Persistence of pediatric post traumatic stress disorder after 2 years

One-hundred and fifty-six children were randomly evaluated at an inner-city juvenile/family court. These children were removed from their parent's custody subsequent to a finding of severe child maltreatment. From our original sample of 156 children, 62 met strict criteria for Post Traumatic Stress Disorder (PTSD). Fifty-two of these 62 were successfully recruited and participated in the 2 year re-examination. Each PTSD diagnosis was conferred by the Diagnostic Interview for Children and Adolescents (DICA). From our sample of 52 PTSD children re-examined after 2 years, 17 (32.7%) retained the full PTSD diagnosis, while 67.3% did not meet criteria.     

Sense of Place in Child Care Environments

The exterior design of existing preschool environments is evaluated in the context of contemporary writings by architects focusing on creating designs that nurture children’s emotions. Sense of place research is discussed in relation to young children’s experiences. Findings reveal that the majority of sites included in the study incorporated many physical design elements that create a sense of place for children in preschool environments, including small-scale structures, windows, landscaping, natural wall materials, and thresholds. Recommendations for administrators and directors planning and designing a new or remodeled preschool environment include incorporating features that reflect home-like environments with windows, thresholds, and landscaping.     

The relationship of intelligence,self‐concept and locus of control to school achievement for Aboriginal and non‐Aboriginal Children

This research examines variables related to the school achievement of Aboriginal and non‐Aboriginal students. Thirty‐five indigenous students and fifty‐eight non‐Aboriginals in Grade eight completed a Coopersmith Self‐Esteem Inventory and the Intellectual Responsibility Questionnaire. These scores, together with information on intellectual ability, school achievement on teacher‐made English and mathematics tests, sex, school and ethnic origin, were entered in a multiple regression equation. No difference between the two groups emerged on scores of self‐esteem and locus of control. However, the predictors of achievement for each group differed significantly. Intellectual ability was the best predictor of achievement for non‐Aboriginals, while locus of control was the most important predictor for the indigenous group. Results are discussed in relation to recent research and classroom implications.     

The cultural construction of child development: creating institutional and cultural intersubjectivity

Since its inception in the early nineteenth century, early childhood education has moved beyond European communities and become institutionalized in countries such as Australian, India, Malaysia, New Zealand and Singapore. At the same time, many European countries have experienced migration, and now have broadly based culturally and linguistically diverse communities. Although early education has continued to evolve over time, some fundamental principles about the nature of learning have remained static. In drawing upon cultural‐historical theory, this paper seeks to make visible early childhood institutional practices that may no longer be relevant, particularly when western theory and middle‐class practices are not representative of the culturally and linguistically diverse communities they serve. In this paper, an alternative model of child development is offered that takes into account and values the diversity of children’s cultural experiences.     

Voices of children and parents from elsewhere: a glance at integration in Italian primary schools

This study involves 35 research participants: 20 immigrant parents (primarily mothers from South America, North Africa, Eastern Europe and the Middle East) and 15 primary school children, aged 10–11. These children were born outside Italy and primary school was their first encounter with the Italian educational system. We observed their processes of integration through their stories and those of their parents. Our investigation aims to identify factors that support or inhibit their school integration. We adopt an ecological research paradigm, proposing a vision of knowledge as rooted in natural life contexts, focusing on subjectivity. Analysis of the data led to identification of core categories concerning these families’ experiences and their children's encounters with Italian schools. This paper focuses on the children's perspectives of their experiences with school.     

Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science

Cultural Studies of Science Education - As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for...     

Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches

Early intervention professionals have implemented natural environment practices for over a decade, despite the continued debate on how to interpret and implement this practice. This article reviews several theoretical frameworks for understanding natural environment practice, and also summarizes different approaches for implementation. The authors present a model for rethinking and redefining natural environment practice in the context of recent approaches.