Pub Date : 2020-01-31DOI: 10.17206/APJRECE.2020.14.1.193
W. Chan
National Association of Education for Young Children (NAEYC) (2009) stated early childhood education (ECE) practitioners are key agents who develop quality assured curriculum and conduct teaching through developmentally-appropriate practice (DAP). They play the vital role in providing quality education for enhancing children's whole-person development in early years, in the sense that, their importance and significance towards children’s development is an undeniable fact. In order to retain and maintain a stable teaching team in kindergartens, whether or not ECE practitioners’ salary could be guaranteed with statutory increment are the key concerns of different stakeholders in ECE, where appropriate, the Government of Hong Kong Special Administrative Region (HKSAR) plays a pre-dominant role in policy-making on the subsidy of ECE in Hong Kong. This paper therefore examined the key initiative on the salary adjustment for kindergarten practitioners through the implementation of the Free Quality Kindergarten Education Scheme (Scheme) starting from 2017/18 school year (Education Bureau, 2017b). The latest three policy addresses on the direct subsidy to kindergartens joining the Scheme (Scheme-KGs), announced by the Government of HKSAR in 2016, 2017 and 2018, were extracted for examining the fault-lines in terms of direct subsidies for Scheme-KGs via content analysis. Developed by Walker (2006), the Five Reform Disconnections were adopted as theoretical framework for analyzing the disconnection between the Scheme and teachers' expectation on their salary adjustment. Practical recommendations were provided for alleviating the said disconnection.
{"title":"Reform Disconnections between the Free Quality Kindergarten Education Scheme and Kindergartens in Hong Kong","authors":"W. Chan","doi":"10.17206/APJRECE.2020.14.1.193","DOIUrl":"https://doi.org/10.17206/APJRECE.2020.14.1.193","url":null,"abstract":"National Association of Education for Young Children (NAEYC) (2009) stated early childhood education (ECE) practitioners are key agents who develop quality assured curriculum and conduct teaching through developmentally-appropriate practice (DAP). They play the vital role in providing quality education for enhancing children's whole-person development in early years, in the sense that, their importance and significance towards children’s development is an undeniable fact. In order to retain and maintain a stable teaching team in kindergartens, whether or not ECE practitioners’ salary could be guaranteed with statutory increment are the key concerns of different stakeholders in ECE, where appropriate, the Government of Hong Kong Special Administrative Region (HKSAR) plays a pre-dominant role in policy-making on the subsidy of ECE in Hong Kong. This paper therefore examined the key initiative on the salary adjustment for kindergarten practitioners through the implementation of the Free Quality Kindergarten Education Scheme (Scheme) starting from 2017/18 school year (Education Bureau, 2017b). The latest three policy addresses on the direct subsidy to kindergartens joining the Scheme (Scheme-KGs), announced by the Government of HKSAR in 2016, 2017 and 2018, were extracted for examining the fault-lines in terms of direct subsidies for Scheme-KGs via content analysis. Developed by Walker (2006), the Five Reform Disconnections were adopted as theoretical framework for analyzing the disconnection between the Scheme and teachers' expectation on their salary adjustment. Practical recommendations were provided for alleviating the said disconnection.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78890591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/apjrece.2020.14.1.27
Youngae Lee, Sang-ho Lee
The purpose of this study is to introduce the SoI-EY framework and investigate infants’ spontaneous musical behavior based on that framework. The SoI-EY framework is an instrument for investigating children’s musical behavior and engagement. It was originally developed in England for children with learning difficulties, but a growing body of research using the SoI framework has been conducted throughout the world. SoI-EY was developed in order to explore the potential relevance for infants of so-called neurotypical musical development. We investigated three infants’ musical behavior on the basis of that framework, gathering data by recording video over 13 weeks, then analyzed the total 1693 minutes of video. The frequency, average, and percentage of musical behavior were conducted based on three domains of the SoI-EY framework. We observed that Boy A ranged from Level 2 to Level 4 in the three domains, showing Level 2 overall, while boys B and C fit Level 2 in the reactive domain, and Levels 2 to 4 in the interactive and proactive domains. The results indicated that children of similar ages have different musical development levels, and that a child’s environment, developmental level, and playmates can all influence the level of musical development.
