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1.
We assess the impact of the New Hope Project, an antipoverty program tested in a random assignment experimental design, on family functioning and developmental outcomes for preschool- and school-aged children (N = 913). New Hope offered wage supplements sufficient to raise family income above the poverty threshold and subsidies for child care and health insurance to adults who worked full-time. New Hope had strong positive effects on boys' academic achievement, classroom behavior skills, positive social behavior, and problem behaviors, as reported by teachers, and on boys' own expectations for advanced education and occupational aspirations. There were not corresponding program effects for girls. The child outcomes may have resulted from a combination of the following: Children in New Hope families spent more time in formal child care programs and other structured activities away from home than did children in control families. New Hope parents were employed more, had more material resources, reported more social support, and expressed less stress and more optimism about achieving their goals than did parents in the control sample. The results suggest that an anti-poverty program that provides support for combining work and family responsibilities can have beneficial effects on the development of school-age children.  相似文献   

2.
The benefits for children at the Pittsburgh site of the federal Comprehensive Child Development Program (CCDP) were examined as a function of family welfare status (Aid to Families with Dependent Children; AFDC) and SES. The CCDP was the largest attempt by the federal government to provide two-generation, case-managed, comprehensive services to low-income families. Participating families could set their own goals and choose services to achieve them, but relatively few services were directed specifically at children. Results showed that more Pittsburgh families in the CCDP treatment group (N = 120) left AFDC than in the control group (N = 120), consistent with results from a national evaluation of the CCDP. Children whose families were on AFDC regardless of treatment group had lower mental test scores, even after controlling for family SES, a result suggesting that AFDC receipt over and above income level was associated with poorer child mental performance. The CCDP was associated with higher children's mental scores plus improvements over time in achievement scores only for children in families who were not on AFDC, even after controlling for SES. Such parents were more likely to choose parenting and child goals and services, which in turn were associated with higher child mental scores. In contrast, parents who were on AFDC tended to choose adult-centered goals and services, which did not benefit children. Therefore, in contrast to the national evaluation, which found no benefits of the CCDP for children, these analyses showed that the CCDP did produce benefits for children whose parents were not on AFDC, who tended to choose parenting and child services.  相似文献   

3.
Reform efforts in early childhood education include recommendations to adopt more family-centered approaches to practice, including greater family support functions. In this study the beliefs of 280 early childhood teachers regarding aspects of family-centered programming were assessed using the written Family Involvement Survey (FIS). Teacher beliefs were compared across public school, child care, and Head Start settings. Results revealed that public school early childhood teachers reported significantly less positive beliefs about parents' childrearing interests and abilities, along with lower self-perceived competence in relating to families, than either child care or Head Start teachers. As compared to Head Start teachers, both public school and child care teachers reported significantly more conflict about providing support services to families through their early education programs. These results were interpreted, in part, as evidence of the need for more in-depth knowledge about the separate professional cultures that characterize various sectors of the early education field.  相似文献   

4.
Reform efforts in early childhood education include recommendations to adopt more family-centered approaches to practice, including greater family support functions. In this study the beliefs of 280 early childhood teachers regarding aspects of family-centered programming were assessed using the written Family Involvement Survey (FIS). Teacher beliefs were compared across public school, child care, and Head Start settings. Results revealed that public school early childhood teachers reported significantly less positive beliefs about parents' childrearing interests and abilities, along with lower self-perceived competence in relating to families, than either child care or Head Start teachers. As compared to Head Start teachers, both public school and child care teachers reported significantly more conflict about providing support services to families through their early education programs. These results were interpreted, in part, as evidence of the need for more in-depth knowledge about the separate professional cultures that characterize various sectors of the early education field.  相似文献   

5.
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6.
ABSTRACT

This Reflection on Practice is based upon a change in the undergraduate course Family and Community Relations. Historically, this course has been taught on campus in a lecture format, as well as small and large group activities. However, during a spring semester at a midsized Midwestern University, it was altered to provide more direct experiences for preservice teachers (PSTs) with families in a local child care program. This change was grounded in the belief that PSTS need “authentic experiences with families”(Pedro, Miller, & Bray, 2012, p.13). In addition to being in classrooms at the end of the child care day to interact with parents and participating in parent/teacher conferences, the PSTs planned and implemented two family events as well as created a space for families in the child care program’s entry area. Reflections from the instructor’s journal and feedback from parents and administrators following the events indicated a change in the PSTs behavior resulting in increased professionalism and a desire to do their best for the families of the early childhood program. This outcome suggests that providing PSTs opportunities to work directly with families as part of their educational program holds promise for the possibility of transformative learning to occur.  相似文献   

