Research provides evidence that fathers can promote the development of their children's literacy skills, including reading books to them that are appropriate, engaging their children in discussions ...about books they read, recording in a notebook the books the children have read and encouraging their children to read more books. This review presents some emerging findings and issues in the research literature that are relevant to the role of fathers in promoting their children's literacy learning. It also summarizes the concerns and findings presented in selected research studies. Recommendations are provided for both researchers and educators.
Recent research and policy initiatives have focused on the roles of Hispanic fathers in their children's literacy development. Research indicated that fathers are able to motivate children to ...acquire, develop, and use literacy; learn new roles to enhance their children's literacy development; participate in literacy activities; and influence their children's literacy learning. Fathers have become resources and meaning makers within the family and community environments. Recommendations for researchers and educators are provided.
This review presents recent studies on Mexican American fathers in the United Sates to provide researchers with an understanding of contemporary fatherhood of Mexican American individuals. It ...describes the myths that create methodological and conceptual problems in conducting research studies to characterize Mexican American fathers. It also suggests guidelines for future research and practical applications on Mexican American fathers' involvement in their children's education. In doing this, it contributes to the emerging research to better understand the complexity of Mexican American fathering.
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Esta es una revisión de estudios recientes sobre padres Mexico-Americanos en los Estados Unidos de América que proporciona un conocimiento contemporáneo para investigadores sobre la paternidad de individuos Mexico-Americanos. Se describen los mitos que crean problemas metodológicos y conceptuales al conducir estudios de investigación que caracterizan a los padres Mexico-Americanos. Además se sugieren guías para investigaciones futuras y aplicaciones prácticas en cuanto a la contribución de padres Mexico-Americanos en la educación de sus hijos. Al hacer lo anterior se contribuye a la investigación emergente para entender mejor la complexidad de la paternidad Mexico-Americana.
Coronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research ...had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19.At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.
Researchers and educators have developed an interest in language development. Their studies focused on the cultural context in which language is learned and developed and its relationship to ...cognitive development. This article reviews the researchers' definitions on oracy and its social facets of language learning. Specifically, it reviews studies that describe (1) how language develops, beginning at birth and throughout the children's lives, based on their cultural group's social life, (2) the teachers' roles in providing young children with a variety of receptive and expressive language experiences, and (3) experiences that can be provided in natural settings to help young children recognize the relationship between the spoken and written language.
For many decades, research has supported the family's influence and their children's acquisition of literacy. Family literacy theories have been generated and challenged, while studies have been ...conducted on the family's application of literacy interactions, experiences, strategies, materials, influential factors and programs in a variety of context and both inside and outside the home. Most studies suggest that family literacy contributes to young children's literacy development.
These papers reflect the impact that early childhood teachers have on their students when they "stand in front of the classroom" and the effect their performance and characteristics have on children. ...After "Introduction: Factors that Impact Teacher Quality" (Olivia N. Saracho and Bernard Spodek), 11 papers include: (1) "The Preparation of Teachers for the Profession in Early Childhood Education" (Olivia N. Saracho and Bernard Spodek); (2) "The Possibilities and Challenges of 'Not Knowing': Early Childhood Teachers' Knowledge and Thinking in Uncertain Times" (Glenda Mac Naughton); (3) "The Importance of Teachers' Subjective Perceptions of Educational Innovations: The Case of Adaptive Teaching" (Rudolf van den Berg and Peter Sleegers); (4) "Transforming Pathways in Becoming an Early Childhood Teacher" (Joy Goodfellow and Jennifer Sumsion); (5) "Accountability in Early Childhood Care and Education" (Martha J. Buell and Donald L. Peters); (6) "Gender and Schoolwork in the United States 1850-1920" (Jackie M. Blount); (7) "Beliefs of Early Childhood Teachers" (Johanna Einarsdottir); (8) "Creativity and Teacher-Student Interactions" (Donna Tafuri and Olivia N. Saracho); (9) "Teachers' Cognitive Styles and Their Instructional Implications" (Olivia N. Saracho); (10) "Sensei: Early Childhood Education Teachers in Japan" (Susan D. Holloway and Yoko Yamamoto); and (11) "Improving Teacher Quality" (Olivia N. Saracho and Bernard Spodek). (Papers contain references.) (SM)
