scholarly journals The Perceived Effectiveness of Full-Day Kindergarten for Children with ADHD

2021 ◽  
pp. 082957352110314
Author(s):  
Erica P. Miklas ◽  
Lindsey S. Jaber ◽  
Elizabeth Starr
Keyword(s):  
Early Childhood ◽  
Thematic Analysis ◽  
Neurodevelopmental Disorders ◽  
Lived Experiences ◽  
Ecological Systems ◽  
Perceived Effectiveness ◽  
Structured Interviews ◽  
Children With Adhd ◽  
Full Day Kindergarten ◽  
Full Day

ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness of FDK for children with ADHD. Using an Ecological Systems Theory lens, semi-structured interviews were conducted with kindergarten teachers and early childhood educators from multiple cities throughout Southwestern Ontario to obtain their perceptions of Play-Based FDK and ADHD. The data were analyzed using Thematic Analysis (TA) and three themes emerged: (1) Knowledge and Understanding, (2) Benefits and Challenges of Play-Based FDK for Children with ADHD, and (3) Strategies Used to Promote Success. These themes encompassed the general lived experiences and knowledge that educators have on the effectiveness of the FDK program for children with ADHD. Limitations of the study and future areas of research are discussed.

A post-intentional phenomenological investigation of inclusivity in a therapeutic theatre production

2020 ◽  
Vol 7 (2) ◽  
pp. 169-191
Author(s):  
Angelle Cook
Keyword(s):  
Focus Group ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Lived Experiences ◽  
Inclusive Production ◽  
Societal Change ◽  
Structured Interviews ◽  
Theatre Production ◽  
Therapeutic Theatre

This article presents a dissertation study that investigated the lived experiences of participants engaged in an inclusive therapeutic theatre production through a post-intentional phenomenological lens, informed by critical dis/ability theory. The study included ten participants aged 14–26 with a variety of dis/abilities. The data were gathered through semi-structured interviews and a focus group and analysed using thematic analysis. The qualitative findings included six themes and fifteen subthemes. These findings suggested that the participants experienced belonging and community, personal growth and insight, feelings of empowerment and the desire to make societal change by being a part of the inclusive production.

scholarly journals Lived Experiences of Iranian Nurses Caring for Brain Death Organ Donor Patients: Caring as “Halo of Ambiguity and Doubt”

2015 ◽  
Vol 8 (7) ◽  
pp. 281 ◽  
Author(s):  
Zahra Keshtkaran ◽  
Farkhondeh Sharif ◽  
Elham Navab ◽  
Sakineh Gholamzadeh
Keyword(s):  
Brain Death ◽  
Thematic Analysis ◽  
Lived Experiences ◽  
Organ Donor ◽  
Organ Donors ◽  
Structured Interviews ◽  
Supportive Services ◽  
Care Giving ◽  
The Given ◽  
The Brain

<p><strong>BACKGROUND: </strong>Brain death is a concept in which its criteria have been expressed as documentations in Harvard Committee of Brain Death. The various perceptions of caregiver nurses for brain death patients may have effect on the chance of converting potential donors into actual organ donors.</p><p>Objective: The present study has been conducted in order to perceive the experiences of nurses in care-giving to the brain death of organ donor patients.</p><p><strong>METHODS:</strong> This qualitative study was carried out by means of Heidegger’s hermeneutic phenomenology. Eight nurses who have been working in ICU were interviewed. The semi-structured interviews were recorded bya tape-recorder and the given texts were transcribed and the analyses were done by Van-Mannen methodology and (thematic) analysis.</p><p><strong>RESULTS: </strong>One of the foremost themes extracted from this study included ‘Halo of ambiguity and doubt’ that comprised of two sub-themes of ‘having unreasonable hope’ and ‘Conservative acceptance of brain death’. The unreasonable hope included lack of trust (uncertainty) in diagnosis and verification of brain death, passing through denial wall, and avoidance from explicit and direct disclosure of brain death in patients’ family. In this investigation, the nurses were involved in a type of ambiguity and doubt in care-giving to the potentially brain death of organ donor patients, which were also evident in their interaction with patients’ family and for this reason, they did not definitely announce the brain death and so far they hoped for treatment of the given patient. Such confusion and hesitance both caused annoyance of nurses and strengthening the denial of patients’ family to be exposed to death.</p><p><strong>CONCLUSION:</strong> The results of this study reveal the fundamental perceived care-giving of brain death in organ donor patients and led to developing some strategies to improve care-giving and achievement in donation of the given organ and necessity for presentation of educational and supportive services for nurses might become more evident than ever.</p>

scholarly journals Early Childhood Transitions and Critical Praxis

2012 ◽  
Vol 37 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Kate Tilleczek
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Prince Edward Island ◽  
Educational Practice ◽  
Childhood Education ◽  
Full Day Kindergarten ◽  
The Social ◽  
Core Elements ◽  
Full Day

