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.

‘Physical appearance and well-being in adults with incurable cancer: a thematic analysis’

2020 ◽  
pp. bmjspcare-2020-002632
Author(s):  
Philippa Tollow ◽  
Jane Ogden ◽  
Candida S McCabe ◽  
Diana Harcourt
Keyword(s):  
Thematic Analysis ◽  
Psychosocial Support ◽  
Positive Impact ◽  
Well Being ◽  
Emotional Impact ◽  
Structured Interviews ◽  
Incurable Cancer ◽  
The Impact ◽  
Appearance Changes

ObjectivesExisting research has established the importance of appearance concerns for individuals with cancer and identified appearance as an important factor in dying with dignity. No research, however, has explored in depth the role of appearance in the experiences of individuals who have incurable cancer. This research aims to explore patients’ experiences and perspectives in relation to the role of appearance issues in adults with incurable cancer.MethodsSemi-structured interviews were conducted with 24 adults with incurable cancer (20 women, 4 men; mean age 54.5, SD 11.32).ResultsThematic analysis generated three themes: ‘Identity: Embodying Cancer’, ‘Communication: Wearing your illness’ and ‘Support: Holistic Care’. Appearance was felt to be an important element of identity, which was often dominated by cancer, leading to feelings of separation from the participant’s previous self. Appearance changes also influenced the way in which individuals communicated with their external world, forcing discussion of their diagnosis, and increasing focus on their cancer, with participants having to manage the emotional impact of this on loved ones, as well as the impact on their legacy. Finally, participants highlighted the positive impact of appearance-related support in their well-being and identified peer connections and refocusing on the self as key elements of such support.ConclusionsAppearance changes play an important role in the experiences of individuals with incurable cancer with regards to both identity and communication and challenged participants’ ability to maintain normalcy. Further psychosocial support relating to appearance concerns was considered necessary to promote dignity and provide truly holistic patient care.

scholarly journals “This Brings you to Life” The Impact of Friendship on Health and Well-being in Old Age: the Case of La Verneda Learning Community

2020 ◽  
Vol 8 (2) ◽  
pp. 192
Author(s):  
Susana León-Jiménez
Keyword(s):  
Learning Community ◽  
Positive Impact ◽  
Life Quality ◽  
Well Being ◽  
The Social ◽  
Ancient Times ◽  
The Impact ◽  
Health And Well Being

Friendship has been studied along centuries, since ancient times to present-day, as the basis of the social cornerstone, present at all stages of the lifespan and belonging to the world of truthful sentiments. Benefits of friendship on health have been demonstrated. Less is known about the role of friendship on seniors. The aim of this case study has been to show how the end friendship developed in an adults’ school operating for more than 40 years in Barcelona is having a positive impact on the well-being and health of their participants. Through the communicative discussion group, we have deepened in the trajectories of some of the school participants. The results show how participation in the school and the dialogic gatherings have contributed to the emergence of a non-instrumental friendship feeling and to consider an impact on the perceived general wellness and health and an improvement of their life quality. It is discussed how this research provides more elements to the existing literature. More research on how other communitarian environments have similar effects on this population, or on the impact of these dialogical spaces in the development of end friendships in other stages of the life cycle would be of interest.

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 Interaction Between Subjective Well-Being, Economic Activity and Education in the EU

2014 ◽  
Vol 15 (4) ◽  
pp. 285-293
Author(s):  
Artūras Gataūlinas ◽  
Rasa Zabarauskaitė
Keyword(s):  
Job Satisfaction ◽  
Positive Impact ◽  
Well Being ◽  
Subjective Well Being ◽  
Employment Level ◽  
Work Activity ◽  
Lower Education ◽  
The Impact ◽  
The Eu

