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1 – 10 of 653Frederick de Moll and Akihide Inaba
In recent decades, childhood in Japan has undergone significant transformations. Government policies geared at boosting women's labor force participation, a declining fertility…
Abstract
In recent decades, childhood in Japan has undergone significant transformations. Government policies geared at boosting women's labor force participation, a declining fertility rate, rising costs of having children on the one hand, and increased spending on public childcare and support measures for families, on the other hand, contribute to these ongoing changes. Having only one child is becoming the norm while mothers' role in society is shifting. The traditional family structure is moving from the previously predominant male breadwinner model to more dual-earner families. Children now spend significant amounts of time in care and education institutions.
In this chapter, we analyze current configurations of early childhood in institutions and the family from a policy perspective and regarding children's predominant education and care arrangements. Drawing on various survey data sets and evidence from demographic statistics to pedagogical ethnographies, we look at how childcare policies and families reshape the organization of children's lives and outline how institutions and educators create learning experiences aligned with the values of a collectivist society. However, despite being deeply rooted in traditional child-rearing goals, many parents also subscribe to rigorous educational arrangements from early childhood onwards to prepare children for success in a competitive education system. The chapter finishes with an outlook on future directions of how policymakers and the ongoing institutionalization of childhood continue to change children's lives.
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Kristen E. Darling, Deborah Seok, Patti Banghart, Kerensa Nagle, Marybeth Todd and Nadia S. Orfali
The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional…
Abstract
Purpose
The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.
Design/methodology/approach
During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.
Findings
Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.
Research limitations/implications
The study was correlational, based on self-report, and had a small sample with no comparison group.
Practical implications
This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.
Social implications
This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.
Originality/value
The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.
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Jane Strawhecker, Christopher Knoell, Paula Thompson, Nicole Shundoff and Angela Bardell
This mixed-method, collaborative study investigated parents’ perceptions of STEM (Science, Technology, Engineering and Mathematics) learning through use of STEM kits specifically…
Abstract
Purpose
This mixed-method, collaborative study investigated parents’ perceptions of STEM (Science, Technology, Engineering and Mathematics) learning through use of STEM kits specifically designed for in-home use by parents and preschool-age children.
Design/methodology/approach
Parents with a child attending a community-based childhood development center and ranging in age from three to four were invited to participate. Data were analyzed for the participants’ surveys, which were completed at two different times (pre and post) for this study.
Findings
After utilizing the STEM materials with their child over a two-week period, the parents’ perceptions of STEM content changed. The results indicate that regardless of the at-home STEM materials, positive outcomes for their child occurred, including the likelihood that their child would pursue additional STEM opportunities.
Research limitations/implications
With a small sample size and a short timeframe for conducting the study, the results lack generalizability. The findings add information about the effectiveness of STEM materials for preschoolers while providing insight into educational opportunities in home environments.
Originality/value
As the nation addresses workforce shortages in many areas, including STEM, rethinking STEM education during the first five years is important. The more opportunities for young children to engage in meaningful STEM, the greater the potential to pique interest and develop critical thinking skills.
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Iqramul Haq, Md. Ismail Hossain, Mst. Moushumi Parvin, Ahmed Abdus Saleh Saleheen, Md. Jakaria Habib and Imru- Al-Quais Chowdhury
Malnutrition is one of the serious public health problems especially for children and pregnant women in developing countries such as Bangladesh. This study aims to identify the…
Abstract
Purpose
Malnutrition is one of the serious public health problems especially for children and pregnant women in developing countries such as Bangladesh. This study aims to identify the risk factors associated with child nutrition for both male and female children in Bangladesh.
Design/methodology/approach
This study was conducted among 23,099 mothers or caretakers of children under five years of age from a nationally representative survey named Bangladesh Multiple Indicator Cluster Survey, 2019. This study used chi-square test statistic for bivariate analysis and multinomial logistic regression was used to evaluate the adjusted effects of those covariates on child nutritional status.
Findings
The prevalence of severely malnourished, nourishment was higher for males than females (5.3% vs 5.1%, 77.4% vs 76.8%) while moderately malnourished were higher for females (18.1% vs 17.4%). The findings from the multinomial model insinuated that the mother’s education level, wealth index, region, early child development, mother’s functional difficulties, child disability, reading children's books and diarrhea had a highly significant effect on moderate and severe malnutrition for male children. For the female children model, factors such as mother’s education level, wealth index, fever, child disability, rural, diarrhea, early child development and reading less than three books were significant for moderate and severe malnutrition.
Originality/value
There is a solution to any kind of problem and malnutrition is not an exceptional health problem. So, to overcome this problem, policymakers should take effective measures to improve maternal education level, wealth status, child health.
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Amy K. Noggle and Sara D. Hooks
As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’…
Abstract
Purpose
As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.
Design/methodology/approach
A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.
Findings
Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.
Research limitations/implications
First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.
Practical implications
The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.
Social implications
Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.
Originality/value
The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.
