Mentors’ Perceptions of Factors Associated with Change in Early Childhood Classrooms

Mentors’ perceptions of factors associated with educational change were identified following an individualized mentoring program about constructivist curriculum for early childhood educators. A qualitative case study analysis of the mentors’ journals of six classrooms was conducted to review their perceptions of change. Classroom environment quality was assessed with the Early Childhood Environmental Rating Scale-Revised (ECERS-R) before and after the intervention program. At post-intervention, mentors reported that classrooms with increased ECERS-R Activities scores were likely to engage in behaviors promoting change, for example reflective skills, documenting children’s learning, and challenging their own beliefs. In contrast, educators in classrooms with relatively stable post-intervention ECERS-R Activities scores appeared to create barriers that inhibited change. For example, they were less willing to challenge their beliefs, make changes in practice, and to document children’s learning. Recommendations presented in the paper focus on successful implementation of mentoring programs; policy implications indicate that individualized mentoring programs require proper financial and personnel supports. Suite à un programme de mentorat individualisé portant sur un curriculum constructiviste pour les éducateurs de la petite enfance, nous avons recueilli les perceptions des mentors quant aux facteurs associés aux changements éducatifs. Nous avons entrepris une analyse qualitative de cas basée sur les journaux des mentors qui évoquaient six salles de classe et ce, afin d’étudier la perception qu’ils avaient du changement. La qualité du milieu scolaire a été évaluée avec l'Échelle d'évaluation de l'environnement préscolaire révisée (ÉÉEP-R) avant et après le programme d’intervention. Après l’intervention, les mentors ont signalé que les salles de classe ayant augmenté leur score selon l’échelle ÉÉEP-R étaient plus aptes à adopter des activités promouvant le changement, par exemple, celles impliquant les habiletés de réflexion, la documentation des apprentissages par les enfants et la remise en question des croyances. Toutefois, les enseignants des salles de classe dont le score selon l’échelle ÉÉEP-R après l’intervention était demeuré relativement stable semblaient créer des obstacles qui freinaient les changements. Par exemple, ils étaient moins disposés à remettre en question leurs croyances, d’apporter des modifications à leur pratique et de documenter l’apprentissage des élèves. Les recommandations proposées portent sur la mise en œuvre réussie de programmes de mentorat; parmi les implications stratégiques, notons la nécessité d’un appui financier adéquat et d’un soutien approprié de la part du personnel.

Investigating the development of prosociality through the lens of refusals: Children’s prosocial refusals with siblings and friends

This 3-year longitudinal study examined children\u27s engagement and refusals to be prosocial between siblings and friends from early to middle childhood. At each of two time points, 44 children (M age = 4.56 years at Time 1 [T1]) were video-recorded in one play session with a sibling and one with a friend. Children\u27s helping or refusals to help and sharing or refusals to share and their strategies to refuse prosociality were coded. Findings revealed that prosocial refusals were as frequent as prosocial actions between siblings and friends. Children were more likely to refuse to be prosocial with their sibling especially for sharing and through verbal refusals. Children used verbal refusals more at T1, whereas they used passive refusal more at T2. Verbal and nonverbal refusals were used more to refuse sharing, whereas passive refusal was used more to refuse helping. This study highlighted the importance of prosocial refusals in the development of prosociality in the context of close relationships

Sibling Conflict in Middle Childhood: Influence of Maternal Context and Mother-Sibling Interaction over Four Years

Two issues relevant to relationships models of development were investigated: (1) the influence of maternal context (present, absent) on frequency and types of conflicts of 24 sibling dyads in middle childhood and (2) the stability of maternal and sibling interaction over four years. Maternal presence depressed conflict frequency and aggression; in maternal absence, siblings disagreed about abstract (i.e., procedures/play plans) and concrete (i.e., object) issues and used relatively sophisticated resolutions. Longitudinal findings revealed that earlier patterns of family interaction were related to later indices of sibling conflict and maternal interaction. Specifically, (1) earlier rates of sibling play and hostile interaction were related to sibling conflicts, (2) greater maternal interaction was associated with later sibling conflict, and (3) greater sibling interaction was related to less maternal interaction over time. Findings are discussed in light of recent literature on sibling conflict and the development of social understanding within the context of close relationships

In-service Professional Development and Constructivist Curriculum: Effects on Quality of Child Care, Teacher Beliefs, and Interactions

The purpose of this study was to assess three methods of delivering in-service professional development regarding constructivist curriculum for early childhood educators. Educators in 44 not-for-profit child care centres in three Canadian cities were studied; 94 educators with formal preservice training participated. The three methods were (a) a consultant model, (b) workshops, and (c) a readings group. Global classroom quality was assessed with the Early Childhood Environment Rating Scale-Revised ([ECERS-R], Harms, Clifford, & Cryer, 2005), educators were interviewed about their beliefs regarding curriculum, and modified running record observations of educator-child interactions (i.e., guidance, directives) were assessed before and after the 15-week intervention. Over time the consultant model was associated with an increase in guidance interaction (i.e., promoting children’s learning and development). A number of findings related to site were evident for quality of child care and educator beliefs, and highlight the challenges associated with conducting multi-site research studies. Implications for providing in-service professional development regarding curriculum are discussed. L’objectif de cette étude était d’évaluer trois méthodes de prestation de développement professionnel offert sur place et portant sur un programme d’études constructiviste pour éducateurs de la petite enfance. Quatre-vingt-quatorze éducateurs avec une formation d’orientation formelle et provenant de 44 garderies sans but lucratif dans trois villes canadiennes ont participé à l’étude. Les trois méthodes employées étaient les suivantes : (a) un modèle de consultation, (b) des ateliers et (c) un groupe de lectures.  Nous avons évalué la qualité globale de la classe d’après l’échelle d’évaluation révisée du milieu d’apprentissage de la petite enfance (Early Childhood Environment Rating Scale-Revised, Harms, Clifford, & Cryer, 2005), passé en entrevue les éducateurs pour connaitre leurs croyances par rapport au programme d’études et évalué, avant et après les 15 semaines d’intervention, des fiches d’observation individualisée modifiées portant sur les interactions entre l’éducateur et les enfants (conseils, directives). À la longue, un lien s’est établi entre le modèle de consultation et une augmentation de l’interaction impliquant des conseils (stimulation du développement et de l’apprentissage des enfants). Plusieurs des conclusions liées au site étaient évidentes en ce qui concerne la qualité de la garde des enfants et les croyances des éducateurs, et elles font ressortir les défis découlant des projets de recherche impliquant plusieurs sites. Nous évoquons les implications de fournir du développement professionnel portant sur les programmes d’études

