International Journal of Child Care and Education Policy最新文献_第10页

Effect of cropland and livestock ownership on child labour in eastern Ethiopia: empirical examination of the Wealth Paradox 埃塞俄比亚东部农田和牲畜所有权对童工劳动的影响:财富悖论的实证检验

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2019-08-26 DOI: 10.1186/s40723-019-0061-x

Arega Shumetie, Kassahun Mamo

The study examined the relationship between child labour participation and household wealth (in terms of livestock and cropland) considering representative sample smallholders from four (Kurfa Chelie, Kersa, Fedis, and Melka Bello) districts in eastern Hararghe Zone of Oromia regional state of Ethiopia. The descriptive statics showed that average family size was 5.45 individuals per household, which was larger than the national average (4.9) in 2016. In the study area, children with age interval of 4–14 years, that were the subject matter of this study, constituted 43.3% of the total population. Around 23% of sampled households spent less than 2471.22 Birr per annum per adult equivalent for home consumption, which is an amount based on the inflation adjusted poverty line. Households in Fedis district experienced the worst poverty head count score, wherein 44% of them could not satisfy the minimum living standard requirement. Double-hurdle model result revealed that livestock and cropland holding of smallholders significantly affect child labour participation in domestic work. This finding implies that household’s asset ownership (possession of larger livestock and cropland) would not initiate children to budget more time for their education. The model result also showed that household head’s education level significantly reduced children’s domestic labour participation in the study area. Thus, this research recommended that there should be improvement in households’ education and awareness level in the study area to improve child school enrolment. Finally, it is easy to say that the Wealth Paradox about child labour holds true for smallholders in eastern Ethiopia.

该研究考察了童工参与与家庭财富(就牲畜和农田而言)之间的关系，考虑了埃塞俄比亚奥罗米亚地区州东部哈拉尔赫区四个地区(Kurfa Chelie、Kersa、Fedis和Melka Bello)的代表性小农样本。描述性统计数据显示，2016年，平均家庭规模为每户5.45人，高于全国平均水平(4.9人)。在研究区，4-14岁的儿童占总人口的43.3%，是本研究的研究对象。大约23%的抽样家庭每年的人均家庭消费低于2471.22比尔，这是一个基于通货膨胀调整后的贫困线的数额。费迪斯地区的家庭贫困人数得分最高，有44%的家庭无法满足最低生活标准要求。双栏模型结果显示，小农的牲畜和耕地持有量显著影响童工参与家务劳动。这一发现表明，家庭的资产所有权(拥有更大的牲畜和农田)不会促使儿童为他们的教育预算更多的时间。模型结果还显示，户主的受教育程度显著降低了研究区域儿童的家务劳动参与。因此，本研究建议应提高研究区家庭的教育和意识水平，以提高儿童入学率。最后，很容易说，关于童工的财富悖论适用于埃塞俄比亚东部的小农。

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引用次数: 9

The relation between reflection and the quality of a preschool teacher’s education performance 反思与幼儿教师教育绩效质量的关系

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2019-07-30 DOI: 10.1186/s40723-019-0060-y

Zora Syslová

Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

许多发达国家最近一直在关注学前教育的质量。一般认为，优质的学前教育最重要的一个方面是优质的教学绩效，这在许多研究中都得到了关注。研究还调查了幼儿教师的反思水平，特别是与他们的专业发展有关的反思水平。然而，到目前为止，还没有一项研究集中于观察这两种现象之间的关系。我们进行了多案例研究，以调查反思质量与教师绩效质量之间的关系。我们录下八位学前教师的工作过程，然后进行深入访谈。在访谈中，我们对选定的视频序列使用刺激回忆，特别关注选定的教育目标。研究结果表明，具有较高反思质量的教师在教师绩效的选定领域中达到了更高的质量。结果还表明，具有大学学历的教师达到了更高的质量绩效。这些发现有助于讨论学前教师的专业发展支持，并可以引发对这些教师的大学预备课程的必要性的讨论。