7.
Ten women volunteers were trained as teachers of child management skills to parents of behaviour‐disordered preschoolers. Families were selected from referrals to a child psychiatric clinic, and included 42 children. Initial assessment of families was undertaken by a psychologist, and specific goals for treatment were set with parents. Volunteers trained in a social learning approach to child management visited the families in their homes to implement and supervise programs aimed at parent and child behaviour change. After 6‐8 weeks families were reassessed at the clinic. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behaviour checklist, and staff ratings of goal attainment, showed major changes in child behaviour which were maintained at three‐month follow‐up.  相似文献   

8.
This study aimed to investigate parental expectations of early childhood education and care services for young children. A total of 582 parents participated in the research and answered a range of questions relating to their expectations of the social and educational role of early childhood education services in Greece. The findings of the research confirmed that the administrative division between the types of preschool establishments are related with parental expectations for care provision (p < 0.001) and support for their needs (p < 0.05) during their absence from home to work. Also there was strong evidence that parents had high expectations for their collaboration with teachers of early childhood education about (a) solving their personal problems with their child at home (p < 0.001) (b) ensuring the best care provision for their child (p< 0.001) in the early childhood setting and (c) keeping their child happy at the preschool institution with fun activities when they have to go to work (p <0.001).  相似文献   

9.
This paper presents a qualitative investigation of the work–family support roles of a sample of 29 child care providers serving low-income families in the Chicago area (16 family, friend, and neighbor providers (FFN), 7 licensed family child care providers (FCC), and 6 center-based teachers). Providers report offering low-income parents substantial logistical (flexible hours, help with routines) and economic help (flexible fees, help with subsidies) managing work and family, in addition to their care of children. For FFN providers, support was often provided in the context of significant stress and burden. FCC providers and center-based teachers were often constrained in their help-giving by ambivalence regarding professional guidelines and institutional constraints. Findings from this study may inform future research on the effects of child care on children and parents, and models of child care quality.  相似文献   

10.
This paper discusses the challenges teachers and ethnic minority students face living in rural North-western Vietnam and how social entrepreneurship can mitigate these. The data was gathered through 33 interviews (teachers N = 10; students N = 20; parents of a student N = 2; social entrepreneur N = 1). The data were analysed using thematic analysis, drawing from Fraser’s (2010) justice model. The paper also links to Granovetter’s (1985, 2005) social embeddedness concept, to emphasise how social enterprise enabled socio-economic networks can support ethnic minority students to overcome redistribution, representation and recognition problems. The paper makes an original contribution by showing how socio-economic networks enhance weak-ties and bridge resources to empower the socially disadvantaged to achieve educational inclusion.  相似文献   

11.
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results. Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions. Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills.  相似文献   

12.
The Parent-Caregiver Relationship Scale (PCRS) was developed and field tested as a measure of the perceived quality of the relationship between the parent and the child care provider (“caregiver”) of an infant or toddler. PCRS items were based on review of the parent-caregiver relations literature and interviews with parents and caregivers. The parent and caregiver forms of the scale were administered to 217 parents and caregivers in child care centers and family child care homes. Analysis of the scale and its psychometric properties resulted in potentially useful subscales with adequate reliability. The PCRS showed predicted correlations with other child care context variables, providing preliminary support for its validity. The PCRS shows promise as a relationship-level measure for studies of infants, parents, and caregivers in the context of full-time child care.  相似文献   

