Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests

Inclusiveness at Work: THINK College Partners with Macfeat Laboratory School

This presentation describes the partnership that exists between Winthrop’s Macfeat Laboratory School and THINK College. Winthrop University’s THINK College Program aims to “provide an inclusive post-secondary education experience to students with intellectual disabilities to prepare them for competitive employment and active participation in local communities with as much independence as possible” (http://www.winthrop.edu/thinkcollege/). Since 1895, Macfeat Laboratory School has served Winthrop University and the community as a research, demonstration and training center for best practices in early childhood education. Macfeat has two preschool classes for three and four year olds and one multi-age kindergarten class. The school provides a unique learning environment for both children and Winthrop students, including Winthrop’s THINK College students. This semester, two THINK College students are interning in a Macfeat preschool classroom. The presenters will offer a brief description of both THINK College and Macfeat Laboratory school and will describe the positive outcomes from THINK College interns working in a Macfeat preschool classroom. Personal anecdotes, photos and videoclips will be used to describe the experience

Toddler Play Preferences and the Teacher’s Role in the Outdoor Play Environment

Direct experience with nature is a primary component of environmental education and especially beneficial for young children. The present study examined the outdoor play preferences of toddlers and investigated the role teachers play in the outdoor space. Toddlers’ outdoor play was video recorded by GoPro cameras and coded for preferred play locations and initiator of the play. Results showed that the three most preferred spaces for toddlers in the outdoor classroom were the sandbox, swing area, and play structures; least frequently visited were open areas close to the classrooms, the garden, and the tree area. In addition, toddlers initiated play 71% of the time whereas teachers initiated approximately 11% of the time and mostly in the swing area. Findings indicate that teachers may play a role in where toddlers prefer to play. Implications for teacher preparation regarding environmental education are discussed

"I Would Quit My Job:" Unpacking Preservice Teachers' Perceptions of Culture and Diversity

With the changing demographics of classrooms across the United States, preservice teachers must be prepared to provide a just and equitable education for all students (Edwards, McMillon, & Turner, 2010; Villegas, 2007).  In order to meet the needs of our increasingly diverse student population, teacher education programs are responsible for providing support to preservice teachers so, as educators, they honor “the differences among cultures, viewing diversity as a benefit, interacting knowledgeably and respectfully among a variety of cultural groups” (Lindsey, Roberts, & Campbell-Jones, 2005, p. xviii). Recognizing the impact of respectful and reciprocal relationships between families and schools, we challenged preservice teachers to reflect upon beliefs, perceptions and biases they held about diverse cultures.  Data collected through the resulting study have implications for how colleges of education can ensure that candidates have the knowledge, skills and dispositions to effectively work with all children and families

Teacher Questioning Practices in Early Childhood Science Activities

This study explores teachers’ use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science- or non-science-related) while also recording the intended recipient. Results revealed that, overall, teachers primarily asked closed-ended questions to children during preschool science activities. While closed-ended questions outnumbered open-ended, science-related questions were more likely to be open-ended questions. We noticed this trend whether the teacher directed the question to a group of children or an individual child. Gender of the child recipient was also explored with no significant differences found. Results indicate that collaborative science exploratory activities may be an ideal context for increasing teachers’ use of open-ended questions. Background and training of teachers may also play a role in the use of open-ended questions in a science activity context

Communication with families: Understanding the perspectives of early childhood teachers

Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children’s daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the global COVID-19 pandemic restrictions. Technology such as apps and messaging emerged as an efficient way to reach most families, however difficulties facilitating reciprocal communication with families were described. Further research is needed to identify successful communication strategies for both teachers and families, thus building higher quality teacher-family partnerships

The mitochondrial phosphate carrier: Role in oxidative metabolism, calcium handling and mitochondrial disease