The article examines the impact of professional well-being of EU citizens on their life satisfaction at both micro and macro levels. The following indicators were selected to describe the professional well-being: involvment in the official employment, level of education, and job satisfaction. The findings of the article suggest that employed respondents evaluated their subjective well-being significantly higher as compared to those not participating in the labour market. Similar findings were drawn when comparing subjective well-being of the respondents in relation to their education. Respondents with higher education reported significantly higher statistically proven subjective well-being than those with lower education. In the article, the interpretation of the findings is based on the conceptual model of subjective well-being of needs as well as on the role of employment and education in satisfaction of physiological and socially acceptable needs of individuals. Work activity is more directly linked with the satisfaction of individual needs than education. However, engagement in work has only an impact on subjective well-being if work activity is perceived as job satisfaction. If employment is perceived by individuals as providing greater satisfaction, it tends to make a more positive impact on the subjective well-being of individuals compared to activities that are perceived as providing less satisfaction.

scholarly journals School Well-Being of Elementary School Children: Motivational and Educational Predictors

2019 ◽  
Vol 24 (3) ◽  
pp. 32-42 ◽  
Author(s):  
T.O. Gordeeva ◽  
O.A. Sychev ◽  
M.V. Lunkina
Keyword(s):  
Academic Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Well Being ◽  
Self Esteem ◽  
Learning System ◽  
Practical Significance ◽  
Equation Modeling ◽  
The Impact

The goals of modern education go beyond mastering cognitive skills, competencies and knowledge. An equally important result of education is the child's school well-being, his/her positive attitude towards school, learning, teachers, and his/her own potential. This study is dedicated to the exploration of internal and external predictors of well-being in Russian elementary schoolchildren (N=1006).It assesses the impact of the learning system (developmental/traditional), satisfaction with relationships with teachers, and intrinsic and extrinsic types of academic motivation on school well-being and academic self-esteem. The results of the study show that the well-being of elementary schoolchildren is based on the positive impact of intrinsic and autonomous motivation and the negative impact of external motivation based on control and demands of teachers and parents. The results also show that the child’s relationship with the teacher and perception of him/her as an interesting person, ready to help and support in the learning process, play an important role in the child’s school well-being and intrinsic motivation. The results of structural equation modeling (SEM) confirm that developmental education programs, in comparison with traditional ones, also contribute to school well-being and academic self-esteem of elementary schoolchildren. The practical significance of the study is to take into account the role of both pedagogical (the role of the teacher’s personality and the teaching system) and psychological factors (intrinsic and extrinsic motivation) in maintaining the well-being of elementary schoolchildren.

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.

scholarly journals Changes in Development Among Kindergarten Children in Ontario 2012-2015: Linking Developmental, Sociodemographic, and Policy Implementation Data

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Simon Webb ◽  
Magdalena Janus ◽  
Eric Duku ◽  
Ashley Gaskin ◽  
Amanda Offord
Keyword(s):  
Child Development ◽  
School Readiness ◽  
Census Data ◽  
Well Being ◽  
Kindergarten Children ◽  
School Level ◽  
Emotional Maturity ◽  
Knowledge Domains ◽  
Full Day Kindergarten ◽  
Full Day

IntroductionIn Ontario kindergarten children, measures of early child development (ECD) indicate worsening outcomes over the last two provincial measurements (2012-2015), particularly among indicators of early physical, emotional and social development. This is despite significant investments in early childhood in the province through the roll-out of universal full day kindergarten. Objectives and ApproachOur objective is to uncover correlates of change in the measures of ECD using the Early Development Instrument (EDI) between 2012 and 2015, particularly in relation to the average home/neighbourhood environments of students where school-level outcomes declined. This analysis links individual EDI data in Ontario, with 2016 DA-level Canadian Census data aggregated to the school level. The EDI is a kindergarten teacher-completed questionnaire measuring school readiness across five domains of child development. The schools are classified into groups based on whether they experienced statistically meaningful change in the domains of the EDI over the observed timeframe. ResultsThe changes observed at the provincial level were consistent with those observed at the school level. Developmental vulnerability increased overall, in the Physical Health and Well-being, Social Competence and Emotional Maturity domains. Vulnerability decreased in the Language and Cognitive Development and Communication Skills and General Knowledge domains. While the analyses are still ongoing, preliminary findings suggest that schools with a higher proportion of children from high immigrant, and high income neighbourhoods tended to improve more than other schools. These along with some other socioeconomic neighbourhood characteristics identify sub-groups of schools that tended to see more positive or negative change on average across the five domains. We will supplement these findings using the time of introduction of the free full-day kindergarten program in each school. Conclusion/ImplicationsThe presentation breaks down recent trends in kindergarten school readiness to identify schools that did better or worse than average based on socioeconomic and demographic characteristics. The analysis will also incorporate the timing of the introduction of full-day kindergarten into each school, providing insight into the effects of the program.

