Examining literacy development holistically using the Play and Learn through the Arts (PLA) programme: a case study

Literacy is one of the most important areas of development. Several pieces of research examine the positive impact of the arts on children’s literacy development. However, most of them focus on specific literacy skills and not in providing a holistic examination of literacy. Also, they adapt a structured methodology, with pre-decided lesson plans, which contradicts the liberal character of the arts. Having this in mind along with the importance of literacy as an area of learning, this research project was designed with the purpose of examining the effects of the arts on children’s holistic literacy development in the early years settings through a child-led approach. The ‘Play and Learn through the Arts’ (PLA) programme was used for a school year in a case study with 5–6-year-old children in Greece. The outcomes were measured using a mix-method approach and showed the positive contribution of PLA in children’s literacy development.     

Developing preschoolers' social skills through cross-cultural physical education intervention

The purpose of this study was to investigate the changes in children's social skills after their participation in a physical education programme named ESPEC (‘Early Steps’ Physical Education Curriculum). The evaluators of the children's social skills were the trained educators who implemented the curriculum as well as parents of the participating children. This study was conducted in three European countries and was part of a European transnational project. The participants were 286 preschoolers from Cyprus, Greece and Italy. Twelve educators and 286 parents completed the ‘Social Behaviour Instrument’ (SBI) before and after the implementation of the ESPEC. This four months’ physical education curriculum was designed for preschool-aged children and it included 24 lesson units. The results showed an improvement in children's social skills after ESPEC implementation in all three countries. It can be concluded that the implementation of physical education activities for preschool-aged children can be a way to improve preschoolers' social skills.     

Embedding individualized social goals into routine activities in inclusive early childhood classrooms

This study examined the effectiveness of embedding children’s social goals into routine activities within inclusive preschool classroom settings. An AB (i.e. baseline and intervention) single‐subject design was used across three male participants with identified disabilities. Three student‐teachers, enrolled in a master’s program at a university, implemented the intervention by embedding children’s social goals into classroom routines (e.g. circle time). Social competency increased for all three boys, and social skills improved on the selected social goals that were embedded into classroom routines. The results suggest that the embedding strategy may offer an effective approach for individualizing social skills intervention in preschool classrooms.     

Using integrated arts programming to facilitate social and emotional learning in young children with social cognition challenges

ABSTRACT

The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL instruction was infused throughout. Authors conducted an exploratory study of outcomes using a mixed methods design. We quantified behavioural outcomes for 16 focus students at baseline and again at the end of the programme using a behavioural checklist and several social skills measures. We also gathered qualitative data, specifically end-of-programme interviews with 27 key stakeholders (i.e. instructors and parents). Findings indicated that students made significant gains based on the checklist and social skills measures. Qualitative data indicated that instructors used arts programming to facilitate student growth across all five of CASEL’s SEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.     

Accelerating Early Language and Literacy Skills Through a Preschool-Home Partnership Using Dialogic Reading: a Randomized Trial

Background

This study tested a preschool-home partnership intervention, in which early childhood teachers encouraged the parents/caregivers of preschoolers to engage in dialogic reading at home. This was an experimental test of Bronfenbrenner’s hypothesis that parental involvement in early care and education programs should promote child development, as well as a test of a train-the-trainer approach to the dialogic reading intervention.

Objective

The current study focuses on testing the causality of parent involvement: (1) homework assigned to parents/caregivers will improve the early language and literacy skills of their 2?~?3-year-old children; (2) gains by children in the intervention group with low pre-test language and literacy score, low family literacy score, and high parents/caregivers’ extent of using dialogic reading strategies at home will show larger gains in literacy scores than their counterparts.

Methods

A sample of 12 early care and education programs, 18 early childhood teachers, 87 two–to three-year-old children and their parents/caregivers were followed for 18?~?20 weeks after assignment to the intervention group or the control group.

Results

The impacts of the six-week parent involvement intervention continued to grow during the six-week follow-up phase, and represented substantial gains of the intervention group in four aspects of early language and literacy skills.

Conclusion

This study provides evidence that a simple homework assignment intervention can be an effective tool to promote child development when parents/caregivers are engaged. The intervention also had ongoing influence on children’s early language and literacy skills, even after the intervention period had ended.