The mitochondrial phosphate carrier (PiC) is a mitochondrial solute carrier protein, which is encoded by SLC25A3 in humans. PiC delivers phosphate, a key substrate of oxidative phosphorylation, across the inner mitochondrial membrane. This transport activity is also relevant for allowing effective mitochondrial calcium handling. Furthermore, PiC has also been described to affect cell survival mechanisms via interactions with cyclophilin D and the viral mitochondrial-localized inhibitor of apoptosis (vMIA). The significance of PiC has been supported by the recent discovery of a fatal human condition associated with PiC mutations. Here, we present first the early studies that lead to the discovery and molecular characterization of the PiC, then discuss the very recently developed mouse models for PiC and pathological mutations in the human SLC25A3 gene. © 2015

Equity-oriented toolkit for health technology assessment and knowledge translation: application to scaling up of training and education for health workers

Human resources for health are in crisis worldwide, especially in economically disadvantaged areas and areas with high rates of HIV/AIDS in both health workers and patients. International organizations such as the Global Health Workforce Alliance have been established to address this crisis. A technical working group within the Global Health Workforce Alliance developed recommendations for scaling up education and training of health workers. The paper will illustrate how decision-makers can use evidence and tools from an equity-oriented toolkit to scale up training and education of health workers, following five recommendations of the technical working group. The Equity-Oriented Toolkit, developed by the World Health Organization Collaborating Centre for Knowledge Translation and Health Technology Assessment in Health Equity, has four major steps: (1) burden of illness; (2) community effectiveness; (3) economic evaluation; and (4) knowledge translation/implementation. Relevant tools from each of these steps will be matched with the appropriate recommendation from the technical working group

Global Retinoblastoma Presentation and Analysis by National Income Level.

Importance: Early diagnosis of retinoblastoma, the most common intraocular cancer, can save both a child's life and vision. However, anecdotal evidence suggests that many children across the world are diagnosed late. To our knowledge, the clinical presentation of retinoblastoma has never been assessed on a global scale. Objectives: To report the retinoblastoma stage at diagnosis in patients across the world during a single year, to investigate associations between clinical variables and national income level, and to investigate risk factors for advanced disease at diagnosis. Design, Setting, and Participants: A total of 278 retinoblastoma treatment centers were recruited from June 2017 through December 2018 to participate in a cross-sectional analysis of treatment-naive patients with retinoblastoma who were diagnosed in 2017. Main Outcomes and Measures: Age at presentation, proportion of familial history of retinoblastoma, and tumor stage and metastasis. Results: The cohort included 4351 new patients from 153 countries; the median age at diagnosis was 30.5 (interquartile range, 18.3-45.9) months, and 1976 patients (45.4%) were female. Most patients (n = 3685 [84.7%]) were from low- and middle-income countries (LMICs). Globally, the most common indication for referral was leukocoria (n = 2638 [62.8%]), followed by strabismus (n = 429 [10.2%]) and proptosis (n = 309 [7.4%]). Patients from high-income countries (HICs) were diagnosed at a median age of 14.1 months, with 656 of 666 (98.5%) patients having intraocular retinoblastoma and 2 (0.3%) having metastasis. Patients from low-income countries were diagnosed at a median age of 30.5 months, with 256 of 521 (49.1%) having extraocular retinoblastoma and 94 of 498 (18.9%) having metastasis. Lower national income level was associated with older presentation age, higher proportion of locally advanced disease and distant metastasis, and smaller proportion of familial history of retinoblastoma. Advanced disease at diagnosis was more common in LMICs even after adjusting for age (odds ratio for low-income countries vs upper-middle-income countries and HICs, 17.92 [95% CI, 12.94-24.80], and for lower-middle-income countries vs upper-middle-income countries and HICs, 5.74 [95% CI, 4.30-7.68]). Conclusions and Relevance: This study is estimated to have included more than half of all new retinoblastoma cases worldwide in 2017. Children from LMICs, where the main global retinoblastoma burden lies, presented at an older age with more advanced disease and demonstrated a smaller proportion of familial history of retinoblastoma, likely because many do not reach a childbearing age. Given that retinoblastoma is curable, these data are concerning and mandate intervention at national and international levels. Further studies are needed to investigate factors, other than age at presentation, that may be associated with advanced disease in LMICs