Pub Date : 2023-12-01DOI: 10.1186/s40723-023-00127-2
Pamela Oberhuemer, Birgit Riedel, Rahel Warnatsch, Samuel Bader
{"title":"Team concepts in ECEC: potentials and challenges of heterogeneous staff teams","authors":"Pamela Oberhuemer, Birgit Riedel, Rahel Warnatsch, Samuel Bader","doi":"10.1186/s40723-023-00127-2","DOIUrl":"https://doi.org/10.1186/s40723-023-00127-2","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138621161","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 : 2023-12-01DOI: 10.1186/s40723-023-00124-5
Kirsti Karila, Päivi Kupila
{"title":"Multi-professional teamwork in Finnish early childhood education and care","authors":"Kirsti Karila, Päivi Kupila","doi":"10.1186/s40723-023-00124-5","DOIUrl":"https://doi.org/10.1186/s40723-023-00124-5","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619346","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 : 2023-11-13DOI: 10.1186/s40723-023-00123-6
Marisa Schlieber, Tobi Adejumo, Jenna Knight, Enrique Valencia Lopez, Elizabeth Pufall Jones
Abstract Quality improvement strategies largely focus on lead teachers’ qualifications with little regard to their work environment, while also overlooking a significant segment of the workforce—assistant teachers. Early educators work in teams, and assistant teachers play an important role planning, implementing, and supporting classroom activities. Using an explanatory mixed-methods design, the present United States based study examines assistant teachers’ ( N = 436) assessments of their work environment, with a focus on teamwork. Findings reveal how features of the work environment are related to assistant teachers’ assessments of teamwork. Implications for policy, practice, and future research are discussed to address the work environment factors that support the ability of assistant teachers to collaborate and meaningfully contribute to the functioning and quality of children’s learning environment.
{"title":"“…Because we do so together”: A Mixed-Methods Analysis of Assistant Teacher’s Work Environment, Conditions, and Teamwork Experiences","authors":"Marisa Schlieber, Tobi Adejumo, Jenna Knight, Enrique Valencia Lopez, Elizabeth Pufall Jones","doi":"10.1186/s40723-023-00123-6","DOIUrl":"https://doi.org/10.1186/s40723-023-00123-6","url":null,"abstract":"Abstract Quality improvement strategies largely focus on lead teachers’ qualifications with little regard to their work environment, while also overlooking a significant segment of the workforce—assistant teachers. Early educators work in teams, and assistant teachers play an important role planning, implementing, and supporting classroom activities. Using an explanatory mixed-methods design, the present United States based study examines assistant teachers’ ( N = 436) assessments of their work environment, with a focus on teamwork. Findings reveal how features of the work environment are related to assistant teachers’ assessments of teamwork. Implications for policy, practice, and future research are discussed to address the work environment factors that support the ability of assistant teachers to collaborate and meaningfully contribute to the functioning and quality of children’s learning environment.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346382","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 : 2023-10-28DOI: 10.1186/s40723-023-00122-7
Georgenne G. Weisenfeld, Kate Schellie Hodges, Abby Copeman Petig
Abstract In the United States, state-funded preschool is a critical component of both K-12 public education and the early childhood education and care system. In 2021, 44 states and the District of Columbia operated 63 school/center-based preschool programs serving over 1.3 million children. The vast majority of state-funded preschool programs require two adults in each classroom: typically, a lead teacher and an assistant teacher, with an expectation for team teaching. This paper examines the trends and variations in state policies that address the qualifications requirements, compensation, and professional development supports for preschool lead and assistant teachers in state-funded preschool programs that provide a foundation for supporting a culture of collective success and potential quality of the classroom.
