scholarly journals Interchangeable parents? The roles and identities of primary and equal carer fathers of young children

2018 ◽  
Vol 68 (6) ◽  
pp. 780-797 ◽  
Author(s):  
Paul Hodkinson ◽  
Rachel Brooks
Keyword(s):  
Young Children ◽  
Parental Care ◽  
Qualitative Interviews ◽  
Early Years ◽  
Social Aspects ◽  
Gender Inequalities ◽  
Maternal Responsibility

Against the context of enduring gender inequalities in early years parental care, this article examines the experiences of UK fathers who had taken on primary or equal care responsibility for children aged three or under. Informed by qualitative interviews with 24 such fathers, the article explores a discourse of parental interchangeability that pervaded their accounts before outlining the ways that, in practice, most caregiving tasks did tend to be allocated to them or their partners primarily on the basis of factors other than gender. The men’s comfort in presenting themselves and their partners as interchangeable equivalents, along with the range of caregiving approaches they were taking on, suggests that they had begun to move beyond clearly differentiated motherly or fatherly roles. The study goes on, however, to show that certain emotional, organisational and social aspects of parenting sometimes continued to be centred on mothers. In explaining the endurance of these areas of maternal responsibility within otherwise interchangeable partnerships, mutually reinforcing sets of maternal pressures and paternal barriers are outlined.

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

scholarly journals Uncovering Burdens, Examining Needs, and Shedding Assumptions of Evidence-Based Social Support Programs for Mothers: A Descriptive Qualitative Study in a Remote Community

2021 ◽  
Vol 8 ◽  
pp. 233339362110357
Author(s):  
Johanna R. Jahnke ◽  
Julee Waldrop ◽  
Alasia Ledford ◽  
Beatriz Martinez
Keyword(s):  
Social Support ◽  
Young Children ◽  
Healthcare Workers ◽  
Qualitative Interviews ◽  
Well Being ◽  
Evidence Based ◽  
Community Stakeholders ◽  
Significant Burden ◽  
Many Sources ◽  
Evidence Based Programs

Many studies have demonstrated a significant burden of maternal stress and depression for women living on the Galápagos Islands. Here, we aim to uncover burdens and needs of women with young children on San Cristóbal Island and then explore options for implementing evidence-based programs of social support to meet these needs. We conducted 17 semi-structured qualitative interviews with mothers of young children, healthcare workers, and community stakeholders. We then used Summary Oral Reflective Analysis (SORA), an interactive methodology, for qualitative analysis. Despite initial reports of a low-stress environment, women described many sources of stress and concerns for their own and their children’s health and well-being. We uncovered three broad areas of need for mothers of young children: (1) the need for information and services, (2) the need for trust, and (3) the need for space. In response to these concerns, mothers, healthcare workers, and community leaders overwhelmingly agreed that a social support program would be beneficial for the health of mothers and young children. Still, they expressed concern over the feasibility of such a program. To address these feasibility concerns, we propose that a web-based education and social support intervention led by nurses would best meet mothers’ needs. Women could learn about child health and development, develop strong, trusting friendships with other mothers, and have their own space to speak freely among experts and peers.

Mother's Perspective About Using the Gadget Safeness for Children

2020 ◽  
Vol 14 (2) ◽  
pp. 313-320
Author(s):  
Colti Sistiarani ◽  
Bambang Hariyadi ◽  
Saudin Yuniarno ◽  
Endo Dardjito
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Media Use ◽  
Parental Mediation ◽  
Early Years ◽  
Special Issue ◽  
Children's Media ◽  
At Home

The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers.  Keywords: Early Childhood, Mother Perspective, Gadget Safeness  References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

scholarly journals Biomedical Approaches to Literacy: Two Curriculum Teachers Challenge the Treatment of Dis/Ability in Contemporary Early Literacy Education

1944 ◽  
Vol 7 (2) ◽  
Author(s):  
Rachel Heydon ◽  
Luigi Iannacci
Keyword(s):  
Public School ◽  
Young Children ◽  
Early Literacy ◽  
Literacy Education ◽  
The State ◽  
Early Years ◽  
Curriculum Studies ◽  
Critical Examination ◽  
Early School ◽  
School Curricula

This paper is a critical examination of the state of Canadian literacy education and research and its effects on young children. Its purpose is to appraise the ways in which disability is currently being produced and practiced in early school curricula and to argue for a theoretically rich curricula which begins from children’s strengths. To accomplish these goals, this paper commences with a brief appraisal of curriculum studies’ lack of attention to issues of dis/ability, considers major movements in literacy curricula, then contends that an innovation in literacy curricula the authors term, “the biomedical approach”, is pathologizing entire school populations and inflicting upon them reductionistic literacy curricula. This paper illustrates the biomedical approach through a narrative of a public school and the experiences of its early years staff and students.

scholarly journals I Love You, Nose! I Love You, Toes! by L. Davick

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Debbie Feisst
Keyword(s):  
New York ◽  
Young Children ◽  
New York Times ◽  
Early Years ◽  
Young Adult Fiction ◽  
Body Parts ◽  
University Of Alberta ◽  
Series Books ◽  
Words And Images ◽  
The University

