162 research outputs found
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Predictors of family burden in families caring for children with special needs
Full text linkHaving a child with special needs has a significant impact on family life. While adapting to this new situation, parents often face difficulties related to the care of their children, family relations, and financial situation. The present study examined differences between family burden and spousal support perceived by mothers and fathers of children with special needs and investigated predictors of perceived family burden and spousal support. A total of 394 parents of children with disabilities (197 couples) from a large urban city in Northern Turkey participated in this survey study. Results showed the perceived family burden and spousal support differed significantly between couples. Mothers of children with special needs had significantly higher perceived family burden and significantly lower perceived spousal support in comparison to fathers. Moreover, perceived spousal support significantly predicted family burden perceived by mothers and fathers. Implications in relation to services offered to families of children with disabilities along with the recommendations for future research in this area are discussed
Exploring the feasibility of outdoor indigenous games and songs to enhance play-based pedagogy in early childhood education
Full text linkIndigenous play activities are crucial to cross-cultural knowledge and practice and are gaining ground as a pedagogical approach in early childhood education settings. The study aimed at systematically documenting culturally and developmentally appropriate outdoor indigenous games that could serve as resource materials for play-based learning in ECE centres. Participants comprising teachers, parents, grandparents, and adolescent girls and boys were drawn from Lufwanyama district of Zambia. Data was generated through Participatory Action Research to allow inter-cultural dialogue. Data was analysed using thematic categorisation. Results showed that documentation of indigenous games can serve as a resource capital for enhancing play-based learning practice in an early childhood education setting. The study further revealed that integrating indigenous games can strengthen home-school linkages through active community engagement. The study recommends that teachers can effectively implement play-based learning when the reservoir of developmentally appropriate indigenous games is easily accessible to them. We further argue for rethinking early childhood education pedagogical practice so that learning and development are seen as being influenced more by contextually responsive play and exploration, than by direct instruction and teaching
Bilingualism matters: Early childhood teachers\u27 attitudes toward children\u27s creativity
Full text linkChildren can learn any language and acquire its skills at a very early age. Creativity is central to the curriculum. Early Childhood (EC) teachers should provide children with appropriate resources to individually spark their imaginations and encourage them to adopt different ideas. The objective of the current study was to determine the attitudes of EC teachers who are teaching bilingual students and integrating creativity into classroom activities. The study adopted the exploratory approach, where a total of 299 EC teachers in the western region of Saudi Arabia participated in this study by filling out a questionnaire. EC teachers believed that there are differences between bilingual boys and girls in creative competencies. Most teachers stated that they did not receive sufficient training and preparation to incorporate creativity into all subjects in EC schools. Teachers in private EC schools showed more positive attitudes toward creativity than teachers in government schools. These findings provide reliable evidence for international research on teachers\u27 attitudes and perceptions toward creativity in bilingual children. Policy makers can also benefit from these results and pay more attention to teacher preparation programs in order to raise their efficiency in supporting and enhancing the creative inclinations of learners
Out of the shadows: An epistemological examination of family childcare in Canada
Full text linkThis paper critically examines the current knowledge base of family childcare through an epistemological lens. A brief literature review highlights what is known about family childcare, and standpoint theory is used to illustrate how I first became aware of the issues in the current system as a former family childcare educator. Then, an examination of the gaps in knowledge resulting from the current approach to knowledge creation in family childcare is outlined, with human ecology and social constructionism proposed as ideal paradigms for more holistic knowledge creation. Finally, a brief proposal for research designed to create a more informed path to understanding family childcare is offered to answer the question: What are the experiences of family childcare educators in Canada, and which supports and services are required to meet their unique needs
Playing outdoors: What do children do, where and with whom?
