Search results

This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates.

Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice.

The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students.

This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.

Globally millions of children have a parent who is imprisoned. Research suggests that this has an adverse impact on the child and imprisonment of a parent is considered to be an adverse childhood experience (ACE). Parental incarceration will not only affect the child but the entire household and may result in further ACEs such as household dysfunction and parental separation making this group of children particularly vulnerable. This scoping review aims to adopt an international perspective to comprehensively examine the extent range and nature of literature both published and grey relating to parental incarceration and the potential impact on children’s emotional and mental health.

In this scoping review, the five stages identified by Arksey and O’Malley (2005) were used including identifying the research question, identifying relevant studies, study selection, charting data, collating, summarising and reporting results. In addition, the included studies were appraised for quality using methodology-specific tools. A critical narrative synthesis was adopted to present findings and discussion.

Nine studies met the inclusion criteria. Of the included studies, eight were retrieved from peer-reviewed journals and one from grey literature searching. Five categories with subcategories were identified affecting children’s mental health: 1) Relationships: parent and incarcerated child relationship; facilitators and barriers to maintaining contact; 2) Family structure; maternal or paternal incarceration; living arrangements during parental incarceration; 3) Children’s emotions: emotional recognition and regulation; resilience; 4) Prison stigma: social stigma; shame and secrecy; 5) Structural disadvantages: poverty; race/ethnicity.

This scoping review has highlighted how the imprisonment of a parent negatively affects their children’s emotional and mental health. Factors negatively impacting children’s emotional and mental health are interrelated and complex. Further research is required, including differences between paternal and maternal incarceration; impact of gender and age of child; poverty as an ACE and prison exacerbating this; and effects of ethnicity and race. An important policy direction is in developing an effective way of capturing the parental status of a prisoner to ensure that the child and family receive needed support.

The current review aims to focus on how risk and protective factors for self-harm in secure mental health hospitals are captured in the literature.

Fifty-seven articles were included in a systematic review, drawn from an initial 1,119 articles, post duplicate removal. Databases included Psycinfo, Psycarticles, Psycnet, Web of Science and EBSCO host. A thematic analysis was used, which included a meta-ethnographic approach for considering qualitative papers.

There was a clear focus on risk factors, with eight identified (in order of occurrence): raised emotional reactivity and poor emotion regulation; poor mental health; traumatic experiences; personality disorder diagnosis and associated traits; increased use of outward aggression – dual harm; constraints of a secure environment and lack of control; previous self-harm and suicide attempts; and hopelessness. Protective factors featured less, resulting in only three themes emerging (in order of occurrence): positive social support and communication; positive coping skills; and hope/positive outlook.

This includes a proposal to move focus away from “risk” factors, to incorporate “needs”, in terms of individual and environmental factors. There is also a need for more attention to focus on developing high quality research in this area.

The research captures an area where a synthesis of research has not been comprehensively undertaken, particularly with regards to capturing protective as well as risk factors.

This study aimed to explore the association of childhood experience of being forced to eat – where a particular person forced a child to eat a specific food item against one's will – on food consumption, especially vegetables later in young adulthood.

An online questionnaire survey was conducted from 19 to 24 February 2020 with 1,277 young Korean adults in their 20s. A total of 1,226 eligible responses were obtained, wherein 410 (33.4%) responses with forced-eating experiences in childhood were collected. To answer the survey questionnaire, the respondents were asked to recall one of the most memorable forced-eating episodes.

The results showed that forced-eating occurred mostly among lower grades or pre-schoolers, at home or in schools/childcare facilities, and by parents or homeroom teachers. Vegetables were the most common target food for forced-eating. The Forced-Eating-Experienced group with vegetables as the target food tended to have significantly lower preference for and acceptance of vegetables. Furthermore, among this group, those who had displayed unpleasant post-ingestion physical symptoms after forced-eating or refused to eat the target vegetables at all despite forced-eating, showed significantly lower acceptance of vegetables. Additionally, they were also less likely to eat the target vegetable at present, but more likely to agree that their current dietary habits were affected by their childhood experiences of forced-eating.

The study attempted to fill the knowledge gap on the association of negative childhood experiences of forced-eating with food consumption, especially vegetables, later in young adulthood.

This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process.

This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework.

This case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development.

This study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics.

Since the early 2000s there has been increased attention on the professionalisation of the Early Childhood Education and Care (ECEC) workforce in many OECD countries. This study focuses on what Australian early childhood educators holding the lowest level of qualification – Certificate III are experiencing in relation to their professional capital in a sector that is experiencing wide-spread and ongoing reform. The study identifies the human capital, social capital and decisional capital of these educators, then explores the interconnections.

This paper was funded by the Australian Research Council. The qualitative data consider the capabilities of certificate-qualified educators and how these are enabled or constrained within the workplace. The corpus of data for this study consists of 14 interviews with Certificate III-qualified educators from three locations across Victoria, Australia. Hargreaves and Fullan’s (2012) forms of professional capital (human, social and decisional) act as organisers for the themes identified through a thematic analysis.

