Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages

The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

This study reports on an investigation into adult and child interactions observed in the outdoor play environment in four Local Authority early years foundation stage settings in England. In this instance the common two features across the settings were the presence of tricycles and a timetabled outdoor play period. In total, across the four schools, there were 204 children. The study aimed to gain an understanding of the nature of the dialogues between staff and children, that is, the types of exchange that occurred when either the child approached an adult or the adult approached a child. The most frequent type of utterance was also analysed. The study concludes that adults in these settings spoke more than children and the greatest type of utterance was that of the adult about domestic matters. When the child initiated the conversation there were more extended child utterances than domestic utterances. This may suggest that children wish to be involved in conversations of depth and meaning and that staff need to become aware of how to develop this conversational language with children

Academic self-concept, gender and single-sex schooling

This paper assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). We address the question of whether attending single-sex or co-educational schools affected students’ perceptions of their own academic abilities (academic self-concept). Academic selfconcept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in maths and science, and girls in English. Single-sex schooling reduced the gender gap in self-concept, while selective schooling was linked to lower academic self-concept overall

Contrasting patterns of selection between MHC I and II across populations of Humboldt and Magellanic penguins

The evolutionary and adaptive potential of populations or species facing an emerginginfectious disease depends on their genetic diversity in genes, such as the major histocompatibilitycomplex (MHC). In birds, MHC class I deals predominantly with intracellularinfections (e.g., viruses) and MHC class II with extracellular infections (e.g.,bacteria). Therefore, patterns of MHC I and II diversity may differ between species andacross populations of species depending on the relative effect of local and global environmentalselective pressures, genetic drift, and gene flow. We hypothesize thathigh gene flow among populations of Humboldt and Magellanic penguins limits localadaptation in MHC I and MHC II, and signatures of selection differ between markers,locations, and species. We evaluated the MHC I and II diversity using 454 next-generationsequencing of 100 Humboldt and 75 Magellanic penguins from seven differentbreeding colonies. Higher genetic diversity was observed in MHC I than MHCII for both species, explained by more than one MHC I loci identified. Large populationsizes, high gene flow, and/or similar selection pressures maintain diversity but limitlocal adaptation in MHC I. A pattern of isolation by distance was observed for MHC IIfor Humboldt penguin suggesting local adaptation, mainly on the northernmost studiedlocality. Furthermore, trans-speciesalleles were found due to a recent speciationfor the genus or convergent evolution. High MHC I and MHC II gene diversity describedis extremely advantageous for the long-termsurvival of the species.Fil: Sallaberry Pincheira, Nicole. Pontificia Universidad Católica de Chile; Chile. Universidad Andrés Bello; ChileFil: González Acuña, Daniel. Universidad de Concepción; ChileFil: Padilla, Pamela Solange. Pontificia Universidad Católica de Chile; ChileFil: Dantas, Gisele P. M.. Pontificia Universidade Catolica de Minas Gerais.; BrasilFil: Luna Jorquera, Guillermo. Universidad Católica del Norte; ChileFil: Frere, Esteban. Universidad Nacional de la Patagonia Austral. Unidad Académica Caleta Olivia. Centro de Investigaciones Puerto Deseado; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Valdés Velásquez, Armando. Universidad Peruana Cayetano Heredia; PerúFil: Vianna, Juliana A.. Pontificia Universidad Católica de Chile; Chil

Understanding first-year students’ curiosity and interest about physics : Lessons learned from the HOPE project

This paper focuses on results of an interview based survey of first-year university physics students, carried out within the EU Horizons in Physics Education (HOPE) project (http://hopenetwork.eu/). 94 interviews conducted in 13 universities have been analyzed to investigate the factors that inspire young people to study physics. In particular, the main motivational factor, which was proven to consist of personal interest and curiosity, was unfolded into different categories and detailed interest profiles were produced. The results are arguably useful to help academic curriculum developers and teaching personnel in physics departments to provide guidance to students in developing and focusing their interest towards specific sub-fields and/or to design targeted recruitment and outreach initiatives.Peer reviewe

Rapidly progressive glomerulonephritis in a child with Henoch-Schönlein Vasculitis and familial Mediterranean fever

Henoch-Schonlein Vasculitis (HSV) is systemic small vessel vasculitis involving the skin, kidney, joints, and gastrointestinal tract. The proportion of patients reported to have renal involvement varies between 20% and 80%. Rapidly progressive glomerulonephritis (RPGN)is rare syndrome in children, characterized by clinical features of glomerulonephritis (GN) and rapid loss of renal function. We present a severe kidney involvement in a 14 year old boy with HSV in who is carring MEFV mutation. A 14 year old boy had developed sudden onset of palpable purpuric rash on his extensor surfaces of lower extremities. He had elevated an erythrocyte sedimentation rate (ESR) (45 mm/h), C-reactive protein (3.74 mg/dl), serum urea 66 mg/dl, serum creatinine 1.8 mg/dl. Also, he had hypocomplementemia. Antinuclear antibody, anti ds DNA, antineutrophil cytoplasmic antibody, anticardiolipine antibodies were negative. Urinalysis revealed macroscopic hematuria and proteinuria with a 24-h urinary protein excretion of 55 mg/m2/h. The renal biopsy specimen showed crescentic and necrotizing glomerulonephritis. He had also M694V/E148Q compound heterozygote mutation. Clinical symptoms and renal failure resolved with intermittant hemodialysis and medical therapy

Curious teachers, create curious learners and great historians

© 2018, © 2018 ASPE. Engel, S.[2011. “Children’s Need to Know: Curiosity in Schools.” Harvard Educational Review 81 (4): 625–645] stated that curiosity should be cultivated in our schools as it is intrinsic to children’s development. However, this is often absent from classrooms. In this paper we aim to explore some of the factors that have led to a lack of curiosity in today’s classrooms by identifying the impact of rapid policy and curriculum change. We will then justify the importance of creative teaching to develop curiosity, not only in children but also in their teachers–curious teachers develop curious learners. We will conclude by sharing some case studies to illustrate how curiosity can be developed using history lessons as a platform

The motor development of orphaned children with and without HIV: Pilot exploration of foster care and residential placement

<p>Abstract</p> <p>Background</p> <p>The AIDS epidemic has lead to an increase in orphaned children who need residential care. It is known that HIV leads to delayed motor development. However, the impact of place of residence on motor function has not been investigated in the South African context. The aim of the study was therefore to establish if children in institutionalised settings performed better or worse in terms of gross motor function than their counterparts in foster care. A secondary objective was to compare the performance of children with HIV in these two settings with those of children who were HIV negative.</p> <p>Methods</p> <p>Forty-four children both with and without HIV, were recruited from institutions and foster care families in Cape Town. The Peabody Development Motor Scale (PDMS II) was used to calculate the total motor quotient (TMQ) at baseline and six months later. Comparisons of TMQ were made between residential settings and between children with and without HIV.</p> <p>Results</p> <p>Twenty-one children were infected with HIV and were significantly delayed compared to their healthy counterparts. Antiretroviral therapy was well managed among the group but did not appear to result in restoration of TMQ to normal over the study period. HIV status and place of residence emerged as a predictor of TMQ with children in residential care performing better than their counterparts in foster care. All children showed improvement over the six months of study.</p> <p>Conclusions</p> <p>Foster parents were well supported administratively in the community by social welfare services but their children might have lacked stimulation in comparison to those in institutional settings. This could have been due to a lack of resources and knowledge regarding child development. The assumption that foster homes provide a better alternative to institutions may not be correct in a resource poor community and needs to be examined further.</p