What We Know about Integrating Early Childhood Education and Early Childhood Special Education Teacher Preparation Programs: A Review,a Reminder and a Request

In the last two decades, a myriad of political and social factors have converged and had a dramatic impact on Early Childhood Education (EC) and Early Childhood Special Education (ECSE). There have been sweeping changes in policy and shifts in society that have resulted in greater numbers of programs serving young children of all abilities and their families. Great strides in research related to early childhood development and early intervention have provided a growing knowledge of how children learn. The combination of these factors has created a call for increasingly higher quality services for young children. Professionals in both EC and ECSE have been responding to the demands and taken steps to prepare more and better-qualified teachers for children enrolled in early childhood programs. The most immediate avenue for effecting change in the profession is through the programs that prepare our teachers for the classrooms and the child care centers. This article reviews the research and the rationale regarding the implementation of integrated EC/ECSE programs.     

Technology as Play

The role of play in young children's learning has always been considered to be of primary importance. Thus, early childhood programs have been characterized by curricula that provide plenty of opportunity for young children to play and interact with materials, ideas, and people. As we approach the new millennium, the impact of the new information technologies on play and as play, for young children need to be conceptualized and discussed. This article begins that discussion. The view that there are opportunities for young children to play in technological environments as well as with traditional materials and contexts is presented.     

Zivilgesellschaft und freiwilliges Engagement in Deutschland im Lichte des Freiwilligensurveys 1999 – 2004 – 2009

This contribution will describe the empirical trends regarding civic society in Germany between 1999 and 2009, especially the development of the main issue: volunteering. The basis of the analysis constitutes three volunteer surveys with large representative samples of 14 year olds, which were commissioned by the German federal ministry for family, elderly, women and youth. The participation of the population in civic activities increased over this period, particularly the willingness to undertake public responsibility voluntarily. Between 1999 and 2004, the share of volunteers rose from 34% to 36%. These are people who execute specific activities or offices within the framework of their membership of clubs, organizations or public institutions. This share has, however, stagnated since 2004. The willingness to volunteer has, therefore, not led to an increase in actual volunteering since 2004, especially amongst young people, for whom the share even dropped slightly. In the difficult context of demographic change, social reform and an increased pressure on young people in schools and vocational training and on employees and the unemployed, the level of engagement could at least be maintained in Germany. This is largely due to older people and families, which have tended to take on more tasks in social and health areas and in services for children and young people. In view of the continuance of these societal problems, one can expect the level of voluntary engagement to stay broadly the same in the future.     

EMERGING NEW SERVICE ROLES FOR OLDER ADULTS ON COLLEGE AND UNIVERSITY CAMPUSES

A growing need exists to identify and develop meaningful retirement roles for older adults in a variety of settings and modes. College and university campuses provide a particularly stimulating environment for involvement of the retired population not only as lifelong learners but also as contributors to the functional operation of the institution. A national survey was conducted to explore the extent to which programs have been initiated to involve older adults in meaningful volunteer tasks, responsibilities, and roles on university campuses. Emeritus faculty and staff may find these opportunities conducive to continue to perform useful service to the university. Data suggest that although significant barriers exist that hinder the smooth development of service‐oriented programs for the elderly on university campuses, the feasibility of these programs has been demonstrated and a substantial number are currently in operation around the country. Positive outcomes resulting from establishing older adult service programs include improvement of intergenerational communication, reduction of ageism, provision of useful services to educational institutions, and enhancement of the quality of life in retirement.     

Inclusion and Preschoolers Who Are Typically Developing: The Lived Experience

In this qualitative study, we examined the lived experiences of three typically developing children participating in inclusive preschool programs for children with special needs. Inclusion has been considered a best practice in early childhood programs for many years; however, some may still argue that the benefits for children with disabilities are greater than for those without. Prior research has explored the benefits of inclusion for young children with special needs but has not focused as intentionally on the benefits for young children with typical abilities. In this study, we followed three preschool children with typical development for one school year. Employing an hermeneutical framework, we used observations, interviews with teachers and parents, and artifact reviews to examine how these three children made meaning of their experiences. Findings indicated that all three children made social gains and demonstrated improved perceptions of peer with disabilities after participating in their respective programs. The results suggest that inclusive preschool programs may be viewed as beneficial for all children.     

