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Funding for research in the area of early childhood is an ongoing challenge. The present research objective was to identify
the frequency of acknowledgment of federal funding in articles published by four leading early childhood journals from 1999
to 2008. We conducted a content analysis of 1,338 publications found in Early Child Development and Care, Early Childhood Education Journal, Early Childhood Research and Practice, and Early Childhood Research Quarterly. Approximately 28% of the sample (368 articles in the target journals) reported funding in general. More specifically, 43%
of the sample (160 articles of the 368 articles funded) reported federal funding. It is concluded that external funding, particularly
federal funding for early childhood research may be the exception rather than the rule. 相似文献
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全民教育视野中的全球幼儿教育——全民教育全球监测报告(2007年)对全球幼儿教育的关注 总被引：1，自引：0，他引：1
联合国教科文组织发布的以“增强基础:幼儿保育和教育”为题的2007年全民教育全球监测报告对全球幼儿教育作了分析。该报告根据各国提供的信息,阐述了幼儿保育和教育的重要意义,分析了全球幼儿保育和教育发展的现状、各国幼儿保育和教育计划的发展走势,提出了实现全球幼儿教育目标的建议。 相似文献
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Mary Roach Yae Bin Kim Cailin O'Connor Joan Laurion 《Early education and development》2013,24(5):865-879
Research Findings: Research suggests that early care and education programs are most effective when they include strong components of family involvement. The Center for the Study of Social Policy recommended that early care and education programs build family-centered practices to strengthen families and reduce the incidence of child abuse and neglect. This article summarizes a statewide effort to implement this strategy, called Strengthening Families through Early Care and Education. We analyzed program self-assessments submitted by 186 early care and education programs. Analyses revealed that Head Start programs had better support systems in place for families than did “mainstream” (non–Head Start, non-accredited) early care and education programs. Results also showed that a small amount of state and local funding provided enough incentive for programs to improve their family-strengthening practices. Commitment and collaboration at the state level led to a sustainable impact by infusing “strengthening families” concepts into the early care and education field statewide. 相似文献
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Roxanne C. Lawrence Rebecca J. Bulotsky-Shearer Krystal Bichay-Awadalla Jenna N. Futterer Jhonelle Bailey 《Psychology in the schools》2020,57(7):1132-1154
To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed. 相似文献
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Farewell Charlotte V. Quinlan Jennie Melnick Emily Powers Jamie Puma Jini 《Early Childhood Education Journal》2022,50(2):197-206
Early Childhood Education Journal - The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during... 相似文献
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丁向颖 《湖北第二师范学院学报》2014,(5):92-95
全美幼儿教育协会的幼儿教师教育标准是对幼儿教师总体素养的规范和要求。本文从该标准的内容出发,分析全美幼儿教育协会的幼儿教师教育标准的特点,认为该标准具有广泛的实用性、实质的可操作性、鲜明的服务性。最后提出了对我国的幼儿教师教育标准的启示,注重增强我国幼儿教师对自身职业的意识性,注重我国幼儿教师观察、记录和评价幼儿的能力,注重提高我国幼儿教师与幼儿家庭、社区联系的紧密性。 相似文献
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《幼儿教育和保育国家课程指导》是芬兰政府颁布的指导芬兰幼教工作的纲领性文件。芬兰的幼儿教育和保育强调尊重儿童的内在价值,为儿童发展提供支持。在课程实施中体现公平性、整体性、集体性、环境舒适性、快乐性、语言中心等原则:课程内容主要包括数学、自然科学、社会-历史、艺术、道德和宗教一哲学等六个方面。芬兰《幼儿教育和保育国家课程指导》重视保障体系的建构,关注地方差异,强调政策的弹性,对我国具有借鉴意义。 相似文献
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Malek-Lasater Adrien D. Kwon Kyong-Ah Horm Diane M. Sisson Susan B. Dev Dipti A. Castle Sherri L. 《Early Childhood Education Journal》2022,50(2):207-219
Early Childhood Education Journal - The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE)... 相似文献
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Jenny Ritchie 《International Journal of Early Years Education》1996,4(1):65-84
An awareness of racism and anti‐racism strategies for educators are important aspects to be included in pre‐service early childhood teacher education. This paper provides a case‐study of the approach adopted by the Centre for Early Childhood Care and Education, University of Waikato, Hamilton, New Zealand. Within this early childhood education programme, there is a focus on developing an awareness of racism and commitment to anti‐ racism in early childhood students. This paper outlines the historical background to ‘biculturalism’ in Aotearoa/New Zealand, followed by policy statements at various institutional levels, and then discusses pedagogical considerations in implementing a commitment to anti‐racism in pre‐service early childhood teacher education. 相似文献
