Children’s Engagement with their Learning using E-portfolios

10.26686/wgtn.17012540 ◽

2021 ◽

Author(s):

◽

Nicola Goodman

Keyword(s):

Early Childhood ◽

Online Survey ◽

Hard Copy ◽

Future Research ◽

Assessment Practices ◽

Full Potential ◽

Narrative Approaches ◽

Parents And Children ◽

Outcomes For Children ◽

Early Childhood Settings

Narrative approaches to documentation and assessment in early childhood education (ECE) encourages children to be active contributors in their own learning journey. With the growing emphasis of technology in society it is natural that this shift has transformed assessment practices with the introduction of e-portfolios. E-portfolios are seen in tertiary, secondary and primary settings nationwide and most recently have been introduced into ECE as a way to extend traditional documentation methods. As a result, documentation and the role children have in their own learning has shifted. Despite their growing popularity in early childhood settings there is very little research into the effect that e-portfolios have on teachers, parents, and most importantly, children and their learning. Given this limited research this study sought to understand the ways in which children are engaging with their learning through e-portfolios. This mixed methodology study used a national online survey as well as case studies to develop an understanding of this topic. Participants included early childhood centre educators, parents and children from settings across New Zealand. Findings revealed a distinct variation in the ways that centres are using e-portfolios to engage children with their learning. A large number of centres are maintaining both hard-copy and online versions of a child's portfolio to ensure that children are not removed from contributing to and revisiting their learning. Whilst results showed examples of children's in-depth engagement with e-portfolios, they also highlighted that many centres are not yet harnessing their full potential. These findings suggest implications for teacher practice, including the need for greater support and training for teachers. As e-portfolios are still a new phenomenon in ECE this study suggests areas of future research to investigate this topic further to improve learning outcomes for children.

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The Neglected Role of Risk Mitigation Perception in the Risk Governance of Underground Technologies—The Example of Induced Seismicity

International Journal of Disaster Risk Science ◽

10.1007/s13753-020-00298-3 ◽

2020 ◽

Vol 11 (5) ◽

pp. 630-639

Author(s):

Lisa Haemmerli ◽

Michael Stauffacher

Keyword(s):

Induced Seismicity ◽

Public Perception ◽

Online Survey ◽

Risk Mitigation ◽

Mitigation Measures ◽

Future Research ◽

Risk Governance ◽

Successful Implementation ◽

Full Potential ◽

Subject Design

Abstract Subsurface technologies, such as geothermal energy and carbon capture and storage, are options to help limit global warming. Subsurface technologies involve the risk of induced seismicity. The successful implementation of these technologies depends on the public perception of these risks. Risk governance frameworks propose assessing the level of public concern and designing adapted risk mitigation measures. We propose that concerns should not only be investigated with respect to the perceived risks but also with respect to the potential mitigation measures. We explore this by analyzing the perception of risk mitigation measures for different subsurface technologies. With an online survey (N = 808) in Switzerland we analyzed four technologies (in-between subject design) and four mitigation measures (within subject design). We found that risk mitigation measures are perceived differently, within and across technologies. Thus, public concerns about risk mitigation really matter. We suggest that future research should focus on how risk mitigation measures can be applied and communicated to realize the full potential of risk governance frameworks.

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Father absence and depressive symptoms in adolescence: findings from a UK cohort

Psychological Medicine ◽

10.1017/s0033291713000603 ◽

2013 ◽

Vol 43 (12) ◽

pp. 2615-2626 ◽

Cited By ~ 28

Author(s):

I. Culpin ◽

J. Heron ◽

R. Araya ◽

R. Melotti ◽

C. Joinson

Keyword(s):