Davick, Linda. I Love You, Nose! I Love You, Toes! New York: Simon & Schuster-Beach Lane Books, 2013. Print.Graphic artist, illustrator and animator Linda Davick, whose colourful images have appeared in several seasonal counting series books such as the New York Times bestselling 10 Trick-or-Treaters, has penned her first book for children aimed at celebrating the unique qualities we all have. Starting from our head right down to our toes, the simply drawn children, with fun disproportionately-scaled features and descriptions to portray many kids, show off their various body parts. The book is essentially a whimsical love poem to our bodies that children will find entertaining, both in the prose and the illustrations.  Take this stanza as an example:I love you, nose, though there’s no doubt that when you sneeze some stuff comes out.The images are great, too: a little girl covering her nose to the smell of her baby sibling’s diaper, a child thinking about smelling pepper (spoiler alert: she sneezes), a stinky sock and fragrant flowers; young children will enjoy the interplay of words and images, especially about body parts and functions that are generally not discussed:I love the parts my friends don’t see: the parts that poop, the parts that pee.Ending with a sleepy boy drifting off to sleep, this would be a fun book to read with young children at night as part of a bedtime routine or even as part of an early-years story time, though the latter would certainly create a memorable experience for the students! Highly recommended: 4 stars of out 4 Reviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

scholarly journals Mixed-methods evaluation of the NHS Genomic Medicine Service for paediatric rare diseases: study protocol

2021 ◽  
Vol 1 ◽  
pp. 23
Author(s):  
Celine Lewis ◽  
James Buchannan ◽  
Angus Clarke ◽  
Emma Clement ◽  
Bettina Friedrich ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Rare Diseases ◽  
Qualitative Interviews ◽  
Genomic Medicine ◽  
Research Programme ◽  
Early Years ◽  
Genomic Testing ◽  
Medicine Service ◽  
Recommendations For Practice

Background: A new nationally commissioned NHS England Genomic Medicine Service (GMS) was recently established to deliver genomic testing with equity of access for patients affected by rare diseases and cancer. The overarching aim of this research is to evaluate the implementation of the GMS during its early years, identify barriers and enablers to successful implementation, and provide recommendations for practice. The focus will be on the use of genomic testing for paediatric rare diseases. Methods: This will be a four-year mixed-methods research programme using clinic observations, interviews and surveys. Study 1 consists of qualitative interviews with designers/implementers of the GMS in Year 1 of the research programme, along with documentary analysis to understand the intended outcomes for the Service. These will be revisited in Year 4 to compare intended outcomes with what happened in practice, and to identify barriers and facilitators that were encountered along the way. Study 2 consists of clinic observations (pre-test counselling and results disclosure) to examine the interaction between health professionals and parents, along with follow-up interviews with both after each observation. Study 3 consists of a longitudinal survey with parents at two timepoints (time of testing and 12 months post-results) along with follow-up interviews, to examine parent-reported experiences and outcomes. Study 4 consists of qualitative interviews and a cross-sectional survey with medical specialists to identify preparedness, facilitators and challenges to mainstreaming genomic testing. The use of theory-based and pre-specified constructs will help generalise the findings and enable integration across the various sub-studies.   Dissemination: We will disseminate our results to policymakers as findings emerge, so any suggested changes to service provision can be considered in a timely manner. A workshop with key stakeholders will be held in Year 4 to develop and agree a set of recommendations for practice.

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

scholarly journals Social Aspects of Health Communication – Towards a Research Agenda

2021 ◽  
Vol 2 (2) ◽  
pp. I-IV
Author(s):  
Sarah Geber ◽  
Tobias Frey ◽  
Thomas N. Friemel
Keyword(s):  
Health Communication ◽  
Impression Management ◽  
Research Agenda ◽  
Qualitative Interviews ◽  
Academic Research ◽  
Social Contexts ◽  
Social Aspects ◽  
Health Related ◽  
The Media ◽  
The Individual

Health and health-related behaviours are embedded in social contexts in various ways which comprise both risks and opportunities for health communication. We propose a research agenda on social aspects of health communication and introduce the articles of the present special issue. Owing to the complexity of individuals’ social contexts, the research agenda addresses questions lying at the individual, interpersonal, and societal levels. The issue’s articles cover different and highly relevant questions of this research agenda, ranging from stigmatisation to impression management to collective action and from experimental designs to qualitative interviews and netnography. In sum, the articles demonstrate not only the diversity but also the relevance of academic research on social aspects of health communication. We expect that this topic will continue gaining importance, given the ongoing digitalisation of the media environment and the increasing interconnectedness of producers and users, doctors and patients, and experts and laypersons.

scholarly journals Literature and Project-Based Learning and Learning Outcomes of Young Children

2021 ◽  
Vol 14 (12) ◽  
pp. 93
Author(s):  
Veena Prachagool
Keyword(s):  
Young Children ◽  
Learning Outcomes ◽  
Quantitative Methods ◽  
Project Based Learning ◽  
Early Years ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
Level Of Understanding ◽  
Literary Learning

In the early years, children learn by taking an action and touching opportunities which experiences the world as much as possible. It is an internal process that allows children to meaningfully reflect their experiences from abstract to further learning. Literature and project-based learning management is a learning approach that strengthens the attitude of the pursuit of knowledge, helping children to have a habit of reading, creating opportunities to leading in the discovery of something meaningful to life. The research objectives were to study learning outcomes of young children through literature and project-based learning. Twenty-five young children were studied and reported their learning outcomes. Data were collected through variety of methods: observation, debriefing focus group, and interviews after the scenario. Data were collected by qualitative and quantitative methods. The findings indicated that young children had the highest level of understanding and ability to manage literary learning and projects. They also had ability to provide the most literary and project management environment were ranges low and highest based on the different perception and potential of learning. It can be recommended literature and project-based learning is suitable for early childhood education.

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