Pub Date : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1463
Tracey Hoffman
The purpose of this exploratory study was to examine childcare directors’ perceptions of the state of childcare centers throughout southwest Ohio. Seventeen directors were surveyed regarding the changes they have witnessed over the past decade, and how they envision the future of childcare. The results indicated that the childcare field has experienced many challenging issues such as, teacher retention, a lack of professionalism, and an increase in children’s behavior problems. In addition, directors discussed the need for higher pay to attract (and keep) qualified teachers. With added requirements from Ohio’s quality rating improvement system, programs were feeling overwhelmed and stressed. The COVID-19 pandemic also put a significant financial strain on programs, however, some directors believed that the pandemic helped to recognize the importance of childcare. The article concludes with recommendations for the future, and strategies to address the concerns discussed by the directors.
{"title":"The State of Childcare: Exploring Childcare Center Directors' Perceptions on the Past, Present, and Future","authors":"Tracey Hoffman","doi":"10.55370/hsdialog.v26i1.1463","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1463","url":null,"abstract":"The purpose of this exploratory study was to examine childcare directors’ perceptions of the state of childcare centers throughout southwest Ohio. Seventeen directors were surveyed regarding the changes they have witnessed over the past decade, and how they envision the future of childcare. The results indicated that the childcare field has experienced many challenging issues such as, teacher retention, a lack of professionalism, and an increase in children’s behavior problems. In addition, directors discussed the need for higher pay to attract (and keep) qualified teachers. With added requirements from Ohio’s quality rating improvement system, programs were feeling overwhelmed and stressed. The COVID-19 pandemic also put a significant financial strain on programs, however, some directors believed that the pandemic helped to recognize the importance of childcare. The article concludes with recommendations for the future, and strategies to address the concerns discussed by the directors.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223050","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 : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1454
Briana Williams, John Carlson
Children from low-income families experience greater developmental risk factors, suggesting the need for evidence-based social-emotional interventions to support children and their families. This study explored the engagement, effectiveness, and acceptability of an unstudied online version of an evidence-based emotion-focused intervention – Tuning in to Kids Online (TIKOL). This pilot study within a small Head Start sample demonstrated that parents watched, on average, 97% of the ten modules across the program duration, and all reported using “quite a few” of the parenting skills taught. Outcome data revealed significant improvements in employing an emotion coaching parenting style. Distressing reactions and parent-reported child conduct problems both decreased. There were no significant reductions in emotion dismissing beliefs. High levels of treatment acceptability were reported. Treatment engagement, effectiveness, and acceptability findings from this pilot TIKOL intervention study support the need to study this accessible, online version of a well-supported parenting program approach.
{"title":"Effects of an Online Emotion Socialization Intervention for Parents of At-Risk Preschoolers Enrolled in Head Start During a Global Pandemic","authors":"Briana Williams, John Carlson","doi":"10.55370/hsdialog.v26i1.1454","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1454","url":null,"abstract":"Children from low-income families experience greater developmental risk factors, suggesting the need for evidence-based social-emotional interventions to support children and their families. This study explored the engagement, effectiveness, and acceptability of an unstudied online version of an evidence-based emotion-focused intervention – Tuning in to Kids Online (TIKOL). This pilot study within a small Head Start sample demonstrated that parents watched, on average, 97% of the ten modules across the program duration, and all reported using “quite a few” of the parenting skills taught. Outcome data revealed significant improvements in employing an emotion coaching parenting style. Distressing reactions and parent-reported child conduct problems both decreased. There were no significant reductions in emotion dismissing beliefs. High levels of treatment acceptability were reported. Treatment engagement, effectiveness, and acceptability findings from this pilot TIKOL intervention study support the need to study this accessible, online version of a well-supported parenting program approach.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223045","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 : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1502
Tracey Hoffman
In an effort to learn more about childcare directors’ perceptions, this study surveyed seventeen directors in southwest Ohio. The participants were asked about specific challenges they have experienced over the last decade, and how they envision the future of childcare. The results revealed that the topics most commonly discussed by directors were related to teacher shortages, retention of staff, and an increase in children’s behavior problems. The COVID-19 pandemic exacerbated many of the issues mentioned by directors, especially with the addition of new state, federal, and licensing requirements. Many also feared the permanent closure of centers due to financial strains and a lack of resources at the state and federal level. The article concludes with implications for childcare directors to be able to move forward and continue providing high-quality care and education for children and families.