Factors Associated with Teenagers’ Willingness to Volunteer with Elderly Persons: Application of the Theory of Planned Behavior (TPB)

The purpose of this study was to investigate the factors associated with teenagers’ willingness to volunteer with elderly persons using an expanded model of the Theory of Planned Behavior (TPB). Participants consisted of 258 ninth-grade students at a large high school in the northern part of Israel. Participants completed a structured questionnaire consisting of 52 items, which examined their attitudes, subjective norms, perceived behavioral control, past behavior, personal identity, and perceived moral obligation. Their willingness to volunteer with elderly persons was assessed using six vignettes, varying in the severity of the elderly person's health and functional conditions described. Additionally, the students’ sociodemographic variables were examined. Overall, students’ willingness to volunteer with elderly persons was low; however, it increased when the elderly person in the vignette was described as relatively healthy. Statistically significant relationships were found between willingness to volunteer and personal identity, as well as between willingness to volunteer and attitudes toward volunteering with elderly persons. A statistically significant but moderate relationship was found between willingness to volunteer and subjective norms. Multiple regression analyses showed that attitudes, subjective norms, and personal identity were the main predictors of willingness to volunteer with elderly persons, explaining 58% of the variance. The expanded model of the Theory of Planned Behavior provided an appropriate framework for understanding the factors associated with teenagers’ willingness to volunteer with elderly persons. Our findings stress the need to develop educational intervention programs regarding gerontologically-related subjects and to disseminate them among the population in general, and among youth in particular.     

Short-term volunteer teachers in rural China: challenges and needs

The brain-drain caused by imbalanced economic development has produced a lack of qualified teachers in rural China. Short-term volunteer teaching has emerged as a response. Despite the popularity of such programs, little systematic data have been gathered regarding their strengths and weaknesses. A short-term volunteer teaching program was studied. The volunteer teachers’ characteristics and teaching experience in the program were explored. It was found that volunteers did not receive sufficient training or support from the agency. Therefore, they experienced substantial challenges on site and suffered from burnout. Based on the volunteer teachers’ opinions and agency staff’s suggestions, the authors propose ways to improve short-term volunteer teaching programs in China.     

Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.     

宁波大学青年志愿者服务的现状与策略

目前,青年志愿者是社会的重要组成部分,在各项社会活动中都发挥着重要作用。宁波大学在青年志愿者工作方面投入了很大精力,出台了各项规章制度将其规范化,并进行有效化管理。通过对宁波大学青年志愿服务现状进行各项调研,包括问卷、走访,在了解现状的同时,分析其存在问题,进而提出解决宁波大学青志服务中前期准备、活动过程及活动反馈等三部分问题的方案。     

Public policy aside: Everyone can't teach

Abstract

The 25th anniversary of the National Association of Early Childhood Teacher Educators (NAECTE) is a time to celebrate the many successes of an organization dedicated to the preparation of high‐quality teachers of young children. Members share a concern for the importance of early childhood education and a belief that quality teachers of young children are not born but are the result of preparation programs that reflect both historical precedent and current research. Current policy related to fast‐track routes for licensing and high‐stakes testing threaten to undermine accepted practices, values and beliefs that have been the foundation of early childhood teacher preparation. The article which follows is a call to employ the collective strength of NAECTE to advocate for programs that will result in the best teachers for young children.     

Interracial children

Changing lifestyles are having an impact on programs for young children. Recently these programs have adjusted to meet the needs of children from one-parent homes, broken homes, and teen homes. Now children of mixed racial and ethnic backgrounds are an ever-increasing phenomenon in programs. He is a parent of four interracial children and lectures on this topic     

Technology education students: e-tutors for school children

E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative.     

