In good hands: Preparing research-skilled graduates for the early childhood profession

Recent developments in early childhood teacher education have seen the inclusion of curricula designed to serve the concept of continuous professional renewal through educating undergraduates in the interpretation, execution, and use of research. The challenge for educators is to “demystify” research and teach in ways that are professionally meaningful as well as intellectually acceptable. In this study, we follow three groups of early childhood students as they engage in a one-semester research subject. Focus groups and individual interviews showed considerable shifts in student attitudes about the value of research and in their development toward becoming active researchers who see research as a tool for answering questions in education.     

Mindful hands,gestures as language: listening to children

This paper explores ideas of language as a cognitive tool and the role of gesture in expressing children's interests and levels of knowledge. The context is a group of three‐year‐old children who participate in a weekly music session with a trained musician. The authors present drawings from photographs of children's hands and interpret them, using contextual information, to explain how the positioning of the children's hands reflects their internalized understandings and can be viewed as a rich symbolic language. A discussion of the early childhood curriculum and the use of finger plays has been included to suggest that gesture was initially viewed as part of ‘the whole child’ but, today, activities like finger plays have become ritualized exercises. It is suggested that if adults do not listen to the language of hands they are depriving themselves of a valuable window into children's thinking and learning.     

Mixed-Age Interactions in Family Child Care

Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children.     

The effects of child sexual abuse in later family life; mental health, parenting and adjustment of offspring

OBJECTIVE: To investigate links between child sexual abuse (occurring before 13 years), later mental health, family organization, parenting behaviors, and adjustment in offspring. METHOD: The present study investigates a subsample of the Avon Longitudinal Study of Parents and Children an ongoing study of women and their families in the area of Avon, England. A sample of 8292 families met inclusion criteria for identifiable family type and completed self-report data on prior sexual assault. Further data were collected on life course variables, socioeconomic variables, psychological well-being, relationship quality, parent-child relationship quality, and children's adjustment. RESULTS: After adjustment for other childhood adversity, prior child sexual abuse was associated with a range of outcomes in adulthood, including current membership of a nontraditional family type (single mother and stepfather) poorer psychological well-being, teenage pregnancy, parenting behaviors, and adjustment problems in the victim's later offspring. The relationship of child sexual abuse with aspects of the parent-child relationship in later life and with the offspring's adjustment difficulties were mediated in part by mother's mental health--chiefly anxiety. CONCLUSION: Findings indicate that child sexual abuse has long-term repercussions for adult mental health, parenting relationships, and child adjustment in the succeeding generation.     

The effects of a rational-emotive affective education program for high-risk middle school students

This study investigated the effects of participation in a developmentally appropriate affective education program. The independent variable was the rational-emotive curriculum Thinking, Feeling, Behaving: An Emotional Education Curriculum for Adolescents (Vernon, 1989), and the dependent variables were self-concept measured with the Tennessee Self-Concept Scale and end-of-year report card grades. Twenty-three middle school students who were identified as high risk for dropping out prior to completion of high school and also as learning disabled or emotionally disturbed were randomly assigned to experimental (n = 12) and control (n = 11) conditions. Participants in the affective education group met for approximately 45 minutes a week for 15 weeks. Self-concept and grades did not differ between the two groups.