Effects of early childhood development interventions on parental behaviour: evidence from a home-visiting programme in Peru

Las visitas a domicilio tienen por objeto mejorar los resultados del ni��o, desplazando las habilidades de crianza de los cuidadores para que puedan ofrecer mejores oportunidades de estimulaci��n a sus hijos. A pesar de este objetivo expl��cito, hay poca evidencia de pa��ses en desarrollo con respecto a los efectos del modelo de visitas a domicilio, en la provisi��n de la estimulaci��n por los cuidadores. Tambi��n hay una falta de pruebas de los programas de trabajo a gran escala y poca atenci��n a los mecanismos mediante los cuales estas intervenciones afectan al comportamiento de los padres. Este an��lisis tiene por objeto contribuir a la literatura sobre las intervenciones de dos maneras. Primero, proporciona evidencia causal sobre los efectos de un programa de visitas a domicilio envergadura sobre el comportamiento del cuidador. En segundo lugar, se explora las restricciones que limitan este cambio de comportamiento y ofrece una forma de pensando en sus mecanismos que es consistente con la evidencia. Yo uso el aleatorio grupal dise��o del componente de visitas al hogar del programa Cuna M��s en Per�� para recoger datos de 20 de control y de tratamiento de 20 distritos rurales sobre las pr��cticas de crianza y las creencias de los cuidadores en cuanto a la importancia de las interacciones entre padres e hijos para el desarrollo infantil.

Forma����o e doc��ncia na educa����o infantil : um olhar sobre a pr��tica pedag��gica e o curr��culo

O presente estudo que trata da forma����o e doc��ncia na educa����o infantil tem por objetivo realizar uma an��lise da percep����o das docentes deste segmento acerca da inf��ncia, da educa����o infantil e do curr��culo para educa����o infantil, com vistas a observar as diferen��as ocorridas em sua pr��tica pedag��gica ap��s o ingresso no curso de licenciatura em pedagogia oferecido pelo PROGRAPE-UPE. Nele busca-se responder a seguinte quest��o norteadora: ���Como se encontra a pr��tica pedag��gica e a percep����o dos educadores para com a Educa����o Infantil e a import��ncia do curr��culo para esse segmento educacional?���. Assim, direcionamos o aporte te��rico desta pesquisa para quest��es como a hist��ria da educa����o infantil, em que buscamos tra��ar os primeiros passos desta no Brasil, em seguida tra��ar nossas considera����es para concep����o de crian��a ao longo dos tempos at�� chegar a percep����o que se tem atualmente sobre a mesma, sobretudo como sujeito da rela����o de ensino-aprendizagem, onde buscamos a contribui����o deixada por importantes te��ricos como Piaget, Vygotsky e Wallon. Al��m disso, tamb��m direcionamos nosso olhar ao atual processo educacional da inf��ncia tendo em vista a fun����o e reorganiza����o curricular, em que delineamos algumas considera����es sobre a hist��ria do curr��culo, e assim adentrarmos na abordagem do curr��culo para a educa����o infantil, tendo-se por base a import��ncia da observa����o de seus tr��s eixos junto a este segmento. E, por fim, tratamos da atua����o docente e da import��ncia da forma����o para aqueles que trabalham na educa����o de crian��as entre 0 (zero) e 6 (seis) anos de idade. Neste percurso, a metodologia utilizada foi a pesquisa bibliogr��fica e documental, bem como, a pesquisa de car��ter qualitativo, onde o instrumento de coleta de dados foi a entrevista, a qual foi realizada com uma amostra de 6 (seis) docentes da educa����o infantil, cuja avalia����o foi feita com base na an��lise do discurso; de maneira que, ao seu final, pudemos perceber a import��ncia do curso de forma����o tendo em vista um melhor entendimento por parte das docentes entrevistadas acerca da inf��ncia, da educa����o infantil e do curr��culo, bem como na melhoria de sua pr��tica.

Playgrounds going wrong: study of the adult style and children's rights during recess in an early childhood and primary education center

Recent perspectives on Pedagogy for Early Childhood Education emphasize children's participation in line with the Children's Rights Convention. The study aimed to analyse how children's rights are dealt with during recess in a school (Early Childhood and Primary Education) in Portugal. The aims were: to characterize the style of the adult (teaching assistants) and the interactions that are established with the children at the playground/recess, and analyse them in terms of children's rights. The qualitative approach was based on the observation during the recess for three weeks. The Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) was used to register and code the dynamics of six teaching assistants (3 ECE and 3 PE). Critical incidents were also registered. Statistical analysis of the ASOS-ECE levels were complemented with the content analysis of the notes. The playground space was quite limited and affected children's play and well-being. The outdoor playground was never used for the Early Childhood classes, only for Primary Education students but with little supervision. Children were often deprived of playground time by decision of the teaching assistants, as punishment. The results obtained through the Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) are not satisfactory and are below what would meet the minimum quality value (3,5). For Early Childhood Education, sensibility is the most valued dimension but with very low levels (<2,5). For Primary Education it was autonomy that scored highest (<2,5). The analysis of the notes/critical incidents highlighted articles 12 (expression of own views), 13 (freedom of expression), 19 (protection against violence), 29 (development of personality) and 31 (rest and leisure, play and recreational activities) as being put into question by actions of the adults responsible for the children. Children's rights and well-being need to be put forward in the knowledge base for all adults working with children so that Pedagogy can fulfil its purpose fully.