{"title":"Infants Spontaneous Musical Behavior on the Basis of SoI-EY Framework","authors":"Youngae Lee, Sang-ho Lee","doi":"10.17206/apjrece.2020.14.1.27","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.1.27","url":null,"abstract":"The purpose of this study is to introduce the SoI-EY framework and investigate infants’ spontaneous musical behavior based on that framework. The SoI-EY framework is an instrument for investigating children’s musical behavior and engagement. It was originally developed in England for children with learning difficulties, but a growing body of research using the SoI framework has been conducted throughout the world. SoI-EY was developed in order to explore the potential relevance for infants of so-called neurotypical musical development. We investigated three infants’ musical behavior on the basis of that framework, gathering data by recording video over 13 weeks, then analyzed the total 1693 minutes of video. The frequency, average, and percentage of musical behavior were conducted based on three domains of the SoI-EY framework. We observed that Boy A ranged from Level 2 to Level 4 in the three domains, showing Level 2 overall, while boys B and C fit Level 2 in the reactive domain, and Levels 2 to 4 in the interactive and proactive domains. The results indicated that children of similar ages have different musical development levels, and that a child’s environment, developmental level, and playmates can all influence the level of musical development.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83110403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/APJRECE.2020.14.1.1
Amanish Lohan, A. Ganguly, C. Kumar, V FarrJohn
The purpose of the paper is to identify and prioritize a set of important attributes for school choice for millennial urban Indian parents. Analytic Hierarchy Process (AHP) was applied to data collected from seventy-five millennial parents from the National Capital Region (NCR) of India to identify their prioritization of attributes for school choice. The study found that millennial Indian parents consider the quality and reputation of the schools as the most important attributes for primary school selection for their wards, followed by the overall infrastructure of the school. Further, contrary to the existing literature, tuition fee received a lower attribute ranking, while location was the least important attribute. The findings suggest that lack of policy directive in the education sector has resulted in parents valuing the quality of schools in terms of reputation, infrastructure, etc. as more important attributes while ignoring travel time or tuition fees. The findings are expected to contribute towards helping academicians and practitioners to understand parental decision-making, more so from the Indian or developing country perspective.
{"title":"What’s Best for My Kids? An Empirical Assessment of Primary School Selection by Parents in Urban India","authors":"Amanish Lohan, A. Ganguly, C. Kumar, V FarrJohn","doi":"10.17206/APJRECE.2020.14.1.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2020.14.1.1","url":null,"abstract":"The purpose of the paper is to identify and prioritize a set of important attributes for school choice for millennial urban Indian parents. Analytic Hierarchy Process (AHP) was applied to data collected from seventy-five millennial parents from the National Capital Region (NCR) of India to identify their prioritization of attributes for school choice. The study found that millennial Indian parents consider the quality and reputation of the schools as the most important attributes for primary school selection for their wards, followed by the overall infrastructure of the school. Further, contrary to the existing literature, tuition fee received a lower attribute ranking, while location was the least important attribute. The findings suggest that lack of policy directive in the education sector has resulted in parents valuing the quality of schools in terms of reputation, infrastructure, etc. as more important attributes while ignoring travel time or tuition fees. The findings are expected to contribute towards helping academicians and practitioners to understand parental decision-making, more so from the Indian or developing country perspective.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86269133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/apjrece.2020.14.1.169
Yan Li, M. Vandenbroeck
There is a growing attention for parent involvement in education in general and in early childhood education in particular. The vast majority of scholarly literature is published in English language and originates from Western countries. There is a risk that this may lead to the assumption that mainstream ideas in international literature are globally valid and come to dominate those of other countries, despite cultural differences. We conducted a systematic review of Chinese literature on parent involvement and analyzed underlying assumptions on rationales for parent involvement, on how parent involvement is configured, on guanxi and social inclusion, and eventually on the meaning of early childhood education. We found that while traditional important Chinese values are missing in dominant literature, there is also an increasing influence from U.S. literature on Chinese policy and practice.
