International Journal of Child Care and Education Policy最新文献_第5页

Parental anxiety and form of parenting during the COVID-19 pandemic. COVID-19大流行期间父母的焦虑和养育方式。

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2022-01-01 Epub Date: 2022-10-11 DOI: 10.1186/s40723-022-00103-2

Elfan Fanhas Fatwa Khomaeny, Erika Setyanti Kusumaputeri

{"title":"Parental anxiety and form of parenting during the COVID-19 pandemic.","authors":"Elfan Fanhas Fatwa Khomaeny, Erika Setyanti Kusumaputeri","doi":"10.1186/s40723-022-00103-2","DOIUrl":"https://doi.org/10.1186/s40723-022-00103-2","url":null,"abstract":"The massive development of information technology based on big data, internet, and artificial intelligence has brought fundamental changes to human patterns and lifestyles, especially after the COVID-19 pandemic that hit globally, has added to a large and complex problems in parenting, as well as demanding people to take care of their children. Parents must be able to adapt and reposition themselves with new and effective forms of parenting, this can increase parental anxiety. To determine the level of parental anxiety, this research was conducted using a quantitative descriptive method through the distribution of questionnaires based on the GAD-7 instrument. This study focuses on efforts to capture the level of parental anxiety and the need for a new form of parenting. The results can be the basis for further research to find and develop new forms of parenting. The results of research on 669 parents living in West Java, Indonesia, showed that the level of parental anxiety was 63.08% at the level of moderate and severe anxiety. The level of parental satisfaction regarding the form of parenting used is at a low level of 67.12%, while the level of parental interest in the new form of parenting is at a very high level of 98.51%. The need for the latest form of parenting that can respond to the challenges and demands of the times is very necessary to minimize parental anxiety.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"16 1","pages":"10"},"PeriodicalIF":1.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9551246/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33516581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States 联邦和州政策在解决儿童早期成就差距方面的作用:与美国21世纪学习中心规划相关的家长观念和学生成果

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-11-17 DOI: 10.1186/s40723-021-00093-7

Williams, Heather P.

{"title":"The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States","authors":"Williams, Heather P.","doi":"10.1186/s40723-021-00093-7","DOIUrl":"https://doi.org/10.1186/s40723-021-00093-7","url":null,"abstract":"As policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"23 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539820","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

The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States 联邦和州政策在解决儿童早期成就差距方面的作用:与美国21世纪学习中心规划相关的家长观念和学生成果

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-11-17 DOI: 10.1186/s40723-021-00093-7

Williams, Heather P.

{"title":"The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States","authors":"Williams, Heather P.","doi":"10.1186/s40723-021-00093-7","DOIUrl":"https://doi.org/10.1186/s40723-021-00093-7","url":null,"abstract":"As policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"23 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539818","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

How stable is program quality in child care centre classrooms? 托儿中心教室的课程质量有多稳定?

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-10-28 DOI: 10.1186/s40723-021-00091-9

Petr Varmuza, M. Perlman, O. Falenchuk

引用次数: 1

The effects of pediatric primary prevention programs on screen-time and reading habits of children in Jordan 约旦儿童初级预防项目对儿童屏幕时间和阅读习惯的影响

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-10-28 DOI: 10.1186/s40723-021-00092-8

Yousuf, Mustafa S., Harvey, Heather Lea, Parahoo, Sanjai K., Ziadeh, Basil Shawkat, Kilani, Muna, Al-Kamil, Eman