13.
Salient goals and values of early childhood educators in six Moscow child care centers were compared to those of a decade ago (before the collapse of the USSR). Current goals and values were determined from interviews, observations, and recent Russian pedagogical books. Educators’ opinions about changes in children and parents were also ascertained. Good health, kindness, politeness, and appreciation of beauty continue to be important childrearing goals. Changes include more emphasis on goals with an individualistic flavor (happiness and self-confidence), more attention to fostering appreciation for Russian history and culture, and more focus on academic preparation for school. Early childhood educators view today’s children as more relaxed, more spontaneous, more noncompliant, less idealistic and innocent, and less skilled at the time of enrollment than their predecessors. They view today’s parents as more assertive and more knowledgeable about the potential of child care to contribute to children’s development, and yet as investing less time in their children than parents of a decade ago. These changes are related to change in the wider society.  相似文献   

14.
Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects.  相似文献   

15.
In this qualitative, longitudinal study, multiple interviews were conducted over 3 years with 14 low-income single mothers (4 White, 6 Black, and 4 Latino). The women talked about socialization goals for their preschoolaged children as well as their views concerning the role of mother and the role of child care providers in attaining those goals. A central objective for all mothers was preparing their children to succeed in school. Most of the women expected their child's provider to engage in didactic lessons aimed at teaching basic literacy and numeracy skills. However, they all viewed other teacher-structured activities as important (e.g., art, music, cooking, field trips, and book reading). Most did not see play as being related to learning, although they acknowledged the emotional and physical benefits of play. These women's views of learning were not entirely congruent with the constructivist position of many early childhood educators, nor were they narrowly defined solely in terms of academic skills. They were receptive to information from child care professionals and other “experts” when these perspectives furthered their own goals for their children. Their views about preschool learning were linked to other cultural models of childrearing including respecting authority, contributing to one's family or community, and differentially allocating responsibility for teaching to parents or to teachers.  相似文献   

16.
随着社会的不断发展,幼儿教育显得越来越重要,作为其中一支的幼儿钢琴教育,能充分发挥音乐教育的特有功能。在幼儿的钢琴教育中,教师扮演着举足轻重的作用,教师应该针对幼儿特殊的生理心理特点,不断丰富和改进教学方法和手段,同时注重家长的配合作用,从而促进幼儿身心的全面发展。  相似文献   

17.
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   

18.

This article discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers (N = 26). Ethical dilemmas are investigated in the theoretical framework of moral relevance and moral conflict (Wallace 1988). Professional ethics challenges teachers to collaborate with colleagues and parents. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and cultural conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room to different voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are relational and deal with competing interpretations of "the best interest of the child". Relevance and conflict problems arise when people have to co-ordinate their actions with others. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspective of each party involved.  相似文献   

19.
The stratification or dispersion of first grade teachers’ perceptions of children’s competence was evaluated as a moderator of the predictive relationship between teachers’ and parents’ perceptions of individual children’s competence. Classroom stratification of teachers’ perceptions about child intelligence and about child social difficulties was measured by the dispersion of teacher’s ratings of individual children in their class (Nclassrooms=60; Nchildren=1240). The stratification of teachers’ perceptions was found to be stable across the year. Greater stratification predicted teachers’ perceptions of less child competence and also predicted less change in teachers’ perceptions of individual children over the school year. There was no evidence that teachers who tended to see more stratification among child intelligence were more accurate in their perceptions. In linking teachers’ perceptions to parents’ perceptions, fathers’ perceptions of children’s social difficulties became more congruent with teachers’ perceptions across first grade if children were in high- but not low-stratified classrooms. Implications of this parent- and domain-specific relationship are discussed.  相似文献   

20.
幼儿园教师是履行幼儿园教育工作职责的专业人员,高师本科学前教育是培养幼儿园教师的重要基地,其培养目标的构建影响到学前教育人才培养的规格和幼儿园教师专业化发展的质量。基于《幼儿园教师专业标准》的视角,我们把学前教育本科专业培养目标定位为:培养自觉尊重幼儿的权益和主体地位,尊重幼儿的身心发展特点和保教活动规律;具有职业理想与职业道德,尊重和热爱幼儿,能为人师表、履行教书育人的教师基本职责;掌握系统的幼儿发展知识、幼儿保育和教育知识和广博科学文化知识,并具有将其积累转化为实践智慧和情景性知识的能力;具有终身学习与持续发展的意识和能力的学前教育专业化人才。  相似文献   

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