UNLV College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education

School Design to Promote Physical Activity

Increasing children’s physical activity (PA) at school is a national focus to address childhood obesity. Research has demonstrated associations between school built environments and students’ PA, but has lacked a comprehensive synthesis of evidence. Chapter 1 presents new evidence-, theory-, and practice-informed school design guidelines, including evidence substantiality ratings, to promote PA in school communities. These guidelines delineate strategies for school designers, planners, and educators to create K-12 school environments conducive to PA. They also engage public health scientists in needed transdisciplinary perspectives. There have been few longitudinal studies to verify causal relationships between the school built environment and PA. Chapter 2 presents results from a natural experiment with objective PA-related measures before and after a move to a new K-5 school designed based on the Chapter 1 guidelines. The study hypothesized that the school would have desirable impacts on students’ sedentary behaviors and PA. The intervention school group was compared longitudinally with a demographically-similar group at 2 control schools. School-time analyses showed that the intervention school design had positive impact on accumulation of sedentary time, and time in light PA, likely due to movement-promoting classroom design. Studies of built environment impacts on human behaviors and health have presented challenges in control of confounding effects. Chapter 3 presents results from experiments using an agent based model (ABM) to simulate population samples of children and to quantify the impact of a single design intervention, dynamic furniture in school, on obesity and overweight prevalence over time. Results of computational experiments showed that there could be some desirable population impact among girls with low PA profiles. Chapter 4 places the work presented in Chapters 1-3 in a larger context. Via exploration of theories of space as a social phenomenon, of design as a discipline with human purpose, and of limitations of current public health built environment studies, the investigator proposes key strategies toward achieving substantial unrealized potential to design our built environments to achieve health

The parent checklist for new kindergarten pupils: A validation study

State and federal guidelines for implementing programs for the gifted have required that placement into such programs being as early as kindergarten. In order to help determine whether a child was functioning significantly above age level on certain tasks through multiple sources, a checklist for parents was developed and validated.;The parent checklist was analyzed for reliability and validity. Analysis of pre-school scores on the instrument was also conducted to determine whether or not placement into programs for the gifted could be predicted from the results. Parental responses were also investigated in an effort to determine the reliability of parents as a source of information about their children. Correlational studies were conducted on group test data which consisted of the Metropolitan Readiness Test, the second grade administration of the SRA Achievement Series, and the third grade administration of the Otis-Lennon School Ability Test. Additionally, correlational studies were conducted on a small sample of the students as first graders utilizing the Torrance Tests of Creative Thinking (Figural Form A) and the Scales for Rating the Behavioral Characteristics of Superior Students.;Statistical analysis included the use of multiple regression analyses and the determination of correlation coefficients (Cronbach\u27s Alpha and Pearson Product Moment)

Create, Learn, Play: Planning Creative, Whole-body Learning Enviornments for Young Children

The built environment plays a significant role in the education of a child, with some teaching philosophies referring to it as another teacher. Neural development happens through a combination of genetics and experience. Sensory learning therefore suggests that young developing children are very sensitive to the environment around them. The environment includes the landscape, physical structures and equipment, and people. This thesis proposes that the physical environment (landscape, building structure, and equipment) can positively affect the holistic development of a prekindergarten aged child (between three- five years in age) by providing an enriching learning environment that facilitates whole-body learning and creativity. As a result of examining the multidisciplinary literature on child development and creativity science, as well as studying the way existing progressive preschool pedagogies treat their learning environments, a planning guide has been produced. The planning guide provides strategies for designers and educators to create holistic early learning environments that consider a child’s emotional, mental and physical wellbeing. Children are experiential learners who learn using their whole body. Movement and multi-sensory learning are therefore critical for healthy development. Rich, multilayered explorations of materials encourage creativity, curiosity and imagination. Supportive interventions that allow children multiple opportunities to explore, create, and connect, are vital to an early childhood education facility that wishes to encourage critical thinking and problem solving skills via the development of divergent thinking. It is important to create a supportive network of harmonious interventions. These interventions will become the foundation on which Whole-body Learning and Creativity can be built. The resulting guide is organized into three major sections that go on to discuss supporting topics in detail. Due to the fluid nature of some of the interventions there is some overlap between sections; however the interventions will be discussed topically as they pertain to a given section

