Forms of knowledge, the curriculum and the young child

Children need to learn many matters, but not all their learning is of the same epistemological kind.There are something like eight fundamental and fundamentally different ways in which human beings encounter the world: Knowledge of Mathematics and Logic, Empiricist Knowledge, Scientific Knowledge, Knowledge of Persons and their Minds, Moral Knowledge, Knowledge and Experience in the Aesthetic Domain, Religion, Philosophy. These Forms structure children's learning, understanding, and experience both formal and informal, at all ages.Moreover they structure not just “scholarly knowledge and experience”, but also, “commonsense knowledge and experience”.

A suitable curriculum will be one which in one way or another provides diverse experiences of these Forms. Because there is no “transfer of training” between Forms as such, children need to be introduced to them all and to be shown how they differ. To say this is not to beg any questions about the best way in which to teach young children: no matter how we decide to organize a curriculum,we are still able to use a range of modern methods.

Although much learning in pre-school and early elementary school ought not to be directly concerned for the deliberate acquisition of the Forms as such, much of the casual learning in schools (and outside them) does indeed involve the Forms-with examples drawn from the child world.

In introducing children to the Forms, those who care for and who teach young children have an enormous responsibility.     

Resilience and Young People Leaving Care

How do we promote the resilience of young people leaving care? This article explores this question by bringing together research findings on the resilience of young people from disadvantaged family backgrounds with research studies on young people leaving care. These findings are applied to young people during their journey to adulthood: their lives in care, their transitions from care, and their lives after care. It is suggested that three main groups of young people can be identified from leaving care research studies: young people “moving on”, “survivors” and “victims”. It is argued that promoting the resilience of young people leaving care will require more comprehensive services across their life course. This will include, first, better quality care, providing more stability, holistic preparation, a positive sense of identity and assistance with education; second, opportunities for more gradual transitions from care, less accelerated and compressed, and more akin to normative transitions; and third, the provision of better quality and more extended support.     

Art development and play

There exists a considerable international body of research and theory into children's art development. Art education is generally considered to proceed through a sequential series of stages beginning with the earliest scribbles. This paper seeks to link alternative sources of knowledge deriving from the theory and research into the studies of the development of perceptual awareness. These are modes by which children take in sensory impressions and come to know the world around them. The content of these sensory impressions is culturally linked and becomes the raw material for the symbols and images that the children know and make.

There is also a significant body of recent research into levels of children's play which should be evaluated in relation to what it can tell teachers and parents about optimal ways to ensure the circumstances that enhance children's long term development. The case for play as we now know it says that it is not valid to believe that any play will do. Qualitatively different levels of play have been shown to have different values for children. “Guided play” or “stretching play” has been shown to be positively associated with play with adults as partners or companions. Play with art materials has also been associated with higher levels of stretching play. The adult partner's role has been found to provide the “scaffolding” to which these higher levels of play are linked.

These findings on play, together with the social patterns whereby more young children are in group play programs raises the curriculum implications for teachers and care givers. These adults moderate the sensory and social experiences and the curriculum materials provided for children during the day. Teachers need to be aware of providing the partnerships in play with art materials, the need to encourage children's interest in sensory experiences and the processes whereby children learn through their hands as well as their eyes. The environment of play program is also important. The quality of the visual environment, the quality of design of play materials and all equipment with which young children have daily contact have their aesthetic influence. Program factors also include the conscious provision of an art curriculum, with regular visits to Art Galleries and Art Museums, as well as opportunities for free play in parks and gardens.     