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引用次数: 10

How Banking Time intervention works in Turkish preschool classrooms for enhancing student–teacher relationships 银行时间干预如何在土耳其学前课堂中促进师生关系

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2019-07-10 DOI: 10.1186/s40723-019-0059-4

Derya Sahin Asi

In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child–teacher relationships in preschool period. Five- and six-year-old children (N = 93) attending full-time private preschool and their teachers (N = 8) were included in the participant group. It was pretest–intervention–posttest design and data were collected using Semi-Structured Play Interview and Student–Teacher Relationship Scale to assess whether or not BT intervention would be effective on child–teacher relationship perceptions. It was hypothesized that both children and teachers in the experimental group would perceive more positive relationships than the control group. The analysis showed that BT intervention differentiated relationship perceptions of children between the experimental and the control group. However, BT intervention did not improve the relationship perception of teachers with children in the experimental group as compared to the control group.

本研究旨在评估基于关系的银行时间(Banking Time, BT)干预对学龄前儿童与教师关系的影响。参与组包括5 - 6岁的全日制私立幼儿园儿童(93名)和他们的教师(8名)。采用前测-干预-后测设计，采用半结构化游戏访谈和师生关系量表收集数据，评估BT干预对师生关系感知是否有效。据推测，实验组的孩子和老师都比对照组更能感知到积极的关系。分析表明，BT干预对实验组和对照组儿童的关系感知有差异。然而，与对照组相比，BT干预并没有改善实验组教师与儿童的关系感知。

引用次数: 5

“You have a status”: a case study of parent leadership in a U.S. school readiness initiative “你有地位”:美国入学准备计划中家长领导的案例研究

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2019-06-17 DOI: 10.1186/s40723-019-0058-5

Anne L. Douglass, M. Maroney, M. Coonan, D. Friedman, Alice Carter

引用次数: 1

Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives 台湾学前儿童社会情绪学习的各面向:基于教师视角的探索研究

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2019-05-23 DOI: 10.1186/s40723-019-0057-6

J. Wilkinson, Chia-Pin Kao

引用次数: 10

Care dialogues: shifting family engagement from risk to rights in the USA 关爱对话：美国家庭参与从风险转向权利

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2018-12-01 DOI: 10.1186/s40723-018-0055-0

Tonya D. Bibbs

Though family engagement has become a priority in early childhood education and care, there are problems in our understanding of the phenomenon. First, there is uncertainty about the target of outcomes—namely, should it be children or families? Second, the early childhood field lacks ethical guidance to address the complexity of this relationship. Finally, the field has not articulated the political potential of family engagement. This paper responds to the problem by developing “care dialogues” as a framework for ethical engagement. There are two dimensions. The ethical dimension builds upon dialogue’s potential for change, and the importance of recognizing particular relationships. The political dimension defines rights as the ability to act within those relationships. As a framework, care dialogues attend to the respective needs, rights, and beliefs of particular early childhood institutions and families while connecting to larger political concerns. The paper uses focus group data to build an illustrative case study demonstrating care dialogues’ potential to inform early childhood practice under non-ideal circumstances. This methodological choice is critical to allaying concerns about care as a utopian approach. Using the parameters of care dialogues, the case study addresses three themes—getting personal, agency and care, and narrative as advocacy. The case study concludes that: care dialogues facilitate intimate relations essential to family engagement; the concept of inappropriately adaptive preferences addresses the agency problem; and the political impact of care dialogues extend beyond the immediate exchange between families and institutions. The implications of care dialogues to policy are discussed.

