Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations

Early Childhood Education Journal - The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during...     

全美幼教协会“幼儿教育从业者系统行动计划”及其启示

全美幼教协会（NAEYC）是美国影响力最大的民间幼儿教育组织,其在制定幼儿教育从业者专业标准、保证美国幼儿师资水平方面发挥着重要作用。NAEYC发起的＂幼儿教育从业者系统行动计划＂（ECWSI）明确提出了美国幼儿教育从业者专业发展系统的政策领域、基本原则及一系列支撑措施,为帮助各州建立专业、稳定、高效的幼儿教育师资队伍,保证幼儿教育质量做出了积极贡献,对我国加强幼儿教师队伍建设具有重要启示。     

The Long-Term Care Workforce Crisis: Dementia-Care Training Influences on Job Satisfaction and Career Commitment

The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed.     

爱尔兰幼教师资培训:挑战与对策

受终身教育思想的影响,爱尔兰重视幼教师资培训。文章从爱尔兰幼教师资发展现状出发,详细探讨了爱尔兰幼教师资培训所面临的挑战和采取的应对措施。从中可见,规范培训内容、丰富培训渠道、建立评估体系、设立专项资金以及完善进修制度等举措,均有助于幼教师资培训质量的提升。     

Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions

Early Childhood Education Journal - The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions....     

Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students

Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added.     

Results From the Quality Early Childhood Training Program

High-quality child care is related to children's positive developmental outcomes. One way to increase quality of care is to provide training to child care providers. This study used assessment-based training to determine if overall quality of care in center-based preschools could be enhanced. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. Program administrators (N?=?6) were assessed with the Program Administration Scale (Talan & Bloom, 2004), classrooms (N?=?14) with the Early Childhood Environment Rating Scale Revised (ECERS-R; Harms, Clifford, & Cryer, 2005) and the Early Language and Literacy Classroom Observation—Research Edition (ELLCO; Smith & Dickinson, 2002), teachers (N?=?24) with the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2007), and children (N?=?135) with an author-created measurement designed to assess typical skills across five child domains. Assessments were administered at two time points and individualized targeted training was provided in between. Results demonstrated that after 7 months of intervention, the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found at the teacher and child levels.     

美国学前教育师资培养的方式、特点及其启示

在学前教育受到政府高度重视的背景下,美国学前教育教师培养已形成一个起点高、体制完备、操作性强的有机体系,重视职前培养、新教师入职培训与在职教师专业发展培训的一体化,具有以下突出特点:政府立法确保学前教育师资培训的实施,并给予资金保障;采用专业权威团体研发的标准化评估体系保证学前教育师资培训质量;将教师培训与教师资格认证制度相结合,促使幼儿教师不断追求卓越与优秀;职前培训、入职培训与在职培训的密切联系规划了幼儿教师的专业成长生涯.在实际实施中,美国学前教育师资培养体系也存在一些不足,如评价标准与资格认证制度的推行存在一定难度;所采用的标准化评估体系也并非完美无缺;专业发展培训的实效不是很令人满意.立足我国国情,我们还是可以从美国学前教育师资培养中学到以下宝贵经验:应尽快制定我国幼儿教师教育标准,设立以实践为目标,以教学为核心的评价体系和考核制度,提高幼教师资整体质量,促进幼儿教育职业的专业化;加强师范院校与幼教机构的联系,实现教育理论与实践的融合,确保学前教师的专业质量;大力培养高级幼儿教育导师,建立健全覆盖所有在职幼儿教师的专业发展培训体系.     

Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions

Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1.     

Strengthening the Preparation of Early Childhood Teacher Candidates Through Performance-Based Assessments

Performance-based assessments require teacher candidates to demonstrate proficiency on specific teaching tasks and apply knowledge in authentic settings. This article describes the development and use of performance-based assessments (PBAs) for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Teacher candidates completed PBAs under supervision during culminating practica experiences at three age levels (infant/toddler, preschool, and primary practicum). Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs. Performance-based assessment data over a 5-year period indicate teacher candidate performance meeting and exceeding national standards and state licensure requirements.     