A randomized controlled trial of a new behavioral home-based nutrition education program, "Eat Well with CF," in adults with cystic fibrosis

Cystic fibrosis (CF) remains the most common genetically inherited disease in the white population and its prognosis is affected by nutritional status. Adults with the disease are now surviving longer and new strategies are required to ensure that they maintain optimal nutrition. This article reports preliminary data from a randomized controlled trial of a 10-week home-based behavioral nutrition intervention, “Eat Well with CF.” Outcome measures of weight change over 6 and 12 months and changes in CF-specific nutrition knowledge score, self-efficacy score, reported dietary fat intake and health-related quality-of-life score were compared between the intervention group (n=34) and a standard care control group (n=34). The hypotheses to be tested were that adults with CF completing “Eat Well with CF” would have an improved nutritional status, improvement in specific nutrition knowledge, and an improvement in self-efficacy regarding their ability to cope with a special diet, compared to those receiving standard care. There were substantial improvements in the intervention group's specific CF nutrition knowledge score, self-efficacy score, and reported fat intake compared to control, but no substantial change in body mass index or health-related quality of life over time. Home-based nutrition education incorporating behavioral strategies can be an effective way to support adults with CF, enabling improvement in self-management skills in relation to diet and pancreatic enzyme replacement therapy. This study revealed gaps in basic nutrition knowledge and skills, inadequate knowledge of diet-disease links and pancreatic enzyme replacement therapy. These need to be identified when subjects progress from pediatric to adult care, and programs such as “Eat Well with CF” are a useful adjunct for registered dietitians trying to manage this diverse but growing population.     

“Omics” research,monetization of intellectual property and fragmentation of knowledge: can clinical epidemiology strengthen integrative research?

An analysis of the contributions of “omics technologies” to human health and clinical care needs to address the relationships between internal issues (e.g., methodological shortcomings in “omics” research and clinical biology) and external influences. Among the latter, monetization of intellectual property (IP) appears to be a powerful force favoring methodological limitations and an excessive reductionism and fragmentation of biological knowledge. Following economic successes in other industries (semiconductors, software, and “dot-coms”), monetization of IP tries to market small fragments of big research “puzzles”; the strategy seems partly responsible for the biotech industry having underperformed methodological, clinical, and economic expectations. Hence, internal, purely scientific reasons can hardly explain failures in the application of long-proven principles of clinical epidemiology to the discovery and validation of diagnostic and prognostic tests. Nevertheless, this paper also sketches methodological proposals that may help integrate microbiological, clinical, and environmental evidence. Clinical and epidemiological reasoning, knowledge, and methods need to be applied on a much wider scale than until now by “omics” studies that aim at making inferences relevant for human beings. Rather than adopting the values and norms of “science business,” “omics research” could apply a diversity of clinicoepidemiological models favoring integrative research.     

Consumer characteristics, food related attitudes and consumption of meat and meat products

Consumer respondents (203) in the metro-Atlanta statistical area answered a detailed questionnaire pertaining to their attitudes and perceptions of different food groups and food uses. Factor analyses resulted in five food attitude, two food item and three food-use appropriateness factors. The food attitude factors were “Like to Cook”, “Organizational”, “Adventurous”, “Convenience driven” and “Nutrition conscious but casual meal planner”. Food item factors were “Main dish” and “Snack”, Food-use appropriateness factors were “Social”, “Satiety” and “Casual”. A significant correlation between nutrition knowledge and nutrition concern, but not food attitude scores, was found. The “Organizational” factor correlated with the most numbers of variables and “Like to Cook” the least. Results of the respondents in this study indicate that consumers in this sample are leading mobile, dynamic and service oriented lifestyles.     

Indexes and boundaries for “quantitative significance” in statistical decisions

Boundaries for S, representing a “quantitatively significant” or “substantively impressive” distinction, have not been established, analogous to the boundary of , usually set at 0.05, for the stochastic or probabilistic component of “statistical significance”. To determine what boundaries are being used for the “quantitative” decisions, we reviewed pertinent articles in three general medical journals. For each contrast of two means, contrast of two rates, or correlation coefficient, we noted the investigators' decisions about stochastic significance, stated in P values or confidence intervals, and about quantitative significance, indicated by interpretive comments.

