-funded kindergarten programs. The main objective of this research was to evaluate program practices implemented by private and public-sector programs and examine their alignment with Developmentally Appropriate Practices. Using NAEYC’s “Top 10 Signs of a Good Kindergarten Classroom” as evaluative guidelines, observational data was collected from 118 classrooms (50-private, 68-public). Demographic data were also obtained from classroom teachers; level of education, specialty, and years of experience. The results of the analysis revealed significant differences in application of the 10 NAEYC guidelines between public and private-sector programs. Ministry of Education kindergarten classroom practices were found to be closely aligned to best practices compared to private-sector programs. Also, teachers with bachelor’s degrees and those with early childhood education backgrounds outperformed their counterparts in the application of Developmentally Appropriate Practices. Years of experience yielded no significant results for this sample of teachers. Reflecting on the results of this study, several recommendations were posed.  相似文献   

8.
The National Council for Accreditation of Teacher Education (NCATE) program review process increasingly emphasizes the importance of performance-based assessment of early childhood teacher preparation programs. As part of the effort to address performance-based assessment requirements, the teacher educator program described in this study examined students’ beliefs related to developmentally appropriate practice, attitudes toward children, and perceived competencies at different points in the program and upon graduation. One hundred eighteen students and 78 recent graduates participated. Results suggest that students’ beliefs are more consistent with developmentally appropriate practices and with a progressive or child-centered approach at later points in the program. In general, participants felt they were more competent in what they know about early childhood practices than in how they implement the practices. Students nearing completion of the program and those who had graduated reported that they knew more about early childhood practices than students enrolled in early courses in the program, and graduates felt they were more competent to implement early childhood practices than students not enrolled in the program. Results are discussed in terms of implications for examining teacher preparation programs.  相似文献   

9.
This study identified classroom characteristics and teacher characteristics that were related to the self-reported beliefs and classroom practices of first, second, and third grade teachers. Teachers (n = 277) representing 77% of the potential subjects completed and returned The Primary Teacher's Beliefs and Practices Survey, a measure based on the developmentally appropriate standards advocated by NAEYC. Factor analyses of the survey supported the use of four proposed subscales: developmentally appropriate beliefs, developmentally appropriate activities, developmentally inappropriate beliefs, and developmentally inappropriate activities. Hierarchical multiple regression analyses indicated that classroom characteristics (class size, grade level, number of children with disabilities, and number of children on free or reduced lunch) and teacher characteristics (perceived relative influence and area of certification) predicted teacher beliefs and practices. After controlling for the classroom variables, teacher characteristics added significantly to the prediction of developmentally inappropriate activities.  相似文献   

10.
The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the Education of Young Children (NAEYC) are teaching practices that are age appropriate, individually appropriate and culturally appropriate. Seventy-two children attending six Head Start centres participated in the study. Trained researchers filled out the Rating Scale to assess the use Developmentally Appropriate Practices in Early Childhood Classrooms. The participating children's perceived self-competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance. Correlational analysis showed that some of the subscales assessing the use of developmentally appropriate practices were correlated with two of the subscales of the children's perception of self-competence. The above results provide some insight into the importance of the use of developmentally appropriate practices and their effects on children.  相似文献   

11.
With recent legislation placing a strong emphasis on the transition of welfare mothers into the workforce, it becomes increasingly important to understand whether and how participation in early childhood care and education programs has implications for the development of children from welfare families. This study focused on a sample of 182 African-American families, all of whom had applied for or were receiving Aid to Families With Dependent Children, and each with a child of between 3 and 5 years of age. We first examined which of a wide range of background characteristics predicted participation in early childhood care and education programs. We then examined whether measures of the children's school readiness and social maturity were predicted by current participation in an early childhood program, above and beyond the background characteristics associated with the use of such a program. Our results indicate that participation in an early childhood program is associated with significantly higher scores on the measure of school readiness.  相似文献   

12.
Children in day care and early childhood programs are becoming more at-risk in the development of appropriate self-esteem. This is evidenced by a number of inappropriate practices in some programs. These practices include a heavy emphasis on testing, homogeneous grouping, the use of a large number of worksheets, heavy drill, and long periods of sitting and listening (Manning & Manning, 1981). Teachers and day care providers can have a great impact on a child's self-esteem. This article is concerned with helping teachers by answering the following questions: What is self-esteem? What are the requirements for high self-esteem? What can a teacher do to encourage appropriate self-esteem?  相似文献   

13.
世界各国政府和人民越来越重视健康,儿童的健康也受到了极大地关注。健康和体育之间有着密不可分的关系,关注健康就必须重视体育。幼儿园是幼儿活动的主要场所,重视幼儿健康就必须从幼儿在幼儿园的体育活动做起。《美国3—5岁幼儿体育适宜性实践方案》提出了多条对幼儿适宜的实践,对我国当前幼儿园体育活动有一定的借鉴和启示意义。  相似文献   

