International Journal of Child Care and Education Policy最新文献_第4页

Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: child care educators’ opinions 闭路电视摄像机对儿童保育中心日常生活、同伴关系和家长-教师关系的影响：儿童保育教育工作者的意见

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-10-10 DOI: 10.1186/s40723-022-00102-3

Hagit Meishar-Tal, A. Forkosh-Baruch, L. Levy, T. Shenkar

引用次数: 0

Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City 纽约市学前教育普及期间社区组织中学前教师职业认同的发展

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-06-07 DOI: 10.1186/s40723-022-00099-9

Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves

{"title":"Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City","authors":"Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves","doi":"10.1186/s40723-022-00099-9","DOIUrl":"https://doi.org/10.1186/s40723-022-00099-9","url":null,"abstract":"This study examines how policy directives and recommendations implemented during a massive universal Pre-Kindergarten expansion in New York City has impacted teachers’ professional identity. We adapted the critical ecologies of the early childhood profession by Dalli et al. (Early childhood grows up: Towards a critical ecology of the profession. In Early childhood grows up, Springer, Dordrecht, pp. 3–19, 2012) and utilized data from in-depth interviews with teachers at community-based organizations in Pre-K programs. Our thematic analysis of transcripts revealed three themes in relation to teachers’ professional identity: becoming a teacher who can play multiple roles to meet administration’s expectations is necessary; continuously modifying practice based on external support from the leadership and policymakers can be confusing; and having a brand new relationship with administrative bodies presents challenges. Data drawn from these themes reveal external factors that have influence over teachers’ professional identity. As there is heightened attention toward publicly funding early childhood in the U.S., and the need for a respected workforce, the implications of this work includes seeking out teachers’ voices to meet their localized needs to support healthy professional identity development while they adjust their practice in response to the policy change.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"88 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City 纽约市学前教育普及期间社区组织中学前教师职业认同的发展

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-06-07 DOI: 10.1186/s40723-022-00099-9

Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves

{"title":"Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City","authors":"Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves","doi":"10.1186/s40723-022-00099-9","DOIUrl":"https://doi.org/10.1186/s40723-022-00099-9","url":null,"abstract":"This study examines how policy directives and recommendations implemented during a massive universal Pre-Kindergarten expansion in New York City has impacted teachers’ professional identity. We adapted the critical ecologies of the early childhood profession by Dalli et al. (Early childhood grows up: Towards a critical ecology of the profession. In Early childhood grows up, Springer, Dordrecht, pp. 3–19, 2012) and utilized data from in-depth interviews with teachers at community-based organizations in Pre-K programs. Our thematic analysis of transcripts revealed three themes in relation to teachers’ professional identity: becoming a teacher who can play multiple roles to meet administration’s expectations is necessary; continuously modifying practice based on external support from the leadership and policymakers can be confusing; and having a brand new relationship with administrative bodies presents challenges. Data drawn from these themes reveal external factors that have influence over teachers’ professional identity. As there is heightened attention toward publicly funding early childhood in the U.S., and the need for a respected workforce, the implications of this work includes seeking out teachers’ voices to meet their localized needs to support healthy professional identity development while they adjust their practice in response to the policy change.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"88 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of philosophical ethics in early childhood on preschool children's social–emotional competence and theory of mind 幼儿哲学伦理教育对学前儿童社会情感能力和心理理论的影响

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-06-03 DOI: 10.1186/s40723-022-00098-w

Tugce B. Arda Tuncdemir, Michael D. Burroughs, Ginger Moore

{"title":"Effects of philosophical ethics in early childhood on preschool children's social–emotional competence and theory of mind","authors":"Tugce B. Arda Tuncdemir, Michael D. Burroughs, Ginger Moore","doi":"10.1186/s40723-022-00098-w","DOIUrl":"https://doi.org/10.1186/s40723-022-00098-w","url":null,"abstract":"Although social–emotional learning (SEL) and ethics education are important, it remains a challenging issue to effectively implement these practices. In this study, a Philosophical Ethics in Early Childhood approach is proposed for developing children's social–emotional competence and Theory of Mind. To evaluate the effectiveness of this expanded intervention, an experiment was conducted by assigning 73 children aged 3–5 to an experimental group (N = 37) and a comparative group (N = 36). Parents and teachers completed Head Start Competence Scales, the Theory of Mind Inventory and parent and teacher questionnaires. Teacher and Child Interviews were conducted. According to the teachers’ reports, the experimental group children demonstrated significantly increased social–emotional competence skills and increased understanding of their own and others’ emotions compared to the comparative group children. This program includes games, extension activities, and dialogue to support children in deeply thinking about social and emotional dilemmas, sharing their ideas, and creating solutions.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"74 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Dogs at school: a quantitative analysis of parental perceptions of canine-assisted activities in schools mediated by child anxiety score and use case 学校里的狗:由儿童焦虑评分和用例介导的父母对学校里狗辅助活动的看法的定量分析