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This paper considers the case of the Michigan Migrant Head Start program to describe and analyze the labor market conditions and teaching staff characteristics to identify the challenges faced by Migrant Head Start grantees in attracting, hiring, retaining, and training degreed teachers. The emphasis is on describing and analyzing the child care labor market characteristics that confront Migrant Head Start grantees in upstream locations and on describing the characteristics and opinions of Migrant Head Start teachers and interpreting their significance for developing educational programs that facilitate the ability of Migrant Head Start teachers to become degreed in early childhood education. The implications of the findings for making early childhood education work for Migrant Head Start teachers are discussed from the perspective of administrators of Migrant Head Start programs and teacher preparation programs at community colleges and universities. 相似文献
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Mary Renck Jalongo Beatrice S. Fennimore Jyotsna Pattnaik DeAnna M. Laverick Jeffrey Brewster Moses Mutuku 《Early Childhood Education Journal》2004,32(3):143-155
What are the attributes of a high-quality early childhood education program worldwide? An group of experienced early childhood educators that represent diverse international backgrounds attempts to respond to this question by examining six dimensions of quality set forth by the Association for Childhood Education International: (1) philosophies and goals, (2) high-quality physical environments, (3) developmentally appropriate and effective pedagogy and curriculum, (4) attention to basic and special needs, (5) respect for families and communities, (6) professionally prepared teachers and staff, and (7) rigorous program evaluation. The article concludes with an annotated list of references, both in professional publications and online, that examine early childhood education from an international perspective. 相似文献
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Defining Family-centered Early Education: Beliefs of Public School, Child Care, and Head Start Teachers 总被引：1，自引：0，他引：1
Christine B. Burton 《Early education and development》1992,3(1):45-59
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
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《Early education and development》2013,24(1):45-59
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
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Stacy B. Ehrlich Debra Pacchiano Amanda G. Stein Maureen R. Wagner Sangyoon Park Elizabeth Frank 《Early education and development》2019,30(4):540-567
Research Findings: The Early Education Essentials surveys use teacher and parent perceptions to measure 6 organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. Practice or Policy: The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families. 相似文献
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学前教育发展的滞后已成为当下我国日益突出的教育和社会问题,大力发展学前教育、深化学前教育改革也成为我们必然的时代选择。美国奥巴马政府实施的＂0～5岁教育计划＂全面提升＂开端计划＂与＂早期开端计划＂,设立早期学习挑战经费,支持＂亲子计划＂,调整＂儿童保育发展拨款计划＂＂幼儿园普及计划＂,推行子女和抚养人照管税收优惠政策,建立总统学习委员会等,对推进我国学前教育改革和发展具有积极的启示和借鉴意义。我们的学前教育改革与发展必须基于长期的、连续性的实践研究,制定内容详尽、实施步骤清晰的改革和发展规划,加大政府投资,以拨款为杠杆,将拨款与改革挂钩,以保证改革扎实、高效进行。 相似文献
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Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children. 相似文献
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Nicola Hirst 《Education 3-13》2019,47(2):233-246
This paper considers an Action Research project which was implemented to establish a shared understanding of the term ‘Education for Sustainable development’ within the context of an Early Childhood Studies degree. Students engaged in projects with children and local early years’ providers, and the research aligns with previous work undertaken by Siraj-Blatchford, Smith, and Samuelsson (2010. Education for Sustainable Development in the Early Years. Organisation Mondiale Pour ?Education Prescolaire (OMEP)), which explored the role of education for sustainability in the field of Early Childhood Education. With the lingering and persistent preoccupation with testing, results and outcomes in early childhood education, compulsory school education and higher education the research aimed to capture the idea of the student as a change agent with opportunities to work with children as agents of change. The main findings lean towards participatory action research as an emancipatory reminder that research does not need to be a technical activity and the voices and actions of children, students and early childhood educators can be foregrounded in a way that validates authentic involvement by all participants. 相似文献
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deMonsabert Jessica Brookes Sheila Coffey Missy M. Thornburg Kathy 《Early Childhood Education Journal》2022,50(3):493-502
Early Childhood Education Journal - Long considered a best practice, early childhood educators are now strongly encouraged, if not mandated, to collect and use data to inform instructional... 相似文献
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