Factors influencing the language use of preschool children in a child/parent education program

This study examines factors that influence the language use of preschool children in a child/parent education program. The Preschool for Child/Parent Education Project was initiated to address concerns for at risk children and their families in the community of Nipawin, Saskatchewan. The families invited to participate in the program were identified as having preschool children who were potentially at risk for school success. The language experiences of four preschool children were observed as they participated in one nine-week child/parent education session. The parents, caregivers and preschool teacher were interviewed regarding their views about the language experiences of the children. The factors that emerged as having an influence on the children's use of language in the preschool program were: play center activities, direct instruction, authentic experiences, parent/caregiver involvement and teacher efficacy. Results showed that the children in the Preschool for Child/Parent Education Project experienced a program that understood the language needs of young children and the powerful influence of a supportive family. Implications are drawn concerning the benefits of providing opportunities for language development and use during the crucial preschool years in a child/parent education program. Recommendations for further research suggest recognition of the effects of early language intervention on young children with difficult life circumstances

Entering Public School Kindergarten: Family Attitudes and Expectations Affecting Young, Black, Working Class Mothers\u27 School Involvement

Parent involvement in schools has been a focus of educational improvement for many years. The belief that parent involvement can be the difference between schooling success and failure is shared by students, parents, society, school staff, and government. This belief is based on the American ideal “nuclear family” structure. The purpose of this study was to explore the attitudes and expectations of the families of young, Black, working class mothers as they constructed their role as a parent of children in the public school and developed their definition of parent involvement. Participants for the study were the mothers, preschool teachers, and family members of four entering kindergartners, two girls and two boys. The children were chosen from preschool programs, and their mothers and family members were interviewed several times during and after their first semester in public school kindergarten. The preschools and schools attended by the students were visited before the school year began to gather contextual information from staff and school handouts for parents. Data highlighted patterns of initial family perspective, attitudes, and expectations; and revealed patters of change in the perspective, attitudes, and expectations during the study. The findings identified six expectations the school system had for parents, and four areas where the mothers differed in their ability to meet these expectations. Family structures and other caregivers were examined. Issues of age, race, class, and family structure were considered as possible factors in each family’s decisions concerning involvement with the child’s school

An inventory of biophilic design attributes within child life play spaces

A review of the literature in architecture and interior design revealed health benefits from exposure to natural conditions. This was not particularly surprising given work related to biophilic theory, which posits an innate human affiliation to nature. The positive effects of interaction with our environment were also found in literature related to child development which revealed the importance of nature and play for enriching children's development. This project intended to quantify the variety of biophilic design attributes present within existing play spaces that are used to support children's health and well-being in healthcare settings within Child Life, a program that aims to help children and their families cope with the healthcare experience. The project used photography to document 24 inpatient play spaces in North Carolina health care facilities that employ Child Life. Features of the spaces identified in the photographs were recorded using a Biophilic Interior Design Matrix, which was developed to inventory the range of biophilia through design elements and their subset attributes (Kellert, 2008) to provide a quantitative score. It was developed and pre-tested in order to use the instrument to quantify the play room attributes and used inter-rater reliability testing to further define the instrument's accuracy and dependability. The results from the matrix was an average total biophilic attribute score of 21.5 out of 52 total points or a 41% average inclusion with a statistical range of 25. The average for all of the room's element sub-scores was averaged among each other with a 3.7 score of attribute inclusion per element among all of the play rooms. The element with the highest presence was Natural Shapes and Forms, the representation or simulation of the natural world, and the lowest was Place-Based Relationships, connecting culture with ecology and the geographical context. These results offer initial findings as to what levels the biophilia attributes are found in the interior, and specifically in Child Life play spaces. An online survey of the eight Child Life facilities staff was conducted regarding their play space preferences, where they use these rooms to work with hospitalized children. The four open-ended question's responses showed the most common topic was a desire for a spacious environment with 54% of play rooms either requesting more space or appreciating a large space. The human desire for spaciousness was found to be greatly desired in interior play rooms for its ability to help patients move throughout the space easily and have access to choices of activities alongside of other patients. Secondly, around 30% specifically wanted or appreciated having nature-based design features. Also, the surveys resounded with support for the play space as a tool used by Child Life in its endeavors for supporting their pediatric patients and its effectiveness. The survey results were incorporated with the matrix findings to create 24 case studies of the play spaces. The lowest effectiveness ratings from the survey responses were found in spaces scoring on the lowest end of the matrix results and further support a link between an environment with a higher variety of biophilic attributes and an effective Child Life play space. These case studies showed that biophilic features were found in varying amounts and some were specifically indicated as being desirable. Further research on the individual attributes and wider application of the matrix may add to this initial quantification of biophilia. The matrix is easily adapted for additional applications and was aimed at assisting interior designers with aiding biophilia incorporation. The case studies provide support for future biophilia design decisions, as well as informing additional research involving Child Life play spaces