Recently, children's play has gained considerable attention, and important concerns have emerged. The volume presents a review and critical analysis of the research and theoretical knowledge on the ...educational play of young children. The chapters reflect a range of philosophies on various aspects of children's play. Each chapter includes a review of research and theory, implications for practice, and a comprehensive set of references. Following an introduction on the historical antecedent of early childhood educational play, the chapters of the book are as follows: (1) "Understanding Play and Its Theories" (Olivia N. Saracho and Bernard Spodek); (2) "Spontaneous Play in the 21st Century" (Fergus P. Hughes); (3) "Theories of Pretense, Mental Representation, and Humor Development: Answers and Questions" (Doris Bergen); (4) "Play in SchoolThe Teacher's Role: Reforms and Recent Research" (Ole Fredrik Lillemyr); (5) "Young Children's Play and Cognitive Style" (Olivia N. Saracho); (6) "On the Relation between Play and Symbolic Thought: The Case of Mathematics Manipulatives" (David H. Uttal); (7) "Play and Early Development and Education: The Instantiation of Parental Belief Systems" (Jaipaul L. Roopnarine, Meera Shin, Kwanghee Jung, and Ziarat Hossain); (8) "Play in Children: An Attachment Perspective" (Gary Creasey and Patricia Jarvis); (9) "The Teening of Preschool Play" (Francine Smolucha); and (10) "Early Childhood Educational Play" (Bernard Spodek and Olivia N. Saracho). (HTH)
This book identifies and analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development. Following ...introductory remarks on the reformation that has emerged in the language and literacy education of young children, the chapters are: (1) "Teachers' Roles in Promoting Literacy-Related Play" (Olivia N. Saracho); (2) "Hypermediating Literacy Activity: How Learning Contexts Get Recognized" (Kris Gutierrez and Lynda Stone); (3) "Creating Opportunities for Discourse: Language and Literacy Development for At-Risk Children" (Barbara Wasik, Mary Alice Bond, and Annemarie Hindman); (4) "Storybook Reading: What We Know and What We Should Consider" (Jon Shapiro, Jim Anderson, and Ann Anderson); (5) "New Directions in Family Literacy: Building Effective Partnerships between Home and School" (Trevor H. Cairney); (6) "Engaging Children in the Appropriation of Literacy: The Importance of Parental Beliefs and Practices" (Susan Sonnenschein); (7) "Promising Perspectives and Practices in Family Literacy" (Olivia N. Saracho); and (8) "Contemporary Views of Research and Practice in Early Childhood Literacy Programs" (Olivia N. Saracho and Bernard Spodek). Each chapter contains references. (KB)
Cognitive style identifies the ways individuals react to different situations. Cognitive styles include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of ...perceiving, remembering, thinking, and solving problems. Intended for researchers, psychologists, child development specialists, and early childhood educators, this book provides information to aid in understanding the nature of children's cognitive style. It uses that understanding to improve the learning activities provided to children, to help improve the teaching of children, and, ultimately, to improve their learning in school. The book's contents are designed to help teachers deal with the individual differences that are found among the children in their classes, especially in regard to the ways that children perceive the world and make sense of it. Part one of the book provides background information to describe cognitive style, its effects on the teaching-learning situation, and how to formally and informally assess cognitive style. Part two deals with student learning. This part describes field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, and how field dependence independence (FDI) influences the early childhood curriculum, including social situations. Part three of the book deals with the teachers' instruction, describing FD and FI teachers in a classroom situation, their instructional behaviors, and the consequences of matching teachers and students. Part four provides researchers and educators with future directions, including how early childhood teachers can be better prepared to meet students' individual differences and how cognitive style can improve educational practice. Contains 379 references.(Author/SD)
