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1.
This article describes the results of a comprehensive statewide study of early child- hood service providers in a heavily populated midwestern state. Interagency collaboration among early childhood programs and agencies providing services for special needs preschoolers is now required through the passage of Public Law 99-457. Special needs children aged 3 to 5 years are being placed in early childhood education sites, such as public schools, nursery schools, Head Start programs, child care settings, and other preschool/child development environments. This statewide survey investigates existing interagency collaboration efforts, studies factors related to successful collaboration, identifies inhibitors to early childhood collaboration, and determines possible interagency collaboration training needs of early child- hood service providers. Results indicate that training needs for early childhood service providers do exist in the area of interagency collaboration. Implications are identified that relate to teacher preparation and in-service needs regarding integration of special needs children into regular early childhood settings. The study is a part of the state- funded research related to the implementation of EL. 99-457 in school districts and existing early childhood community-based programs. 相似文献
2.
《Early education and development》2013,24(1):54-67
This article describes the results of a comprehensive statewide study of early child- hood service providers in a heavily populated midwestern state. Interagency collaboration among early childhood programs and agencies providing services for special needs preschoolers is now required through the passage of Public Law 99–457. Special needs children aged 3 to 5 years are being placed in early childhood education sites, such as public schools, nursery schools, Head Start programs, child care settings, and other preschool/child development environments. This statewide survey investigates existing interagency collaboration efforts, studies factors related to successful collaboration, identifies inhibitors to early childhood collaboration, and determines possible interagency collaboration training needs of early child- hood service providers. Results indicate that training needs for early childhood service providers do exist in the area of interagency collaboration. Implications are identified that relate to teacher preparation and in-service needs regarding integration of special needs children into regular early childhood settings. The study is a part of the state- funded research related to the implementation of EL. 99–457 in school districts and existing early childhood community-based programs. 相似文献
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4.
Anna Rönkä Leena Turja Kaisa Malinen Mia Tammelin Marjatta Kekkonen 《Early Years: An International Journal of Research and Development》2019,39(4):376-391
AbstractThis study focuses on flexibly scheduled early childhood education and care (ECEC), an institutional childcare service for Finnish families where both parents, or a single parent, work non-standard hours. Although many countries nowadays offer extended hours day care, only Finland has a publicly provided, law-based system guaranteeing ECEC during non-standard as well as standard hours. We explore, drawing on parental survey data, what kinds of families use such services and when. Furthermore, we utilise web-survey data obtained from early educators to find out what they report as the main challenges involved in implementing flexibly scheduled ECEC. The results showed that single-parent families and lower educated parents were over-represented among the families using flexibly scheduled ECEC. The unpredictability of working-life tends to spill over to ECEC. Due to varying parental work schedules, children have unique daily and weekly rhythms, which in turn impact on administration, pedagogical issues and meeting children’s needs. 相似文献
5.
Ann Farrell Collette Tayler Lee Tennent Debbie Gahan 《Early Years: An International Journal of Research and Development》2002,22(1):27-38
This paper reports on child data generated in a pilot project of the ACCESS Study of Child and Family Services , an investigation of the degree to which child and family services meet user needs within local communities. Based on theoretical perspectives drawn from social capital theories, the pilot study was undertaken by a partnership of local early childhood services within the precinct of Queensland University of Technology, Brisbane (Australia) and included two childcare centres, two kindergartens/ preschools, one playgroup and one primary school. Seventy-six children aged 3-8 years were asked, in informal conversations with their caregivers, to comment on their experiences in the service and to consider possible advice they might give to children coming into the service. Theoretical perspectives from the sociology of childhood are used to examine children's accounts of their lived experience in early childhood services. 相似文献
6.
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
7.
The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered. 相似文献
8.
Jennifer Skattebol Elizabeth Adamson Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131
Abstract
The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates. 相似文献
9.
Demet Gören Niron 《Early Years: An International Journal of Research and Development》2013,33(4):367-379
Despite a wealth of evidence showing the benefits of early childhood education and care (ECEC), in Turkey participation remains low and inequitably distributed, even though access to services is soaring. Drawing from previous findings, this paper will focus on different stakeholders’ views on a more integrated system of ECEC governance in Turkey. The research shows that Turkey, a country at the crossroads of forming the foundations of early childhood services, should consider the adverse effects of the current split system and focus on the integration of services to foster holistic development with the aim of offering quality and equity for all children. 相似文献
10.
《Educational Philosophy and Theory》2013,45(3):289-299
An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. 相似文献
11.