Early Childhood ◽

Depressive Symptoms ◽

Middle Childhood ◽

Depressive Symptomatology ◽

Father Absence ◽

Future Research ◽

Biological Father ◽

Adolescent Depressive Symptoms ◽

Parents And Children ◽

The Uk

BackgroundPrevious studies suggest a link between parental separation or divorce and risk of depression in adolescence. There are, however, few studies that have prospectively examined the effects of timing of biological father absence on risk for depressive symptoms in adolescence while controlling for a range of confounding factors.MethodWe examine the association between father absence occurring in early (the first 5 years) and middle childhood (5–10 years) and adolescent depressive symptoms in a sample comprising 5631 children from the UK-based Avon Longitudinal Study of Parents and Children (ALSPAC). Self-reported depressive symptoms at 14 years were assessed using the Short Mood and Feelings Questionnaire (SMFQ). Father absence was assessed from maternal questionnaires completed at regular intervals from the birth of the study child up to 10 years.ResultsThere was evidence for an association between father absence in early childhood and increased odds of depressive symptoms at 14 years. This association was stronger in girls than in boys and remained after adjusting for a range of socio-economic, maternal and familial confounders assessed prior to the father's departure. Conversely, there was no evidence for an association between father absence in middle childhood and depressive symptoms at 14 years.ConclusionsFather absence in early childhood increases risk for adolescent depressive symptoms, particularly in girls. Future research should be aimed at identifying possible biological and psychosocial mechanisms linking father absence to depressive symptomatology to enable the development of family-based early prevention and intervention programmes targeting young children at risk.

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Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand

10.26686/wgtn.17006686.v1 ◽

2021 ◽

Author(s):

◽

Ana Pickering

Keyword(s):

Early Childhood ◽

New Zealand ◽

Professional Learning ◽

Online Survey ◽

Teaching Practice ◽

Montessori Education ◽

Teaching Teams ◽

Aotearoa New Zealand ◽

Outcomes For Children ◽

The Impact

Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers. Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.

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Understanding educator attitudes towards and perceptions of mathematics in early childhood

Journal of Early Childhood Research ◽

10.1177/1476718x211052785 ◽

2021 ◽

pp. 1476718X2110527

Author(s):

Kelly Johnston ◽

Rebecca Bull

Keyword(s):

Early Childhood ◽

Professional Learning ◽

Online Survey ◽

Mathematical Thinking ◽

Strong Predictor ◽

Early Childhood Educators ◽

Future Research ◽

Research Projects ◽

Educator Attitudes ◽

Effective Form

The first 3 years of life are identified as a period where children are primed for mathematical thinking, and a time where significant and critical development occurs. Additionally, mathematical ability in the years before children start school serves as a strong predictor of later achievement. However, many early childhood educators do not recognise the relevance of focussing on numeracy with very young children, and there remains a paucity of research on mathematical thinking and learning with infant and toddler aged children. This study sought to investigate early childhood educators’ perspectives on mathematics for children birth to 5 years of age. Educators were invited to complete an online survey and a mixed methods approach was used to interpret the responses. The findings revealed that even though mathematics was seen as relevant and important across the birth to five age range, these values were not significantly reflected in educator’s preferred or espoused teaching practices. The study also identified a range of factors that positively and negatively influenced educator self-efficacy and dispositions towards mathematics across their lifespans. Practitioner led research projects are suggested as an effective form of professional learning to incorporate into future research projects.

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Brief Report: Measurement of Young Children’s Engagement and Problem Behavior in Early Childhood Settings

Behavioral Disorders ◽

10.1177/0198742918779793 ◽

2018 ◽

Vol 44 (1) ◽

pp. 53-62

Author(s):

Debra A. Prykanowski ◽

Jose R. Martinez ◽

Brian Reichow ◽

Maureen A. Conroy ◽

Ke Huang

Keyword(s):

Early Childhood ◽

Problem Behavior ◽

Problem Behaviors ◽

Continuous Recording ◽

Future Research ◽

Momentary Time Sampling ◽

Observation Methods ◽

Activity Types ◽

Study Support ◽

Early Childhood Settings

Given the importance of engagement and impact of problem behavior on young children’s behavioral, social, and academic development, these two behaviors are often observed and measured in early childhood settings. The purpose of this brief report is to describe the findings from an examination of the use of multiple direct observation methods to measure engagement and problem behaviors of five children in early childhood settings across two different activity types. Findings from this study support previous research that young children’s engagement and problem behavior differ depending on the type of classroom activity. In addition, the data indicate that behavioral estimates for both engagement and problem behavior obtained using momentary time sampling produced measures of behaviors comparable with those obtained with continuous recording, whereas partial-interval recording consistently overestimated the occurrence of the behaviors compared with continuous recording. Implications of the findings and directions for future research are discussed.

