Selected factors contributing to preservice teachers' perceptions of the social and cognitive competence of preschool children

As increasing numbers of poor children enter child care programs due to changes in work requirements under the Welfare Reform Act, there is a critical need to examine factors that may affect the quality of care that these children receive. One factor that has received limited attention in the literature is how preservice teachers' perceptions of young children may vary according to characteristics of the child and the context in which the child exists. The current study employed an ecological person-process-context model to examine differences in preservice teachers' perceptions of children's social and cognitive competence. The sample for this study consisted of 68 children and 28 preservice teachers enrolled at a university-based preschool in Oregon. The preschool was the only site in the state featuring an integrated program in which Head Start children were enrolled with non-Head Start children under an Oregon Prekindergarten Program (OPP) grant. Hierarchical regression was used to determine if the contextual factor of enrollment in OPP would be a more significant contributor to preservice teachers' perceptions of children's social and cognitive competence than the person factors of child age, sex, race/ethnicity, temperament and actual child competence. Qualitative data was also collected through focus group discussions with preservice teachers. Sex was the most important contributor to preservice teachers' perceptions of children's social competence, followed by enrollment in OPP, actual social competence, and age. For preservice teachers' perceptions of children's cognitive competence, age was the most significant contributor, followed by actual cognitive competence, enrollment in OPP, and sex. While enrollment in OPP was not the most significant contributor to preservice teachers' perceptions of children's social and cognitive competence, it was still a significant contributor, beyond other person variables. For both social and cognitive competence, preservice teachers rated children enrolled in OPP lower than their non-OPP peers, girls higher than boys, and older children higher than younger children, even when the unique contribution of children's actual competence was included. Qualitative data generally supported these findings. Implications for research, policy, and practice are discussed

О понятии кода в культуре и журналистике

Aquatic ecosystems are critical to the long-term viability and vibrancy of communities and economies across northern Australia. In a region that supports significant cultural and ecological water values, partnerships between Indigenous and non-Indigenous stakeholders can benefit aquatic ecosystem management. We present, as a case study from the Kimberley region of Western Australia, a collaborative research program that successfully documented Indigenous and Western Scientific knowledge of remote wetlands, using a variety of field-based activities, questionnaires, interviews and workshops. The sharing of knowledge between Indigenous and non-Indigenous research partners facilitated a comprehensive understanding of ecosystem values, threats, processes, management priorities and aspirations. These formed the basis of a management plan and monitoring tools, designed to build the capacity of an Indigenous ranger group to engage in research, monitoring and management of wetlands. The project provides a useful example of the benefits of collaborations in the context of remote-area management where local communities are responsible for environmental management and monitoring, such as is the case in northern Australia and presumably other areas of the world