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1.
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
2.
《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
3.
Because young children with special needs frequently experience unequal access to quality education worldwide, understanding
characteristics of services currently provided to them is critical to identifying practices that work as well as gaps in services
and the reasons behind these trends. Two studies were conducted using the ACEI Global Guidelines Assessment (GGA) to investigate
the access to and quality of special education services in early childhood care and education (ECCE) programs across eight
countries in the Americas and Asia. Study I included 138 participants in 69 programs across five Latin American countries
and Study II included 336 participants in 168 programs across four countries and six sites. Results from both studies indicate
that ECCE programs strive to provide equal access to young children regardless of ethnicity, religion, language, gender, and
socio-economic status. However, insufficient resources and policies were cited as a barrier to services for children with
disabilities. This situation was especially true in rural communities. Therefore, national policies are needed to improve
the quality of service and to make funds consistently available for services for young children with special needs. This finding
is congruent with international reports. 相似文献
4.
Anne Harris Cohn D.P.H. 《Child abuse & neglect》1982,6(4):473-483
This paper reports on a conference at which participants reviewed indepth the literature on child abuse prevention and child development, as it pertains to different cultural and ethnic population groups, and identifies alternative prevention strategies for these different groups. The efficacy of the following interventions are analyzed: perinatal support programs, education for parents, treatment for abused children, early and periodic childhood screening and treatment programs: social skills training for children and young adults; mutual aid programs and neighborhood support groups; family support services such as crisis care; public information about child abuse and community development activities such as employment assistance. The paper concludes that although treatment services for different groups may be quite similar, prevention strategies must take account of the individual and unique values, norms and socialization patterns of different groups. 相似文献
5.
More young children and their families have access to early years services than ever before in Britain. Within these settings practitioners and parents need to work closely together for the benefit of the child. Yet the relationships within the childcare and education triangle (child, parent, practitioner) are highly complex and sometimes fraught with tension. Drawing on theories of care, the paper offers a structure for decisions about childcare and how a combination of expectations from parents and practitioners regarding everyday care practice can either be the basis of a trusting relationship between the adults involved in this caring triangle or a breeding‐ground for tensions. The study is mainly based on qualitative research from a study combining qualitative and quantitative methods with family day care providers in the north‐east of England and the north‐east of Germany. 相似文献
6.
COLLABORATION AMONG EARLY CHILDHOOD TEACHERS AND FACULTY THROUGH A REGGIO INSPIRED LONG‐TERM PROJECT
Mary Trepanier‐Street Lori Gregory Mary M. Donegan 《Journal of Early Childhood Teacher Education》2013,34(2):171-179
To effectively teach young children, early childhood teachers must be prepared to collaborate with families of diverse backgrounds. Studying the unique cultural contexts of children and families in American early care and education programs and communities will offer early educators information needed to develop empathy for the families with whom they wish to partner. This study investigated the attitudes of Chinese graduate students in the United States toward American early care and education programs. Chinese graduate students are a unique and growing population of approximately 189,000, 40% of whom have at least one child attending American early care and education programs. Chinese graduate students’ educational expectations for their young children and reasons behind these expectations were also explored. Findings showed that participants’ views of American early care and education reflected Chinese culture and life experience. In terms of American education, these Chinese graduate students compared the American programs’ curricula to the Chinese national curriculum, a curriculum they successfully mastered. Implications for early childhood teacher education programs are discussed. 相似文献
7.
20世纪以来,美国社会的急剧变化使家庭系统面临巨大的压力并引发一系列社会问题,致使美国开始开展增加家庭教育的知识与技能、预防和减少家庭危机的系列研究与实践。以美国密苏里州为代表的"父母即教师"项目(ParentsAsTeachersProgram,PAT),关注孩子在校园的表现与家长参与的互动关系,通过丰富的项目研究实践来提高家长的教育水平,有力地促进了家长有效参与到孩子的发展中去。美国各州普遍实践的"父母即教师"项目的评估表明,参加该项目的父母在育儿技巧、参与的程度与质量方面有显著提升;孩子在认知与入学适应能力等方面也有明显提高。该项目尤其是对贫穷家庭的孩子和非白人家庭的孩子影响更大。 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
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10.
Amy W. Piper 《Journal of Early Childhood Teacher Education》2013,34(2):163-180
In the last two decades, a myriad of political and social factors have converged and had a dramatic impact on Early Childhood Education (EC) and Early Childhood Special Education (ECSE). There have been sweeping changes in policy and shifts in society that have resulted in greater numbers of programs serving young children of all abilities and their families. Great strides in research related to early childhood development and early intervention have provided a growing knowledge of how children learn. The combination of these factors has created a call for increasingly higher quality services for young children. Professionals in both EC and ECSE have been responding to the demands and taken steps to prepare more and better-qualified teachers for children enrolled in early childhood programs. The most immediate avenue for effecting change in the profession is through the programs that prepare our teachers for the classrooms and the child care centers. This article reviews the research and the rationale regarding the implementation of integrated EC/ECSE programs. 相似文献
11.
