Head start and the intensification of teaching in early childhood education

Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on kindergarten readiness, child and teacher assessment, professionalization, and increased competition for program funding. Drawing on a mixed methods research design, a case study was conducted that explores the nature and effects of these changes on teachers and the work of teaching within Head Start. Strong evidence of work intensification was found, a topic little explored within the wider ECE literature. In the light of this finding the authors question the model of professionalism that now dominates ECE reform.     

Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood

Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children’s behavioral and academic outcomes early in development.     

Using video to promote early childhood teachers' thinking and reflection

This article examines findings from a qualitative study employing group stimulated-recall interviews using video-recordings of early childhood teachers to elicit their thinking and reflections about their teaching interactions. It focuses on the value of video to enable teachers to reflect on their practices and the extent to which collectively viewing recorded episodes allows negotiated understandings of their own and other teachers' practices. Whilst these findings suggest that video and collective dialogue are useful professional learning tools for teachers to examine and improve their teaching, structural and relational challenges exist that may impact on how effectively such tools are used.     

美国DAP方案的发展历程及其对我国幼儿园课程改革的启示

本文探讨了美国《0～8岁儿童适宜发展课程》方案的兴起与发展,对该方案前后两个版本的主要观点进行了比较,对其所受到的批评以及回应进行了梳理,以期为我国的幼儿园课程改革提供借鉴。     

Exposure to Media Violence and Young Children with and Without Disabilities: Powerful Opportunities for Family-Professional Partnerships

There is growing concern regarding the amount and type of violence that young children are exposed to on a daily basis. Through media, popular toys and video games violent images are consistently present in children’s lives starting at a very young age. This paper discusses (a) the growing presence of young children’s exposure to media violence, (b) the influence of media violence on early childhood development and well-being, (c) the impact of media violence on young children with disabilities, and (d) recommendations for addressing this national dilemma within the context of family-professional partnerships. A list of related web resources is also included.     

Inquiry-Based Early Childhood Teacher Preparation: The Personal Learning Plan Method

The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities, products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits and challenges of the method as it has been implemented will be presented.     

When is a Frog a Book or a Book a Frog?

During early childhood, children adopt a design-based conception of books with increasing consistency. It is not clear if or how young children spontaneously indentify the myriad of commercially produced, book-related props, toys, and other materials as support for their early literacy activities. Guidelines for evaluating these supplementary materials are presented and thirteen books are reviewed and recommended.     

儿童期自我概念的发展及影响因素研究综述

描述了儿童自我概念在从小学到中学这一年龄段的发展轨迹及性别差异,并对父母教养、同伴关系及个体行为模式在儿童自我概念发展中所起的作用进行了论述,最后对学业自我概念形成中的BFSPEs现象进行了简要介绍。     

积极心理学与构建和谐亲子关系

积极心理学是致力于研究人的发展潜力和美德等积极品质的一门科学。它利用心理学目前比较完善和有效的实验方法与测量手段,把自己的研究重点放在人自身的积极因素方面,主张心理学要以人实际和潜在的具有建设性的力量、美德和善端等为出发点,提倡用一种积极的心态来对人的心理现象作出新的解读,从而帮助所有人最大程度地获得幸福。在积极心理学的理念下构建和谐的亲子关系,可从共同养育的积极模式、积极的文化编码、积极心态、发挥孩子的主体作用等四个方面进行探索尝试。