Practicum Pairs: An Alternative for First Field Experience in Early Childhood Teacher Education

This paper focuses on partnership between pairs of students in early childhood education during a teaching practicum in preschools and kindergartens. One hundred students enrolled in early childhood preservice teacher education programs at a large metropolitan Australian University were paired and placed in kindergartens and preschools with host teachers. The project aimed to explore the perceptions and experiences of host teachers and students involved in the paired practicum which was evaluated qualitatively using semi-structured surveys of host teachers and students. This paper identifies eight practices and two principles making this paired practicum successful or not successful

Psychological Adjustment and Caregive Attributes in Children Referred to Contact House

Child abuse and neglect (CAN) encompasses a heterogenous group of adverse practices with devastating personal, social, educational, health, legal and welfare consequences. The term child abuse and neglect covers four types maltreatment: physical abuse, emotional abuse, sexual abuse, and neglect, with many children experiencing a combination of these types. Australian child protection notifications have more than doubled in the 5-year period to 2004. Of most concern is that, of all the Australian States and Territories, Queensland has the highest rate of substantiated cases with 14.1 per 1,000 children (AIHW, 2006). Childhood abuse and neglect can have profound short- and long-term effects. Children with a history of abuse and neglect have been shown to experience insecure attachment, developmental delays, diminished social skills, violent behaviour and learning problems. Previous studies have also found that abused and neglected children frequently experience a higher incidence of a diverse range of adverse mental health outcomes including helplessness and sadness, lowered self-esteem and post traumatic stress disorder. However, relatively few studies have examined the psychological adjustment of children in more immediate terms especially within an Australian context. Furthermore, adults experiencing CAN during childhood frequently exhibit diverse psychopathologies. The variability in adverse consequences suggests the existence of mediating and moderating factors influencing the level of distress experienced by children. While associations have been made between factors surrounding the type of abuse, the child’s age and gender and negative outcomes, little is known about the role of the child’s non-offending caregiver and the relationship between caregiver attributes and the level of distress experienced by the child. A primary aim of this study was to investigate caregiver attributes and the psychological adjustment of children referred to a non-government treatment centre. This specific aims were: (i) to describe the psychological adjustment of children who have experienced abuse and/or neglect (ii) to compare the psychological functioning of children presenting for treatment with a community sample of children (iii) to describe the level of psychosocial functioning of the caregivers in the clinical group across a range of psychosocial and parenting practice variables and (iv) to explore the relationship between demographic variables, factors relating to the abuse and neglect, and caregiver variables, which may predict, mediate, or moderate the child’s psychological adjustment. In addition the study aimed to establish a database for future research into treatment outcomes. Through the inclusion of a comparison community sample, this study provided evidence to complement existing research and develop a more complete picture of families living with and without CAN. The findings also offer preliminary evidence regarding the effectiveness of treatment and underscore the need for ongoing evaluation of service outcomes to optimise the quality of life for children and families affected by CAN

Deniz Gezmiş ve arkadaşlarına idam (1971)

Taha Toros Arşivi, Dosya No: 27/A-Deniz GezmişUnutma İstanbul projesi İstanbul Kalkınma Ajansı'nın 2016 yılı "Yenilikçi ve Yaratıcı İstanbul Mali Destek Programı" kapsamında desteklenmiştir. Proje No: TR10/16/YNY/010

School-based child sexual abuse interventions:A systematic review and meta-analysis

Purpose: The purposes of this systematic review were to systematically summarize components in existing school-based child sexual abuse (CSA) prevention programs and identify predictors for program effectiveness. Method: Building upon the most comprehensive systematic review on this topic, we conducted systematic searches in both English-language from September 2014 to October 2020 and Chinese-language from inception to October, 2020. Meta-regressions were performed to identify predictors for program effectiveness. Results: Thirty-one studies were included with a total sample size of 9049 participants. Results from meta-analyses suggested that interventions are effective in increasing participants’ CSA knowledge as assessed via questionnaires (g = 0.72, 95% CI [0.52–0.93]) and vignette-based measures (g = 0.55, 95% CI [0.35–0.74]). Results from meta-regression suggested that interventions with more than three sessions are more effective than interventions with fewer sessions. Interventions appear to be more effective with children who are 8 years and older than younger children. Discussion: CSA is a global issue that has significant negative effects on victims’ physical, psychological, and sexual well-being. Our findings also provide recommendations for future research, particularly in terms of optimizing the effectiveness of school-based CSA prevention programs, and the better reporting of intervention components as well as participant characteristics.</p

Educating professionals who will work with children in the early years: an evidence-informed interdisciplinary framework

© 2018 TACTYC “This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 6 July 2018, available online: http://www.tandfonline.com/10.1080/09575146.2018.1488819” This author accepted manuscript is made available following 12 month embargo from date of publication (July 2018) in accordance with the publisher’s archiving policyThe first five years of a child’s life are irrefutably important, establishing life-long health, social and economic outcomes. To optimize these outcomes, global policy is directing professionals from a range of disciplinary backgrounds to work more collaboratively than ever before with children in the early years. Such collaborations have proven problematic as individual disciplines and pre-service education requirements vary widely. Using Community-Based Participatory Research and Diffusion of Innovation approaches, this study aimed to develop an educational framework for professionals working with children in the early years and their families, to begin a cultural change for interdisciplinary collaboration and participation across the early years. Systematic reviews, modified Delphi rounds and focus groups identified the diverse demands of multiple professions, qualification levels and workforce agendas, as well as highlighting shared outcomes, knowledge and intentions across disciplines