     

Physical activity and motor skill outcomes of a 10-week intervention for children with intellectual and developmental disabilities ages 4–13: A pilot study

BackgroundChildren with intellectual and developmental disabilities (IDD) often experience increased barriers to engaging in physical activity (PA) which can stem from lack of gross motor function (GMF) development. Intervening on GMF at an early age can create better opportunities for children with IDD to engage in regular PA. In turn, increased PA can improve health outcomes and increase social skills.ObjectiveThe primary objective of this pilot study was to explore the effectiveness of a community-based GMF-focused PA intervention for improving overall motor skills and PA for children with IDD.MethodsAll study participants (n = 24) engaged in 10 weeks of programming for 1 h each week. A convenience sample was utilized.ResultsResults indicated no statistically significant changes pre to post for motor skill scores. However, a visual analysis of mean changes showed a consistent pattern of increased scores from pre to post on most skills. Additionally, we found that a change in participant locomotor skills significantly predicted change in Moderate to Vigorous Physical Activity (MVPA), F (1,11) = 5.16, Adj R² = .26, p = .04.ConclusionsThese results suggest individualized attention on GMF may help to increase motor skills for children with IDD. This study adds to the small but growing amount of research examining the efficacy of community based adapted PA interventions. Further, study results should support continued exploration of effective approaches to address the motor delays experienced by children with IDD.     

Gender as a moderator of the association between teacher–child relationship and social skills in preschool

ABSTRACT

The purpose of this study was to examine whether gender would moderate the association between teacher–child relationship and children’s social skills in a sample of preschool children. Classroom teachers (N?=?32) rated the quality of the teacher–child relationship (Student–Teacher Relationship Scale; STRS) and children’s social skills (Social Skills Rating System; SSRS) in a sample of 160 preschool children in Oman. Children’s ages ranged from 46 to 70 months with an average of 58 months (SD?=?6 months). The hierarchical multiple linear regression analysis showed that the subscales (STRS) and the total score explained 21% of the variance in social skills. Gender was also a significant predictor of children’s social skills. Females’ close relationship with teachers predicted social skills better than males. Positive correlations were found between teacher–child conflict and both internalizing and externalizing behaviours, and between closeness and SSRS cooperation and self-control. Teacher–child dependence correlated negatively with both cooperation and SSRS total score. An independent-samples t-test showed that girls displayed higher scores than males in SSRS cooperation assertion, SSRS total score, and STRS closeness. Results inform policy-makers and practitioners about the gender disparity issue and the importance of developing positive and healthy teacher–child relationships in preschool.     

Positive parenting support during family reunification

ABSTRACT

This article presents the results of a qualitative study that explores parenting skills when a child returns home after a period of foster care in the child protection system. There were a total of 135 participants, including 63 child protection professionals, 42 parents and 30 children and adolescents. The data were analysed using content analysis submitted to peer review. Triangulating the voices of children with the input of parents and professionals rendered it possible to identify needs for the consolidation of family reunification in five dimensions: adjustment of parenting skills, adaptation to the needs of the child, social support, more accurate perception of one’s role, and parental self-efficacy. These findings suggest particular characteristics in the development of both generally applicable skills and skills specific to positive parenting that can improve the chances of a successful reunification process.     

Social transformation,collective health and community-based arts: ‘Buen Vivir’ and Ecuador's social circus programme

ABSTRACT

Worldwide, interest is increasing in community-based arts to promote social transformation. This study analyzes one such case. Ecuador's government, elected in 2006 after decades of neoliberalism, introduced Buen Vivir (‘good living’ derived from the Kichwan sumak kawsay), to guide development. Plans included launching a countrywide programme using circus arts as a sociocultural intervention for street-involved youth and other marginalised groups. To examine the complex ways by which such interventions intercede in ‘ways of being’ at the individual and collective level, we integrated qualitative and quantitative methods to document relationships between programme policies over a 5-year period and transformations in personal growth, social inclusion, social engagement and health-related lifestyles of social circus participants. We also conducted comparisons across programmes and with youth in other community arts. While programmes emphasising social, collective and inclusive pedagogy generated significantly better wellbeing outcomes, economic pressures led to prioritising productive skill-building and performing. Critiques of the government's operationalisation of Buen Vivir, including its ambitious technical goals and pragmatic economic compromising, were mirrored in social circus programmes. However, the programme seeded a grassroots social circus movement. Our study suggests that creative programmes introduced to promote social transformation can indeed contribute significantly to nurturing a culture of collective wellbeing.     

