Preparation of early childhood teachers in Sweden

This paper looks at the significant issues connected with early childhood teacher preparation in Sweden in the light of recent educational reforms. Training goals are discussed in the context of ECE ideology and the reform of higher education.     

Preparation of early childhood teachers in Sweden

This paper looks at the significant issues connected with early childhood teacher preparation in Sweden in the light of recent educational reforms. Training goals are discussed in the context of ECE ideology and the reform of higher education.     

儿童早期家庭养育环境与儿童心理发展

家庭养育环境对儿童早期心理发展作用是多方面的.多中心研究证明家长抚养行为、亲子互动、家庭环境质量对儿童早期智力发展具有显著影响.气质是先天的,但母亲情绪问题、家庭经济收入、家长教育程度、亲子互动、环境的多样性等对儿童气质维度有一定影响.人的性格主要是在后天环境中形成的,父母的态度和养育方式对儿童性格发展影响显著.儿童早期交往对象主要是父母,家庭养育方式在儿童社会化过程中作用显著;这个过程发展不好,就会出现这样那样的人际关系问题和行为问题.对儿童早期家庭养育环境的系统评价是家庭养育环境研究与促进的基础,国外<家庭环境观察评定量表(HOME)>具有开创性的贡献,国内自主编制的<儿童早期家庭养育环境量表>则是家庭养育环境评价量表本土化的一个有益尝试.     

Evaluation practices of model early childhood programs

During the last half of the twentieth century, increasing numbers of young children have been placed in out-of-home care. The need to assure quality experiences for young children in such settings is a pressing social and parental need. One important method of insuring program quality lies in the program evaluation process. This article summarizes literature on early childhood program evaluation, presents an overview of the national standards addressing quality in early childhood programs and presents the results of a study of evaluation practices of model early childhood programs. A questionnaire was devised based on the program evaluation literature. The questionnaire asked programs to identify the methods and staff used to evaluate nine program components. Programs were identified in the literature which were cited for exemplary practices. The questionnaire was sent to these programs. The study and analyzes the results of the information returned by the model programs.     

Assessing staff performance in early childhood programs: An alternative method

Staff assessment in early childhood programs can be just as important as student assessment. Using portfolios as a technique of staff performance assessment can incorporate desirable characteristics of evaluation. Questions are discussed of how to effectively implement this new technique and include: What does a staff portfolio look like?; How is it organized?; What are its contents?; What selection process should determine the portfolio process?; and How will the staff portfolio be evaluated.     

Evaluation of early childhood programs: The role of parents

Recent literature indicates that parents have generally been overlooked as sources of information in preschool and day care program evaluations. The need for parent involvement in program evaluation is detailed and data are presented that highlight some of the problems which may be encountered when parents are included. Behavioral ratings from both parents and teachers of preschool and day care children were collected and differences were noted despite the high internal consistency of the scale used. Approaches toward interpreting such discrepancies are detailed and suggestions for future research and application are made.The authors wish to thank Ted Speroff for making his data available for this report. Also, we are indebted to the many parents and teachers who cooperated in the various phases of the research program described here. Copies of the current edition of the DRSPC (Deitchman & Battle, 1976) and reprints can be obtained from Robert Deitchman, Ph.D., Department of Psychology, University of Akron, Akron, Ohio 44325.     

The effects of prior experience in early childhood programs and play setting on social behaviour and play in preschoolers

Two studies exploring the effects of prior experience in early childhood programs and play setting [inside vs outside] on the social behaviour of preschoolers are reported. In both studies, four-year-old children currently attending preschool were observed during inside and outside free play. Parten's [1932] social participation classification was used. In the first study, the behaviour of children who had attended sessions at a similar preschool in the preceding year was found to be significantly more social during inside play than children with no prior experience in an early childhood program. Play was significantly more social outside for the group as a whole. In the second study, preschoolers with prior experience-in a range of early childhood programs were observed. Again, play was found to be significantly more social outside, but the results of Study 1 in relation to prior experience were not supported. No differences were found in the social nature of the children's play according to the extent of their experience in early childhood programs. These results are discussed in relation to the ongoing impact of early childhood programs, the importance of the currently-attended program and the potential role of outdoor settings in interventions with socially isolated or withdrawn children, or others in integrated groups.     