scholarly journals Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

2021 ◽  
pp. 1-12
Author(s):  
Zuhra Abawi
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Racial Socialization ◽  
Power Relations ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Learning Spaces ◽  
Full Day Kindergarten ◽  
The Impact ◽  
Full Day

This paper critically unpacks the racialized and gendered hierarchies between the co-teaching model of early childhood educators (ECEs) and Ontario certified teachers (OCTs) in full-day kindergarten (FDK), and how such positionalities speak to racial socialization in early learning spaces. While young children and early learning spaces are often portrayed as raceless, ahistorical, and apolitical, extant literature suggests that children as young as two years of age are aware of visible and cultural differences between themselves and other groups. The paper employs a reconceptualist framework by drawing on critical race theory to explorehow racialized power relations between ECEs and teachers inform hierarchies of dominance and impact processes of racial socialization in FDK learning spaces. While both professions are predominantly feminized, the overwhelming majority of teachers in Ontario are white and middle class, whereas ECEs in FDK programs are more likely to be racialized and marginalized due to low wages and diminished professional status as care workers rather than educators. Although there has been great emphasis on the importance of diversifying the teacher workforce, there is minimal study on the impact of the hierarchies and racialized power relations between ECEs and OCTs and their impact on racial socialization in FDK programs. This conceptual paper seeks to address this gap.

Strategic Role of Zakat in Multidimensional Quality of Life in Sijunjung, Indonesia

2018 ◽  
Vol 15 (1) ◽  
pp. 55-72
Author(s):  
Herlin Hamimi ◽  
Abdul Ghafar Ismail ◽  
Muhammad Hasbi Zaenal
Keyword(s):  
Quality Of Life ◽  
Positive Impact ◽  
Wealth Distribution ◽  
Absolute Poverty ◽  
Before And After ◽  
The Status ◽  
Being There ◽  
The Impact

Zakat is one of the five pillars of Islam which has a function of faith, social and economic functions. Muslims who can pay zakat are required to give at least 2.5 per cent of their wealth. The problem of poverty prevalent in disadvantaged regions because of the difficulty of access to information and communication led to a gap that is so high in wealth and resources. The instrument of zakat provides a paradigm in the achievement of equitable wealth distribution and healthy circulation. Zakat potentially offers a better life and improves the quality of human being. There is a human quality improvement not only in economic terms but also in spiritual terms such as improving religiousity. This study aims to examine the role of zakat to alleviate humanitarian issues in disadvantaged regions such as Sijunjung, one of zakat beneficiaries and impoverished areas in Indonesia. The researcher attempted a Cibest method to capture the impact of zakat beneficiaries before and after becoming a member of Zakat Community Development (ZCD) Program in material and spiritual value. The overall analysis shows that zakat has a positive impact on disadvantaged regions development and enhance the quality of life of the community. There is an improvement in the average of mustahik household incomes after becoming a member of ZCD Program. Cibest model demonstrates that material, spiritual, and absolute poverty index decreased by 10, 5, and 6 per cent. Meanwhile, the welfare index is increased by 21 per cent. These findings have significant implications for developing the quality of life in disadvantaged regions in Sijunjung. Therefore, zakat is one of the instruments to change the status of disadvantaged areas to be equivalent to other areas.

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