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"This study focuses on identifying the primary concerns parents have at school entry for their children. The investigation is a qualitative analysis of data derived from a series of ten parent focus group sessions conducted in a large northeastern school district. The ten sessions were conducted over a period of four months for a total of twenty hours of data. Regular members of the focus group included four parents who had 4 and 5 year old children in an early childhood literacy program, a volunteer community member in the program and the researcher. Each session was audio taped then transcribed verbatim to facilitate understanding of the developing topics of interest. The original question for the participants was meant to prompt parents to discuss activities embedded in the curriculum that they perceived as facilitating growth in their children. The study took an immediate turn from the original research question when one of the parents rephrased the question and changed the perspective from which the program would be viewed. Concerns related to the needs of school entry became more important. These concerns clustered around child and academic development and how each unfolds in the early literacy program. The primary research question became, "Do these two dimensions of learning, the developmental and the academic, sit comfortably together or are there conflicts between them from the parents' perspectives?" The study found three conflicts. The first is the configuration of time and task in the classroom. Academic work is very advanced and children engage in many different tasks. Parents do not have a clear understanding of this and it causes tension. The second element is behavior. When their children do not follow classroom protocol, parents would like their children to discuss and resolve the matter quickly with the teacher. They become apprehensive when this does not happen. The third element concerns the desire to plan an event that would begin a dialogue with teachers around common goals. Although the school gives tacit approval, it is difficult to find time to work on plans with the administration and this contributes to the tension parents feel."--Abstract.
Early childhood education is a new & priority of European trends education and a means of increasing the quality of the life. This study aims to provide an analysis of the kindergartens in nature experiences, where children's lives are conducted in close contact with nature and the outdoor activities in any season and in any weather are an important part of the daily program. These outdoor activities have a significant contribution to social and emotional development of the preschoolers. The concept of kindergartens in nature is an innovative educational concept in which the education for sustainable management and environment has an integrated approach. These activities contribute to the social and emotional development of preschoolers.
This study focuses on identifying the primary concerns parents have at school entry for their children. The investigation is a qualitative analysis of data derived from a series of ten parent focus group sessions conducted in a large northeastern school district. The ten sessions were conducted over a period of four months for a total of twenty hours of data. Regular members of the focus group included four parents who had 4 and 5 year old children in an early childhood literacy program, a volunteer community member in the program and the researcher. Each session was audio taped then transcribed verbatim to facilitate understanding of the developing topics of interest. The original question for the participants was meant to prompt parents to discuss activities embedded in the curriculum that they perceived as facilitating growth in their children. The study took an immediate turn from the original research question when one of the parents rephrased the question and changed the perspective from which the program would be viewed. Concerns related to the needs of school entry became more important. These concerns clustered around child and academic development and how each unfolds in the early literacy program. The primary research question became, "Do these two dimensions of learning, the developmental and the academic, sit comfortably together or are there conflicts between them from the parents' perspectives?" The study found three conflicts. The first is the configuration of time and task in the classroom. Academic work is very advanced and children engage in many different tasks. Parents do not have a clear understanding of this and it causes tension. The second element is behavior. When their children do not follow classroom protocol, parents would like their children to discuss and resolve the matter quickly with the teacher. They become apprehensive when this does not happen. The third element concerns the desire to plan an event that would begin a dialogue with teachers around common goals. Although the school gives tacit approval, it is difficult to find time to work on plans with the administration and this contributes to the tension parents feel.
Partnership with Parents in Early Childhood Settings examines how practitioners can work effectively with parents and families, acknowledging the complex nature of these relationships. Drawing on policy, research and practice from kindergartens and early years settings in five European countries, it provides insight into how political, social and cultural contexts affect the relationships between educators and families and the impact this has on children’s early experiences. The book is based upon learning from an Erasmus mobility project between educators from five countries in OMEP (the World Organisation for Early Childhood Education). It presents examples from practice and research from the different countries and highlights some positive and practical ways in which professionals can work with parents, as well as potential barriers to parental partnership and how these might be overcome. Each section focuses on a different country and allows for a detailed exploration into how relationships are developed and sustained for the benefit of young children and their families in different places. Throughout, the reader is encouraged to reflect on their current understanding of parental partnership and how they can plan for positive parental partnership working in the future. This thought-provoking text will be an indispensable resource for students of early childhood and teachers and practitioners, as well as academics and those with an interest in early years social and educational policy.
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.