Full text linkThere is an increasing interest in outdoor play, both in research and in policy. However, in (re)designing, planning and managing the public space, there is still limited attention for children’s actual playing behavior. A lot of urban planning decisions are based on adults’ perceptions of children’s playing behavior and focus on formal play spaces, rather than on their actual behavior and on other, more informal, play places children might also use. Therefore, the purpose of this study was to explore where children play outdoors, with whom and what kind of activities they are performing there. Between February 2022 and March 2023 1,127 – mainly primary school - children were systematically observed after school in three post-war residential districts in three cities in The Netherlands. The majority of the children were between 5-8 years old (50%). Above the age of 8 years, substantially more boys (70%) than girls (30%) were playing outdoors. Most of the children (79%) were playing with other children, 8% were playing alone. The playground was the most popular play space (36% of the observed children were playing there), followed by public sports fields (14%) and sidewalks (13%). With respect to the type of activities, relaxing (21%) was the most common activity, followed by ball sports (14%), climbing or hanging (11%), swinging (10%), and riding on wheels (9%). This study showed differences in play behavior by gender, age, district and play space and stress the need for a broader definition of play, and for focusing on formal as well as informal play spaces
How an early learning and child care program embraced outdoor play: A case study
Full text linkResearch indicates outdoor play influences children’s physical, cognitive and social-emotional well-being, but there are barriers to implementation in early learning settings. This study explores an early learning and child care (ELCC) program achieving success with outdoor play to identify strategies that may help overcome barriers and support outdoor play in similar contexts. Focus groups and interviews were conducted with ELCC program Early Childhood Educators (ECEs) and facilitators, school teachers and principal, and government staff. Data also included relevant documentation and photographs of the outdoor play spaces. Thematic analysis of all data was completed, resulting in a description of the ELCC program’s outdoor play space and practices and factors that may be influencing these identified practices. Six themes or influencing factors were identified: 1) outdoor play, including loose parts and risky play, is valued; 2) outdoor play is promoted and engaged in by others; 3) space and resources are available; 4) communication and engagement happens; 5) leaders are integral; and 6) partnerships and collaboration are essential. Using Bronfenbrenner’s ecological systems model, this research identifies outdoor play implementation strategies that may provide guidance to ELCC stakeholders such as ECEs and policymakers. To overcome outdoor play challenges, considerations should be made to purposefully target and engage multiple subsystems and stakeholders as described in this study for greatest impact
Parents\u27 perceptions of their children\u27s outdoor activities before and during COVID-19 crisis
No full textThis study is focused on Israeli parents\u27 perceptions regarding the possible benefits and barriers to their children\u27s outdoor activities as well as on their reports on the actual engagement of their children in these kinds of activities, before and during the COVID-19 crisis. We employed a mixed-method design, including a questionnaire and a semi-structured interview. The participants were 213 Israeli parents. Findings reveal that parents think that outdoor activities benefit children\u27s physical-motor and social development and their health. They consider their long work hours and weather conditions as the main barriers to spending more time outdoors. Parents also reported going out significantly less with their children to playgrounds after the peak of the COVID-19 crisis, compared to their habits before the pandemic. The decrease in the time spent outdoors was attributed by the parents to their long work hours and to an increase in the time spent by their children in front of screens. In light of the findings, we suggest that parents need guidance in order to restore the habit of going out to close playgrounds on an almost daily basis and in order to appreciate the contribution of outdoor activities to children\u27s connectedness and knowledge about nature
Developing child-friendly cities: Young children’s participation in urban planning
Full text linkThis article is based on a collaborative project between a municipality and a research team, aiming to investigate participatory methods that promote young children’s interest and participation in, and access to express their views in connection with, urban planning processes. The research question was: What characterizes a child-friendly city for young children and their families? The article is framed within the perspective of children’s rights, affordance and child-friendly outdoor environments. The project has employed multiple research methods. The participants were children (aged 3-6) and parents from three early childhood education and care institutions. The children (n=16) participated in guided tours, field conversations, drawing and constructive play using Lego. The parents (n=14) participated by identifying the locations that they preferred to frequent with their children, and a structured survey was used to identify what the parents liked and disliked about the places they identified. Our findings indicate that there are four important features that characterise a child-friendly city: 1) The availability of ‘green lungs’, 2) Creative and challenging play opportunities, 3) Places for the whole family, and 4) Safe playgrounds and walking routes. We discuss how better knowledge of what characterizes a child-friendly city can contribute to planning processes
Outdoor play and learning practices from a comparative case study perspective
Full text linkOutdoor play and learning (OPL) is emphasised differently across countries, and cultural aspects influence these practices. There are ongoing debates around outdoor learning in early years, and the communication of the value, effectiveness, and applicability of OPL across schools has encountered obstacles due to various factors. The diversity of implementations within different cultures is obvious, and there are even some variations within the same country in terms of practices and understanding of the philosophy of OPL. The current case study contributes to the gap in mapping OPL practices using a comparative approach in two types of case schools in three countries: England, Greece, and Türkiye. This study offers insights from both teachers’ and head teachers’ perspectives in addition to considering observation notes. Several themes emerged from the analysis, including ‘components of schools’ daily life outdoors, forest trips and excursions, from break time to their time, and the question of training’. In conclusion, school culture and the selected educational philosophy appear to have a more significant impact on OPL practices than environmental features alone. However, the findings indicate that schools lack a strategic and systematic approach to the deployment of OPL into the school philosophy. In terms of focusing more on the outdoors, personal values play a significant role, as does the support of stakeholders. The practical similarities and differences highlighted in this study can support the development of OPL practices and inform stakeholders in the early years to reconsider their contexts and potentially introduce transformative changes
Teachers’ experiences of promoting young students’ language development in inclusive settings
Full text linkEarly education is essential in promoting language development for all young students. Teachers will meet 6-year-olds with various language skills in the preschool class in Sweden. They are expected to engage and involve all students in language education to promote each student’s language development. The study aimed to explore teachers’ experiences promoting language development among young students in inclusive settings. Semi-structured interviews were conducted with 17 teachers working with young students in the preschool class. All interviews were transcribed and analyzed with thematic analysis. Three themes were identified, representing the teachers’ knowledge of language development, the pedagogical approach to promoting language development, and students with special needs in oral and written language. The results are related to Shulman\u27s (1986, 1987) framework on teachers’ competence in integrating content and pedagogical knowledge for successful teaching. Teachers in preschool classes might need education and in-service training to master young students\u27 diverse language abilities and needs