{"title":"Conceptualisations of Parent Involvement in Early Childhood Education in China","authors":"Yan Li, M. Vandenbroeck","doi":"10.17206/apjrece.2020.14.1.169","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.1.169","url":null,"abstract":"There is a growing attention for parent involvement in education in general and in early childhood education in particular. The vast majority of scholarly literature is published in English language and originates from Western countries. There is a risk that this may lead to the assumption that mainstream ideas in international literature are globally valid and come to dominate those of other countries, despite cultural differences. We conducted a systematic review of Chinese literature on parent involvement and analyzed underlying assumptions on rationales for parent involvement, on how parent involvement is configured, on guanxi and social inclusion, and eventually on the meaning of early childhood education. We found that while traditional important Chinese values are missing in \u0000dominant literature, there is also an increasing influence from U.S. literature on Chinese policy and practice.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81448221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/APJRECE.2020.14.1.149
J. Choi
In order to understand the mother-child relationship, care is important. Caring acts can be actualized when two subjects—the cared-for and the one-caring—interact. To contribute to understanding the ways in which caring actions can be identified by both child and mother during their play activities, this qualitative study examines Korean mother-child play interactions from a critical perspective through the basis on the typology of caring acts (Korth, 2003). For this purpose, two Korean motherchild dyads who are living in the U.S. were recruited. Observations of play activities of the two mother-child dyads and face-to-face in-depth individual interviews with two mothers were conducted for seven months. The results suggest that Korean mother-child caring relationships may be reciprocated through the child’s active engagement in the caring relations as well as the mother’s. Implications for early childhood scholars and professionals working with diverse families are discussed, as well as future directions for research.
{"title":"A Critical Reconstruction of Caring Acts between Korean Mothers and Children during Their Play Activities","authors":"J. Choi","doi":"10.17206/APJRECE.2020.14.1.149","DOIUrl":"https://doi.org/10.17206/APJRECE.2020.14.1.149","url":null,"abstract":"In order to understand the mother-child relationship, care is important. Caring acts can be actualized when two subjects—the cared-for and the one-caring—interact. To contribute to understanding the ways in which caring actions can be identified by both child and mother during their play activities, this qualitative study examines Korean mother-child play interactions from a critical perspective through the basis on the typology of caring acts (Korth, 2003). For this purpose, two Korean motherchild dyads who are living in the U.S. were recruited. Observations of play activities of the two mother-child dyads and face-to-face in-depth individual interviews with two mothers were conducted for seven months. The results suggest that Korean mother-child caring relationships may be reciprocated through the child’s active engagement in the caring relations as well as the mother’s. \u0000Implications for early childhood scholars and professionals working with diverse families are discussed, as well as future directions for research.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87931236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/apjrece.2020.14.1.99
Larissa Hayes, C. Neilsen-Hewett, Elisabeth Duursma
One quarter of the Australian population is born overseas and one in five Australians speak a language other than English (ABS, 2016). This has led to an increase in the number of bilingual children enrolled in early childhood settings. Despite this changing landscape there is a lack of support for bilingual children enrolled in early childhood settings as many children do not receive any assistance to maintain their home language. This study examined the understanding and perceptions of two monolingual and two bilingual early childhood educators in NSW on how to best support bilingual children. Four early childhood educators (two monolingual and two bilingual) from two different Early Childhood Centres in Australia were interviewed and asked about their knowledge and beliefs regarding bilingualism. Results showed bilingual educators to be more positive and knowledgeable about bilingualism. All educators acknowledged challenges of not being able to communicate with children and their families as they did not speak any English. Participants in this study appeared to have limited knowledge of the nature of bilingualism and had varying beliefs around how to best support bilingual children. The results showed an inherent lack of differentiation with respect to educators' approach to pedagogy when teaching bilingual children. Implications for professional development and practice are discussed.
{"title":"A Case Study of Bilingual and Monolingual Educators in Two Australian Early Childhood Settings","authors":"Larissa Hayes, C. Neilsen-Hewett, Elisabeth Duursma","doi":"10.17206/apjrece.2020.14.1.99","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.1.99","url":null,"abstract":"One quarter of the Australian population is born overseas and one in five Australians speak a language other than English (ABS, 2016). This has led to an increase in the number of bilingual children enrolled in early childhood settings. Despite this changing landscape there is a lack of support for bilingual children enrolled in early childhood settings as many children do not receive any assistance to maintain their home language. This study examined the understanding and perceptions of two monolingual and two bilingual early childhood educators in NSW on how to best support bilingual children. Four early childhood educators (two monolingual and two bilingual) from two different Early Childhood Centres in Australia were interviewed and asked about their knowledge and beliefs regarding bilingualism. Results showed bilingual educators to be more positive and knowledgeable about bilingualism. All educators acknowledged challenges of not being able to communicate with children and their families as they did not speak any English. Participants in this study appeared to have limited knowledge of the nature of bilingualism and had varying beliefs \u0000around how to best support bilingual children. The results showed an inherent lack of differentiation with respect to educators' approach to pedagogy when teaching bilingual children. Implications for professional development and practice are discussed.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75502841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/APJRECE.2020.14.1.125
Chen-chen Cheng
Singapore’s bilingual education policy mandates children study English and a mother-tongue in school. To understand the language shift from Malay to English in Malay homes from the perspective of family language policy, this paper reports on the diverse language ideologies and practices of three Singaporean Malay mothers of preschool children. The in-depth interviews were conducted in 2013- 2014 and transcribed verbatim by a bilingual English-Malay transcriptionist. Although the mothers were of similar ethnic, religious, and socioeconomic backgrounds, their home language practices were distinctly different. Their language practices reflected the beliefs, values, and feelings they ascribed to Malay, English, and Mandarin, languages their preschool-age children were exposed to as well as their ideas about language development and bilingualism in Singapore. While subscribing to some state bilingual education policy assumptions, mothers actively formed different family language policies to resist the state bilingual policy, shield their children from academic pressure, and carve out a unique Malay identity. Major forces such as Malay as a minority, language and social mobility, and English ownership, in addition to state bilingual policy and education system, were discussed in connection to mothers’ family language policy.
