Responding to the Voices of Homeless Preschool Children and Their Families

By utilizing all of the voices of homeless children and families we can gain a better understanding of their needs and thus be more effective in designing programs that can support them in becoming more independent. This article reviews the importance of the voices of homeless preschool children and their parents as well that of the professionals who work with them in developing responses to this problem. Strategies that empower homeless preschool children and their families are noted. These strategies include: quality preschool care, therapeutic practices that empower the entire family, case management schemes that provide support to homeless children and families, and societal changes that empower the family. Critical roles that early childhood education professionals can carry out in this empowerment process are delineated and discussed.     

Communicating Effectively with Parents and Families Who Are Homeless

Parents and families who are homeless need positive communication experiences with early childhood programs. This article provides several examples of ways to connect with families who are homeless and to meet their needs through continuous communication. Staff development ideas, parent and family involvement, and school-community support strategies are especially noted.     

Voices of the Minority: Japanese Immigrant Mothers’ Perceptions of Preschools in the United States

Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed.     

The impact of childhood foster care and other out-of-home placement on homeless women and their children

OBJECTIVE: This study compares homeless women who had childhood histories of foster care or other out-of-home placement to those who have not. METHOD: A countywide probability sample of homeless women (n = 179) received structured interviews. RESULTS: One-third of homeless women reported being raised apart from their parents. Among women with children under age 18, most (61.5%) had children who had lived in foster care or other out-of-home placements. Variables associated with homeless mothers' children living in foster care or other out-of-home placements were: Child was school-age, mother was age 35 or older, mother had a current alcohol or drug use disorder, mother experienced childhood sexual abuse, and mother ran away from home (when under age 18). CONCLUSIONS: Parenting is difficult for homeless mothers who may need to place their children with others to facilitate school attendance. Parent-child interaction may be problematic in family shelters where privacy is rare. Thus, programs promoting family preservation for homeless mothers should provide parenting support as well as permanent housing.     

Parent Involvement,Parental Depression,and Program Satisfaction Among Low-Income Parents Participating in a Two-Generation Early Childhood Education Program

Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home- and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent–teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a home–school connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed.     

The Dynamics of Violence and Homelessness Among Young Families

Violence is one of the most prevalent elements in the lives of homeless families with young children. This violence may come in various forms: domestic violence, street violence, violence in one’s childhood, witnessing violence, and other avenues and modes. Violence disrupts the normal bonding between parent and child. It isolates and degrades families. Early childhood professionals can support parents and children who are victims of violence through support, education, and nurturance.     

Developing preservice teachers’ sensitivity and confidence: a service-learning experience at a homeless shelter

ABSTRACT

This article describes how early childhood preservice teachers can develop sensitivity toward and confidence in working with children who are homeless through a service learning project. The 14 weeks intervention provided an opportunity for undergraduate early childhood teacher candidates to gain real-life experience working with among the most vulnerable of all children—those who are homeless. Results of this project suggest that through implementing art integrated literacy activities with children in a homeless shelter, teacher candidates alter their deficit views of homelessness and at the same time develop confidence in their ability to work with homeless children and their families.     

‘It’s more than care’: early childhood educators’ concepts of professionalism

This article reports on the findings from a small-scale study of early childhood educators’ perceptions of their roles, responsibilities and ideas related to professionalism. Twenty-five early childhood educators from Canada (Ontario), Nigeria and South Africa participated in qualitative interviews to address the following questions: (1) In what ways do early childhood educators perceive of themselves as professionals? (2) How is the concept of professionalism impacted by values, beliefs and experiences? And (3) Do contextual variations exist in conceptualizations of ECE professionalism? Valuable insights were gained into the commonality of educators’ experiences and ideas across contexts, as well as the prominence of an ‘ethic of care’ as an inherent aspect of teacher professionalism. The study’s findings provide support for the literature advocating for care (and passion) as a social principle within education and socially constructed ideals of professionalism.     

Accentuating the Negative: Views of Preschool Staff about Mothers in Japan

Japanese mothers are frequently portrayed in the American research literature as providing socialization experiences that complement—rather than replicate—the goals and strategies of the preschool. The present study expands upon this small empirical base, and challenges the assumption that there is widespread agreement within Japan concerning the appropriate roles of teacher and parent in educating and socializing young children. Staff members from 27 Japanese preschools were interviewed concerning their perspectives on the role of mother, their attitudes about the effectiveness of mothers' child-rearing strategies and their views about the home-school relationship. Qualitative analyses revealed that most directors and teachers believed that mothers should prioritize spending time with their children over other activities and should provide firm guidance regarding social behavior. They did not view cognitive stimulation as an important part of the maternal role. Few staff members felt that mothers were discharging these responsibilities in an adequate manner. Mothers were widely viewed as either overly permissive, overly protective, or detached and uninvolved. Additionally, many staff members thought mothers placed too much emphasis on structured academic learning. Staff attributed these limitations to a number of factors, including the small size of modem families, conflicting advice by professionals, isolation caused by apartment dwelling, and the incursion of such Western values as materialism, feminism and individualism. Staff views about parent involvement varied depending on the general philosophy of the preschool. These findings illustrate that concepts underlying the notion of "quality" depend on local cultural models in a particular society, as well as structural features of early childhood organizations.     