Costs and characteristics of high-quality early childhood education programs

This paper reports the results of a survey on the costs and characteristics of full-day full-year early childhood education programs serving four-year-olds that are accredited by the National Association for the Education of Young Children (NAEYC). These centers had average costs excluding in-kind donations of $4,200 per child in 1988 and $4,800 per child including donations. Annualized salaries of child care teachers in these centers ranged from about 55 to 74 percent of public school teachers with similar years of experience and education. This study also confirms that turnover of child care teaching staff is high, about 26 percent for teachers and 54 percent for teacher aides.This article represents the views of the authors and does not necessarily reflect the views of the U.S. General Accounting Office.     

Ethical considerations of children's digital image-making and image-audiancing in early childhood environments

This research examines a multi-year investigation of preschoolers’ experiences participating in a media-driven exploration of informal play experiences as a means to engage children as artists, researchers, and documenters of their own worlds. In this writing, I will explore the ethical issues that arise for adult researchers engaged in participatory research employing digital technologies with young children. In particular, this writing contributes to emerging understandings of the responsibility of the adult researcher in the academic representation, presentation, and discussion of children's digital imagery and other artistic works. The role of the adult researcher is highlighted through the exploration of the ethical considerations surrounding aims to represent children's work in ways that are ethical, respectful, and adhere to the child's artistic, creative, and aesthetic intent.     

Games and early childhood in Nigeria: A critical focus on Yoruba traditional children's games

This article which focuses on some Yoruba traditional children's (indoor and outdoor) games also attempts at defining game in spite of its definitional elusiveness.

It also examines how the highlighted traditional games are played as well as their functional significance which among others include: the mastery of physical activity, exploration of the environment, improvement in cognition and social learning.     

Supporting change in a school district's early childhood programs: A story of growth

Public school early childhood programs are increasingly being scrutinized as to whether their practices are developmentally appropriate. The Turner Project was initiated at the invitation of 14 early childhood teachers and their assistant superintendent, to assist them in rethinking the school district's early childhood programs. From a research perspective, the Project was conceptualized as an opportunity to explore the process of educational change. This paper describes the implementation process developed for the Turner Project and the elements believed to be accountable for the evolution of 14 early childhood classrooms into more meaningful environments for teaching and learning.     

Farmers' health and safety programs in Sweden

In 1977, the Swedish Farmers' Federation initiated a pilot project of preventive occupational health services to farmers. After a few years it was decided that this occupation-specific service, Farmers' Preventive Health Service (Lantbruksh?lsan), should be permanently established within the federation of farmers. Today, 33 special regional centers have been established around Sweden, providing occupational health services to farmers, farm workers, and others occupied in farm-related enterprises. At another 30 locations collaboration has been established with other existing health care centers. Farmers must pay a fee to become a member of the organization and to provide affiliation is voluntary. Today about 40,000 farmers are members. The main goal of the farmers' preventive health service (FPHS) is to prevent work-related injuries and illnesses and to provide clinical services to farmers for occupational medical problems. Every second year a health check-up is performed; during the years in between other services such as farm visits, first aid courses, and sessions on prevention/amelioration of back and neck problems are provided. A team of occupational nurses, physiotherapists, agricultural safety engineers, doctors, and secretaries work together to provide comprehensive services. This integrated medical-technical approach to service provision is a prerequisite to successful intervention for the many occupational hazards which may cause damage to health. Respiratory problems related to inhalation of organic dust, pesticide exposures, allergies, and orthopedic diseases are important. Psychosocial work-related problems seem to be increasing among farmers.     

Improving Latino children's early language and literacy development: key features of early childhood education within family literacy programmes

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher–child interactions and child engagement in language and literacy activities and how these features relate to Latino children's early language and literacy development. Participants were 181 Latino children (3–5 years old) from low-income families enrolled in 22 ECE programmes within family literacy programmes. Teacher–child interactions were of medium quality on socioemotional support and low quality on instructional quality. Latino children spent about 20% of their day engaged in language and literacy activities. Multilevel regression analysis results showed that the length of Latino children's engagement in language and literacy activities in ECE programmes was more strongly related to their English oral language skills and alphabet knowledge than the quality of teacher–child interactions.     

Professional training and education of early childhood teachers #oppre-school teachers = forskollarare#cp in Sweden

This paper aims to provide a brief overview of the principles and practice controlling the initial preparation of early childhood teachers in Sweden.