Larry Geffen 《Roeper Review》2013,35(1):48-49
Specialized programs designed to meet the unique needs of young gifted children are increasing in number. Parents of this population are becoming involved in the development of these programs. This study examined expectancies, concerns and current issues as perceived by parents of children identified as gifted at an early age. Additionally, parents expressed roles in which they would be willing to serve in the planning and delivery of services for their children. Curriculum preferences, availability and lack of services available or desired, support of full or half‐day programs, and specific information areas requested by the parents are presented. 相似文献
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13.
Transition to Kindergarten: Family Experiences and Involvement 总被引：2，自引：0，他引：2
Laura Lee McIntyre Tanya L. Eckert Barbara H. Fiese Florence D. DiGennaro Leah K. Wildenger 《Early Childhood Education Journal》2007,35(1):83-88
The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing
students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents
are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement
in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten.
Results suggest that the majority of families wanted more involvement in the transition to kindergarten planning and wanted
information about kindergarten readiness, including academic and behavioral expectations. The top concerns expressed by families
were attending a new school and difficulties with following directions or other behavior problems. Families with fewer financial
resources reported less involvement in transition activities than families with more resources. Implications for early childhood
education are discussed, in light of the growing emphasis on parent involvement and kindergarten readiness.
The present work was supported, in part, by a Science of Learning Center Catalyst grant (0350341) from the National Science
Foundation awarded to the second and third authors. 相似文献
14.
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
15.
英国于20世纪90年代末期启动了全面整合学前儿童服务体系的改革进程。本文聚焦这一改革,从立法、行政、管理、服务标准等维度进行概括和梳理,以期勾勒其基本面貌并分析其面临的挑战。 相似文献
16.
This paper focuses on parents' perspectives of combining special and mainstream services for their children in the early years, offering insights into: how parents came to make this choice for their children's education; what parents expected from the combined provision and how their expectations were being met in practice. The data presented formed part of a small‐scale, UK‐based study that investigated local discourses and practices operating for young children within a global context of commitment to inclusion. Despite moves towards inclusive early years education in the UK, many parents of young children identified as having special educational needs opt for a combination of both inclusive and special early years settings. A survey sent to early years providers, voluntary groups and parents in three local education authorities (LEAs) in southern England, revealed that the practice of combining placements was widespread. Follow‐up interviews with parents of five children revealed rich detail about the processes of choice making and parents' expectations and experiences of combined provision. The research findings have clear implications for the development of inclusive education and its appeal to parents, who may need convincing that it can offer sufficient specialist expertise and resources. 相似文献
17.
Parents were surveyed regarding their satisfaction with early childhood services. Participants were 65 families who had at least 1 child younger than 5 years of age enrolled in a child care center or an early education program in a rural county; a majority of respondents were single, African American females with annual incomes below $20,000. Parents responded to the 20 items of the questionnaire on a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5). The average score for overall level of satisfaction was 4.64 for the child care group and 4.37 for the early education group; the average for individual items ranged from a low of 3.85 to a high of 4.64. Differences between child care centers and early education programs were not statistically significant. Applications, implications, and recommendations for early childhood services are discussed. 相似文献
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This study assessed parent–child and family-related stress at two points of time and analysed relationships between stress, child and family characteristics and parent satisfaction with early intervention services. In Germany, 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment responded to a questionnaire. Eighty-seven parents agreed to participate in the second survey. Results indicated that (a) perceived parenting competence is associated with general self-efficacy and satisfaction with professional support, (b) parent–child interactional stress increased with time, specifically in families with children with intellectual disability or visual impairment, (c) the level of satisfaction with amount and quality of family support was low in a considerable subgroup of parents, (d) regression analyses support predictive relationships among parent–child stress, family-related stress, perceived parenting competence and satisfaction with early intervention services. 相似文献
20.
‘Where do babies come from?’ ‘Why do boys have willies?’ ‘What does gay mean?’ Probably all parents have faced such ‘innocent’ questions from young children, and many have found them challenging to answer. Access to sexuality education at an early age is frequently considered controversial; however, there are strong indications that early and open communication can impact positively in terms of sexual safety and outcomes. Using focus group discussions with parents of 3–7 year olds in the UK, this study explores some of the challenges parents report in dealing with early sexual socialisation as well as the reasons they cite for restricting young children's sexual awareness and access to knowledge. Thematic analysis reveals a number of barriers to communication: the need to protect childhood ‘innocence’, suitable timing and age appropriateness of explanations, personal discomfort, and fear of criticism and judgement. 相似文献