Search results

The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are considered in relation to evidence on integrated programmes and different models of parent involvement.

This paper reports on an interim evaluation of practitioners’ and parents’ experiences of the implementation processes, focusing on the involvement and engagement of parents.

Evidence for the rationale for parent engagement in this context is substantiated. The Preschool PATHS curriculum is known to impact on children’s social competence, problem behaviour and, in the early school context, attainment. However the programme does not target parent skill directly or address parent behaviours that may affect children’s social competence and behaviour. It is suggested that the programme needs to be extended to provide structured input for parents via training and information similar to that provided for practitioners. A pilot study using integrated parent training material and supported by an implementation framework is advised.

The paper describes a flexible, evidence-based framework supporting replicable processes useful to service providers across programmes and contexts. An “innovation” (a term used to describe deviations from programme fidelity or implementation standards) is explored which affected the creation of parallel parent involvement strategies but not the delivery of the programme itself which was carefully monitored. While adaptations and deviations are inevitable, some flag up areas where development or issues of contextual fit need to be addressed and might, as in this case, inform better integration of evidence and practice development.

The positive outcomes demonstrated in programme efficacy trials and the apparent ineffectiveness of programmes in community settings have prompted investigators and practitioners to examine implementation fidelity. Critically important, but often overlooked, are the implementers who deliver evidence‐based programmes. This article distinguishes fidelity at the programme level from implementer fidelity. Two components of implementer fidelity are defined. It is proposed that implementer adherence and competence are related but unique constructs that can be reliably measured for training, monitoring and outcomes research. Observational measures from a school‐based preventive intervention are used to illustrate the contributions of implementer adherence and competence. Distinguishing implementer adherence to the manual from competence in programme delivery is the next step in child mental health programme implementation research.

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

The impact of inclusion programs on children goes beyond the classroom. It reflects families’ and children’s experiences with school systems and communities. Inclusion is more than an issue of disability, a set of strategies, or a placement. It involves the need for all children to be a part of the classroom (Odom, Schwartz, & ECRII Investigators, 2002) and for their families to be a part of their educational experiences (Soodak & Erwin, 1995). The purpose of this chapter is to identify the barriers to and facilitators of inclusion in early childhood programs through listening to the voices of parents and analyzing effective inclusive practices in the literature. The chapter is organized around five themes derived from the voices of parents about their children with disabilities in preschool placements. These themes are then connected to the findings in the literature including the key characteristics of early childhood inclusion programs. The reader is encouraged to identify the barriers to and facilitators of inclusion that the parents share through their lived experiences for each theme as well as reflect on the ways in which schools can include and collaborate with parents to foster a partnership that supports all children.

This study was carried out in 2013 and aims to define the professional self-efficacy of preschool teachers (PTSE); define preschool teachers' perception of preschool excellence (PTPPE); and investigate the relationship between the two.

Scales for PTPSE and PTPPE were developed especially for this study. Preschool teachers (N = 202) participated during the 2013 school year. Structural equation modelling was performed to test the fit between the research model and the obtained data.

PTPSE scale (a = 0.91) comprised three subscales: pedagogy (a = 0.84), organisation (a = 0.85) and staff (a = 0.72). The PTPPE scale (a = 0.92) is also composed of three subscales: organisation and pedagogy (a = 0.88), staff (a = 0.84) and parents (a = 0.83). The goodness of fit measures were RMSEA = 0.045, CFI = 0.97, NFI = 0.89, df = 173, χ² = 242.94, p = 0.000, showing GFI = 1.4 (<3) as a good fit.

As the sample was relatively small, the results need to be replicated with larger samples. Therefore, the conclusions of this study are only partially applicable. Another limitation is that both the PTPSES and PTPPE were tested only in Israel and not in other environments.

Understanding self-efficacy of preschool teachers, preschool excellence and the relations between them could assist policymakers with decisions concerning continuing professional development (in service training) of preschool teachers.

Little is known about perceived self-efficacy of preschool teachers, their perception of preschool excellence or the relations between the two.

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.

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.

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.

The sample studied is from a limited geographical region of Thailand; hence, there must be some caution in making recommendations for the whole country.

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.

The originality of the work derives from the lack of similar systematic studies in Thailand and, in particular, for the rural southern provinces.

Emotions are an important aspect of work performance but are often overlooked, especially amongst preschool teachers whose work environment is laden with emotional job demands. The present study aims to examine the mediating role of emotional exhaustion in the relationship between emotional labour and contextual performance.

Using a cross-sectional design, data were obtained from 288 preschool teachers in the Tema Metropolis in the Greater Accra region of Ghana. The study's hypotheses were tested using structural equation modelling with maximum likelihood estimation in AMOS 21.0.

The structural equation modelling analyses revealed that deep acting had a direct positive relationship with contextual performance, whereas the direct relationship between surface acting and contextual performance was not statistically significant. Furthermore, deep acting and surface acting were indirectly related to contextual performance via emotional exhaustion.

The study's findings underscore the need for educational institutions and managers to create a supportive environment for teachers engaging in emotional labour, and to ensure that emotional labour is not overburdening teachers.

The study contributes to the literature on teachers' engagement in discretionary behaviours by elucidating emotional exhaustion as a linking mechanism between emotional labour and contextual performance in a non-Western context. This is one of the few studies to link emotional labour to contextual performance in the educational context.

The purpose of this chapter is to examine the challenges of instructional leadership in prekindergarten (PK) programs in the context of small and mid-sized school districts. We first explore issues that characterize current PK education including the need for content standards and curriculum, Developmentally Appropriate Practices (DAP), Mathematics Pedagogical Content Knowledge, and addressing mathematics anxiety and teacher-efficacy. We then turn to instructional leadership for PK education and the challenges that leader preparation and district program structures cause for instructional leadership. Often instructional experts have limited exposure to PK classrooms housed in traditional elementary buildings. Additionally, elementary principals are typically ill-prepared with the knowledge needed to support and develop teacher MPCK and effective learning contexts in PK classrooms. Typical preparation and professional development programs offer limited support for building principals as PK instructional leaders. Implications for building principals include the need to engage professional communities, utilize collaborative processes such as team observations, and leverage the collective efficacy and expertise of PK educators in their schools and districts.

The purpose of this paper is to describe the policy and trends in rural education in China over the past 40 years; and also discuss a number of challenges that are faced by China’s rural school system.

The authors use secondary data on policies and trends over the past 40 years for preschool, primary/junior high school, and high school.

The trends over the past 40 years in all areas of rural schooling have been continually upward and strong. While only a low share of rural children attended preschool in the 1980s, by 2014 more than 90 percent of rural children were attending. The biggest achievement in compulsory education is that the rise in the number of primary students that finish grade 6 and matriculate to junior high school. There also was a steep rise of those going to and completing high school. While the successes in upscaling rural education are absolutely unprecedented, there are still challenges.

This is descriptive analysis and there is not causal link established between policies and rural schooling outcomes.

The authors illustrate one of the most rapid rises of rural education in history and match the achievements up with the policy efforts of the government. The authors also explore policy priorities that will be needed in the coming years to raise the quality of schooling.

This is the first paper that documents both the policies and the empirical trends of the success that China has created in building rural education from preschool to high school during the first 40 years of reform (1978-2018). The paper also documents – drawing on the literature and the own research – the achievements and challenges that China still face in the coming years, including issues of gender, urbanization, early childhood education and health and nutrition of students.