尽管家庭参与已成为幼儿教育和保育的优先事项，但我们对这一现象的理解还存在问题。首先，结果的目标不确定--即，应该是儿童还是家庭？其次，幼儿教育领域缺乏伦理指导来处理这种复杂的关系。最后，该领域尚未阐明家庭参与的政治潜力。本文针对这一问题，提出了 "关爱对话 "作为伦理参与的框架。对话有两个维度。伦理维度建立在对话的变革潜力和承认特殊关系的重要性之上。政治层面将权利定义为在这些关系中采取行动的能力。作为一个框架，关爱对话关注特定幼儿教育机构和家庭各自的需求、权利和信仰，同时与更大的政治关切相联系。本文利用焦点小组数据建立了一个说明性案例研究，展示了关爱对话在非理想情况下为幼儿实践提供信息的潜力。这种方法论上的选择对于消除将关爱作为乌托邦式方法的担忧至关重要。利用关爱对话的参数，该案例研究探讨了三个主题--个人化、机构与关爱以及作为倡导的叙事。案例研究的结论是：照护对话促进了对家庭参与至关重要的亲密关系；不适当的适应性偏好概念解决了代理问题；照护对话的政治影响超出了家庭与机构之间的直接交流。讨论了关爱对话对政策的影响。

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引用次数: 0

The effects of home and school on children’s happiness: a structural equation model 家庭与学校对儿童幸福感的影响:一个结构方程模型

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2018-12-01 DOI: 10.1186/s40723-018-0056-z

Masood Badri, Ali Al Nuaimi, Yang Guang, Yousef Al Sheryani, Asma Al Rashedi

This study analyzed the structural relationships between the important constructs of school, home and family, and the happiness of Abu Dhabi school children. Survey data were collected from students in schools in the three regions of Abu Dhabi. The final dataset from 14,837 students was analyzed. Structural equation modeling (SEM) and MANOVA were employed in the study. SEM examined the association between latent constructs. For SEM, goodness of fit indices for the hypothetical model were good, and all paths were significant. The model incorporating both indirect and direct impact of home-related variables, such as how much fun did one have with their family, how did the family members get along, and how much time parents spent with their children, on the happiness of Abu Dhabi school children is valid. MANOVA showed that for all constructs, significant differences existed with regard to student gender, grade level, school location, school type, and nationality.

本研究分析了学校、家和家庭的重要构念与阿布达比学童幸福感之间的结构关系。调查数据是从阿布扎比三个地区的学校学生中收集的。对14837名学生的最终数据集进行了分析。采用结构方程模型(SEM)和方差分析(MANOVA)进行研究。扫描电镜检查了潜在构念之间的关联。对于SEM，假设模型的拟合优度指标较好，所有路径均显著。该模型结合了家庭相关变量的间接和直接影响，例如一个人与家人有多少乐趣，家庭成员如何相处，以及父母与孩子相处的时间，对阿布扎比学童的幸福感是有效的。方差分析显示，所有构念在学生性别、年级水平、学校位置、学校类型和国籍方面均存在显著差异。

引用次数: 15

The effects of home and school on children’s happiness: a structural equation model 家庭与学校对儿童幸福感的影响:一个结构方程模型

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2018-12-01 DOI: 10.1186/s40723-018-0056-z

Masood Badri, Ali Al Nuaimi, Yang Guang, Yousef Al Sheryani, Asma Al Rashedi

This study analyzed the structural relationships between the important constructs of school, home and family, and the happiness of Abu Dhabi school children. Survey data were collected from students in schools in the three regions of Abu Dhabi. The final dataset from 14,837 students was analyzed. Structural equation modeling (SEM) and MANOVA were employed in the study. SEM examined the association between latent constructs. For SEM, goodness of fit indices for the hypothetical model were good, and all paths were significant. The model incorporating both indirect and direct impact of home-related variables, such as how much fun did one have with their family, how did the family members get along, and how much time parents spent with their children, on the happiness of Abu Dhabi school children is valid. MANOVA showed that for all constructs, significant differences existed with regard to student gender, grade level, school location, school type, and nationality.