{"title":"Qualifications and supports for teaching teams in state-funded preschool in the United States","authors":"Georgenne G. Weisenfeld, Kate Schellie Hodges, Abby Copeman Petig","doi":"10.1186/s40723-023-00122-7","DOIUrl":"https://doi.org/10.1186/s40723-023-00122-7","url":null,"abstract":"Abstract In the United States, state-funded preschool is a critical component of both K-12 public education and the early childhood education and care system. In 2021, 44 states and the District of Columbia operated 63 school/center-based preschool programs serving over 1.3 million children. The vast majority of state-funded preschool programs require two adults in each classroom: typically, a lead teacher and an assistant teacher, with an expectation for team teaching. This paper examines the trends and variations in state policies that address the qualifications requirements, compensation, and professional development supports for preschool lead and assistant teachers in state-funded preschool programs that provide a foundation for supporting a culture of collective success and potential quality of the classroom.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136233799","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 : 2023-09-19DOI: 10.1186/s40723-023-00120-9
Jessie Ming Sin Wong
Abstract International kindergartens, which offer an immersive dual-language (English and Chinese) environment, are popular among middle-class families in Hong Kong. The international learning and teaching environment is cultivated primarily by developing a diverse workforce, in which Chinese-speaking (Putonghua and/or Cantonese) teachers with local training or from mainland China generally work with their English-speaking counterparts from overseas in the same classroom. Such heterogeneity has complicated the already challenging concept of collaborative teaching. This article presents a case study of the collaborative teaching practice in a trilingual international kindergarten which had been established for over 50 years. Through in-depth interviews, questionnaires, text messaging, document analysis, site visits, and observations, the study examined the collaborative teaching practices among international colleagues in the kindergarten. The findings revealed that collaboration among international colleagues was made successful by (1) senior management and teachers sharing a common goal; (2) a dynamic whole-school supportive structure that embraced heterogeneity; and (3) the development of a shared culture of professional learning. The implications of these findings for management, practice, and research are discussed, including the need to foster a culture of collaboration, the importance of professional development, and the need for further research on collaborative teaching practices in diverse educational settings.
{"title":"Embracing team heterogeneity: a case study of the collaborative teaching practice in an international kindergarten in Hong Kong","authors":"Jessie Ming Sin Wong","doi":"10.1186/s40723-023-00120-9","DOIUrl":"https://doi.org/10.1186/s40723-023-00120-9","url":null,"abstract":"Abstract International kindergartens, which offer an immersive dual-language (English and Chinese) environment, are popular among middle-class families in Hong Kong. The international learning and teaching environment is cultivated primarily by developing a diverse workforce, in which Chinese-speaking (Putonghua and/or Cantonese) teachers with local training or from mainland China generally work with their English-speaking counterparts from overseas in the same classroom. Such heterogeneity has complicated the already challenging concept of collaborative teaching. This article presents a case study of the collaborative teaching practice in a trilingual international kindergarten which had been established for over 50 years. Through in-depth interviews, questionnaires, text messaging, document analysis, site visits, and observations, the study examined the collaborative teaching practices among international colleagues in the kindergarten. The findings revealed that collaboration among international colleagues was made successful by (1) senior management and teachers sharing a common goal; (2) a dynamic whole-school supportive structure that embraced heterogeneity; and (3) the development of a shared culture of professional learning. The implications of these findings for management, practice, and research are discussed, including the need to foster a culture of collaboration, the importance of professional development, and the need for further research on collaborative teaching practices in diverse educational settings.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011135","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 : 2023-06-10DOI: 10.1186/s40723-023-00119-2
Ville Ruutiainen, Eija Räikkönen, Maarit Alasuutari
{"title":"Socioeconomic and attitudinal differences between service users of private and public early childhood education and care in the Finnish context","authors":"Ville Ruutiainen, Eija Räikkönen, Maarit Alasuutari","doi":"10.1186/s40723-023-00119-2","DOIUrl":"https://doi.org/10.1186/s40723-023-00119-2","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44031576","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 : 2023-05-19DOI: 10.1186/s40723-023-00118-3
Bian Chen
{"title":"Non-indigenous preschool teachers’ culturally relevant pedagogy in the indigenous areas of Taiwan","authors":"Bian Chen","doi":"10.1186/s40723-023-00118-3","DOIUrl":"https://doi.org/10.1186/s40723-023-00118-3","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42244596","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 : 2023-04-08DOI: 10.1186/s40723-023-00114-7
Y. Prasetyo, Pipit Permatasari, H. D. Susanti
{"title":"The effect of mothers’ nutritional education and knowledge on children’s nutritional status: a systematic review","authors":"Y. Prasetyo, Pipit Permatasari, H. D. Susanti","doi":"10.1186/s40723-023-00114-7","DOIUrl":"https://doi.org/10.1186/s40723-023-00114-7","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702630","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 : 2023-04-07DOI: 10.1186/s40723-023-00113-8
Carla Sílvia Neves da Nova Fernandes, Teresa Moreira, Joana Galvão
{"title":"Children's attitudes towards aging people-validation of an instrument","authors":"Carla Sílvia Neves da Nova Fernandes, Teresa Moreira, Joana Galvão","doi":"10.1186/s40723-023-00113-8","DOIUrl":"https://doi.org/10.1186/s40723-023-00113-8","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42705169","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 : 2023-03-15DOI: 10.1186/s40723-023-00111-w
Suzanne Gooderham
{"title":"Determining who is at-risk in the full-day kindergarten program","authors":"Suzanne Gooderham","doi":"10.1186/s40723-023-00111-w","DOIUrl":"https://doi.org/10.1186/s40723-023-00111-w","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150698","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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