The boundaries between impressive and unimpressive distinctions were best formed by a ratio of 1.2 for the smaller to the larger mean in 546 comparisons, by a standardized increment of 0.28 and odds ratio of 2.2 in 392 comparisons of two rates; and by an r value of 0.32 in 154 correlation coefficients. Additional boundaries were also identified for “substantially” and “highly” significant quantitative distinctions.

Although the proposed boundaries should be kept flexible, indexes and boundaries for decisions about “quantitative significance” are particularly useful when a value of δ must be chosen for calculating sample size before the research is done, and when the “statistical significance” of completed research is appraised for its quantitative as well as stochastic components.     

Characteristics of successful directors of for-profit child care centers

The need for quality child care is a national concern of increasing interest to parents, child care providers, employers, and policy-makers in the United States. One of the newest entries in child care options available for consumers is for-profit daycare chains. As for-profit chains increase in both number and size, they will receive increased research attention. Few studies have examined for-profit centers in general or the background characteristics of their directors specifically.

The purpose of this research was to develop a profile of directors of for-profit child care centers and to investigate whether certain background variables, such as level of education, differentiated “successful” from “unsuccessful” directors. Data were collected on 362 child care directors employed during a three-year period with a nation-wide daycare chain in the United States.     

The myth of alcoholism prevention

Although practically every article about alcoholism contains at least one or two paragraphs that stress the importance and need for prevention programs, the “hows” and the “specifics” are rarely spelled out in any detail.The analysis of why this situation exists points to the existence of three central premises around which the present alcohol prevention model is constructed. Each of these premises has at its core the existence of some invalid statements, the perpetuation of which effectively blocks the establishment of more appropriate prevention models.Awareness of “facts” about alcohol leads to a change in drinking. The paper cites evidence from experimental and empirical sources, illustrating that the presentation of facts, although in some cases altering attitudes, does not result in changes in certain behaviors. An explanation and model are provided stating the conditions under which “facts” do and do not result in behavioral change and where “alcohol facts” fit into this paradigm.Prevention programs centered around “consequences” are an effective way to produce change in drinking. The common theme most alcohol prevention programs share today is that their “message” deals with the consequences of drinking. This approach is highly unsuccessful in appealing to alcoholics whose characterological style ties them to the present and not the distant consequences of their behavior.Applicability of a medical primary and secondary prevention model to alcohol education. This section of the paper deals with the misapplication of the medical primary and secondary prevention models to alcoholism. It discusses why the etiology of alcoholism must be understood prior to the establishment of a primary prevention program. It also questions the methodological premises around which the early warning signs of alcoholism are built and their validity in successfully predicting the later development of alcoholism. The need for more longitudinal studies is suggested.     

Maternal Sensitivity: A Review of Attachment Literature Definitions

A tenet of attachment theory (Bowlby, 1969; Ainsworth, Blehar, Waters and Wall, 1978) is that attachments develop within the context of, and are thus influenced by, early interactions. “Sensitivity” has been asserted by many researchers to be the key feature of interactions promoting “secure” attachment relationships. Attachment theorists assume that attachment quality is based on the nature of a caregiver's responses to an infant's signals for proximity and contact. Although there appears to be broad agreement in the literature on the importance of maternal sensitivity in affecting attachment relationships, writers differ in their definition of “sensitivity” and the relative emphasis placed on particular aspects of parental behaviour in explaining its effect on attachment.

This paper reviews the literature addressing the construct of “sensitivity”. The problem of defining this construct will be highlighted by summarising relevant literature and identifying the range of behaviours typically used as indicators of sensitivity. Relations between these definitions will be highlighted to reveal the main threads of continuity. Issues related to the concept of sensitivity, arising from reviewing this literature, will be discussed.     

A qualitative study of caregivers' attitudes about child care

Thirty-one caregivers and directors involved in various types of day care for young children were interviewed. Qualitative methods were used to assess their role identity constructs and attitudes toward parents and the child care profession. Caregivers thought of themselves as “mothers,” “grandmothers,” or “teachers.” These social role identities clustered with attitudes about parents and professional role (e.g., “mothers” tended to see parents as neglectful, while “teachers” felt parents failed to reinforce progress made in day care). The authors concluded that conflict over attachment issues contributed to problems between parents and caregivers.     