This paper presents literature and findings on childhood transitions in public education. Set in the context of shifts in Canada to full day kindergarten, it makes visible the range of human relational and structural concerns that must be considered in the practice of researching and facilitating transitions for children. The paper draws upon a review of international literatures and a longitudinal, three-year qualitative study of 795 students, parents, and educators in 37 families of schools who conversed about the character and meaning of transitions. Such long-term enactments of transitions as they occur are scarce but important in making visible the complexity and nuance of childhood transitions. Findings include the importance of a critical praxis for transitions which gets at the roots of the social organization and inequality in research and educational practice. The paper addresses critical praxis as found in three early childhood education frameworks (Australia, Prince Edward Island and New Brunswick, Canada). Attention to being, becoming, and belonging for all children and the fit between human and structural concerns at the levels of society, community, school, and family form core elements of critical praxis. Transitions are best understood and facilitated as over time, complex social ensembles.

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers

2018 ◽  
Vol 85 (1) ◽  
pp. 28-45
Author(s):  
Michael Gottfried
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Education Policy ◽  
Students With Disabilities ◽  
Full Day Kindergarten ◽  
Policy Analysts ◽  
Nationally Representative ◽  
Education Coursework ◽  
Full Day

Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.

scholarly journals Early Childhood Educational Settings and School Absenteeism for Children With Disabilities

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841878557
Author(s):  
Arya Ansari ◽  
Michael A. Gottfried
Keyword(s):  
Early Childhood ◽  
Children With Disabilities ◽  
School Attendance ◽  
First Grade ◽  
School Year ◽  
Academic Benefits ◽  
Full Day Kindergarten ◽  
School Absences ◽  
Full Day ◽  
Kindergarten Class

Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

scholarly journals ECE students' observations of Ontario's full-day kindergarten program in the first year of implementation

2021 ◽  
Author(s):  
Bonnie Rose Marsh
Keyword(s):  
Family Involvement ◽  
First Year ◽  
Team Approach ◽  
Structured Interviews ◽  
Full Day Kindergarten ◽  
Future Policy ◽  
Teaching Programs ◽  
Student's Perceptions ◽  
Full Day

This case study examined whether and how student's perceptions of their role (as they recall them) in a full-day kindergarten program changed after a field placement experience. Qualitative data was collected using a convenience sampling approach and semi-structured interviews. This study has the potential to contribute meaningfully to both the literature on educational practices in Ontario as well to future policy. As well, this study has the makings for assisting pre-service ECE teaching programs to accurately reflect the role of early childhood educators in the education system in Ontario. The combined answers to the three research questions revealed that teachers and ECEs were struggling with the implementation of the FDK in areas of team approach, play-based learning pedagogy and family involvement.

scholarly journals Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators

2018 ◽  
Vol 42 (4) ◽  
pp. 37-52
Author(s):  
Japji Anna Bas
Keyword(s):  
Early Childhood ◽  
Positive Impact ◽  
Well Being ◽  
Kindergarten Children ◽  
Full Day Kindergarten ◽  
Phase Study ◽  
Three Phase ◽  
The Impact ◽  
Full Day

In Ontario, kindergarten children haverecently begun to eat lunch at school with theimplementation of the full-day kindergartenprogram. To date, there are no regulations toaddress the particular needs of young childrenin the school eating environment. Drawing ona year-long three-phase study that followed acohort of 21 children as they transitioned fromfull-day childcare to full-day kindergarten,this study explores the impact of staff trainingand staff relationships on the well-being ofkindergarten students. Findings suggest that thepresence of an early childhood educator (ECE),a minimum staffing of two adults per room, anda collaborative approach between teacher andECE have a positive impact on child well-being.

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