scholarly journals Negotiating Status: The Impact of Union Contracts on the Professional Role of RECEs in Ontario's Full-Day Kindergarten Programs

2016 ◽  
Vol 40 (1) ◽  
Author(s):  
Ramona Gananathan
Keyword(s):  
Professional Role ◽  
Full Day Kindergarten ◽  
The Impact ◽  
Full Day

<p>abstract to follow</p>

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.

scholarly journals Funkcje mediacyjne realizowane przez mediatora w trakcie mediacji. Wybrane zagadnienia

2018 ◽  
Vol 27 (3) ◽  
pp. 73
Author(s):  
Marzena Myślińska
Keyword(s):  
Legal Regulation ◽  
Professional Role ◽  
Legal Order ◽  
Mediation Process ◽  
Legal Relationship ◽  
The Social ◽  
Key Issues ◽  
The Subject ◽  
The Impact

<p>The subject of this article is the analysis of the activity undertaken during mediation in the context of the characteristics of the mediation process and the normative conditions of the legal relationship and disputes resolved through this form of ADR. In order to implement the project, the content of the work will contain a list of functions performed by the mediator during mediation as ‘the environment for performing the role’ (which is not closed due to the dynamics of interaction in the negotiations). Their character and content determine the nature of the social and professional role of mediators in the Polish legal order, it also allows us to illustrate in detail the key issues for reflection on the professional role, including, for example, legal liability and conflict of roles. Mediation functions are diversified in terms of the frequency of their implementation depending, among other things, on the strategy of conducting mediation, the specificity of the dispute and the legal regulation of mediation. The discussion of the last of the indicated differentiating factors (i.e. the impact of universally binding law) will be reflected in the content of the paper.</p>

scholarly journals The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education

2019 ◽  
Vol 29 (3) ◽  
pp. 42-56
Author(s):  
Janette Pelletier ◽  
Ellen Fesseha
Keyword(s):  
At Risk ◽  
Special Education ◽  
Self Regulation ◽  
Binary Logistic Regression ◽  
Kindergarten Children ◽  
Longitudinal Impact ◽  
Full Day Kindergarten ◽  
Average Group ◽  
The Impact ◽  
Full Day

Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.

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 Engagement and Participation as a Part of the Mental Welfare Commission for Scotland

2020 ◽  
Vol 2019 (25) ◽  
pp. 167
Author(s):  
Graham Morgan
Keyword(s):  
Mental Health ◽  
Lived Experience ◽  
Professional Role ◽  
Personal Perspective ◽  
Health Law ◽  
Mental Health Law ◽  
History Of ◽  
Degrading Treatment ◽  
The Impact

An account of the work of the engagement and participation officers with lived experience as users and carers in the MWC, showing: the history of user and carer involvement in the Commission, the reason for the employment of the present workers and the creation of the department of engagement and participation. Told from the perspective of lived experience of using services, describing  the development of the roles to date, the activities carried out to date, especially those connected with mental health law, capacity, and the role of the NPM in safeguarding against cruel and degrading treatment and torture, some assessments of the impact of these activities and a presentation of the personal perspective of using lived experience as an integral part of a professional role.

scholarly journals The Impact of Full-Day Kindergarten on Maternal Labour Supply

2019 ◽  
Author(s):  
Elizabeth Dhuey ◽  
Jessie Lamontagne ◽  
tingting zhang
Keyword(s):  
Labour Supply ◽  
Full Day Kindergarten ◽  
The Impact ◽  
Full Day

scholarly journals Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Braund ◽  
Kristy Timmons
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Early Years ◽  
Behavioral Regulation ◽  
Policy Document ◽  
Full Day Kindergarten ◽  
Definition Of ◽  
Full Day ◽  
Research Analysis

AbstractResearch has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

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