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1 – 10 of over 1000Frederick 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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Wanna Prayukvong, Amporn Sornprasith and Morris John Foster
This paper aims to study parental expectations of and satisfaction with overall services of preschool centres and to determine the factors which affect parents’ satisfaction in a…
Abstract
Purpose
This paper aims to study parental expectations of and satisfaction with overall services of preschool centres and to determine the factors which affect parents’ satisfaction in a part of one of Thailand’s southern provinces.
Design/methodology/approach
Data were collected using a structured questionnaire from parents of children attending 29 day-care or preschool centres in Songkhla Province, South Thailand, over a two-month period in the Spring 2014. The data were analysed mainly using descriptive statistics and some correlation analyses with subsequent logical interpretation.
Findings
Given the location and non-compulsory nature of the childcare provision being assessed, it would seem fair to say that the answer to the overarching objective was fairly positive. Expectations were non-trivial; parents looked for more than “baby-minding” and expected there to be some appropriately qualified staff. The perceived satisfaction levels indicate that there is nevertheless scope for improvement.
Research limitations/implications
The sample studied is from a limited geographical region of Thailand; hence, there must be some caution in making recommendations for the whole country.
Practical implications
As the outcomes being delivered are seen to be mainly positive by parents and guardians, the policy implication for the Thai Government is that they should continue to promote, and ideally enhance, this kind of early years provision. Results suggest that Thai parents would be well advised to make use of childcare centres to promote the socialisation and development of their children.
Originality/value
The originality of the work derives from the lack of similar systematic studies in Thailand and, in particular, for the rural southern provinces.
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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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