Keeping the focus on children: the challenges of safeguarding children affected by domestic abuse

Safeguarding children affected by domestic abuse is a key responsibility for all professionals working with children and families, but can be difficult to achieve in practice. Despite a policy emphasis on early intervention and child‐centred work, limited attention has been paid to how professionals in universal and additional support services address this important area of work. This paper reports findings from qualitative research undertaken in one local authority area in the north of England during 2011 which examines the challenges facing professionals in safeguarding children affected by domestic abuse. Six mixed professional focus groups were held, attended by a total of 23 participants. Discussion focused upon participants’ awareness of domestic abuse, how they assessed and met children and young peoples’ needs, and their views about service provision and safeguarding processes. Data were transcribed and thematic analysis undertaken. The themes presented in this paper – embodied recognition, someone else's job, service gaps, skills deficits, and focusing upon children and young people – illustrate the scope and limitations of professionals’ work with children and young people affected by domestic abuse. Areas for practice improvement are discussed.     

Practitioners' Voices

Abstract

Four focus groups were structured to give voice to group supervisors' reflections on their practice of supervising agency-based professionals and graduates preparing for licensure. Data were collected in two Midwest states and at an international conference from 25 participants, primarily social workers, from a variety of social service settings. Supervisors reported learning their group supervision skills “by the seat of the pants” and reported individual and professional development benefits for supervisors and supervisees, contributions to improved client services, and challenges in balancing the role of supervisor with that of group leader. Participants recommended clear contracts for group supervision and more training in group process and leadership, which suggested implications for education and further research.     

Changing social and HIV/AIDS risk behaviours: Effects of life skills education among urban street youths

Abstract

The objective of this study was to examine the effect of a life skills education intervention among male and female youth in Ibadan, Nigeria, on knowledge about prevention and safe sexual practices, sexual roles and responsibilities, HIV/AIDS, money management, assertiveness and communication through follow-up interviews four weeks and eight weeks following the intervention. The participants were 98 males and females, and part of an initial survey of social and health problems of street youths in Ibadan, Nigeria. They were locality-separated, with consecutive assignments to two groups of experimental (n?=?54, exposure to a manual driven life skills education) and control (n?=?44, non-exposure to life skills education, but attention given) participants, and evaluated subsequently at four weeks and then at eight-week follow-ups. At the four-week post-intervention assessment, the experimental group showed significantly increased scores in the knowledge of antisocial behaviour prevention (p < 0.01), about HIV/AIDS (p < 0.001), about safe sexual practices (p < 0.001), about social roles and responsibilities and about assertiveness and communication (p < 0.01). At eight-week follow-up assessment, substantial significant reductions in reported antisocial and unsafe sexual behaviours were observed across the experimental group compared with the control group. The results suggest that street youths can be empowered through life skills education but with limitation to safe sexual practices over a sustained period of time in Nigeria.     

Examining relationships between home-based shared book reading practices and children’s language/literacy skills at kindergarten entry

ABSTRACT

At start-up of a book distribution programme (Dolly Parton’s Imagination Library) in a southeastern United States community, we examined baseline relationships between at-home shared book reading (SBR) and children’s language/literacy abilities and skills at kindergarten entry. One hundred fifty-two parent/child dyads participated; children (53% male) had a mean age of 5 years, 6 months. Survey data included family demographics, SBR frequency and practices, and children’s interest in reading. Household income and parent education level were positively associated with SBR frequency. Relationships between SBR frequency and children’s performance on measures of print concepts/ reading behaviours, narrative retelling, narrative comprehension, and interest in reading were statistically significant. Performance on a letter naming fluency and phonemic segmentation measure was significantly related to the SBR practice of stopping to ask the child about letters or words but not to SBR frequency. Differential associations are discussed in terms of constrained and unconstrained abilities and skills, with implications for future research.     

Transactional development of parental beliefs and academic skills in primary school

This study examined transactional development of mothers’ beliefs (self-efficacy, success attributions of a child's success to maternal effort) and children's academic skills. Six hundred sixty-eight children and their mothers were evaluated twice: at the beginning of the first grade and at the end of the third grade. Mothers’ beliefs were measured with a modified Teacher Efficacy Scale; math and reading skills were assessed with tests. The results showed that mothers’ self-efficacy was not related to a child's academic skills. Mutual negative relations between attributions of a child's success to maternal effort and children's academic skills were identified. When children's initial skills were low, mothers’ success attributions increased. In turn, mothers’ higher success attributions at the beginning of school predicted children's lower skills at the end of the third grade. Mothers’ higher education was related to their higher self-efficacy and lower success attributions. The findings emphasise the need to educate parents about attributions and the best ways to support their children's academic development.     