{"title":"Eye on the Future: Diverse Family Language Policy in Three Singaporean Malay Homes with Preschool Children","authors":"Chen-chen Cheng","doi":"10.17206/APJRECE.2020.14.1.125","DOIUrl":"https://doi.org/10.17206/APJRECE.2020.14.1.125","url":null,"abstract":"Singapore’s bilingual education policy mandates children study English and a mother-tongue in school. To understand the language shift from Malay to English in Malay homes from the perspective of family language policy, this paper reports on the diverse language ideologies and practices of three Singaporean Malay mothers of preschool children. The in-depth interviews were conducted in 2013- 2014 and transcribed verbatim by a bilingual English-Malay transcriptionist. Although the mothers were of similar ethnic, religious, and socioeconomic backgrounds, their home language practices were distinctly different. Their language practices reflected the beliefs, values, and feelings they ascribed to Malay, English, and Mandarin, languages their preschool-age children were exposed to as well as their ideas about language development and bilingualism in Singapore. While subscribing to some state bilingual education policy assumptions, mothers actively formed different family language policies to resist the state bilingual policy, shield their children from academic pressure, and carve out a unique Malay identity. Major forces such as Malay as a minority, language and social mobility, and English ownership, in addition to state bilingual policy and education system, were discussed in connection to mothers’ family language policy.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76029290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/APJRECE.2020.14.1.49
Y Siu Angela F, C Chan Amy H
Resilience is defined as a “positive adaption in the face of risk or adversity” (Wright, Masten, & Narayan, 2013). Both the teachers’ resilience and their readiness to develop preschool children’s resilience were examined in the Hong Kong context (n=196). Results from the K-means cluster analysis indicated that Hong Kong preschool teachers had a relatively high level of resilience, with family being a significant contributing factor. These teachers were generally ready to foster children’s resilience and showed relatively high support for programs on developing children’s resilience (PDCR). The main effects of preschool teachers’ resilience and institutional climate supportiveness were identified. Institutional climate tended to affect highly resilient teachers more in terms of their willingness to implement PDCR. These findings provide insights and directions for developing early childhood resilience programs.
{"title":"Preschool Teachers’ Resilience and Their Readiness to Develop Resilience to Young Children in a Chinese Context","authors":"Y Siu Angela F, C Chan Amy H","doi":"10.17206/APJRECE.2020.14.1.49","DOIUrl":"https://doi.org/10.17206/APJRECE.2020.14.1.49","url":null,"abstract":"Resilience is defined as a “positive adaption in the face of risk or adversity” (Wright, Masten, & Narayan, 2013). Both the teachers’ resilience and their readiness to develop preschool children’s resilience were examined in the Hong Kong context (n=196). Results from the K-means cluster analysis indicated that Hong Kong preschool teachers had a relatively high level of resilience, with family being a significant contributing factor. These teachers were generally ready to foster children’s resilience and showed relatively high support for programs on developing children’s resilience (PDCR). The main effects of preschool teachers’ resilience and institutional climate supportiveness were identified. Institutional climate tended to affect highly resilient teachers more in terms of their willingness to implement PDCR. These findings provide insights and directions for developing early childhood resilience programs.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82065618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.17206/apjrece.2020.14.1.71
Salome Geertsema, M. le Roux
Background: The American-Speech-Hearing-Association (ASHA, 2010) position statement asserts that Speech-Language Therapists (SLTs) are involved in the prevention, identification, assessment, and provision of intervention for reading and writing problems, as well as in providing other services such as counselling and information services. The 2007 Ethics and Standards Committee of the South African Speech-Language-Hearing-Association (SASHLA) proposed guidelines on the practicalities of rendering these services to the South African population. Despite these position statements and guidelines, there is limited information available on the efficacy of intervention programmes used by the SLT population. Aim: This study investigated current knowledge and practices of SLTs in the South African context, as well as their perceptions regarding developmental dyslexia (DD) management. The main aim was to determine the nature of DD management practices of SLTs in South Africa (SASLT). Method: A survey study with an embedded design was employed. More specifically, a descriptive, correlational study was conducted which included qualitative and quantitative data in the same general time period. Results: Results indicated that the majority of SASLTs do not manage DD and are not confident in their ability to manage DD. The SASLTs felt that more in-depth training would be of benefit to them. Conclusion: Training in the field of developmental dyslexia should be considered by professional bodies in the field of SLT.
