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1 – 10 of over 16000Researchers argue that much of who we are is developed during childhood. Yet, little exploratory research has been conducted regarding the childhood experiences, activities…
Abstract
Purpose
Researchers argue that much of who we are is developed during childhood. Yet, little exploratory research has been conducted regarding the childhood experiences, activities, personalities, and perceptions of successful leaders. This paper aims to address this issue.
Design/methodology/approach
In‐depth, qualitative interviews were conducted with ten women university presidents to investigate perceptions and experiences related to the lifetime development of leadership skills, abilities, and competencies. The lived experiences of these women were investigated using the phenomenological research methodology so that “voices” could be heard and unique insights examined. This paper explores a portion of this research focused on childhood personalities, school and other activities, influential individuals, and significant events and challenges.
Findings
Results support the growth‐task model of human development. As children, the presidents were generally obedient, reflective, observant, smart, self‐directed, competitive, and moderately to highly confident. It was important for them to live up to their own expectations and those of significant adults around them. These women were involved in a variety of helpful activities as children and thrived on learning and developing new skills, knowledge, and capabilities. Other than their own parents, influential individuals during childhood included predominantly women (elementary school teachers, aunts, and grandmothers). The most helpful learning experiences involved challenging and difficult situations or events (e.g. illness, relocation, and fear).
Practical implications
By understanding these influences, practitioners can design more effective interventions dependent on an individual's background.
Originality/value
This paper provides valuable information for those interested in individual leadership development efforts centered on working with individuals interested in obtaining positions at the highest levels in higher education.
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This chapter is not about the development of the child; I am making this clear from the outset because the title could easily be misinterpreted that way by the readers who are…
Abstract
This chapter is not about the development of the child; I am making this clear from the outset because the title could easily be misinterpreted that way by the readers who are unacquainted with social studies of childhood. Although ‘development’ and ‘child’ are familiar concepts, which combined in notions of ‘development of the child’ or ‘child development’ are parts of a century long, successful and dominant discourse, the notion of ‘development of childhood’ is rather begging questions, such as if there at all is such a thing as a theory of childhood development and if we need it. To my mind the brief answer to the first question is ‘no’, but quite a few authors have made thoughtful formulations about it and about generational relations without necessarily having intended to be theory builders (cf. Alanen, 2009). The answer to the second question is ‘yes’, I believe we need such a theory to come to terms with how children's life worlds have changed and how they have related to contemporaries belonging to other generations – adulthood, youth and old age.
Soo-Young Hong, Julia Torquati and Victoria J. Molfese
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood…
Abstract
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.
This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.
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The child is humanity's future; childhood experiences shape future social life and culture. Happier children, and thus happier societies, are the result of a proper definition and…
Abstract
The child is humanity's future; childhood experiences shape future social life and culture. Happier children, and thus happier societies, are the result of a proper definition and comprehension of the child and his/her childhood period and the elimination of harmful behaviours and attitudes towards children during their formative years. Childhood is a distinct period in various communities and historical periods.
When dealing with childhood and the history of childhood around the world, all types of information, documents and items that are assumed to be directly or indirectly related to the child will contribute to understanding the place of childhood in the historical process. The importance of the child's role in history was recognised, and childhood was encouraged in historical research. Understanding the historical changes in the concept of childhood will influence children's positive development and perceptions of childhood. As a result, we wanted to examine childhood through the lens of history.
Brenda Jones Harden, Brandee Feola, Colleen Morrison, Shelby Brown, Laura Jimenez Parra and Andrea Buhler Wassman
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their…
Abstract
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.
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The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating…
Abstract
Purpose
The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children.
Design/methodology/approach
The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans.
Findings
The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses.
Research limitations/implications
This is a conceptual paper.
Practical implications
The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families.
Social implications
Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children.
Originality/value
This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.
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Flora Farago, Kay Sanders and Larissa Gaias
This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the…
Abstract
This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.
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Jianping Shen, Xin Ma, Wendy Tackett, Xuejin (Kim) Lu, Karen Brandi, Jeff Goodman, Lance Till and Grace Watson
On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a) the…
Abstract
On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a) the duration of early learning coaching, (b) the intensity of career advisors, (c) quality workshops and conferences, (d) college courses, and (e) scholarship for books and supplies in relation to taking college courses are related to improving practitioners' job skills and level of certification and degree in early childhood care and education. We found that additional income to practitioners through the WAGE$ program is effective in retaining them. We also found that the professional development program has differential impact on practitioners of various racial and ethnic groups and that more encouragement and support should be given to African-American and Hispanic practitioners to engage in professional development and pursue advancement in the level of certificate and degree. All these findings have implications for the policy of early care and education in general and for other quality improvement initiatives for early care and education in particular.
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Maryellen Schaub, Yuen-Hsien Tseng and Yuan Chih Fu
Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through…
Abstract
Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through new fields of study. Early childhood education entered the university as occupational training and has grown into a legitimate field of study. For example, an analysis of the expansion of early childhood papers and topics in scientific journal articles shows a slow steady rise before a dramatic increase in the 1956–2021 time period. The expansion of early childhood education as a field has been synergistic with the process of academization. Training in the occupation of early childhood education started first in its country of origin and then moved to independent training programs and normal schools in the United States before landing in four-year institutions that include everything from small colleges to large universities.
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This chapter reviews some of the important factors in the professional development of teachers of young children. It discusses how important teacher quality is for student…
Abstract
This chapter reviews some of the important factors in the professional development of teachers of young children. It discusses how important teacher quality is for student outcomes. The chapter also discusses the many factors that go into the development of quality teachers. This chapter also introduces the history of the Early Childhood Educator Professional Development program financed through grants from the United States Department of Education. This program has focused on creating state of the art professional development programs across many U.S. contexts.
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