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Michael Rigby, Shalmali Deshpande, Daniela Luzi, Fabrizio Pecoraro, Oscar Tamburis, Ilaria Rocco, Barbara Corso, Nadia Minicuci, Harshana Liyanage, Uy Hoang, Filipa Ferreira, Simon de Lusignan, Ekelechi MacPepple and Heather Gage
In order to assess the state of health of Europe’s children, or to appraise the systems and models of healthcare delivery, data about children are essential, with as much…
Abstract
In order to assess the state of health of Europe’s children, or to appraise the systems and models of healthcare delivery, data about children are essential, with as much precision and accuracy as possible by small group characteristic. Unfortunately, the experience of the Models of Child Health Appraised (MOCHA) project and its scientists shows that this ideal is seldom met, and thus the accuracy of appraisal or planning work is compromised. In the project, we explored the data collected on children by a number of databases used in Europe and globally, to find that although the four quinquennial age bands are common, it is impossible to represent children aged 0–17 years as a legally defined group in statistical analysis. Adolescents, in particular, are the most invisible age group despite this being a time of life when they are rapidly changing and facing increasing challenges. In terms of measurement and monitoring, there is little progress from work of nearly two decades ago that recommended an information system, and no focus on the creation of a policy and ethical framework to allow collaborative analysis of the rich anonymised databases that hold real-world people-based data. In respect of data systems and surveillance, nearly all systems in European society pay lip service to the importance of children, but do not accommodate them in a practical and statistical sense.
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This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The…
Abstract
This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The study took place at the end of a five-year initiative that saw iPads introduced to English Language classrooms in a UAE Federal Institution. The investigation was carried out from a constructivist epistemology perspective using observations and interviews, analysed through the lens of the SAMR Model (Puentedura, 2010). While curriculum constraints limited the impact in this initiative, the device has the potential to engage students in collaborative tasks and assist in classroom management. A potential two-dimensional SAMR model is proposed, as are opportunities for further research.
ﺗﮭ د ف د را ﺳﺔ اﻟ ﺣﺎﻟ ﺔ اﻟﻧ وﻋﯾ ﺔ اﻟ ﻣ ﺻ ﻐرة ھذه إﻟ ﻰ اﻟﺑ ﺣ ث ﻓ ﻲ ﺗ ﺻ ورا ت ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾ ﺔ ﺣول ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ وﺣﯾ ﺔ ﻓ ﻲ اﻟﻔ ﺻ ول اﻟد ر ا ﺳ ﯾ ﺔ ﺑ ﺻ و ر ة ﻣﺛﺎﻟﯾ ﺔ و و اﻗ ﻌﯾ ﺔ و ﺣ ﻘﯾﻘﯾ ﺔ. و ﻗد ﺑﻧﯾ ت ھ ذه اﻟد ر ا ﺳ ﺔ ﻋ ﻠ ﻰ ﻣﻧ ظ و ر ﻧ ظ ر ﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟ ﺑﻧﺎﺋﯾ ﺔ ﺑﺎ ﺳ ﺗ ﺧ دا م اﻟﻣ ﻼ ﺣ ظ ﺎ ت و اﻟﻣﻘﺎﺑ ﻼ ت ، وا ﻟﺗ ﻲ ﺗم ﺗ ﺣﻠﯾﻠ ﮭﺎ ﻣ ن ﺧﻼل ﻋد ﺳﺔ ﻧ ﻣوذ ج SAMR .(Puentedura, 2010) ( ﻓﺑﺎﻟ رﻏم ﻣ ن أ ن ﻗﯾ ود اﻟ ﻣﻧﺎ ھﺞ ﺣد ت ﻣ ن ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ و ﺣ ﯾ ﺔ إ ﻻ أ ن ﻟ دﯾ ﮭﺎ اﻟ ﻘد ر ة ﻋ ﻠ ﻰ إ ﺷ ر ا ك اﻟط ﻼ ب ﻓ ﻲ اﻟﻣﮭﺎم اﻟ ﺗ ﻌﺎ و ﻧﯾ ﺔ و اﻟﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ إ دا ر ة اﻟ ﻔ ﺻ و ل اﻟد ر ا ﺳ ﯾ ﺔ. ﺗﻘﺗ ر ح ھ ذه اﻟد ر ا ﺳ ﺔ ﻧ ﻣو ذ ج SAMR ذو أﺑ ﻌﺎد ﺛﻧﺎﺋﯾﺔ، ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻓ ر ص ﻹﺟرا ء ﻣزﯾد ﻣ ن اﻟﺑ ﺣو ث.
Gabriela Walker and Jeni Venker Weidenbenner
Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL…
Abstract
Purpose
Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy.
Design/methodology/approach
This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment.
Findings
Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations.
Originality/value
This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.
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This paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It…
Abstract
Purpose
This paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It makes the case for educators and researchers alike to promote an expanded role of early childhood STEM education in the daily lives of young children.
Design/methodology/approach
This paper uses a qualitative interpretive methodology, drawing from a wide array of research and theoretical literature from early childhood and STEM education and developmental psychology, as well as public policy.
Findings
Today, both research and interventions aimed at fixing the “leaking STEM pipeline” and theory/research on STEM identity development focus on children in middle school and above. Yet, children's attitudes about STEM and about themselves as STEM learners are formed early, and identity work is a task of early childhood. This suggests a need to focus on young children's engagement with STEM education as a means of nurturing their early STEM identity development.
Originality/value
This paper synthesizes previous research to outline the need for expanding STEM education in early public schooling. It proposes a conceptualization of early STEM academic identity development (based on the premise that middle school is too late to fix the leaking STEM pipeline).
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