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-03-05 DOI: 10.1186/s40723-022-00097-x

Wendy Irene Fynn, Jessica Runacres

{"title":"Dogs at school: a quantitative analysis of parental perceptions of canine-assisted activities in schools mediated by child anxiety score and use case","authors":"Wendy Irene Fynn, Jessica Runacres","doi":"10.1186/s40723-022-00097-x","DOIUrl":"https://doi.org/10.1186/s40723-022-00097-x","url":null,"abstract":"Canine-assisted activities in schools can benefit students’ educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted activities as a treatment option. This is important as parental perceptions can influence engagement, whilst lack of awareness can become a barrier to treatment. This study uses a cross-sectional design to quantitatively explore the acceptability of canine-assisted activities amongst UK-based parents (n = 318) of children aged six to 16 (M = 10.12, SD = 3.22). An online survey used a treatment evaluation to determine acceptability across three use-cases. These included a child reading to dogs to improve literacy skills, a child interacting one-to-one to foster greater self-esteem and social skills, and a classroom dog to improve student behaviour and motivation. Additionally, the scale for generalised anxiety disorder was used to rank child anxiety as high or low, where high was a score equal to or above the UK clinical borderline threshold. The results found canine-assisted activities were less acceptable for the behavioural than the reading and social use-cases. Furthermore, parents of children with high anxiety had higher acceptability scores than parents of children with low anxiety for the reading and social use-cases but not for the behavioural use case. These findings suggest that UK parents' acceptability of canine-assisted activities in schools is mediated by child anxiety score. Furthermore, that parents may be less aware of the benefits of classroom dogs than other types of school-based canine-assisted activities.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dogs at school: a quantitative analysis of parental perceptions of canine-assisted activities in schools mediated by child anxiety score and use case 学校里的狗:由儿童焦虑评分和用例介导的父母对学校里狗辅助活动的看法的定量分析

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-03-05 DOI: 10.1186/s40723-022-00097-x

Wendy Irene Fynn, Jessica Runacres

{"title":"Dogs at school: a quantitative analysis of parental perceptions of canine-assisted activities in schools mediated by child anxiety score and use case","authors":"Wendy Irene Fynn, Jessica Runacres","doi":"10.1186/s40723-022-00097-x","DOIUrl":"https://doi.org/10.1186/s40723-022-00097-x","url":null,"abstract":"Canine-assisted activities in schools can benefit students’ educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted activities as a treatment option. This is important as parental perceptions can influence engagement, whilst lack of awareness can become a barrier to treatment. This study uses a cross-sectional design to quantitatively explore the acceptability of canine-assisted activities amongst UK-based parents (n = 318) of children aged six to 16 (M = 10.12, SD = 3.22). An online survey used a treatment evaluation to determine acceptability across three use-cases. These included a child reading to dogs to improve literacy skills, a child interacting one-to-one to foster greater self-esteem and social skills, and a classroom dog to improve student behaviour and motivation. Additionally, the scale for generalised anxiety disorder was used to rank child anxiety as high or low, where high was a score equal to or above the UK clinical borderline threshold. The results found canine-assisted activities were less acceptable for the behavioural than the reading and social use-cases. Furthermore, parents of children with high anxiety had higher acceptability scores than parents of children with low anxiety for the reading and social use-cases but not for the behavioural use case. These findings suggest that UK parents' acceptability of canine-assisted activities in schools is mediated by child anxiety score. Furthermore, that parents may be less aware of the benefits of classroom dogs than other types of school-based canine-assisted activities.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Simulating employment and fiscal effects of public investment in high-quality universal childcare in the UK 模拟英国高质量全民托儿公共投资对就业和财政的影响

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-02-14 DOI: 10.1186/s40723-022-00096-y