The Contextuality of Children's Communication Difficulties in Specialist Practice: A Sociological Account

This paper reports findings from fieldwork in situations that brought young children and child welfare practitioners together with the aim of diagnosing and treating children's communication difficulties. The findings suggest that communication difficulties tend to be treated as a property of the individual child rather than as an emergent, contextual property of interaction. The attention will be steered from clinical definitions of “impairment” and “disability” to dynamics of social interaction, where understandings of “good” and “normal” communication play a central role. The findings have implications for current recommendations for good practice, which derive from needs-led, rights-led and skills-led approaches.     

Teenage Kicks: Young Women and their Involvement in Violence and Disorderly Behaviour

The issue of young people's involvement in forms of violence and anti-social behaviour is one that is generating increasing concern across Northern Ireland. Young people are frequently regarded as one of the primary sources of social disorder and are often blamed for provoking fear and a sense of insecurity among elder members of the community. However, in much of the recent writing and in most of the policy responses to problems of anti-social behaviour, there is an inappropriate use of the term “young people”, which effectively functions as a gloss for “young males”. Young women are implicitly included in the concept of “young people as problem” but are effectively excluded from policy considerations, which largely focus on dealing with young men. This paper draws upon research into young people's attitudes to and experiences of violence and disorder in Northern Ireland, but focuses specifically on the views of young women and explores their experiences and knowledge of violence and disorder. The paper considers how far young women's concerns are being acknowledged and questions how far the needs of young women can be accommodated or the risks some of them pose are being addressed by subsuming them within the broader category of “young people”.     

When, How and Why Child Caregivers Respond to Children's Behaviors

In a qualitative study, 42 child caregivers participated in one of six focus groups. They were asked to address three questions in open-ended discussion. “What child behaviors are of concern to you?”, “How do you respond to these behaviors?”, and “How do you make the decision about your response?” Responses were analyzed and categorized to examine when, how, and why caregivers discipline young children. Results showed that aggression, not listening, and sexually-related behaviors were most often mentioned by caregivers as behaviors of concern to them. The most frequently mentioned disciplinary strategies were time-out, explanation, and redirection. The question related to how caregivers make decisions about responding to misbehaviors was analyzed in terms of attributions made by caregivers about misbehaviors. The majority of caregivers indicated that their response was dependent of the circumstances. Most frequently mentioned attributions were about the children themselves, for instance, their age, gender, or state. Also mentioned were home and family, society, caregiver emotion, and the child care setting. Results also showed that caregivers with higher levels of early childhood education and more experience, and those working with smaller group sizes and smaller adult-to-chiid ratios provided more thoughtful answers that were more congruent with developmental appropriateness.     

Human capital development: A family objective

Human capital contributes to economic development just as does physical capital or natural resources. Human capital begins developing in the family. Human capital includes nutritional levels, life expectancy, skills, knowledge, abilities and attitudes. Human capital development contributes to the individual's future economic output. The generalization - “If you educate a mother you educate a family”; - is given supportive evidence from an analysis by T. Paul Schultz of research on measures which contribute to human capital. Schultz (1994) shows that “subsidizing schooling for females may be justified in terms of (1) efficiency (high individual private market returns); (2) social externalities (reduced child mortality and fertility; (3) intergenerational redistribution (better health and education of children and a slower growth in population; and (4) equity (an increase in the productive capability of poorer individuals relative to richer individuals.”

Thinking of human capital as an economic construct may prove useful for human service professionals because funding agencies may appreciate the objective, substantive, or measureable evidence that the concept presents when compared to more subjective evidence from the fields of education, human development, and family studies     

Evaluating early education programmes

This paper examines a variety of methods for evaluating early education programmes, based on examples from developing as well as developed countries. It considers various components of programme, the size of research studies, and their “outcomes”. It is argued that future policy-makers will require stricter cost-benefit analyses before making funds available for programmes of early childhood education. Because programmes on health, literacy, income generation and skill training are strong competitors for governmental and NGO money, Early Childhood Education will have to prove to policy-makers and donors that it has measurable cost effective outcomes.     

