Catalina Patricia Morales-Murillo, Manuel Pacheco-Molero, Irene León-Estrada, Rosa Fernández-Valero, Mónica Gutiérrez Ortega, R. A. McWilliam
{"title":"衡量西班牙接受幼儿干预服务儿童的家庭活动和参与情况","authors":"Catalina Patricia Morales-Murillo, Manuel Pacheco-Molero, Irene León-Estrada, Rosa Fernández-Valero, Mónica Gutiérrez Ortega, R. A. McWilliam","doi":"10.1007/s10643-024-01704-x","DOIUrl":null,"url":null,"abstract":"<p>This study analyzed the fit of data collected with the Measure of Engagement, Independence, and Social Relationships for 3- to 5-year-olds (MEISR 3-to-5-years-old) to a proposed theoretical model based on the cross-walk of MEISR 3-to-5-years-old items and codes from 7 chapters of the Activities and Participation component of the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). Participant children (<i>N</i> = 599) were recruited from 44 early childhood intervention programs across 9 autonomous communities (i.e., states) in Spain. Children’s ages ranged from 36 to 72 months (<i>M</i> = 49.22; <i>SD</i> = 9.77). Parents of children completed a sociodemographic questionnaire and a MEISR 3-to-5-years-old scale. Reliability and Confirmatory Factor Analysis (CFA) results supported the internal consistency of the MEISR 3-to-5-years-old items and its content validity for assessing child participation based on the ICF-CY framework. Statistically significant differences on the mean percentage of children who presented difficulties and learning opportunities when participating in home routines by the Activities and Participation ICF-CY chapters were found. No differences were found on children’s strengths for participation across chapters. Implications for practice are discussed. Such implications highlight the use of the MEISR 3-to-5-years-old in early childhood intervention programs to assess child functioning, plan interventions and follow-up child progress to promote learning and development of children.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"13 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain\",\"authors\":\"Catalina Patricia Morales-Murillo, Manuel Pacheco-Molero, Irene León-Estrada, Rosa Fernández-Valero, Mónica Gutiérrez Ortega, R. A. McWilliam\",\"doi\":\"10.1007/s10643-024-01704-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study analyzed the fit of data collected with the Measure of Engagement, Independence, and Social Relationships for 3- to 5-year-olds (MEISR 3-to-5-years-old) to a proposed theoretical model based on the cross-walk of MEISR 3-to-5-years-old items and codes from 7 chapters of the Activities and Participation component of the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). Participant children (<i>N</i> = 599) were recruited from 44 early childhood intervention programs across 9 autonomous communities (i.e., states) in Spain. Children’s ages ranged from 36 to 72 months (<i>M</i> = 49.22; <i>SD</i> = 9.77). Parents of children completed a sociodemographic questionnaire and a MEISR 3-to-5-years-old scale. Reliability and Confirmatory Factor Analysis (CFA) results supported the internal consistency of the MEISR 3-to-5-years-old items and its content validity for assessing child participation based on the ICF-CY framework. Statistically significant differences on the mean percentage of children who presented difficulties and learning opportunities when participating in home routines by the Activities and Participation ICF-CY chapters were found. No differences were found on children’s strengths for participation across chapters. Implications for practice are discussed. 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Measuring Home Activities and Participation of Children Receiving Early Childhood Intervention Services in Spain
This study analyzed the fit of data collected with the Measure of Engagement, Independence, and Social Relationships for 3- to 5-year-olds (MEISR 3-to-5-years-old) to a proposed theoretical model based on the cross-walk of MEISR 3-to-5-years-old items and codes from 7 chapters of the Activities and Participation component of the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). Participant children (N = 599) were recruited from 44 early childhood intervention programs across 9 autonomous communities (i.e., states) in Spain. Children’s ages ranged from 36 to 72 months (M = 49.22; SD = 9.77). Parents of children completed a sociodemographic questionnaire and a MEISR 3-to-5-years-old scale. Reliability and Confirmatory Factor Analysis (CFA) results supported the internal consistency of the MEISR 3-to-5-years-old items and its content validity for assessing child participation based on the ICF-CY framework. Statistically significant differences on the mean percentage of children who presented difficulties and learning opportunities when participating in home routines by the Activities and Participation ICF-CY chapters were found. No differences were found on children’s strengths for participation across chapters. Implications for practice are discussed. Such implications highlight the use of the MEISR 3-to-5-years-old in early childhood intervention programs to assess child functioning, plan interventions and follow-up child progress to promote learning and development of children.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field