Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 63-66).

Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 83-87).

The purpose of this quasi-experimental study was to compare three types of instruction: online synchronous, online asynchronous, and traditional, and assess which would yield more learner achievement. Participants for the online groups volunteered then were randomly assigned to either the online synchronous or the online asynchronous. Participants for the traditional group were also voluntary but were not randomly assigned; all that volunteered for the traditional group were accepted. In the final sample, a total of 96 Mississippi child care professionals completed the course Early Learning Guidelines: Lesson Plans and Thematic Units for Three Year Old Children: 31 in the online synchronous group, 32 in the online asynchronous group, and 33 in the traditional group. The dependent variable was learner achievement and the independent variable was type of instruction. The design of the study was pretest-posttest control group. Two hypotheses guided the study: (1) Participants in the synchronous online class will exhibit higher achievement than participants in the asynchronous class and (2) Participants in the asynchronous or the synchronous online class would exhibit achievement equal to or higher than the traditional group. Synchronous participants provided with instruction did perform higher than did the traditional participants. The synchronous and asynchronous groups were not statistically different, nor were the asynchronous and the traditional group.

No description available.

La saine alimentation dès le plus jeune âge est essentielle dans la prévention de l’obésité. Pour y arriver, les mesures de promotion doivent être présentes dans tous les milieux fréquentés par l’enfant, incluant le service de garde (SG). C’est d’ailleurs l’un des buts de l’organisme Croquarium avec son programme Un trésor dans mon jardin (UTJ). Objectif. Analyser les perceptions d’intervenantes du milieu de la petite enfance concernant l’implantation et l’impact du programme UTJ sur l’environnement alimentaire des enfants qui y sont exposés. Méthode. Les perceptions des intervenantes en SG et de Croquarium ont été recueillies par le biais d’entretiens semi-dirigés. L’analyse qualitative des données est basée sur une adaptation de la théorie écologique du développement humain de Bronfenbrenner. Résultats. Au total, quatorze entrevues ont été menées. Les répondantes ont perçu des changements dans plusieurs sphères de l’environnement alimentaire, soit dans les activités réalisées avec les enfants et leurs comportements face à l’alimentation, mais aussi au niveau des relations avec les parents. De plus, il semble que les principales barrières à la pérennité d’UTJ soient le manque de temps, une implication déficiente des intervenantes en SG et des ressources financières insuffisantes. Conclusion. Cette étude a permis de mieux comprendre comment est implanté UTJ en SG. Entre autres, il semble que l’arrivée d’UTJ ait modifié positivement l’environnement alimentaire des enfants participants. Toutefois, les données recueillies suggèrent que pour assurer la pérennité du programme en SG, l’implication de tous les acteurs du milieu est nécessaire. / Healthy eating starting during early childhood is essential for obesity prevention. To be successful, its promotion must be done everywhere children evolve, including in child-care settings. This is one of the goals pursued by the organization Croquarium with their program Un trésor dans mon jardin (a treasure in my garden) (UTJ). Objective. To analyse child care providers’ and Croquarium team members’ perceptions of the implementation and impact of UTJ on the food environment of children exposed to this project. Methods. Respondents’ perceptions were obtained by semi-structured interviews. Qualitative analysis of the data was based on an adaptation of Bronfenbrenner’s Ecological Social Theory. Results. In the end, fourteen interviews were conducted. Respondents perceived changes in many areas, like in the type of activities realized with children and their behaviours around food, but also in the communications with parents. Furthermore, it seems that the major obstacles of UTJ’s continuity is the lack of time, the lack of involvement from child-care providers and insufficient financial resources. Conclusion. This study gives us a better understanding of how UTJ is implemented in child-care settings. Also, it appears that UTJ has a positive influence on the food environment of participating children. However, data suggest that the involvement of every stakeholder is needed.

<p>Early childhood teachers pursuing associate degrees often repeated the college algebra course, demanding, “Why do we have to take this? We don’t teach algebra!” Expectations for their training were not well-aligned with their mathematics preparation or teaching work. I have taught the mathematics courses and young children and have worked for an early childhood practice, policy, and research agency. I wanted to learn about these teachers’ experiences as mathematics learners and teachers, with a goal to share the complex nature of their work with teacher educators and other stakeholders to identify better avenues for their mathematics training. I explored the questions: (1) What role, if any, do mathematical learning experiences play in early childhood teachers’ mathematics teaching practice? (2) In what ways do their voices contribute to the professional dialogue regarding teaching mathematics with young children? </p> <p>Dewey’s (1938/1998) <i>experience</i> construct provided lenses to examine early childhood teachers’ experiences learning and teaching mathematics. <i>Continuity</i>, <i>interaction</i>, <i>social control</i>, <i>freedom</i>, <i>purpose</i>, and <i>subject matter</i> provided insights and situated teachers’ experiences within a disparate patchwork of settings and policies. Two family childcare providers participated in this narrative inquiry (Clandinin & Connelly) through an interview on their experiences learning and teaching mathematics and three classroom observations. After analyzing data for Dewey’s (1938/1998) <i>experience</i> constructs, I used narrative analysis (Polkinghorne, 1995) and teaching images (Clandinin, 1985) to write an emplotted narrative for each teacher, Josie and Patsy.</p> Josie told a turning point story (Drake, 2006) of making mathematics “real,” influencing her mathematics teaching practice as she integrated “real” mathematics into everyday activities. Patsy’s appreciation for mathematics and building was seen in her story of a child explaining he used the wide blocks for his base, elaborating, “He's telling me HOW he's building.” While Josie and Patsy had few opportunities to learn about teaching mathematics with young children, they were eager to learn. I propose a training for early childhood teachers, iteratively working as a group to investigate a personal mathematics teaching puzzle or celebration, building on their mathematical personal practical knowledge. Adding my own story to those of the teachers, like Josie’s and Patsy’s, of our work together, will add to my understanding and development of my practice as a curriculum maker (Clandinin & Connelly, 1992), as early childhood teachers’ voices contribute to the professional dialogue about teaching mathematics with young children.