Space concepts for young children

Conclusion The young child is in motion most of the time. Through movement, the child achieves mastery of the space he or she lives in. Teachers can “move” with the child by using topologically oriented science activities. Such activities capitalize on natural inclinations. They encourge the understanding of relationships which are basic to the developmental tasks with which the child is working. Cynthia Szymanski Sunal has taught children of a variety of ages and is at present studying the perceptual development of the young child. She may be contacted at Essex Community College, Baltimore County, Maryland 21237. Dennis W. Sunal is a specialist in science education who has developed programs for preschool-primary children.     

Cogito ergo sum: A grounded theory of the Filipino elderly transition experiences in third age education program

A considerable number of studies have been carried out to explore the experiences of the elderly engaging in third age education, however, most of these investigations have focused on elderly motivation, the benefits accruing from their participation, and the barriers they have encountered during their lifelong learning experience. However, there has been little attempt to probe into the experiences of the elderly engaging in third age education and how they view themselves during that time. This grounded theory study purported to describe the processes through which a select group of Filipino elderly experienced community-based third age learning programs. A series of in-depth interviews were conducted on 24 Filipino elderly who participated in a 4-month third age education program. Interestingly, this study revealed four distinct and yet interrelated stages of Holding Back, Opening Up, Moving Forward and Empowering which were embedded in the model H.O.M.E: A Pulley Model of Elderly Participation in Third Age Education Program. The emerged model is a valuable compass for gerontologists as they provide meaningful and geriatric-friendly programs, projects and activities that not only address the growing needs of the elderly but also facilitate their smooth entry to and completion of their third age learning participation.     

Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success

Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children.     

ATTITUDINAL CONSEQUENCES OF OLDER ADULT VOLUNTEERS IN THE PUBLIC SCHOOL SETTING

Results of the Children's Attitudes Toward the Elderly Test (CATE) with an older adult volunteer project in the public school setting indicate that interaction alone between elders and children may not change attitudes. Inherent age biases in attitude tests and implications for planning a volunteer program in an effort to change attitudes are shown to be important predictors of the outcome of such programs.     

How can Korean older adults be encouraged to become more involved in volunteer activities?

ABSTRACT

This qualitative study explored how Korean older adults can be encouraged to become more involved in volunteer activities. The study utilized in-depth, face-to-face interviews with twelve practitioners in senior volunteering fields in South Korea. The themes were (a) helping seniors become involved in volunteer activities; (b) developing programs to satisfy both the demand for and the needs of senior volunteers; (c) leveraging volunteer groups with elderly group leaders; (d) providing financial support for the cost of volunteer activities; (e) preventing dropout through personal support and mediation; (f) empowering service recipients for recruitment through one-to-one contact; (g) establishing a dedicated volunteer manager for senior volunteers; and (h) cultivating a privately led organization dedicated to senior volunteering. The results are expected to promote volunteer involvement among older adults based on the experiences of practitioners and to provide practical educational implications for instructors teaching and equipping college/graduate students or field practitioners who are new to the older population.     

Using the newspaper to support children's emerging literacy

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.     

Preschool Children: Inquiry into Interconnections between Social Class,Language and Training Programs

Nafstad, H.E. 1982. Preschool Children: Inquiry into Interconnections between Social Class, Language and Training Programs. Scandinavian Journal of Educational Research 26, 121‐139. Over the last few years there has been an increasing interest in the development and education of preschool children. Especially, there has been great interest in the linguistic and conceptual development of those categories of children who are most likely to become losers at school. Various attempts at reaching future school losers at an early stage to give them a better start in life ‐ for instance, by means of special preschool training programs — have not been unequivocally successful, however. The present article undertakes a critical examination of the basic premises underlying linguistic and conceptual training programs for preschool children. It is shown how widely used preschool programs are based on inadequate assumptions concerning language, language use and communication.