scholarly journals A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts

2020 ◽  
Vol 4 (2) ◽  
pp. 84-91
Author(s):  
Sevcan Hakyemez-Paul
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Parental Involvement ◽  
Well Being ◽  
Early Childhood Educators ◽  
Point Of View ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Factors Affecting ◽  
Social And Emotional

Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.

Parental involvement in Finnish day care – what do early childhood educators say?

2018 ◽  
Vol 26 (2) ◽  
pp. 258-273 ◽  
Author(s):  
Sevcan Hakyemez-Paul ◽  
Paivi Pihlaja ◽  
Heikki Silvennoinen
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Day Care ◽  
Early Childhood Educators

scholarly journals Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning

2020 ◽  
Vol 6 (1) ◽  
pp. 125-145 ◽  
Author(s):  
Paul M. Wright ◽  
Steven Howell ◽  
Jenn Jacobs ◽  
Gabriella McLoughlin
Keyword(s):  
Academic Success ◽  
Youth Development ◽  
School Setting ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
After School ◽  
Perceived Benefits ◽  
Systematic Observation ◽  
Social And Emotional

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.

Towards a holistic conceptualisation of early childhood educators’ work-related well-being

2018 ◽  
Vol 20 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Tamara Cumming ◽  
Sandie Wong
Keyword(s):  
Early Childhood ◽  
Systems Theory ◽  
Empirical Research ◽  
Research Policy ◽  
Well Being ◽  
Ecological Systems ◽  
Early Childhood Educators ◽  
Policy And Practice ◽  
Work Related ◽  
Key Aspects

Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

scholarly journals Occupational Well-Being in Beginning Early Childhood Educators of Hong Kong and the Prediction of Job-Related Factors: Variable-Centered and Person-Centered Approaches

2021 ◽  
Vol 12 ◽  
Author(s):  
Jian-Bin Li ◽  
An Yang ◽  
Rui Zhang ◽  
Tuen Yung Leung ◽  
Zhouxing Li
Keyword(s):  
Early Childhood ◽  
Regression Analysis ◽  
Hong Kong ◽  
Job Demands ◽  
Working Hours ◽  
Well Being ◽  
Early Childhood Educators ◽  
Job Resources ◽  
Spring Semester ◽  
Related Factors

The occupational well-being (OWB) of early childhood educators (ECEs) play a crucial role in their job performance, the development of a child, and the operation of early childhood education sectors. OWB of ECEs has been an increasing concern in recent years and this concern might be particularly salient for beginning ECEs given the multiple adaptive changes and challenges they encounter during the transition from training to teaching. However, research on the beginning ECEs’ OWB has been scarce. In this study, we employed both variable-centered and person-centered approaches to explore OWB and examined job demands and resources as predictors in 117 Hong Kong beginning ECEs (113 females, Mage = 21.71 years). They first reported job demands (i.e., class size, working hours, dealing with children with special education needs) and job resources (i.e., salary and job support) at the end of the first month of the fall semester upon working as in-service teachers. They then reported on four OWB variables (i.e., job satisfaction, work engagement, job stress, and job burnout) at the beginning of the spring semester. Results of the variable-centered analysis revealed that beginning ECEs reported medium or above-medium levels on the positive OWB indicators and medium or below-medium levels on the negative OWB indicators. Regression analysis found that despite some exceptions, job demands and job resources negatively (positively) and positively (negatively) predicted positive (negative) OWB indicators, respectively. Results of person-centered analysis suggested that the complex pattern of different OWB indicators could be categorized into two OWB profiles (medium well-being vs. relatively weak well-being – emotional exhaustion). Results of regression analysis showed that beginning ECEs with higher job demands were less likely, whereas those with more job resources were more likely, to be assigned to the medium well-being profile. These results inform which leverage points could be targeted to enhance a specific OWB indicator and identify who would be in dire need to enhance their OWB at the very beginning of their teaching career.