{"title":"Managing Developmental Dyslexia: Practices of Speech-Language Therapists in South Africa","authors":"Salome Geertsema, M. le Roux","doi":"10.17206/apjrece.2020.14.1.71","DOIUrl":"https://doi.org/10.17206/apjrece.2020.14.1.71","url":null,"abstract":"Background: The American-Speech-Hearing-Association (ASHA, 2010) position statement asserts that Speech-Language Therapists (SLTs) are involved in the prevention, identification, assessment, and provision of intervention for reading and writing problems, as well as in providing other services such as counselling and information services. The 2007 Ethics and Standards Committee of the South African Speech-Language-Hearing-Association (SASHLA) proposed guidelines on the practicalities of rendering these services to the South African population. Despite these position statements and guidelines, there is limited information available on the efficacy of intervention programmes used by the SLT population. \u0000Aim: This study investigated current knowledge and practices of SLTs in the \u0000South African context, as well as their perceptions regarding developmental dyslexia (DD) management. The main aim was to determine the nature of DD management practices of SLTs in South Africa (SASLT). Method: A survey study with an embedded design was employed. More specifically, a descriptive, correlational study was conducted which included qualitative and quantitative data in the same general time period. \u0000Results: Results indicated that the majority of SASLTs do not manage DD and are not confident in their ability to manage DD. The SASLTs felt that more in-depth training would be of benefit to them. \u0000Conclusion: Training in the field of developmental dyslexia should be considered by professional bodies in the field of SLT.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89036220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-01DOI: 10.17206/APJRECE.2018.12.2.1
S. Wyver
It is an interesting time in human history. Being outdoors generally costs nothing and can be extremely pleasurable. Yet outdoor opportunities that were once taken for granted are diminishing (Bhosale, Duncan, & Schofield, 2017; Milteer, Ginsburg, & Mulligan, 2012; Woolley & Griffin, 2015). Rhee (2016) noted that in many Asian regions, preference for more academically oriented activities in early childhood education settings has led to both indoor and outdoor play being sidelined. Outdoors is considered to be riskier and there is still a strong image of real learning occurring indoors. While the value of outdoor play and learning is often acknowledged, many questions remain regarding pedagogies, research approaches, benefits, and even basic definitions. This special issue of Asia-Pacific Journal of Research in Early Childhood Education contributes to current debate, empirical findings, and recommendations for policy and pedagogy regarding the outdoors.
{"title":"Guest Editor’s INTRODUCTION [Special Issue: Outdoor Play and Learning]","authors":"S. Wyver","doi":"10.17206/APJRECE.2018.12.2.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2018.12.2.1","url":null,"abstract":"It is an interesting time in human history. Being outdoors generally costs nothing and \u0000can be extremely pleasurable. Yet outdoor opportunities that were once taken for granted \u0000are diminishing (Bhosale, Duncan, & Schofield, 2017; Milteer, Ginsburg, & Mulligan, \u00002012; Woolley & Griffin, 2015). Rhee (2016) noted that in many Asian regions, preference \u0000for more academically oriented activities in early childhood education settings has led to \u0000both indoor and outdoor play being sidelined. Outdoors is considered to be riskier and there \u0000is still a strong image of real learning occurring indoors. While the value of outdoor play \u0000and learning is often acknowledged, many questions remain regarding pedagogies, research \u0000approaches, benefits, and even basic definitions. This special issue of Asia-Pacific Journal \u0000of Research in Early Childhood Education contributes to current debate, empirical findings, \u0000and recommendations for policy and pedagogy regarding the outdoors.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75235653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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