Children: Rights, education and equal opportunity

The point of departure in this paper is the concept of RIGHTS. Whereas most countries accept that children have rights as is evidenced in the UNO Declaration of Rights of the Child (1959), such rights are statements, not laws. Statements advocating benefits, care, love, education etc. are goals or beliefs. Few countries have legalised rights; consequently, children may be at risk. In countries where there is discrimination of some degree in respect of race, colour, sex, religion, national or social origin, financial standing in society, level of education and so on, the right to “rights” as stated in the UNO Declaration is further jeopardised. The implications for educational provision from early childhood and onwards in countries where “rights” are not entrenched in statutes or where child advocacy is not forceful enough for all people are examined in this paper. Consequently, the chances for equal opportunity in life are reduced in situations where the child did not receive the benefit of education. Such a child may not perish as he might as a result of being deprived of food, but “the deprivation and injustice, the degradation of an individual and the setting of his vital interests at naught would at least approach in gravity the act of allowing him to die for the want of food” (1981, Wringe). In this paper, the author argues for the Rights of the Child, particularly where discrimination and inequalities exist and where provision for early education has to contend with excessive population growth.     

Teaching interactions of black and Cuban teenage mothers and their infants

Possible factors related to maternal teaching styles are socioeconomic status, ethnic group membership, maternal age, maternal locus of control, and the mother's “hidden agenda” or goals for her child. In this study, 32 lower income, Black and Cuban, teenage and adult mothers and their 12 month old infants participated in a simple task teaching their infant how to operate a “Jack-in-the-box”. The mothers were also interviewed on questionnaires designed to tap locus of control, “hidden agendas”, and demographic characteristics. The results showed that Cuban mothers demonstrated the task to their infant with verbalization significantly more often than the Black mothers. The groups did not differ on maternal “hidden agendas”. Adult mothers showed a more internal locus of control than teenage mothers. Infants of Black, teenage mothers vocalized significantly less often than infants of the other groups. Results of this study provide additional support for existing literature in which maternal age and cultural differences were reported for the amount of maternal verbalization during early teaching interactions.     

Developmental awareness and moral stage development in child Abuse

In an attempt to better understand why children who have been sexually assaulted commonly fail to reveal their victimization to parents or other adults, a study was undertaken in which the “engagement strategies” of 41 perpetrators were examined, exploring common rationalizations, threats, etc. aimed at insuring continued silence on the part of the victim. The “appeal” for silence offered by the perpetrator to the child was analyzed according to Kohlberg's stages of moral development.

Results indicate that perpetrators appear to alter their engagement strategies to coincide with the developmental level of the child, thus further insuring silence by appealing to criteria for assessing “appropriate” or “inappropriate” behaviors (eg. sexual contact) which are developmentally consistent with the child's level of cognition and moral reasoning.     

Parent-teacher involvement benefits everyone

Most educators accept that active involvement of parents in their children's education improves children's development and their academic success. Strong family backgrounds — i.e., the mother's education#shemployment focuses on school-type skills that are used to teach the children and the father encourages learning — influence high academic success for children. The roles parents assume in their children's education are key to children's overall development and achievements. Parents, involved as “teachers,” policy-makers, partners with school staff, and community liaisons, enable schools to address the developmental needs of their children. With improved preparation, teachers can be taught to work with parents and use them as allies in promoting their children's growth and development. They learn to encourage parents to provide good educational environments at home for their children and to teach them in out-of-school settings. As school personnel form partnerships with children's parents — everyone will benefit: parents expand their horizons by sharpening their own skills, their children achieve and seem to like learning, teachers seem to affect children's learning with less difficulty and behavior problems, and the entire community improves.