本研究分析了学校、家和家庭的重要构念与阿布达比学童幸福感之间的结构关系。调查数据是从阿布扎比三个地区的学校学生中收集的。对14837名学生的最终数据集进行了分析。采用结构方程模型(SEM)和方差分析(MANOVA)进行研究。扫描电镜检查了潜在构念之间的关联。对于SEM，假设模型的拟合优度指标较好，所有路径均显著。该模型结合了家庭相关变量的间接和直接影响，例如一个人与家人有多少乐趣，家庭成员如何相处，以及父母与孩子相处的时间，对阿布扎比学童的幸福感是有效的。方差分析显示，所有构念在学生性别、年级水平、学校位置、学校类型和国籍方面均存在显著差异。

引用次数: 0

Building an ex-ante simulation model for estimating the capacity impact, benefit incidence, and cost effectiveness of child care subsidies in Turkey 建立预估土耳其儿童保育补贴的能力影响、福利发生率和成本效益的事前模拟模型

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2018-11-24 DOI: 10.1186/s40723-018-0052-3

Meltem A. Aran, Ana Maria Munoz-Boudet, Nazli Aktakke

引用次数: 2

Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis 澳大利亚幼儿教育和保育服务中的婴儿喂养营养政策：内容和定性分析

IF 1.9 Q2 Social Sciences

International Journal of Child Care and Education Policy

Pub Date : 2018-11-03 DOI: 10.1186/s40723-018-0053-2

Julianne McGuire, Danielle Gallegos, Susan Irvine

Early infant feeding practices are a critical part of education and care programs within Early Childhood Education and Care (ECEC) settings. With an increasing number of children attending ECEC services from a young age, adherence to best practice infant feeding will improve long-term health outcomes. This paper uses inductive and deductive thematic analysis informed by Social Cognitive Theory and inductive content analysis, to describe Australian infant feeding nutrition ECEC policy environments. Key Australian ECEC policy documents were analysed, revealing the invisibility of infants generally, and infant feeding specifically, in current quality standards. This was followed by analysis of 28 nutrition or infant feeding policies from 19 centre- and home-based ECEC services impacting over 1500 children in Queensland Australia. Five key themes characterising the content of service policies impacting infant feeding emerged: documentation, values, curriculum and pedagogy, supportive environments, and working in partnerships with parents. Service policies are required by legislation and set the foundation for a safe, supportive environment for infant feeding. The lack of infant feeding practice examples and invisibility of infants in legislation increase ambiguity, and health and safety risks. Opportunities exist to adopt separate infant feeding policies which will assist the provision of quality practice for the short-term and long-term optimal health of infants in ECEC settings.

婴儿早期喂养方法是幼儿教育和保育（ECEC）机构中教育和保育计划的重要组成部分。随着越来越多的儿童从小开始接受幼儿教育和保育服务，坚持婴儿喂养的最佳做法将改善长期的健康状况。本文以社会认知理论和归纳式内容分析为基础，采用归纳式和演绎式主题分析法来描述澳大利亚婴儿喂养营养ECEC政策环境。对澳大利亚幼儿保育和教育政策的主要文件进行了分析，揭示了当前质量标准中对婴儿以及婴儿喂养的忽视。随后，对澳大利亚昆士兰州 19 家中心和家庭幼儿保育和教育服务机构的 28 项营养或婴儿喂养政策进行了分析，这些政策对 1500 多名儿童产生了影响。结果发现，影响婴儿喂养的服务政策内容有五个关键主题：文件、价值观、课程和教学法、支持性环境以及与家长合作。服务政策是法律规定的，为婴儿喂养奠定了安全、支持性环境的基础。由于缺乏婴儿喂养实践范例，以及立法中对婴儿的忽视，增加了模糊性以及健康和安全风险。采取单独的婴儿喂养政策的机会是存在的，这将有助于在幼儿保育和教育机构中为婴儿的短期和长期最佳健康提供优质做法。

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