14.
Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their current multicultural education practices as well as the challenges they encountered when implementing multicultural education. While the majority of teachers claimed that they implemented multicultural education, a closer examination revealed that most of them used the tourist or contribution approach which focuses on only the outward manifestations of a culture when dealing with multicultural education. The transformation or anti-bias approach was used by only a small number of teachers. The teachers identified some challenges in multicultural education implementation, such as lack of instructional resources and the lack of stakeholder support. Thus, it is important to ensure teachers develop more critical understandings of multicultural education through teacher education training and programs. Other efforts to help teachers overcome challenges in implementing multicultural education include producing and developing more instructional materials and learning aids, which are suitable for young children and appropriate for the local context. Preschool teachers also need stakeholders to give more support and to acknowledge the importance of implementing multicultural early childhood education.  相似文献   

15.
Research Findings: This study used teacher questionnaires to investigate the relationships of early childhood education teachers’ depressive symptoms, professional motivation, and job-related stress to their beliefs about children and teaching practices. Teachers (N = 207) were recruited from early childhood education programs in the southern United States. Path analyses showed that teachers who exhibited fewer depressive symptoms were more likely to have a career orientation to their jobs and indicated feeling less job-related stress. Teachers with a career orientation to their jobs were also more likely to have child-centered beliefs and endorse developmentally appropriate teaching practices. Teachers’ job-related stress, however, was not related to beliefs about children or teaching practices. Practice or Policy: These results suggest that teachers’ psychological and job-related well-being are linked to their beliefs about children and teaching practice in early childhood education. It is therefore important to provide support systems and preventive programs for teachers to enhance their well-being.  相似文献   

16.
Racial inequity has long been an issue in the educational system. In recent years, researchers and policy makers have begun to recognize the role of implicit bias in the disproportionate number of African American children who are suspended or expelled from school. Particular attention is being given to the use of exclusionary practices in early childhood settings. This article defines implicit bias, its relationship to exclusionary practices in early education programs, and offers specific recommendations for teachers, practitioners, administrators, and policy makers as they attempt to reduce the effect of implicit bias on suspension and expulsion policies within states, districts, and schools.  相似文献   

17.
The Clinical Practice Assessment System (CPAS), developed in response to teacher preparation program accreditation requirements, represents a paradigm shift of one university toward data-based decision-making in teacher education programs. The new assessment system is a scale aligned with INTASC Standards, which allows for observation and evaluation of teacher candidate performance over time to show growth from novice to high level proficiency. This article describes the creation of the CPAS and examines results from its implementation in early childhood, elementary, and secondary programs in both early and capstone clinical experiences. Three years of implementation experiences have informed decisions on supervisory practices, program offerings and requirements, alignment of course outcomes, and understanding of strengths and weaknesses of individual licensure programs.  相似文献   

18.
ABSTRACT

Designing field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing.  相似文献   

19.
The changes in the social and economic structure of India have intensified the need for universal early childhood education. The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers of their younger siblings; and to provide early childhood education to all children despite serious financial constraints. This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives in early childhood education, describes the range of programs available in India, and identifies goals that will shape the future of early childhood programs in India. Portions of this article will appear in Isenberg, J.P., & Jalongo, M.R. (Eds.). (1997, in press).Trends and issues in early childhood: Challenges, controversies, and insights. New York: Teachers College Press.  相似文献   

20.
Child maltreatment can lead to a variety of negative outcomes in childhood including physical and mental health problems that can extend into adulthood. Given the transactional nature of child maltreatment and the difficulties that many maltreating families experience, child protection services typically offer various kinds of programs to maltreated children, their parents, and/or their families. Although the specific difficulties experienced by these families may vary, sub-optimal parenting practices are typically part of the picture and may play a central role in maltreated children’s development. Hence, to deal with child maltreatment, programs that focus on parenting practices are essential, and identifying the common components of effective programs is of critical importance. The objectives of the present study were to: 1) describe the components of evidence-based parenting programs aimed at parents who have maltreated their elementary school-aged children or are at-risk for doing so and 2) identify the components that are common to these programs, using the approach proposed by Barth and Liggett-Creel (2014). Fourteen evidence-based parenting programs aimed at parents who had maltreated their elementary school-aged children (ages 6–12) or were at-risk for doing so were identified using both a review of relevant online databases of evidence-based programs (California Evidence-Based Clearinghouse for Child Welfare, Blueprints for Healthy Youth Development, Youth.gov, and the National Registry of Evidence-based Programs and Practices). Common components were identified (operationalized as components present in two thirds of programs) and discussed. The identification of common components of evidence-based programs may help clinicians choose the best intervention methods.  相似文献   

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