Relationships between young children in full-time day care and their caregivers: a qualitative study of parental and caregiver perspectives

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. This qualitative study aims to investigate the explanations of twenty-two 5- to 6-year-old children about combustion, while at the same time evaluating the effect of prior experience with science activities on their interpretations. For this study, the following experiment was proposed: burning a candle inside an inverted vessel. The following data collection tools were used: a Predict-Observe-Explain (POE) strategy and audio and video recordings. The children’s explanations were analysed using classification frameworks, which had been developed in previous studies. The results of this study suggest that young children tend to provide naturalistic explanations about combustion. This finding is an indicator that young children are able to construct mental representations within this conceptual domain. Likewise, the results indicate that children who are used to engaging in inquiry-based activities may be more likely to establish a relationship with previous learning experiences to interpret other natural phenomena.

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Young children’s information-seeking practices in center-based childcare

Journal of Librarianship and Information Science ◽

10.1177/0961000620962164 ◽

2021 ◽

pp. 096100062096216

Author(s):

Sarah Barriage

Keyword(s):

Young Children ◽

Information Seeking ◽

Day Care ◽

Participant Observation ◽

Photo Elicitation ◽

Structured Interviews ◽

Information Practices ◽

The Usa ◽

Concept Of Information ◽

Classroom Resources

Many children in the USA spend a significant amount of time in center-based childcare. However, research has yet to explore their information practices in this setting. This study investigates young children’s perceptions of the concept of information and their own information-seeking practices within the context of their day care classroom. The participants included 13 children between three and five years of age. Data was collected using participant observation, semi-structured interviews, child-led photo tours, and photo-elicitation interviews. The findings indicate that the children did not perceive the concept of information in a manner consistent with adult understandings of the term, and that they engaged in information-seeking related to finding out new things on their own, through interactions with others, and through classroom resources, activities, and routines. The findings have implications for both researchers and practitioners working with young children.

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Models for Integrating Medical Acupuncture into Practice: An Exploratory Qualitative Study of Physicians— Experiences

Acupuncture in Medicine ◽

10.1136/acupmed-2015-010992 ◽

2016 ◽

Vol 34 (4) ◽

pp. 280-289 ◽

Cited By ~ 3

Author(s):

Ellen T Crumley

Keyword(s):

Qualitative Study ◽

General Practitioners ◽

Full Time ◽

Snowball Sampling ◽

Core Concept ◽

Structured Interviews ◽

The Core ◽

Individual Physician ◽

Part Time ◽

Medical Acupuncture

Background Internationally, physicians are integrating medical acupuncture into their practice. Although there are some informative surveys and reviews, there are few international, exploratory studies detailing how physicians have accommodated medical acupuncture (eg, by modifying schedules, space and processes). Objective To examine how physicians integrate medical acupuncture into their practice. Methods Semi-structured interviews and participant observations of physicians practising medical acupuncture were conducted using convenience and snowball sampling. Data were analysed in NVivo and themes were developed. Despite variation, three principal models were developed to summarise the different ways that physicians integrated medical acupuncture into their practice, using the core concept of ‘helping’. Quotes were used to illustrate each model and its corresponding themes. Results There were 25 participants from 11 countries: 21 agreed to be interviewed and four engaged in participant observations. Seventy-two per cent were general practitioners. The three models were: (1) appointments (44%); (2) clinics (44%); and (3) full-time practice (24%). Some physicians held both appointments and regular clinics (models 1 and 2). Most full-time physicians initially tried appointments and/or clinics. Some physicians charged to offset administration costs or compensate for their time. Discussion Despite variation within each category, the three models encapsulated how physicians described their integration of medical acupuncture. Physicians varied in how often they administered medical acupuncture and the amount of time they spent with patients. Although 24% of physicians surveyed administered medical acupuncture full-time, most practised it part-time. Each individual physician incorporated medical acupuncture in the way that worked best for their practice.

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Sproglige kategoriseringer af småbørn

Forskning i Pædagogers Profession og Uddannelse ◽

10.7146/fppu.v1i1.26555 ◽

2017 ◽

Vol 1 (1) ◽

Author(s):

Lars Holm

Keyword(s):

Young Children ◽

Language Development ◽

Day Care ◽

Focal Point ◽

Political Perspective ◽

Development Processes ◽

Test Materials ◽

Linguistic Categorization ◽

Academic Discourses ◽

The Way

ResuméFormelle institutionelle kategoriseringer af småbørns sproglige udvikling analyseres i denne artikel dels som et udtryk for bestemte teoretiske positioner og faglige traditioner i måden at betragte sprog og sproglig udvikling på, og dels som normative faglige og politiske perspektiver på, hvordan børns sproglige udvikling bør forstås og forløbe. En analyse af de skiftende kategoriseringer udgør derfor et produktivt omdrejningspunkt for at belyse centrale udviklingsprocesser i rammesætningen af det sprogpædagogiske arbejde i dagtilbud. I artiklen identificeres tre forskellige tilgange til sproglig kategorisering af småbørn inden for dagtilbudsområdet. Artiklen trækker bredt på analyser af lovgivning, faglige diskurser, sproglige testmaterialer og på fremtrædende, nyere programmer og koncepter, der sigter mod at udvikle småbørns sprog. AbstractIn this article, formal institutional categorizations of young children’s language development are analyzed in two ways. Partly as an expression of certain theoretical positions and academic traditions in the way language and language development are considered, and partly as a normative academic and political perspective on how children’s language development should be understood and proceed. Therefore an analysis of the changing categorizations of young children’s language development is a productive focal point to highlight key development processes around the framing of the language work in day care. The article identifies three different approaches to linguistic categorization of young children in day care drawing broadly on analyzes of legislation, academic discourses, linguistic test materials and prominent, newer programs and concepts that aim to develop young children’s language.

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The best possible start: A qualitative study on the experiences of parents of young children with or at risk for fetal alcohol spectrum disorders

Research in Developmental Disabilities ◽

10.1016/j.ridd.2019.103558 ◽

2020 ◽

Vol 97 ◽

pp. 103558 ◽

Cited By ~ 1

Author(s):

Misty Pruner ◽

Tracy Jirikowic ◽

Kathryn M Yorkston ◽

Heather Carmichael Olson

Keyword(s):

At Risk ◽

Qualitative Study ◽

Young Children ◽

Fetal Alcohol Spectrum Disorders ◽

Fetal Alcohol ◽

Spectrum Disorders ◽

Fetal Alcohol Spectrum

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A Description of the Characteristics and Behaviors of Master Teachers in Nursing

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2018-0044 ◽

2020 ◽

Vol 17 (1) ◽

Author(s):

Jacquelyn McMillian-Bohler ◽

Linda Copel ◽

Catherine Todd-Magel

Keyword(s):

Professional Development ◽

Qualitative Study ◽

Nurse Educators ◽

Teaching Practice ◽

Teacher Practice ◽

Master Teacher ◽

Full Time ◽

Master Teachers ◽

And Behaviors ◽

Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

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