International Journal of Child Care and Education Policy最新文献

The Incredible Years is a parenting programme that has been implemented in several countries, and in later years also used in groups consisting of newly arrived immigrant families. The aim of this paper is to explore how refugee parents perceive the cultural responsiveness in the Incredible Years programme offered to a group of newly arrived refugee parents in a municipality in Norway. A key feature of the implementation was the role of the interpreters, as they were considered co-workers with the group leaders and held key roles in the Incredible Years programme. Whilst the dialogic nature of the Incredible Years programme and the open-mindedness of the group leaders promoted a reasonable responsiveness in the implementation, the empowered role of the interpreters was the most crucial point in securing a responsive cross-cultural dialogue. In a situation characterised by uncertainty, the social capital of the family seemed to gain increased value, and the participants were hesitant to discuss any problems with their children. The findings are useful for the provision of the Incredible Years programme to immigrant or refugee families who will need interpreters to take part in the courses.

The Incredible Years is a parenting programme that has been implemented in several countries, and in later years also used in groups consisting of newly arrived immigrant families. The aim of this paper is to explore how refugee parents perceive the cultural responsiveness in the Incredible Years programme offered to a group of newly arrived refugee parents in a municipality in Norway. A key feature of the implementation was the role of the interpreters, as they were considered co-workers with the group leaders and held key roles in the Incredible Years programme. Whilst the dialogic nature of the Incredible Years programme and the open-mindedness of the group leaders promoted a reasonable responsiveness in the implementation, the empowered role of the interpreters was the most crucial point in securing a responsive cross-cultural dialogue. In a situation characterised by uncertainty, the social capital of the family seemed to gain increased value, and the participants were hesitant to discuss any problems with their children. The findings are useful for the provision of the Incredible Years programme to immigrant or refugee families who will need interpreters to take part in the courses.

The original article contains a minor typo in Fig. 1; ‘dodactic’ should instead state ‘didactic’.

The original article contains a minor typo in Fig. 1; ‘dodactic’ should instead state ‘didactic’.

Nowadays children aged between 3 and 6 years are mostly attending one of the two major forms of preschool viz. public and private preschools in India. Even though public preschools are free of any financial cost to the parents, their preference is more towards private preschools. Based on a primary sample of 1369 children from 1369 households, this study explores the determinants of parents’ preschool choices between public and private. Acknowledging the possible sample selection bias in dealing with households of only those kids who have attended a preschool, we deploy Heckman sample selection model as our main regression design. Our results show the choice of a type of preschool heavily depends on parent’s socioeconomic status. Economically better off and educationally more aspirant parents prefer private preschool over public preschool in spite of the fact that the former does not provide any other facilities other than education.

Nowadays children aged between 3 and 6 years are mostly attending one of the two major forms of preschool viz. public and private preschools in India. Even though public preschools are free of any financial cost to the parents, their preference is more towards private preschools. Based on a primary sample of 1369 children from 1369 households, this study explores the determinants of parents’ preschool choices between public and private. Acknowledging the possible sample selection bias in dealing with households of only those kids who have attended a preschool, we deploy Heckman sample selection model as our main regression design. Our results show the choice of a type of preschool heavily depends on parent’s socioeconomic status. Economically better off and educationally more aspirant parents prefer private preschool over public preschool in spite of the fact that the former does not provide any other facilities other than education.

The current study explored beliefs and practices on the main types and common causes of conflicts among naturalized refugee pre-primary children in rural Tanzania. A region with highest number of naturalized refugees in Tanzania was purposively selected. A total of 12 children were involved in the focus group discussion; nine classroom teachers, and three school principals from three pre-primary schools were individually interviewed. To gain insights on home contexts, six parents who had children in pre-primary classes were visited at their homes and interviewed on individual sessions. A number of policy and practical documents were critically analyzed. Findings revealed that the main types of conflicts among naturalized refugee children were teacher-induced and pupil-induced. Further, it was found that the main causes of conflicts among children of this group were related to scarcity of resources and social issues. These findings highlight that in order to ensure that naturalized refugee children are developing to their fullest potentials and integrated into a host Tanzanian society, deliberate efforts are much needed to understand common types and main causes of conflicts. This will help in devising appropriate strategies to develop children’s constructive conflict-resolution skills.