Mothers’ and fathers’ parenting styles and associations with toddlers’ externalizing, internalizing, and adaptive behaviors

The two primary objectives of the present study were to (a) investigate mothers’ and fathers’ reports of their own as well as their partner's parentingstyles, and (b) assess how mothers’ and fathers’ parentingstyles uniquely and jointly predicted toddlers’ externalizing, internalizing, and adaptivebehaviors. Fifty-nine mothers and fathers independently completed the ParentingStyles and Dimension Questionnaire (PDSQ; Robinson, Mandleco, Olsen, & Hart, 2001) and the Behavior Assessment Scale for Children-2 (BASC-2; Reynolds & Kamphaus, 2004). Parents’ self-reports of their parentingstyles were positively correlated with each other for all three parentingstyles (authoritative, authoritarian, and permissive). Comparisons between parents’ reports of their partner's styles with that of the partner's self-reports were positively and moderately correlated for all three parentingstyles. Findings revealed mothers’ and fathers’ self-reported parentingstyles explained 44% of the variance in youngsters’ externalizingbehaviors. In particular, permissive parenting by mothers and authoritarian parenting by fathers uniquely and significantly predicted toddlers’ externalizingbehaviors, while authoritative paternal parenting was predictive of adaptivebehaviors

“Goosebump man. That’s funny!” Humor with siblings and friends from early to middle childhood

We investigated change and continuity in children's humor production from early to middle childhood with siblings and friends. Sixty-five children (M age = 56.4 months, SD = 5.71) were observed as they played with their older or younger sibling and with a friend in two separate play sessions. Children were observed again approximately three years later (n = 46, M age = 94.6 months; SD = 6.6). Spontaneous humor production was coded in the play sessions. Focal children's humor production did not differ as a function of relationship or time. Children's tendency to produce humor with their sibling at 4 years of age was associated with humor production with a friend, both concurrently and three years later. Our findings draw attention to childhood sibling relationships and friendships as rich contexts for humor and continuities across relationships and time

“Where’s your bum brain?” Humor, social understanding, and sibling relationship quality in early childhood

We investigated humor production in relation to social understanding and relationship quality in early childhood, by coding N = 72 5‐year‐olds’ (M = 5.78, SD = 0.41) spontaneous humor production during play with an older (n = 34; M age = 7.84 years, SD = 0.84) or younger sibling (M age = 3.72 years, SD = 0.54). Children who demonstrated better understanding of minds also produced more humor (preposterous statements and humorous anecdotes, and sound play). Types of humor were differentially associated with siblings’ ratings of positive rapport; associations were moderated by sibling constellation factors. Our findings highlight children’s humor production as an important marker of their understanding of minds and of their warm, positive relationships

Menstrual Justice: A Human Rights Vision for Australia

In the past year alone, news reports have shown how menstrual injustice is linked to gender inequality, a lack of economic opportunity, poor health outcomes, and human rights violations. Here is a small sampling of the unjust treatment of women and other people who menstruate: locked bathrooms at schools, inadequate supply of free period products, harmful menstruation-avoidance options for athletes, the human and economic costs of the lack of menstruation and menopause employment leave policies, and the mistreatment of people imprisoned who menstruate. To improve women’s equality, we need menstrual justice. Menstrual justice is the achievement of dignity, liberty and equality for people who menstruate, primarily cis women and girls but also transgender men and boys, genderqueer/nonbinary and intersex persons. On the other hand, menstrual injustice is the oppression of people who menstruate simply because they menstruate, and our society does not yet accept and accommodate menstruation as normal. Menstrual injustices can compound the marginalization of persons already subject to other injustices, including young students, low-income persons, persons with disability, Indigenous persons, persons who are imprisoned, and remote and low-wage workers. We need laws that clearly outlaw workplace discrimination and harassment against menstruators, so no one is fired for bleeding on the job or being late to work due to period pain. We need public awareness campaigns and curricular expansion focused on health information and the eradication of menstrual stigma to curb poor menstrual health. We need access to resources and healthcare for residents in institutional settings that supports their autonomy over menstruation and menopause. We need provision of Indigenous intergenerational teaching about menstruation and menopause. Governments have addressed some of these menstrual injustices. For example, all States and Territories provide free product access in schools. Victoria will be providing free product access in public places. Such initiatives are critical and helpful. But they are isolated and do not tackle important pieces of the equality puzzle. The authors are a group of researchers, activists, and policy makers who have created this set of evidence-based recommendations for governments relating to menstruation and menopause. Our concrete recommendations, entitled “Menstrual Justice: A Human Rights Vision for Australia,” call upon Government to do more to fully address menstrual injustices. Our recommendations include the areas of public awareness, curriculum, schools, workplaces, public buildings and housing, institutional settings and discrimination and coercion. Many of these recommendations are no cost or low cost but could have a large impact on gender equality and would improve human rights for women and other people who menstruate