Barreras en el acceso a la dirección escolar : diferencias entre profesoras y directoras de centros de Educación Infantil y Primaria. 'Barriers in the access to school management : differences between teachers and head-teachers from early childhood and elementary education schools'.

Resumen tomado de la publicación. Con el apoyo económico del departamento MIDE de la UNED

An international experiment with eRubrics : an approach to educational assessment in two courses of the early childhood education degree

Resumen basado en el de la publicaci??n

Freeze-frame: a new infant inhibition task and its relation to frontal cortex tasks during infancy and early childhood

The current study investigated a new, easily administered, visual inhibition task for infants termed the Freeze-Frame task. In the new task, 9-month-olds were encouraged to inhibit looks to peripheral distractors. This was done by briefly freezing a central animated stimulus when infants looked to the distractors. Half of the trials presented an engaging central stimulus, and the other half presented a repetitive central stimulus. Three measures of inhibitory function were derived from the task and compared with performance on a set of frontal cortex tasks administered at 9 and 24 months of age. As expected, infants' ability to learn to selectively inhibit looks to the distractors at 9 months predicted performance at 24 months. However, performance differences in the two Freeze-Frame trial types early in the experiment also turned out to be an important predictor. The results are discussed in terms of the validity of the Freeze-Frame task as an early measure of different components of inhibitory function. (C) 2007 Elsevier Inc. All rights reserved.

Building equitable staff-parent communication in early childhood settings : an Australian case study

International research has consistently found that good staff-parent relationships in early childhood centers benefit children, staff, and parents. Given these findings, the Australian federal government's Quality Improvement and Accreditation Scheme (QIAS) requires centers to involve parents in their programs. However, international research has also found that early childhood staff are anxious about their relationships with parents. This article describes a study in which early childhood staff in Australia were asked about their experiences with parent involvement. It draws on those interviews to consider communication strategies to create equitable relationships between staff and parents.

Preparing early childhood professionals to work with parents: the challenges of diversity and dissensus

This article examines how early childhood staff in diverse circumstances negotiate relationships with parents. It draws on interviews with staff in two rural and three urban communities in Australia, who were asked about their parent communication practices, their experiences of these practices, and their preferences within these practices. Their responses were analysed in the light of international research showing the importance of creating strong interpretive communities between staff and parents but consistent staff anxiety about their relationships with parents. The paper explores the extent to which staff's different approaches to communicating with parents can create sustainable interpretive communities between them, and it highlights some implications for staff training and development around parent involvement.

Building capacity: strategic professional development for early childhood practitioners

An innovative framework for early childhood students and professionals using an interactive program titled SAM: A Self-Assessment Manual.

This provides a strategic and guided approach to enable practitioners to respond critically to activities and questions such as: 'Where have I come from?', 'Where am I now?' and 'Where do I want to go next?' The book and an accompanying CD-ROM allow readers to practically apply the framework to everyday practice, individually or as part of a group.

Addresses an identified need within the early childhood profession for targeted career development and professional support.

Comments from those who have used the program include: 'After reflection and discussion SAM has allowed me to set myself new goals for my future career, both in the workplace now and further down the track' and 'SAM has me thinking about current practice, how this relates to different theories and where my philosophy fits in'.

Early childhood caries: current evidence for aetiology and prevention

Background: Despite the fact that it is largely preventable, dental caries (decay) remains one of the most common chronic diseases of early childhood. Dental decay in young children frequently leads to pain and infection necessitating hospitalization for dental extractions under general anaesthesia. Dental problems in early childhood have been shown to be predictive of not only future dental problems but also on growth and cognitive development by interfering with comfort nutrition, concentration and school participation. Objective: To review the current evidence base in relation to the aetiology and prevention of dental caries in preschool-aged children. Methods: A search of MEDLINE, CINALH and Cochrane electronic databases was conducted using a search strategy which restricted the search to randomized controlled trials, meta-analyses, clinical trials, systematic reviews and other quasi-experimental designs. The retrieved studies were then limited to articles including children aged 5 years and under and published in English. The evidence of effectiveness was then summarized by the authors. Conclusions: The review highlighted the complex aetiology of early childhood caries (ECC). Contemporary evidence suggests that potentially effective interventions should occur in the first 2 years of a child's life. Dental attendance before the age of 2 years is uncommon; however, contact with other health professionals is high. Primary care providers who have contact with children well before the age of the first dental visit may be well placed to offer anticipatory advice to reduce the incidence of ECC.

Associations between early childhood temperament clusters and later pychosocial adjustment

The study adopted a person-centered approach to examine whether clusters of children could be identified on the basis of temperament profiles assessed on four occasions from infancy to early childhood, and if so whether differing temperament clusters were associated with subsequent differences in behavior problems, social skills, and school adjustment in middle and late childhood. Parent, teacher, and self-report data were obtained from a large community-based cohort sample of Australian children, followed prospectively from infancy to late childhood. Four temperament clusters were identified. Children in the clusters labeled as reactive/inhibited and poor attention regulation tended to have higher levels of later behavior problems than children in clusters labeled nonreactive/outgoing and high attention regulation. Results suggested that a person-oriented clustering approach can identify children on the basis of early temperament who are at greater risk for behavioral, academic, and social difficulties four to eight years later.