Autism spectrum disorder (ASD) is the fastest growing group of neurodevelopmental disorders in childhood. Earlier detection means an increased need for early intervention and other educational services. This study examined what services a sample of young children with ASD received, what variables predicted service utilization, and how satisfied parents were with the services. Sixty children (2–7 years) and their families from the Northwestern United States participated in the study. Results suggest that, on average, children received 13 h of educational and therapeutic services per week, with younger children receiving fewer services than older children. Child age, atypical behavior, and family income predicted number of service hours received. Children’s adaptive behavior and autism symptoms did not predict service hours. Although services received were, by most standards, minimal and far below best practice recommendations, parents reported high satisfaction, especially for their toddlers and preschool-aged children. Implications and future directions are described. 相似文献
12.
AbstractIn Australia, over 900,000 children attend some type of early childhood education and care service. Many of these children have learning difficulties and early childhood teachers play a significant role in identifying children’s needs and working with other professionals to instigate and/or implement appropriate interventions. When educators and allied health professionals work collaboratively in interprofessional ways, they are in a better position to support children and their families. Drawing on findings from a sustained body of research, this short paper shares our reflections on some of the benefits and challenges of two different approaches to working in interprofessionally in Australian early childhood education settings, and provides some suggestions for supporting this work. 相似文献
13.
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
14.
Susan F. Allen 《Early Childhood Education Journal》2007,34(6):455-465
With the current emphasis on program accountability and appreciation of the importance of early learning and timely identification
of delays, early childhood developmental assessment in child care centers is crucial. In Florida, a state that supports local
control of child assessment decisions, counties were surveyed to determine the specific tools and formal assessment procedures
for children birth to 5 in subsidized child care. Sixty-one counties responded for a 91% return rate. Survey results were
examined according to experts’ recommendations for best practices in child assessment. Most counties used multiple tools to
assess multiple domains of child development with age-appropriate instruments. Many did not involve parents in the assessment
process or use tools connected to the child care curriculum. The survey results underscore the complexity of implementing
assessment systems for young children in child care. 相似文献
15.
Pamela Calder 《International Journal of Early Years Education》1996,4(3):49-60
The reunification of Germany, and the transformation of early childhood services in East Germany offers a unique opportunity to explore how abrupt policy changes affect service providers and service users. East Germany had extensive coverage for children under three and near universal coverage for children 3‐6. After reunification these services were drastically reduced, and the ideological justification for them was systematically rejected. This process is illustrated by a discussion of the changes in practice which took place in two nurseries in East Berlin, and the reactions of staff to the changes they were required to make. 相似文献
16.
《Early childhood research quarterly》1998,13(1):169-184
This study examined the underlying factor structure of a rating scale designed to assess perceived barriers and supports associated with early childhood inclusion. Participants were 201 administrators and direct service providers from the early intervention, early childhood, and special education fields and 287 parents (primarily mothers) of young children with disabilities (birth through 5 years) who received early intervention services. A four-factor solution for barriers that accounted for 41% of the total variance emerged from an exploratory factor analysis. Because one of the factors was found to have low internal consistency, a three-factor solution was used in subsequent analyses. The three factors consisted of barriers associated with early childhood program quality, community resources, and coordinating and integrating services for children with disabilities and their families. Items reflecting supports for early childhood inclusion produced a single supports factor. A confirmatory factor analysis revealed a barriers factor structure for parents that was consistent with that obtained for professionals. Background variables contributed to explaining ratings of barriers and supports among parents who differed with respect to race, education, employment status, and experience with inclusion, lending further support for the validity of the factor structure. 相似文献
17.
Kerry Purdue Diane Gordon‐Burns Alexandra Gunn Barbara Madden Nicola Surtees 《International Journal of Inclusive Education》2013,17(8):805-815
Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education. 相似文献
18.
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
19.
While partnerships including meaningful, two-way, parent–teacher dialogue about young children during early childhood program and school meetings are critical, linguistic differences between bilingual parents who are immigrants and early educators can impede communication and lead to inequitable services. In this article, we focus on one aspect of linguistic differences for educators and bilingual parents: English-language adjectives used by teachers to describe young children. We highlight aspects of adjectives, their uses, and cultural contexts to illustrate potential misunderstandings that may lead to not only miscommunication but also challenges to partnerships and equitable early childhood service provision. Subsequently, we present recommendations to foster meaningful dialogue and greater understanding between educators and bilingual parents who are immigrants when dialoguing about young children. 相似文献
20.
Though quality in early childhood education and care has attracted last decades enormous research interest there is still
not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child
ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources
for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child
care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics
have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to
explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural
characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also
examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive
during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres
have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about
the effects on children’s well being and development. Limited correlations have been found between the type of interaction
and the structural characteristics. Research data highlight the need for further research to undergone and for changes in
Greek legislation, concerning the operation of Greek child care centres. 相似文献