The Effects of Environmental Modifications and Visual Supports in the Home on Engagement and Challenging Behaviors in Children with Autism

The purpose of this study was to determine the impact on engagement and challenging behaviors in young children with autism spectrum disorder (ASD) under two treatment conditions: 1) physical modifications to the home environment, and 2) physical modifications plus visual supports in the home environment. Treatment conditions were implemented in the child\u27s home environment with parents serving as interventionist. A single-subject nonconcurrent baseline design was used across three male participants: ages 3 years, 2 months; 4 years, 4 months; and 4 years, 11 months. The study included four to five baseline sessions, six to nine sessions in Treatment 1, six to nine sessions in Treatment 2 and two follow-up sessions per participant. During Treatment 1, modifications were made to each child\u27s environment (e.g., decreasing clutter, organizing playthings, and/or establishing a defined play space). Parent awareness training regarding the change was provided, and data was collected using the Individual Child Engagement Record-Revised (Kishida, Kemp, & Carter, 2008) and the Challenging Behavior Record (researcher developed) during play and/or daily routines with the child\u27s parent. During Treatment 2, visual supports were added to the modified environment to add structure and visual clarity (e.g., choice boards and how to boards ). Parent awareness training regarding the change was provided, and data was collected using the Individual Child Engagement Record-Revised (Kishida et al., 2008) and the Challenging Behavior Record during play and/or daily routines with the child\u27s parent. Based on the findings of the study, active engagement increased and challenging behaviors decreased following modifications in the home for three young children with autism. In regards to engagement across Treatment 1 and Treatment 2, children demonstrated active engagement with a mean of 62%, 76.89%, and 74.41% from a baseline of 1.75%, 15.75%, and 14.6%, respectively. In regards to challenging behaviors, across Treatment 1 and Treatment 2, children had fewer behaviors that interfered with engagement with a mean of 13.3%, 8.15% and 13.32%, from a baseline of 75%, 27.75%, and 49.2%, respectively. The overall results indicated significant positive effects from the use of physical modifications and physical modifications plus visual support in increasing engagement and decreasing challenging behaviors

A Descriptive Analysis of a College Day Care Center

This paper is a descriptive analysis of a college day care center, situated on the campus of one of the community colleges of the City University of New York, which services the pre-school children of full-time matriculated day students. The Center is administered by the student-parents, under the supervision and guidance of the faculty Coordinator, who is a professor in the Department of Student Services. The teaching staff consists of a New York State certified Teacher-Director and Group Teacher, and an Assistant Teacher, all full-time, and numerous part-time work­study student aides. Chapter I contains a review of the literature on college day care. Chapter II describes the efforts of the original founding student-parents to establish a day care center, the problems they encountered, and the steps they took to resolve them. Chapter III deals with the structure and organization of the Center, and the evolution of the role of each of its three components: the college administration, the teaching staff, and the student-parents. Chapter IV describes the educational philosophy and program of the Center, and Chapter V a discussion of future goals and directions for the Center