International Journal of Child Care and Education Policy最新文献_第9页

Harmony or chaos? Beliefs and practices about conflicts among naturalized refugee children in Tanzania 和谐还是混乱?关于坦桑尼亚入籍难民儿童冲突的信仰和做法

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2020-01-13 DOI: 10.1186/s40723-019-0067-4

Laurent Gabriel Ndijuye

{"title":"Harmony or chaos? Beliefs and practices about conflicts among naturalized refugee children in Tanzania","authors":"Laurent Gabriel Ndijuye","doi":"10.1186/s40723-019-0067-4","DOIUrl":"https://doi.org/10.1186/s40723-019-0067-4","url":null,"abstract":"The current study explored beliefs and practices on the main types and common causes of conflicts among naturalized refugee pre-primary children in rural Tanzania. A region with highest number of naturalized refugees in Tanzania was purposively selected. A total of 12 children were involved in the focus group discussion; nine classroom teachers, and three school principals from three pre-primary schools were individually interviewed. To gain insights on home contexts, six parents who had children in pre-primary classes were visited at their homes and interviewed on individual sessions. A number of policy and practical documents were critically analyzed. Findings revealed that the main types of conflicts among naturalized refugee children were teacher-induced and pupil-induced. Further, it was found that the main causes of conflicts among children of this group were related to scarcity of resources and social issues. These findings highlight that in order to ensure that naturalized refugee children are developing to their fullest potentials and integrated into a host Tanzanian society, deliberate efforts are much needed to understand common types and main causes of conflicts. This will help in devising appropriate strategies to develop children’s constructive conflict-resolution skills.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"75 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539825","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

Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists 在美国早期儿童项目中促进文化能力的政策杠杆:系统专家的建议

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-12-05 DOI: 10.1186/s40723-019-0066-5

Mary L. Porterfield, Catherine Scott-Little

{"title":"Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists","authors":"Mary L. Porterfield, Catherine Scott-Little","doi":"10.1186/s40723-019-0066-5","DOIUrl":"https://doi.org/10.1186/s40723-019-0066-5","url":null,"abstract":"The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539797","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

Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists 在美国早期儿童项目中促进文化能力的政策杠杆:系统专家的建议

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-12-05 DOI: 10.1186/s40723-019-0066-5

Mary L. Porterfield, Catherine Scott-Little

{"title":"Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists","authors":"Mary L. Porterfield, Catherine Scott-Little","doi":"10.1186/s40723-019-0066-5","DOIUrl":"https://doi.org/10.1186/s40723-019-0066-5","url":null,"abstract":"The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539798","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

Sustaining collaborative preschool partnerships and the challenges of educating the whole child 维持学前合作伙伴关系和教育整个孩子的挑战

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-12-01 DOI: 10.1186/s40723-019-0065-6

Ryan Alverson, Laken Ginn, J. Gilbert

引用次数: 3

Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia 沙特阿拉伯教师对适合发展的做法的看法

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-11-07 DOI: 10.1186/s40723-019-0064-7

Ahlam A. Alghamdi, J. Ernest

引用次数: 5

Understanding early childhood education and care utilization in Canada: implications for demand and oversight 了解加拿大的早期儿童教育和护理利用:对需求和监督的影响

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-10-25 DOI: 10.1186/s40723-019-0063-8

Petr Varmuza, M. Perlman, L. White

引用次数: 10

“Who’s got the power?”: A critical examination of the anti-bias curriculum “谁有权力?”:对反偏见课程的批判性审查

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-09-23 DOI: 10.1186/s40723-019-0062-9

Kerry-Ann Escayg

引用次数: 20

Effect of cropland and livestock ownership on child labour in eastern Ethiopia: empirical examination of the Wealth Paradox 埃塞俄比亚东部农田和牲畜所有权对童工劳动的影响:财富悖论的实证检验

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-08-26 DOI: 10.1186/s40723-019-0061-x

Arega Shumetie, Kassahun Mamo

{"title":"Effect of cropland and livestock ownership on child labour in eastern Ethiopia: empirical examination of the Wealth Paradox","authors":"Arega Shumetie, Kassahun Mamo","doi":"10.1186/s40723-019-0061-x","DOIUrl":"https://doi.org/10.1186/s40723-019-0061-x","url":null,"abstract":"The study examined the relationship between child labour participation and household wealth (in terms of livestock and cropland) considering representative sample smallholders from four (Kurfa Chelie, Kersa, Fedis, and Melka Bello) districts in eastern Hararghe Zone of Oromia regional state of Ethiopia. The descriptive statics showed that average family size was 5.45 individuals per household, which was larger than the national average (4.9) in 2016. In the study area, children with age interval of 4–14 years, that were the subject matter of this study, constituted 43.3% of the total population. Around 23% of sampled households spent less than 2471.22 Birr per annum per adult equivalent for home consumption, which is an amount based on the inflation adjusted poverty line. Households in Fedis district experienced the worst poverty head count score, wherein 44% of them could not satisfy the minimum living standard requirement. Double-hurdle model result revealed that livestock and cropland holding of smallholders significantly affect child labour participation in domestic work. This finding implies that household’s asset ownership (possession of larger livestock and cropland) would not initiate children to budget more time for their education. The model result also showed that household head’s education level significantly reduced children’s domestic labour participation in the study area. Thus, this research recommended that there should be improvement in households’ education and awareness level in the study area to improve child school enrolment. Finally, it is easy to say that the Wealth Paradox about child labour holds true for smallholders in eastern Ethiopia.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543580","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: 9

The relation between reflection and the quality of a preschool teacher’s education performance 反思与幼儿教师教育绩效质量的关系

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-07-30 DOI: 10.1186/s40723-019-0060-y

Zora Syslová

{"title":"The relation between reflection and the quality of a preschool teacher’s education performance","authors":"Zora Syslová","doi":"10.1186/s40723-019-0060-y","DOIUrl":"https://doi.org/10.1186/s40723-019-0060-y","url":null,"abstract":"Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"48 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539863","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: 10

How Banking Time intervention works in Turkish preschool classrooms for enhancing student–teacher relationships 银行时间干预如何在土耳其学前课堂中促进师生关系

IF 1.9

International Journal of Child Care and Education Policy Pub Date : 2019-07-10 DOI: 10.1186/s40723-019-0059-4

Derya Sahin Asi

引用次数: 5