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

scholarly journals RISKS OF LACK OF TRADITIONAL EDUCATIONAL PROCESS IN EDUCATIONAL INSTITUTIONS DURING THE COVID-19 PANDEMIC (ON UNESCO MATERIALS)

2021 ◽  
pp. 79-82
Author(s):  
Vitaliia Harapko ◽  
Marianna Bedevelska
Keyword(s):  
Distance Learning ◽  
Disease Transmission ◽  
School Attendance ◽  
Well Being ◽  
Educational Process ◽  
Point Of View ◽  
Sufficient Evidence ◽  
Educational Institutions ◽  
Barriers To Entry ◽  
The Impact

Although the World Scientific Society of Educators does not yet have sufficient evidence to measure the impact of school attendance on the risk of disease transmission, the harmful effects of a full transition to distance education are indisputable and affect the safety, well-being and education of children / students. and documents of many states. The purpose of the article is to determine the risks of the absence of a traditional educational process in educational institutions during the Covid-19 pandemic using the materials of the United Nations Educational, Scientific and Cultural Organization. The study was based on the following theoretical methods: analytical and descriptive methods of developing theoretical and critical sources and resources related to the implementation of the educational process, in order to determine the risks associated with providing distance learning during the Covid-19 pandemic. Analysis of contextual benefits and risks allows to determine the priority of educational institutions (or their components) to resume their work; priority of measures to reduce the risk of infection in educational institutions and communities; and focus areas for distance learning. Direct funding for education institutions most affected by the crisis, for example through formula-based funding, which gives priority to the most marginalized groups of pupils / students. From the point of view of mechanisms, scholarships for certain blocks and remittances (conditional or unconditional) to pupils / students should be considered. Tuition and other costs (school uniforms, etc.) should be waived where possible and other barriers to entry should be removed to maximize re-enrollment. We see prospects for further research in the analysis of ensuring the availability of educational materials / platforms, information, services and learning tools for people with disabilities in the process of obtaining education.

scholarly journals Early childhood educators’ solidarity and struggles for recognition

2021 ◽  
pp. 183693912110501
Author(s):  
Gloria Quinones ◽  
Melissa Barnes ◽  
Emily Berger
Keyword(s):  
Early Childhood ◽  
Well Being ◽  
Analytical Framework ◽  
Early Childhood Educators ◽  
Personal Experiences ◽  
Education And Care ◽  
Societal Level ◽  
Emotional Demands ◽  
Struggle For Recognition ◽  
Depth Interviews

Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth’s (1995) as an analytical framework. The findings show ECEC educators’ struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.

scholarly journals The Analysis of the Relationship between Well Being and the Levels of Emotional Abuse of the Teacher Candidates Perceive

2017 ◽  
Vol 6 (2) ◽  
pp. 272
Author(s):  
Zuleyha Sakar ◽  
Figen Akca ◽  
Aysegul Bozkurt
Keyword(s):  
Academic Success ◽  
Teacher Candidates ◽  
Emotional Abuse ◽  
Behavior Pattern ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Point Of View ◽  
Psychological Well Being ◽  
The Individual ◽  
The Relationship

Emotional abuse can be defined as a large behavior pattern which the individual is exposed to and can be compiled as, the abasement, violent attitude, exclusion, continuous criticism, unfulfilled need for love and making someone feel worthless. From this point of view the effect on the well being is a key concern about the individuals exposed to emotional abuse. Accordingly the purpose of this study is determined as to analyze of the relationship between the level of emotional abuse and well being of teacher candidates perceive. For this purpose 438 teacher candidates, who study at the Faculty of Education in Uludağ University, were utilized in the study. In the research descriptive method was used and the data was obtained by “Perceived Emotional Abuse Scale” (Ersanlı, Yılmaz, & Özcan, 2013) and “Psychological Well Being Scale” (Telef, 2013). According to the findings obtained in order to determine the relationship between the psychological well being and the emotional abuse that teacher candidates perceive, correlation and simple linear regression analysis were performed and it is found that there is a significant negative relation in between (p<.01). In addition in terms of the variables of gender, developmental period they are in, department and the level of academic success they perceive, it is discovered that the levels of perceived emotional abuse predict their psychological well being between 12% and 24%.

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