芬兰学前教育师资培养模式探析及其启示

芬兰作为世界上学前教育的强国,其学前教育师资的培训模式值得我们学习借鉴。本研究在概述芬兰学前教育培养模式现状的基础上,提出五个值得我们学习的方面:学前教育大学申请入学门槛有待提高,大学应拥有自主选拔权利;课程内容应综合化,涵盖大量教育相关学科;课程组织以研究为基础,所有课程都融入研究学习;实习基地与高校结盟,在实践中培养反思能力;建立多层评价系统,全面保障培养质量。只有这样,才能提高学前教育师资培养质量。     

加强我国学前儿童双语教育的研究势在必行——学前儿童双语教育国际研讨会综述

2007年1月14～15日,由中华女子学院学前教育系主办的学前儿童双语教育国际研讨会在北京中华女子学院召开。来自英国、加拿大、以色列等国家以及我国内地和香港20余所高校和有关幼教研究机构共80余人参加了会议。     

儿童早期自我控制的发展及培养策略述评

自我控制是儿童自我意识的重要组成部分,是儿童社会化的重要标志.研究表明,幼儿期是儿童自我控制发展的关键时期.本文在了解儿童早期自我控制的发展特点和发展机制的基础上,综述了国内外以往的研究,分析了儿童早期自我控制的影响因素以及自我控制的培养策略,并提出了相关思考.     

Electromagnetic Fields,Pulsed Radiofrequency Radiation,and Epigenetics: How Wireless Technologies May Affect Childhood Development

Mobile phones and other wireless devices that produce electromagnetic fields (EMF) and pulsed radiofrequency radiation (RFR) are widely documented to cause potentially harmful health impacts that can be detrimental to young people. New epigenetic studies are profiled in this review to account for some neurodevelopmental and neurobehavioral changes due to exposure to wireless technologies. Symptoms of retarded memory, learning, cognition, attention, and behavioral problems have been reported in numerous studies and are similarly manifested in autism and attention deficit hyperactivity disorders, as a result of EMF and RFR exposures where both epigenetic drivers and genetic (DNA) damage are likely contributors. Technology benefits can be realized by adopting wired devices for education to avoid health risk and promote academic achievement.     

How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children

Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility, parental separation, and socioemotional needs are reviewed and used as a platform for this study. The study includes a survey developed by the researcher used in conjunction with Teacher Observation of Classroom Adaptation—Checklist to further examine the needs of these children from the perceptions of their teachers. The results of the study demonstrate that while early childhood teachers do not perceive a significant difference between military and nonmilitary dependent children in the socioemotional domains of prosocial behavior, concentration, and disruptive behavior, they do believe there is a difference related to stability. Additionally, early childhood teachers noted a negative socioemotional and academic impact related to parental separation and a negative academic impact related to geographic mobility. Teachers’ responses indicated mixed beliefs about the social impact of frequent relocations.     

Characteristics of the Early Intervention Workforce: An Indiana Perspective

In preparation for implementation of Part H of P.L. 99–457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99–457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines.     

Characteristics of the Early Intervention Workforce: An Indiana Perspective

In preparation for implementation of Part H of P.L. 99-457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99-457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines.     

晚清幼儿师资培育及其职业化历程

晚清幼儿师资职业化经历了立足于本土、不断积累、逐步获得突破的演进历程。本文梳理了晚清幼儿师资的来源,整理了清政府主动采取本土改造、＂引进来、走出去＂等措施培养幼儿师资的政策,描述了晚清有识之士从＂女子无才便是德＂到＂兴女学＂培育幼儿师资的立场转变,并介绍了晚清幼儿师资职业化发展的历程。     

通过立法强化政府在学前教育事业发展中的职责——美国的经验及其对我国的启示

明确政府职责并予以立法保障对学前教育的发展至关重要。当今美国政府在学前教育事业发展中的职责呈现不断强化的趋势，主要体现在六个方面：各级政府对学前教育的重视史无前例；政府对学前教育的宏观调控不断加强；各级政府对学前教育的投入持续增加；大力提升学前教师资质要求与水平；联邦政府灵活调动州与地方政府积极性；重视政府各相关部门的协调合作等。我国学前教育事业的发展同样需要通过立法强化政府相应的职责。     

An Examination of the Sibling Training Hypothesis for Disruptive Behavior in Early Childhood

Sibling training for disruptive behavior (one sibling teaching another disruptive behavior) is examined during early childhood. We used a conservative, recently developed, statistical model to identify sibling training. Sibling training was operationalized as the cross‐lagged association between earlier child behavior and later sibling behavior, and differentiated from other reasons that contribute to sibling similarity. A three‐wave longitudinal study tracked 916 children (M_age = 3.46, SD = 2.23) in 397 families using multi‐informant data. Evidence for sibling training was found. Earlier younger siblings’ disruptive behavior predicted later lower levels of older siblings’ disruptive behavior. Thus, the sibling training found in early childhood was producing greater dissimilarity, rather than similarity, on disruptive behavior.