Integrating Validity Evidence to Revise a Child Abuse Knowledge Test for Early Childhood Education Providers: A Mixed Methods Approach

2021 ◽  
pp. 109821402110029
Author(s):  
Carlomagno C. Panlilio ◽  
Lisa Famularo ◽  
Jessica Masters ◽  
Sarah Dore ◽  
Nicole Verdiglione ◽  
...  
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Early Childhood Education ◽  
Child Protection ◽  
Program Effectiveness ◽  
Validity Evidence ◽  
Mandated Reporting ◽  
Childhood Education ◽  
Research On Evaluation ◽  
Reporting Requirements

Knowledge tests used to evaluate child protection training program effectiveness for early childhood education providers may suffer from threats to construct validity given the contextual variability inherent within state-specific regulations around mandated reporting requirements. Unfortunately, guidance on instrument revision that accounts for such state-specific mandated reporting requirements is lacking across research on evaluation practices. This study, therefore, explored how collection and integration of validity evidence using a mixed methods framework can guide the instrument revision process to arrive at a more valid program outcome measure.

scholarly journals READINESS TO CHILDREN'S FRIENDLY OF EARLY CHILDHOOD EDUCATION (ECE) INSTITUTIONS

EDUTECH ◽  
2019 ◽  
Vol 18 (1) ◽  
pp. 58
Author(s):  
Asep Deni Gustiana
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Environment ◽  
Child Protection ◽  
Violence Against Children ◽  
Childhood Education ◽  
Child Friendly ◽  
Protection Commission

The rise of acts of violence against children has become a problem that needs to be addressed by all elements, not only by parents, but teachers, schools, communities and other stakeholders are obliged to cooperate in protecting children. One of the government's efforts in dealing with these problems is by providing a child-friendly learning environment. Bandung City as a Child-Friendly City since 2016 should be a solution to providing a child-friendly environment. one of the indicators is having a child-friendly school. The child protection commission survey shows that more than 84% of cases of violence occur in schools, therefore the need and importance of child-friendly schools is a condition or indicator point of a child-worthy city precisely at cluster 4. To find out about the availability of child-friendly schools in Bandung Early Childhood Education Unit ECE in each District. The results of research in the field show that 52.9% of ECE units in Sukasari Sub-district are ready to become child-friendly ECE units, the remaining around 47.1% are not ready to become child-friendly ECE. This research is expected to be a material reflection for stakeholders in realizing child-friendly schools.Maraknya tindak kekerasan terhadap anak menjadi suatu permasalahan yang perlu diatasi oleh semua elemen, tidak hanya oleh orang tua, tetapi guru, sekolah, masyarakat dan juga pemangku kebijakan lainnya berkewajiban bekerjasama dalam melindungi anak. Salah satu upaya pemerintah dalam menangani permasalahan tersebut yaitu dengan menyediakan lingkungan belajar yang ramah bagi anak. Kota Bandung sebagai Kota Layak anak sejak tahun 2016 sudah seharusnya dapat menjadi solusi penyediaan lingkungan yang ramah untuk anak. salah satu indikatornya yakni memiliki sekolah ramah anak. Survey komisi perlindungan anak menunjukan bahwa lebih dari 84% kasus kekerasan terjadi di sekolah, oleh karena itu perlu dan pentingnya Sekolah ramah anak menjadi syarat atau point indikator kota layak anak tepatnya pada klaster 4. Untuk mengetahui kesipan sekolah ramah anak di Kota Bandung dapat dilihat dari Satuan Pendidikan anak usia dini (PAUD) pada tiap Kecamatan. Hasil penelitian dilapangan menunjukkan bahwa 52,9% satuan PAUD di Kecamatan Sukasari sudah siap menjadi satuan PAUD ramah anak, sisanya sekitar 47,1% belum siap mejadi PAUD ramah anak. Penelitian ini diharapkan dapat menjadi bahan refleksi bagi pemangku kebijakan dalam mewujudkan sekolah ramah anak

scholarly journals Concerning Reason and Common Sense: Rousseau, Wonder Woman, and the Hyper-Vigilance of Children

2005 ◽  
Vol 15 (1) ◽  
Author(s):  
Clinton E. Betts ◽  
Andrea F. J. Betts
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Common Sense ◽  
Child Protection ◽  
Child Safety ◽  
Safety Education ◽  
Childhood Education ◽  
Wonder Woman

A considered voice needs to be given to concerns regarding reason and common sense as applied to early childhood education, child protection issues, parenting, and school vigilance over such matters. This paper utilizes the theories of H. Giroux and N. Postman, amongst others, to discuss the knowledge and critical acumen of those who actualize policy with regard to child safety, education, protection, and the vigilance or perhaps hyper-vigilance which results.

scholarly journals Teachers’ Time for Planning, Assessment and Development Connected to Staff Well-Being in Early Childhood Education

2021 ◽  
Author(s):  
Johanna Heikka ◽  
Sanni Kahila ◽  
Harri Pitkäniemi ◽  
Eeva Hujala
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Early Childhood Education ◽  
Working Hours ◽  
Well Being ◽  
Childhood Education ◽  
Work Community ◽  
Important Quality ◽  
A Minor ◽  
The Impact

The planning, assessment and development (PAD) of pedagogy carried out by early childhood education (ECE) teachers is an important quality factor in ECE. In Finland, the working hours reserved for PAD tasks for ECE teachers were increased from 8 to 13% in 2018. The purpose of this study was to investigate ECE teachers’ and centre directors’ perceptions of the impact of increased PAD hours on the well-being of ECE staff. Based on the mixed-methods approach, 325 ECE teachers and 107 ECE centre directors participated in the study. The results of the study indicated that, apart from the atmosphere in the work community, the impact of working hours on the well-being at work was positive. In particular, the reform has increased the well-being of teachers at work. The increased PAD hours have had only a minor impact on the well-being of all staff.

scholarly journals Teaching Approaches and Practices of Student Teachers in Early Childhood Education: A Convergent Mixed Methods Study

2018 ◽  
Vol 6 (11) ◽  
pp. 234
Author(s):  
Mefharet Veziroglu-Celik ◽  
Ibrahim Hakki Acar
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Teaching Approaches ◽  
Observational Coding ◽  
Cluster Analyses ◽  
Childhood Education ◽  
Video Recordings ◽  
Study Participants

This study examined the teaching approaches and practices of student teachers in early childhood education using a convergent parallel mixed methods design. The participants were 112 student teachers for the quantitative strand and 29 randomly selected student teachers for the qualitative strand of the study. Participants reported on their teaching approaches in the quantitative strand, and video recordings of teaching practices of student teachers were used in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an observational coding of behaviors, following that which the quantitative and qualitative results were merged. Cluster analyses showed that student teachers to be categorized into three groups (traditional, constructivist, and mixed) that reflect their teaching approaches. The qualitative analyses from the video recordings consistently showed that student teachers reflected their perceptions of teaching approaches in their practice. Findings from the current study highlight the importance of understanding student teachers’ teaching approaches and practices in early childhood.

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