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Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand

10.26686/wgtn.17006686 ◽

2021 ◽

Author(s):

◽

Ana Pickering

Keyword(s):

Early Childhood ◽

New Zealand ◽

Professional Learning ◽

Online Survey ◽

Teaching Practice ◽

Montessori Education ◽

Teaching Teams ◽

Aotearoa New Zealand ◽

Outcomes For Children ◽

The Impact

Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers. Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.

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Measuring wildland fire leadership: the crewmember perceived leadership scale

International Journal of Wildland Fire ◽

10.1071/wf15077 ◽

2015 ◽

Vol 24 (8) ◽

pp. 1168 ◽

Cited By ~ 4

Author(s):

Alexis L. Waldron ◽

David P. Schary ◽

Bradley J. Cardinal

Keyword(s):

Leadership Development ◽

Online Survey ◽

Wildland Fire ◽

Reliability And Validity ◽

Late Summer ◽

Early Summer ◽

Hard Copy ◽

Future Research ◽

Two Samples ◽

Perceived Leadership

The aims of this research were to develop and test a scale used to measure leadership in wildland firefighting using two samples of USA wildland firefighters. The first collection of data occurred in the spring and early summer and consisted of an online survey. The second set of data was collected towards late summer and early fall (autumn). The second set of data was collected via hard-copy surveys that were mailed in by respondents who were recruited via email and in person at large wildland fires. Through confirmatory factor analyses, a three-factor, higher-order, multidimensional structure of leadership in wildland fire was supported. The Crewmember Perceived Leadership Scale consists of perceptions of competent decision-making, personal genuineness and integrity of supervisors as seen by their subordinates. Initial evidence of reliability and validity was supported during the first study of this research. Results from Study 1 indicate that higher rankings of fire leaders by their crewmembers was related to higher worker engagement and job satisfaction. The second study included an additional five items to rate fire leaders; the structure of the three leadership components was again supported. Implications for leadership development in wildland fire, future research and practice are discussed.

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A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports

Topics in Early Childhood Special Education ◽

10.1177/0271121420986868 ◽

2021 ◽

pp. 027112142098686

Author(s):

Elizabeth M. Kelly ◽

Shawna G. Harbin ◽

Scott A. Spaulding ◽

Carly A. Roberts ◽

Kathleen Artman-Meeker

Keyword(s):

Early Childhood ◽

Young Children ◽

Challenging Behavior ◽

Challenging Behaviors ◽

Family Members ◽

Qualitative Inquiry ◽

Behavior Support ◽

Social Emotional ◽

Outcomes For Children ◽

Early Childhood Settings

Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members’ and early childhood educators’ experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family–professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.

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Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children

International Journal of Contemporary Education ◽

10.11114/ijce.v4i1.5143 ◽

2021 ◽

Vol 4 (1) ◽

pp. 39

Author(s):

Kathleen I Harris

Keyword(s):

Early Childhood ◽

Young Children ◽

Family Engagement ◽

Board Members ◽

Early Childhood Setting ◽

Family Strengths ◽

Reciprocal Relationships ◽

Parents And Children ◽

History Of ◽

Early Childhood Settings

Parent cooperative preschools are unique educational enterprises because they involve the participation of parents and children. The purpose of this historical qualitative analysis examines the history of parent cooperative preschools and the contributions of this type of early childhood setting, including parent engagement in the classroom, family strengths (both personal and in the community), and the teacher’s role in the classroom as a facilitator, leader, and parent educator. Reflections from past parent cooperative board members of a parent cooperative are included sharing their personal contributions, joys, collaborations, and challenges of engagement in this type of early childhood program. The reflections from the parent cooperative board members share insight into the role they played in the awareness of early childhood education to society, family engagement, advocacy, and the critical importance of this type of early childhood setting for all young children. Parent cooperative preschools encourages families to engage in reciprocal relationships with teachers by offering learning activities for the home and in the community. They are associated with important values and virtues for families to grow and learn with their child.

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