{"title":"Childcare Director Perceptions of the Past Decade and What the Future Holds","authors":"Tracey Hoffman","doi":"10.55370/hsdialog.v26i1.1502","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1502","url":null,"abstract":"In an effort to learn more about childcare directors’ perceptions, this study surveyed seventeen directors in southwest Ohio. The participants were asked about specific challenges they have experienced over the last decade, and how they envision the future of childcare. The results revealed that the topics most commonly discussed by directors were related to teacher shortages, retention of staff, and an increase in children’s behavior problems. The COVID-19 pandemic exacerbated many of the issues mentioned by directors, especially with the addition of new state, federal, and licensing requirements. Many also feared the permanent closure of centers due to financial strains and a lack of resources at the state and federal level. The article concludes with implications for childcare directors to be able to move forward and continue providing high-quality care and education for children and families.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223048","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 : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1509
Briana Williams, John Carlson
Developing social-emotional skills can improve children's happiness, experiences, and ability to establish positive relationships. Children from low-income families experience higher risk factors than their middle- and upper-class counterparts. Hence, fostering these skills early at home and in the classroom is essential. Past research demonstrates various interventions to reduce problem behaviors and improve emotional socialization in children, as well as the impact of educating parents on effective emotion socialization practices. Tuning in to Kids Online (TIKOL) is an emotion socialization parenting program aiming to support parents' understanding of children's social-emotional development and employ an emotion coaching style to help children understand, label, and regulate their emotions. This study examined the engagement, effectiveness, and acceptability of TIKOL in a small sample of Head Start parents. Findings support the use of TIKOL to improve parents' emotion coaching practices, reduce parents' distressing reactions to children's behavior, and reduce parent-reported child conduct problems.
{"title":"Benefits of Engaging Head Start Parents in Emotion Socialization Practices","authors":"Briana Williams, John Carlson","doi":"10.55370/hsdialog.v26i1.1509","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1509","url":null,"abstract":"Developing social-emotional skills can improve children's happiness, experiences, and ability to establish positive relationships. Children from low-income families experience higher risk factors than their middle- and upper-class counterparts. Hence, fostering these skills early at home and in the classroom is essential. Past research demonstrates various interventions to reduce problem behaviors and improve emotional socialization in children, as well as the impact of educating parents on effective emotion socialization practices. Tuning in to Kids Online (TIKOL) is an emotion socialization parenting program aiming to support parents' understanding of children's social-emotional development and employ an emotion coaching style to help children understand, label, and regulate their emotions. This study examined the engagement, effectiveness, and acceptability of TIKOL in a small sample of Head Start parents. Findings support the use of TIKOL to improve parents' emotion coaching practices, reduce parents' distressing reactions to children's behavior, and reduce parent-reported child conduct problems.
","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223044","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 : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1461
Megan Kunze, Berenice De la Cruz
Teachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented.
{"title":"A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms","authors":"Megan Kunze, Berenice De la Cruz","doi":"10.55370/hsdialog.v26i1.1461","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1461","url":null,"abstract":"Teachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented.","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223046","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 : 2023-04-25DOI: 10.55370/hsdialog.v26i1.1566
Bryndle Bottoms
{"title":"Adventures and Intervention in Early Education Spaces","authors":"Bryndle Bottoms","doi":"10.55370/hsdialog.v26i1.1566","DOIUrl":"https://doi.org/10.55370/hsdialog.v26i1.1566","url":null,"abstract":"","PeriodicalId":500446,"journal":{"name":"HS Dialog The Research to Practice Journal for the Early Childhood Field","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223049","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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