Accentuating the Negative: Views of Preschool Staff about Mothers in Japan

Japanese mothers are frequently portrayed in the American research literature as providing socialization experiences that complement—rather than replicate—the goals and strategies of the preschool. The present study expands upon this small empirical base, and challenges the assumption that there is widespread agreement within Japan concerning the appropriate roles of teacher and parent in educating and socializing young children. Staff members from 27 Japanese preschools were interviewed concerning their perspectives on the role of mother, their attitudes about the effectiveness of mothers' child-rearing strategies and their views about the home-school relationship. Qualitative analyses revealed that most directors and teachers believed that mothers should prioritize spending time with their children over other activities and should provide firm guidance regarding social behavior. They did not view cognitive stimulation as an important part of the maternal role. Few staff members felt that mothers were discharging these responsibilities in an adequate manner. Mothers were widely viewed as either overly permissive, overly protective, or detached and uninvolved. Additionally, many staff members thought mothers placed too much emphasis on structured academic learning. Staff attributed these limitations to a number of factors, including the small size of modem families, conflicting advice by professionals, isolation caused by apartment dwelling, and the incursion of such Western values as materialism, feminism and individualism. Staff views about parent involvement varied depending on the general philosophy of the preschool. These findings illustrate that concepts underlying the notion of “quality” depend on local cultural models in a particular society, as well as structural features of early childhood organizations.     

Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.     

Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.     

Early childhood educators’ experiences and perceptions of professionalism and professionalisation in the Asian context

Increasingly early childhood educators are referred to as “professionals,” but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson’s polytextual thematic analysis with Rogoff’s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators’ perspectives of professionalism and professionalisation related to their work–life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts.     

Low Income African American Mothers' Parenting Stress and Instructional Strategies to Promote Peer Relationships in Preschool Children

This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined.     

Low Income African American Mothers' Parenting Stress and Instructional Strategies to Promote Peer Relationships in Preschool Children

This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined.     

Helping Homeless Families Overcome Barriers to Successful Functioning

The author articulates key stressors in the lives of families who are homeless. These stresses often combine with barriers such as lack of job opportunities and/or insensitive professionals. Strategies for helping homeless families overcome these barriers and related issues are presented.     

Confronting Invisibility: Early Childhood Pre-service Teachers’ Beliefs Toward Homeless Children

Children make up half of the homeless population in the US, and of those, almost 50 percent are under age six. Homeless children face many different challenges in school. These children and their families have been invisible in school due to the indifference and stereotypes about them. This article focuses on early childhood pre-service teachers’ beliefs over the course of one semester at a private university in the United States. The pre-service teachers explored their own perceptions about homeless children through urban community-based field experiences. The pre-service teachers regularly worked with children in homeless shelter learning centers throughout the semester. The data revealed that the pre-service teachers had fears about interacting with the unfamiliar setting, as well as deficit perspectives about homeless children. However, while they were engaged in the community-based experiences, they started to re-examine their deficit views about young homeless children and their families, acquire more accurate information on their complex situations, and positively developed their professional perspectives on these children. This study suggests that raising awareness about homeless children and their families should be a part of both professional development in schools and early childhood teacher education programs     

Understanding Parenting Stress Among Young, Low-income, African-American, First-Time Mothers

The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed.     

Exploring the Lived Experiences of Homeless Families with Young Children

This study researched the experiences of homeless families with young children between the ages of four and eight. Many families experience homelessness every year; therefore, it is important for early childhood educators to have an understanding of how homelessness affects families with young children so that educators can effectively serve the needs of homeless families as they seek to find more permanent situations for themselves and their young children. Many early childhood educators may not understand how homelessness affects young learners. This research sought: (1) to understand reasons families with young children become homeless; (2) to become aware of beneficial resources available to families and their perceptions of the resources; (3) and to examine the developmental effects that homeless living situations can have on young children. The outcomes of this study will be used to inform early childhood educators about practices as they seek to serve young children ages four to eight living homeless. Research suggested common themes as to why and how parents and young children are affected by homelessness.     

Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings

Parents who are plurilingual have a portfolio of assets they can use to support the language development of their children. This portfolio of assets is positioned as a strength that parents bring into their partnership with early childhood educators. However, not all parents who are plurilingual have the same assets in their language portfolios. Our study, using case studies of parents who have multiple languages and a desire to raise their children with more than one language, demonstrates that previous parental experiences with multiple languages, and intra-familial support for multiple languages combine to impact on parental language strengths and the expectations parents have of early childhood professionals. To build effective partnerships with parents, early childhood professionals need to understand the assets in parental language portfolios.