Early Childhood Mathematics Education: Research, Curriculum and Educational Practice

This article reviews data obtained through research into early childhood mathematics education in Spain. It analyses the current curricular directions in mathematics education with early learners. It also provides an overview of mathematical practices in early childhood education classrooms to analyse the commonalities and differences between research, curriculum and educational practice. A review of the research presented at SEIEM symposia from 1997 until 2012 demonstrates: a) very little research has been done, a trend that is repeated in other areas, such as the JCR-Social Sciences Edition or the PME; b) the first steps have been taken to create a more and more cohesive body of research, although until now there has not been enough data to outline the curricular directions; and c) some discrepancies still exist between the mathematical practices in early childhood education classrooms and the official guidelines

Reduced olfactory bulb volume in adults with a history of childhood maltreatment

The human olfactory bulb (OB) is the first relay station of the olfactory pathway and may have the potential for postnatal neurogenesis in early childhood. In animals, chronic stress affects the OB and olfactory functioning. For humans, it has been shown that major depressive disorder is accompanied by reduced OB volume and reduced olfactory function. However, it is not clear if major stress in childhood development also affects olfactory functioning and OB volume in humans. OB volume was measured and olfactory function was tested in 17 depressive patients with and 10 without a history of severe childhood maltreatment (CM). CM patients exhibited a significantly reduced olfactory threshold and identification ability. The OB volume of the CM patients was significantly reduced to 80% of the non-CM patients. In conclusion, postnatal neurogenesis might be by reduced in CM, which may affect olfactory function of the brain in later life. Alternatively, a reduced OB volume may enhance psychological vulnerability in the presence of adverse childhood conditions although other areas not analyzed in this study may also be involved.

The status of early care and education in the states /

Includes bibliographical references.

On the Merits of Mixed Age Education: A Globalized Update

Thesis (Master's)--University of Washington, 2016-06

Pre-Service Teachers��� Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course

Thesis (Ph.D.)--University of Washington, 2016-06

The role of *language in early childhood mathematics

Math literacy is imperative to succeed in society. Experience is key for acquiring math literacy. A preschooler's world is full of mathematical experiences. Children are continually counting, sorting and comparing as they play. As children are engaged in these activities they are using language as a tool to express their mathematical thinking. If teachers are aware of these teachable moments and help children bridge their daily experiences to mathematical concepts, math literacy may be enhanced. This study described the interactions between teachers and preschoolers, determining the extent to which teachers scaffold children's everyday language into expressions of mathematical concepts. Of primary concern were the teachers' responsive interactions to children's expressions of an implicit mathematical utterance made while engaged in block play. The parallel mixed methods research design consisted of two strands. Strand 1 of the study focused on preschoolers' use of everyday language and the teachers' responses after a child made a mathematical utterance. Twelve teachers and 60 students were observed and videotaped while engaged in block play. Each teacher worked with five children for 20 minutes, yielding 240 minutes of observation. Interaction analysis was used to deductively analyze the recorded observations and field notes. Using a priori codes for the five mathematical concepts, it was found children produced 2,831 mathematical utterances. Teachers ignored 60% of these utterances and responded to, but did not mediate 30% of them. Only 10% of the mathematical utterances were mediated to a mathematical concept. Strand 2 focused on the teacher's view of the role of language in early childhood mathematics. The 12 teachers who had been observed as part of the first strand of the study were interviewed. Based on a thematic analysis of these interviews three themes emerged: (a) the importance of a child's environment, (b) the importance of an education in society, and (c) the role of math in early childhood. Finally, based on a meta-inference of both strands, three themes emerged: (a) teacher conception of math, (b) teacher practice, and (c) teacher sensitivity. Implications based on the findings involve policy, curriculum, and professional development.

The Effects of the Project Approach on Children in Inclusive Early Childhood Classrooms

Research on the impact of the Project Approach on young children with disabilities or children who are at-risk is limited. Mixed methods were used to study the impact of the Project Approach on the social interactions, challenging behaviors, and language development of eight focal children in two inclusive classrooms. Child participants were two children with IEPs and two children identified as at-risk from each class. Adult participants were six professionals who received high quality supports to implement the Project Approach. Adults were interviewed prior to the beginning of the study and again mid-, and post-implementation. Choice time observations were videotaped twice per week over 14 weeks to assess the impact of the Project Approach on play levels and MLUm. Results revealed that social interactions, challenging behaviors, vocabulary, MLUm, were positively impacted following implementation of the Project Approach. Limitations of the study and suggestions for research and practice are discussed.

"Going outside": discussing the connection between pedagogical practices with digital tools and outdoor learning in early childhood and primary education

Technology has an important role in children's lives and education. Based on several projects developed with ICT, both in Early Childhood Education (3-6 years old) and Primary Education (6-10 years old), since 1997, the authors argue that research and educational practices need to "go outside", addressing ways to connect technology with outdoor education. The experience with the projects and initiatives developed supported a conceptual framework, developed and discussed with several partners throughout the years and theoretically informed. Three main principles or axis have emerged: strengthening Children's Participation, promoting Critical Citizenship and establishing strong Connections to Pedagogy and Curriculum. In this paper, those axis will be presented and discussed in relation to the challenge posed by Outdoor Education to the way ICT in Early Childhood and Primary Education is understood, promoted and researched. The paper is exploratory, attempting to connect theoretical and conceptual contributions from Early Childhood Pedagogy with contributions from ICT in Education. The research-based knowledge available is still scarce, mostly based on studies developed with other purposes. The paper, therefore, focus the connections and interpellations between concepts established through the theoretical framework and draws on the almost 20 years of experience with large and small scale action-research projects of ICT in schools. The more recent one is already testing the conceptual framework by supporting children in non-formal contexts to explore vineyards and the cycle of wine production with several ICT tools. Approaching Outdoor Education as an arena where pedagogical and cultural dimensions influence decisions and practices, the paper tries to argue that the three axis are relevant in supporting a stronger connection between technology and the outdoor.

Supporting Early Childhood in Iowa, January 2004

Report produced by Iowa Community Empowerment Board