Jerome De Henau

{"title":"Simulating employment and fiscal effects of public investment in high-quality universal childcare in the UK","authors":"Jerome De Henau","doi":"10.1186/s40723-022-00096-y","DOIUrl":"https://doi.org/10.1186/s40723-022-00096-y","url":null,"abstract":"This paper simulates the likely fiscal and employment effects of a vast public annual investment programme of free universal high-quality early childhood education and care (ECEC) services in the UK. It examines the extent to which it would pay for itself fiscally for different scenarios of pay increases. Investing in high-quality universal ECEC benefits all children by improving their life chances, especially for those living in lower income families. It also generates larger employment effects than other more typical investment policies such as construction projects and fosters gender equality in employment: not only it provides many high-quality jobs for women, it also allows many mothers to improve their lifetime earnings prospects by freeing up their childcare constraints. This in turn has beneficial fiscal revenue effects for the government. Estimations of annual public expenditure for a system of highly qualified and well-paid childcare staff with low child-to-staff ratios are performed, with universal coverage for all pre-school children aged 6 months to 4.5 years. Labour demand and matching supply effects are also simulated using input–output methods, for different take-up rates of the programme. A microsimulation tool is used to calculate increases in household income and tax liabilities and decreases in social security benefits spending. This results in a net annual funding requirement of between 28 and 39% of the gross investment. Two funding methods are then explored: raising taxation in a progressive way and recouping the cost over time from persistent mothers’ increased earnings. The former would entail a net additional contribution by the richest 20% of households of at most 0.4% of their income; the latter would require 21 to 31 years to offset the programme on average, which is within a typical working life-course following a first child’s birth, of 35 years.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"25 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Preparing early educators as frontline leaders and change agents with a leadership development initiative 准备早期教育工作者作为前线领导人和变革推动者与领导力发展倡议

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-01-29 DOI: 10.1186/s40723-022-00095-z

Yujin Lee, Anne Douglass, Songtian Zeng, Amanda Wiehe Lopes, Arazeliz Reyes

{"title":"Preparing early educators as frontline leaders and change agents with a leadership development initiative","authors":"Yujin Lee, Anne Douglass, Songtian Zeng, Amanda Wiehe Lopes, Arazeliz Reyes","doi":"10.1186/s40723-022-00095-z","DOIUrl":"https://doi.org/10.1186/s40723-022-00095-z","url":null,"abstract":"The present study examined the impact of a leadership development program, Leading for Change (LfC) that focused on building the capacity of early educators to lead change as frontline leaders and change agents. Bringing together a relational-entrepreneurial leadership theory lens, the LfC was designed to foster early educators’ leadership mindset, knowledge, and skills that could potentially bring a long-lasting impact on many aspects of the early care and education (ECE) field. With a sample of 31 racially and linguistically diverse early educators, the present study compared participants’ entrepreneurial mindset, leadership competencies, and capacity to act as change agents and leaders before and after the LfC program. Results showed that participants’ perceptions of themselves as leaders were increased after completing the LfC. They also demonstrated more confidence in their own ability to drive positive change where they work and more broadly in the ECE field. Findings from this study suggest that the relational-entrepreneurial leadership approach taps into early educators’ insights, passions, and knowledge and equips them to participate in leadership for quality improvement and positive change.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"101 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Preparing early educators as frontline leaders and change agents with a leadership development initiative 准备早期教育工作者作为前线领导人和变革推动者与领导力发展倡议

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-01-29 DOI: 10.1186/s40723-022-00095-z

Yujin Lee, Anne Douglass, Songtian Zeng, Amanda Wiehe Lopes, Arazeliz Reyes

{"title":"Preparing early educators as frontline leaders and change agents with a leadership development initiative","authors":"Yujin Lee, Anne Douglass, Songtian Zeng, Amanda Wiehe Lopes, Arazeliz Reyes","doi":"10.1186/s40723-022-00095-z","DOIUrl":"https://doi.org/10.1186/s40723-022-00095-z","url":null,"abstract":"The present study examined the impact of a leadership development program, Leading for Change (LfC) that focused on building the capacity of early educators to lead change as frontline leaders and change agents. Bringing together a relational-entrepreneurial leadership theory lens, the LfC was designed to foster early educators’ leadership mindset, knowledge, and skills that could potentially bring a long-lasting impact on many aspects of the early care and education (ECE) field. With a sample of 31 racially and linguistically diverse early educators, the present study compared participants’ entrepreneurial mindset, leadership competencies, and capacity to act as change agents and leaders before and after the LfC program. Results showed that participants’ perceptions of themselves as leaders were increased after completing the LfC. They also demonstrated more confidence in their own ability to drive positive change where they work and more broadly in the ECE field. Findings from this study suggest that the relational-entrepreneurial leadership approach taps into early educators’ insights, passions, and knowledge and equips them to participate in leadership for quality improvement and positive change.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"101 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the secondary system of therapeutic alliance in autism interventions from the perspectives of parents and caregivers 从父母和照顾者的角度理解自闭症干预中治疗联盟的二级系统

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-01-10 DOI: 10.1186/s40723-021-00094-6

John Robert Rilveria

引用次数: 3