孤独症谱系障碍儿童学校表现和社会技能的发展

孤独症谱系障碍(ASD)是一组神经发育性障碍,其特征是不同程度社会交往障碍,以及狭隘兴趣和刻板行为,症状在儿童早期出现并通常持续整个生命周期。中国大陆于2006年第2次全国残疾人抽样调查时将ASD纳入精神残疾范畴,并制定了《儿童孤独症诊疗康复指南》。对ASD的研究日益受到专业工作者的重视,但多集中在早期评估诊断及综合干预,对于ASD儿童的入学安置、学校表现及入学后社会技能的发展等则相对较少。该文简述ASD儿童在学校的表现及社会技能的发展,以期为国内学龄期ASD儿童学业及社会技能的持续支持提供参考。     

Social Stories for Sexuality Education for Persons with Autism/Pervasive Developmental Disorder

Lack of social skills for individuals having autism can be particularly significant in the area of intimate relationships and of sexuality. However, typical sexuality education programs for persons with disabilities may lack components that address the unique social skill needs for persons having autism. In special education, Social Stories have been used to teach appropriate social skills and behaviors to children and youth having autism. Nonetheless, no research documents the use of social stories in sexuality education in this population. The present paper outlines the instructional use of Social Stories with individuals having autism, investigates components that make Social Stories a promising method of intervention, and discusses implications for the utility of Social Stories for sexuality education in particular. Information presented should assist individuals with autism and their caregivers/educators in preparing for, and managing the opportunities to engage in healthy and satisfying sexual lives.     

Healthy upbringing of children through the empowerment of women in a disadvantaged neighbourhood: evaluation of a peer group project

Aim  

The study evaluates a community-based intervention programme, using a peer approach. The programme’s objective is to improve life opportunities for children from disadvantaged families in a poor district of Berlin by empowering their mothers. Women of varying cultural backgrounds—most of them from immigrant families—are educated in subjects like child development, early education and health in order to work as community mothers (CMs). Their major task is to obtain access to the families, strengthen the mothers’ parenting and personal skills, and promote early nursery school attendance and access to social support systems. Community settings are integrated in the programme through the establishment of family cafés in nursery and primary schools.     

孤独症谱系障碍儿童学校表现和社会技能的发展

孤独症谱系障碍(ASD)是一组神经发育性障碍,其特征是不同程度社会交往障碍,以及狭隘兴趣和刻板行为,症状在儿童早期出现并通常持续整个生命周期。中国大陆于2006年第2次全国残疾人抽样调查时将ASD纳入精神残疾范畴,并制定了《儿童孤独症诊疗康复指南》。对ASD的研究日益受到专业工作者的重视,但多集中在早期评估诊断及综合干预,对于ASD儿童的入学安置、学校表现及入学后社会技能的发展等则相对较少。该文简述ASD儿童在学校的表现及社会技能的发展,以期为国内学龄期ASD儿童学业及社会技能的持续支持提供参考。     

Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning

The continued standardisation of publicly funded early education programmes has led to teacher educators and researchers focusing in on what works in preparing teachers and their students to succeed in these environments. Such a focus prioritises an epistemological understanding of teaching and learning and leads to investigations examining whether professional development programmes impact participants’ ways of knowing. Many within teacher education question this outcomes-based focus on teaching and learning and are seeking alternative forms of professional development. The programme examined in this article took up this call by implementing an ontological conception of professional development that re-centers the learning process through the experiences of teachers in their classrooms. Specifically, it assisted a collection of early educators in enacting new ways of professional being that attended to children’s worlds. Studying their experiences provides insight into the opportunities and challenges that exist for those who seek to transform the teacher education process.     

Evaluating quality in early childhood education in relation with children outcomes in Greek context

ABSTRACT

The aim of the current study was to evaluate the relation of early childhood education global quality with children outcomes in the Greek early childhood education settings. Quality was assessed by the Early Childhood Environment Rating Scale-Revised (ECERS-R), whereas the Utrecht Early Math Competence Scale and Concepts About Print Scale were used to measure child outcomes. The sample of the current study was 51 Greek early childhood classrooms and 402 children (202 boys and 200 girls) attending these classrooms. Results indicated that quality, measured by the ECERS-R, is significantly related to children outcomes, such as early mathematical skills and knowledge about print. The global quality measured by the ECERS-R is related to child outcomes; however, more studies will be needed to fully investigate the role of global quality in facilitating children’s cognitive development. Implications of the study’s results at national and international levels were also discussed.