Child sexual abuse prevention: parental discussion, protective practices and attitudes

Understanding parental practices and attitudes regarding child sexual abuse (CSA) prevention could be used to improve CSA prevention, but little information is available. In this study, we summarise survey data collected from 248 Australian and UK parents (87% female) with at least one child aged 6-11 years (M = 8.6, SD = 1.8). This is the first study to quantify parental use of protective practices, other than prevention education, which may guard against CSA. Parental media mediation, which may safeguard against online dangers, was another unique focus of this study. Participants reported their discussion of sensitive topics with their children including CSA; behaviors that may reduce the incidence of CSA (e.g., monitoring, supervision, delegation of care and checking-in with the child); mediation of their child's media use; and attitudes towards CSA prevention education. Parents reported discussing sexual abuse less than other sensitive topics such as abduction dangers, drugs, and death but more than issues surrounding puberty, sex and pornography. Parents reported using high levels of protective behaviours, however some areas of concern were revealed. Of concern was the low-moderate level of parental media mediation, with substantial numbers of children potentially exposed to online risks such as using devices unsupervised in bedrooms or chatting to individuals unknown to their parents and not having their devices checked for concerning content. Almost all parents were supportive of CSA prevention education and felt they should provide this education. However, two-thirds of parents thought CSA education may be associated with harms for the child and two-thirds of parents believed children could prevent their own abuse. Reported results will aid in our understanding of which areas of parenting could be strengthened to create safer environments for children. This research has particularly highlighted the need for parents to be more protective around their children’s access to online devices

What is Known about Initial Teacher Education for Child Protection? A Protocol for a Systematic Scoping Review

Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse experiences makes them more challenging to teach than their non-maltreated peers. Increasingly, teachers are considered as an important part of the wider the child protection workforce as they are well-placed to intervene and prevent further harm. To fulfil this role effectively, teachers require requisite training beginning in initial teacher education programs. This paper is a protocol for a systematic scoping review that asks: &ldquo;What is known about preservice/initial teacher education for child protection?&rdquo;&nbsp; Systematic scoping reviews are worthwhile and necessary in fields where research is diverse and needing of synthesis to identify strengths in the body of evidence and identify gaps to set new research directions. We will draw on Askey and O&rsquo;Malley&rsquo;s six-stage scoping review methodology to assess the scope, range, and nature of research activity on this topic. We will add an innovative seventh stage involving a commitment to disseminating and applying knowledge generated from the review. The research question has been established, and key terms defined (Stage 1). The search strategy has been devised, and searches have been run (Stage 2). Round 1 screening of titles and abstracts is completed and full text screening is currently in progress (Stage 3). To our knowledge this is the first attempt to systematically map the empirical literature on child protection in pre-service teacher education. When completed, this systematic scoping review will offer a comprehensive, transparent, and replicable way to assess the full scope of empirical research on this important topic of utmost educational relevance

Taking an evaluative stance to decision-making about professional development options in early childhood education and care

This article builds on our ongoing work in conceptualising an ‘evaluative stance’ framework to assist in understanding how leaders in the field of early childhood education and care (ECEC) make decisions about the selection of professional development options for themselves and their staff. It introduces the notion that evaluative mindsets can be considered in terms of attitudes towards decision-making that are based on personal epistemologies. Drawing on data from semi-structured interviews, it explores the mindsets of six experienced leaders in two long-established ECEC organisations in Australia with respect to their decision-making about professional development. The article concludes with a consideration of the potential utility of the framework and the coding template used in this exploratory study

National Interdisciplinary Education Framework for Professionals working in the Early Years : Helping future generations of professionals to collaboratively care for children from birth to five years

Content created by this project is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License.The first five years of a child’s life are irrefutably important, establishing life-long health, social and economic outcomes. The early childhood workforce is charged with delivering early childhood development services in a framework of quality and national consistency for the safety of all Australian children and their families. This requires development of a national framework for learning and teaching that incorporates common outcomes for children, an interdisciplinary map, and universal essential elements. The National Interdisciplinary Education Framework for Professionals Working in the Early Years is designed to be used to inform education curriculum for preparing early years professionals across disciplines. The framework attends to the diverse demands of multiple professions, qualification levels and workforce agendas. This National Interdisciplinary Education Framework for Professionals Working in the Early Years contains: • A statement of common outcomes for children from birth to five years that recognises various disciplinary foci • An interdisciplinary map highlighting training and professional requirements in selected children’s services professions • A statement of universal essential elements (knowledge, skills and attributes) required for working with children from birth to five years of age • A self-evaluation tool to guide reflection on how the resources are being taken up in programs and curricula within and across courses and across disciplines. These resources can be integrated individually or as a collective into existing learning and teaching curricula to provide a platform for shared understandings for workers with children from birth to five years

Queensland Teachers' New Legal Obligations to Report Child Sexual Abuse

Legislative amendments commencing in 2004 impose a new obligation on teachers and staff in Queensland schools to report known or suspected sexual abuse of a student by a school employee. The obligation to report this class of abuse is the first statutory obligation ever imposed on teachers in Queensland regarding the reporting of child abuse. However, when compared with the mandatory reporting legislation applying to teachers in other Australian jurisdictions, the Queensland provisions are very limited. This article examines the legislative changes and their context, compares the Queensland legislation with that in other Australian jurisdictions, and discusses the issue of whether there should be a general obligation imposed on teachers in Queensland to report all known or suspected child abuse and neglect. This discussion involves a consideration of the incidence and consequences of child abuse and neglect, the role of teachers, and arguments for and against imposing such a general obligation