Often, because of low wages for center and family childcare providers, low-income family financial constraints, and sometimes lack of societal awareness and appreciation for the crucial nature of ...early childhood relationships for later life flourishing, many agencies and decision-makers do not set specific standards for qualifications for training needed for high quality provision of childcare. Clarification of these requirements is the first step in implementing increased training and also providing supports for such learning by care providers, who may not be able to afford advanced education costs. Below are discussed, and illustrated with real-life examples, ten specific suggestions for empowering childcare providers, directors, and also parents, with the knowledge and the breadth of knowledge and understandings required in order to provide excellence in caring for young children.
This study examined stress factors in families with a school-aged child with a disability. Path analyses revealed that children's demandingness and neediness for care was related more to maternal ...stress and that child's acceptability was related more to paternal stress. Professionals who serve families with children with disabilities may need to devise more specialized support programs to help fathers become emotionally close to their atypical children and may need to provide more respite services for mothers. To assist parents of school-aged children with disabilities, support services may also need to extend beyond the usual early childhood period.
Focus on the wonder of learning with infants, toddlers, and twos. Use sensitive and responsive interactions and curriculum planning that support their development as effective communicators, problem ...solvers, and creative thinkers.
Outdoor experiences allow teachers to focus on expanding child learning in different domains. Nature experiences can sharpen child senses, enrich vocabulary, increase spatial understandings, and ...permit more practice for large muscle skills. As well, teachers can arrange outdoor activities to promote positive peer cooperation and aesthetic enjoyment and appreciation - of birds, flowers, clouds, plants, clouds, rain, and trees. Outdoor environments challenge teachers to create new ways to involve children with disabilities in enjoyable learning opportunities. Caregivers can arrange new ways to enhance children's experiences and insights in activities not possible within the confines of indoor classroom spaces. Helping young children enjoy nature and outdoors, teachers create a lifelong path for them to become conservers of sustainable environments in the future.
Exercise times can enhance a variety of child learning goals and especially help some children with attention span difficulties to concentrate better on class lessons. Specific ways for teachers to ...create exercise sessions are suggested and how teachers can use exercise times to promote new word learning, creative imagination, as well as pride in body mastery.
How to help babies and young children right from birth to become competent in talking as well as emergent literacy is illustrated by research findings as well as with specific clinical stories. Both ...kinds of knowledge can serve to galvanize parents and teachers to increase awareness of infant and preschool language development and the crucial role of caregivers in providing richly varied, focused, and effective ways to enhance children's early language skills.
This article provides an introduction to aspects of emergent literacy and bilingualism that will orient readers to the importance of innovative and varied classroom activities with young children, so ...that teachers can promote competence and enjoyment of language learning, particularly for those young children learning English as a second language. This article also introduces a set of researches in this Special Issue on how teachers and principals respond to legislative requirements in some Asian countries, that is, laws that impact on how and when teachers can introduce bilingual and even trilingual efforts in Asian classrooms. Some of the research papers reveal how urgent the need for teacher training is when adults (responsible for the care of very young children) have not been required or helped to understand the importance of providing early positive responses and effective interactions to promote rich language development from infancy onward. Other researches in this Special Issue provide specific details of creative teacher efforts to encourage emergent literacy, storytelling, and bilingual proficiency in classrooms for young children in four Asian countries.
Bullied children: parent and school supports Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole
Early child development and care,
01/2014, Letnik:
184, Številka:
9-10
Journal Article
Recenzirano
Family interviews were conducted with 28 7-12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older ...sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings about their experiences. Boys reported more physical bullying than girls. Bullies of boys were significantly more likely to experience consequences as a result of their behaviours. About half of the parents said that they had contacted the school about the bullying. Specific suggestions are given for how schools together with parents can create a climate that decreases bullying in schools.
A review of research on fathering and research on men employed in work with young children in centers and in elementary schools emphasises the importance of positive male engagement with young ...children for their optimal development. Research also reveals the complexity of studying these relationships and the barriers in families and in society that impede the implementation of positive interactions. Suggestions are given for increasing positive male participation in the home and in educational settings.
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