International Journal of Child Care and Education Policy最新文献

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.

The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.

The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The study employed a focus group design to consider the research problem from the vantage point of key informants such as coaches and other system staff who routinely support ECE programs to meet system requirements and to engage in quality improvement work. Three focus groups were convened, with a total of N = 28 participants. The meetings were audio-recorded, transcribed, and analyzed using the constant comparative method. Emergent themes were noted and grouped into four categories: QRIS requirements; system alignment; ECE progrm administrator training; and ECE teacher training and technical assistance. Focus group members advocated for incorporation of system-level requirements related to cultural competence as well as program supports to ensure that ECE providers could succeed in meeting new requirements. Policy recommendations to support cultural competence development in the ECE workforce and to embed cultural competence in ECE systems are discussed.

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.