Themes identified in the data speak to inequity in access to professional learning, the valuing of life experiences, clear divisions of labour that impact what knowledge is valued, and differences in educator agency in the decision-making process. Many certificate-qualified educators experience a workplace culture that lacks trust in an individual’s professional competence and does not appreciate collegial knowledge and skill building as a collective enterprise.

The conceptual framing of this study provides a unique way to explore the experiences of certificate-trained educators. The study introduces the idea of using exploratory categories and the identification of levels of human, social and decisional capital. This type of study involving this cohort of educators is unique.

This paper aims to advance knowledge about the life course of impulsive males from childhood to adulthood, based on data collected in the Cambridge Study in Delinquent Development (CSDD) from age 8 to 65 and to investigate which factors are related to impulsiveness at different ages.

The CSDD is a prospective longitudinal survey of 411 London males first studied in 1961–1962 at age eight. The males have been assessed face-to-face nine times from age 8 to 48. A total of 77 impulsive boys and 334 non-impulsive boys were identified at ages 8–10 using three measures of impulsiveness: daring/risk-taking (rated by parents and peers), psychomotor clumsiness/impulsivity (based on psychomotor tests of the boys) and poor concentration/restless in class (rated by teachers).

Parental, family, socio-economic, academic attainment and behavioural factors in childhood were the most significant variables that were related to impulsiveness at ages 8–10. Impulsive males had low IQ, truancy, high daring and a high antisocial personality score at ages 12–14. No exams passed, and a low socio-economic status job were especially significant at ages 16–18, while poor employment, convictions (especially for violence), anti-establishment attitudes and an unsuccessful life were especially characteristic of impulsive males in adulthood (ages 32–48).

Child skills training programmes are needed to reduce childhood impulsiveness.

To the best of the authors’ knowledge, this is the first-ever publication that documents the life course of impulsive males from childhood to late adulthood.

The purpose of this paper is to examine mothers’ social media accounts that focus on children’s fashion. The authors probed children’s fashion photo practices as representations of the mothers’ extended self and the kind of childhood representations produced by the social media accounts. They also investigated mothers’ perceptions of children’s privacy when engaging in sharenting – the sharing of information about children or parenting online.

The study is based on 16 semi-structured interviews with Finnish mothers who had Instagram accounts focusing on children’s fashion.

Children’s fashion photos play a diverse role in mothers’ identity work. The photos can be used to express a mother’s taste and aesthetic skills, to express values, to fit into peer groups and to store memories of oneself and the children. Through the photos, representations of the prevailing Finnish childhood ideals, such as authenticity, naturalness and playfulness, are reproduced. The mothers perceived the children as part of their extended self and justified sharenting with mother- and child-centered arguments.

Through shedding light on the practices of social media fashion photography, this paper provides insights into how commercialism and social media shape cultural expectations for both motherhood and childhood. The paper contributes to previous research on sharenting, extending it to the context of fashion photography.

This paper aims to present new evidence from the Cambridge Study in Delinquent Development (CSDD) showing the extent to which obstetric (e.g. abnormal birth weight, confinement at birth, severe abnormality of pregnancy, etc.) and early childhood and family factors (illegitimate child, unwanted conception, family overcrowding, etc.) have predictive effects on psychopathic traits measured later in life at age 48 years.

Data collected in the CSDD are analysed. This is a prospective longitudinal study of 411 London men from age 8 to age 61 years.

The results suggest that none of the obstetric problems were predictive of adult psychopathy. However, some other early childhood factors were significant. Unwanted conception (by the mother) was significantly associated with high psychopathy. The likelihood of being an unwanted child was higher when the mother was younger (19 years or less), and when the child was illegitimate. The poor health of the mother and living in an overcrowded family were also significant in predicting psychopathy in adulthood, as well as both psychopathic personality (F1) and psychopathic behaviour (F2).

These findings suggest the influence of very early emotional tensions and problematic social background in predicting psychopathic traits in adulthood (at age 48 years). They also emphasise the importance of investigating further the very early roots of psychopathic traits.

This study aims to examine the perceptions of undergraduate students studying early childhood education who took an academic course in which transformative pedagogy is adopted as part of a holistic approach designed to create transformative change and strengthen the students’ self-efficacy for sustainability, and thus, help reduce the environmental crisis in which we live.

By means of a phenomenological approach, this exploratory qualitative research used three research tools, reflection analysis, drawing analysis and analysis of course summary work, to identify changes in the perceptions of students undertaking the course. Data analysis was based on an inductive approach and included first- and second-cycle coding.

The results of the study show that the transformative pedagogy adopted in the course created transformative change in the students’ knowledge, attitudes, emotions and self-efficacy to act to reduce the climate crisis, not just through recycling.

The study was conducted with a relatively small, single class of undergraduate early childhood education students. The impact of certain activities may be different in larger classes. The gender imbalance, with the majority of students being female adds a further limitation. Male students may have different perspectives than female students, and those with different backgrounds and interests may respond differently.

This study provides some important insights into how sustainability education can be applied in a higher education curriculum. The study also contributes to the current dialogue on sustainability education by providing a rich description of how students experience alternative approaches to teaching in the field.

This study demonstrates how environmental action can be integrated in higher education.