{"title":"The effects of pediatric primary prevention programs on screen-time and reading habits of children in Jordan","authors":"Yousuf, Mustafa S., Harvey, Heather Lea, Parahoo, Sanjai K., Ziadeh, Basil Shawkat, Kilani, Muna, Al-Kamil, Eman","doi":"10.1186/s40723-021-00092-8","DOIUrl":"https://doi.org/10.1186/s40723-021-00092-8","url":null,"abstract":"The proliferation of electronic content and limited exposure of children to books in Jordan has made both parents and health-care providers more concerned about healthy child development. This research aimed to determine if pediatric primary prevention programs were helpful in reducing screen-time and improving reading habits of children in Jordan, and if there was a correlation between these two factors. Parents attended classes on various topics, one of which dealt with screen-time and reading. Six months later, they were surveyed on these topics. The test group (took the relevant class) and control group (did not take the class) included 30 families each. The mean screen-time was above the recommended guideline of 2 h/day in both groups. Only 37% of the families in the test group, and 17% in the control group followed the guideline. A significant difference in screen-time between the groups was found only during weekends. When asked about the ideal screen-time, parents from the test group reported screen-times that were significantly closer to the recommendations, showing an increase in knowledge, but not a significant change in behavior. Parents, also, believed that children’s exposure to books should be at the much later age of 3–4 years, with actual exposure being < 1 h/day. Moreover, no correlation was found between screen-time and reading time. These findings suggest that short, evidence-based classes helped raise awareness, but were not sufficient for parents to fully adopt the guidelines. Programs that promote behavior modification should be explored to reinforce knowledge gained from educational classes.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"15 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543581","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

Government commitments and teaching strategies for effective quality early childhood education in South Western Nigeria 政府对尼日利亚西南部有效优质幼儿教育的承诺和教学战略

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-10-09 DOI: 10.1186/s40723-021-00090-w

Moyinoluwa Grace Owojori, Taiwo Oladunni Gbenga-Akanmu

引用次数: 4

Psychosocial support conditions in the orphanage: case study of Wolisso project 孤儿院的社会心理支持条件:Wolisso项目的个案研究

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-09-30 DOI: 10.1186/s40723-021-00089-3

Disassa, Getachew Abeshu, Lamessa, Dabala

{"title":"Psychosocial support conditions in the orphanage: case study of Wolisso project","authors":"Disassa, Getachew Abeshu, Lamessa, Dabala","doi":"10.1186/s40723-021-00089-3","DOIUrl":"https://doi.org/10.1186/s40723-021-00089-3","url":null,"abstract":"This study was conducted to assess the psychosocial and material services provision of Wolisso Kalehiwot Church project/center. Qualitative research design employing phenomenological approach was conducted as to reach on identifying the strengths and challenges practiced in the center. Purposive sampling techniques was used to draw ten respondents from the center (8 from orphans, 2 from staff) to respond to interview questions. The result of this study indicated that the effort made by the project is so effective in addressing the immediate need of the orphans including survival and wellbeing of these children. Consequently, the weakness in the project observed was initial recruitment problem of the orphans and unskilled staffs involving in the project and the inability to be proactive for the sustainability request for the project were seen as major. The challenges faced were identified as characteristics of the staff to handle the growing needs of the orphans, emotional instability of the children, limited access to social integration, negative attitude of the community towards institutionalization and segregation were observed as critical. Hence, institutional capacity building from both external and internal funders to maintain the projects sustainability with clear goal and policy direction is mandatory.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"162 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543609","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: 4

Does quality matter in determining child care prices? Evidence from private child care provision in Turkey 质量对儿童保育价格有影响吗?来自土耳其私人托儿服务的证据

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-09-03 DOI: 10.1186/s40723-021-00088-4

Pekkurnaz, Didem, Aran, Meltem A., Aktakke, Nazli

引用次数: 1

Does quality matter in determining child care prices? Evidence from private child care provision in Turkey 质量对儿童保育价格有影响吗?来自土耳其私人托儿服务的证据

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2021-09-03 DOI: 10.1186/s40723-021-00088-4

Pekkurnaz, Didem, Aran, Meltem A., Aktakke, Nazli

引用次数: 0

How child mental health training is conceptualized in four low- and middle-income countries 在四个低收入和中等收入国家，儿童心理健康培训是如何概念化的