990 resultados para Childhood memories
Myths, mysteries and mates : the experiences of culturally diverse early childhood student teachers.
Resumo:
An initial finding of a PhD study to explore the experiences of culturally diverse early childhood student teachers was that participants found the first year of study the hardest, with peer friendships being critical to success. Through narrative interviews, recent early childhood teacher education graduates reported that making friends proved to be an important survival strategy, restoring a positive sense of self. Vartuli (2005) highlighted the importance of positive self-perception in student teachers, linking this to ongoing teaching practice. This paper discusses the importance of student friendships in relation to successfully completing the first year of teacher education.
Resumo:
In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding what pre-service teachers learn about children from birth to three years of age during their formal program of study. It explores: if pre-service teachers engage in practical experiences with this age range; what content they learn; and how knowledge for this age range is assessed. Utilising information from fully accessible public program websites, data in the form of course details were examined to reveal the extent and nature of courses inclusive of teaching and learning focusing on children aged from birth to three years. Of the 55 programs, 18 programs provided practical experience with infants and toddlers, and to a lesser extent content was evident and assessed. Most of the programs which included a focus on birth to three years of age were delivered by Victorian institutions. Findings are important for the future of early childhood teacher education in Australia and hold key messages for teacher registration bodies.
Resumo:
The developmental trajectories of Theory of Mind (ToM) in later childhood and into adolescence have not been thoroughly investigated, partly due to a lack of sensitive paradigms that can chart development in typical populations or in individuals with a core deficit in ToM, such as those with autism spectrum disorder (ASD). The present study assessed understanding of emotions, beliefs, and intentions using both an established ToM task (Baron‐Cohen et al., 2001) and the more recently developed Comic Strip Task (CST; Cornish et al., 2010). Participants comprised 12 typically-developing (TD) children (mean age: 12·0 years, range: 9·9‐14·8 years) and 12 high-functioning children with ASD (mean age: 11·0 years, range: 9·1‐13·6 years). Results indicated that the ASD group were not impaired on any of the ToM tasks relative to TD children. It was concluded that although children with high-functioning ASD appear to develop basic ToM skills, they do not generalize these to naturalistic situations. The comic-strip paradigm is suggested as a promising way to approach the measurement of ToM across childhood in typical children and those with ASD.
Resumo:
This report presents an exploration of mentoring, mentoring models and evaluates the capacity of the early childhood sector to support mentoring of early childhood teachers. Included in the report is the investigation of the mentoring model used by VIT for provisionally registered teachers and other models currently employed by cluster managers and local governments.
Findings from a previous project which involved a review of the literature surrounding effective professional learning models for supporting early career early childhood teachers (Mayer & Nolan, 2008) informed the early stages of this work. Mayer and Nolan’s (2008) work highlighted supportive models of professional learning implemented both nationally and internationally and the important role mentoring played within successful models. This work provided the stimulus for a more focused and updated literature review and also provided the background to a more localised study of mentoring models currently being implemented across Victoria.
The research mapped programs that were currently on offer to kindergarten teachers across the state providing information about program design, delivery and content. The DEECD, whilst not holding information relating to the availability of alternative mentoring programs, did have anecdotal information that these mentoring initiatives did exist in varying forms across regions.
Resumo:
Initiatives to promote children’s nutrition and prevent childhood obesity are vital. Dietary patterns are a useful way to characterize whole diets, though no previous early childhood health promotion trial has assessed intervention impact using this approach. This research aimed to assess the effect on young children’s dietary patterns of a healthy eating and physical activity intervention. The Melbourne Infant Feeding Activity and Nutrition Trial (InFANT) Program was a health promotion cluster-randomized controlled trial involving 542 families. Child diets were assessed by multiple 24-hour recalls post-intervention, at approximately 18 months of age. An Obesity Protective Dietary Index was created, and dietary patterns were also assessed by principal components analysis. These outcomes were used to compare intervention and control participants to test the effectiveness of the intervention. Children in the intervention arm scored significantly higher (15.6 ± 5.9) than those in the control arm (14.5 ± 6.7) for the Obesity Protective Dietary Index (scores out of 30, p=0.01). Three dietary patterns were identified by principal components analysis, however, scores were not significantly different between intervention and control arms. In conclusion, this paper presents novel results in both the evaluation of an early childhood health promotion intervention and in the assessment of child dietary patterns. The results highlight the capacity for such an initiative to improve child diets, and the need for further research in this area.
Resumo:
Background:
Methods:
Data from 206 toddlers (53% male) participating in the Melbourne InFANT Program were collected in 2008–2010 and analysed in 2012. Mothers completed a survey of physical activity predictors when their child was 4- (T1) and 9- months old (T2). Physical activity was assessed by ActiGraph GT1M accelerometers at 19- months (T3) of age.
Results:
One infant behaviour at T1 and one maternal belief and two infant behaviours at T2 showed associations with physical activity at T3 and were included in multivariate analyses. After adjusting for the age at which the child started walking and maternal education, the time spent with babies of a similar age at 4-months (β = 0.06, 95% CI [0.02, 0.10]) and the time spent being physically active with their mother at 9-months (β = 0.06, 95% CI [0.01, 0.12]) predicted children’s physical activity at 19-months of age.
Conclusions:
Promotion of peer-interactions and maternal-child co-participation in physical activity could serve as a health promotion strategy to increase physical activity in young children. Future research is required to identify other early life predictors not assessed in this study and to examine whether these factors predict physical activity in later life stages.