我國女性勞動參與率逐年上升，雙薪家庭比例逐年升高，然而在家庭中幼兒的照顧工作仍以女性為主力，透過完備的公共托育政策將有助於平等性別分工。我國自2001年起推動社區保母系統服務，自2008年起開辦保母托育管理與托育費用補助計畫，旨在於使雙薪家庭父母親能夠安心使用保母托育服務。 本研究目的在探討幼兒父親與母親決定使用保母服務及選擇保母的動機及考量因素，以及使用保母服務托育後父親與母親自覺對自己的父職角色及母職角色的認知有何影響。並透過研究結果以提供保母與保母托育服務管理者參考及協助媒合。 本研究屬質化研究，透過位於台北的彭婉如基金會提供9對父母親受訪者，為避免夫妻權力干擾，訪談方式為研究者與父母親分開之單獨訪談。研究結論歸納九點：一、因家庭經濟考量與無法由家裡長輩照顧而尋求保母托育，且「人際管道」為主要的找保母管道；二、父母親普遍重視保母證照；三、選擇保母時，父母親重視托育持續性，意即可固定保母長期托育；四、父母親期待保母能有其他托育幼兒，使幼兒可學習人際互動；五、父母親選擇保母時重視幼兒感受；六、家長使用有系統管理的保母較安心；七、家庭對於選擇保母是以「母親」意見為主導，且母親考量較細緻；八、母親對於使用保母服務有愧疚感且感受深切，父親則無；九、使用保母服務有助於親職角色的發揮。最後，提出幾點關於承辦社區保母系統基金會的角色、保母訓練課程，以及托育政策等的相關建議。 / Taiwan's female labor force participation rate increased year by year, the proportion of double-income family is gradually increased, however, still women in the care of the children in the family as the main force, through a comprehensive public childcare policy will contribute to equal gender division of labor. Taiwan since 2001 to promote Communal Nurse the System service, Child care management and child care fee allowance program offered since 2008, aims to double income families, parents can feel at ease to use the Family child care providers nursery service. The purpose of this study was to investigate fathers and mothers decided to use the family child care providers nursery service and the motives and considerations of selecting the family child care providers, as well as after the use of the family child care providers nursery service, the father and the mother is conscious awareness of fatherhood and Motherhood what impact. And through research results to provide Family child care providers and the Family child care providers nursery service managers Reference and assist in matching. This study is a qualitative research, nine pairs of parents of respondents through the Peng Wan-Ru Foundation located at Taipei. The way of interview in this study to separate researcher and the parents is for avoiding the interference from parents by marital power. Conclusion this study of nine points:1.Due to the family economy and at home elder cannot take care of children, seeking for a child care, and seeking for a child care “interpersonal channels” is the main way; 2. Parents generally value the Family child care providers’ license; 3.Select a family child care provider parents attach importance to child care sustained, meaning family child care providers can be long-term childcare; 4.Parents look forward to the family child care providers can take care other children so that children can learn social interaction; 5.Parents choose family child care providers focus on children feeling; 6.Parents use family child care providers of systems management service feel trust; 7.Family select the family child care providers leading on the views of "mother", and mother considerations is in greater detail; 8. Mother feeling guilt and deep feelings for the family child care provider service, but no father; 9.The family child care providers nursery service contribute to the parenting role to play. Finally, offer some points of the foundation’s role to host the Communal Nurse System service, family child care providers training courses and childcare policy recommendations.

Contexte : De nos jours, la plupart des femmes ont intégré le milieu du travail et les services de garde font partie du quotidien pour la majorité des enfants. Ces derniers représentent un milieu-clé dans la promotion de saines habitudes de vie. Les haltes-garderies communautaires (HGC) sont fréquentées par beaucoup d'enfants, dont certains en contexte de vulnérabilité, et n’ont pas encore été étudiées à l'échelle nationale en ce qui a trait à leurs pratiques, préoccupations, perceptions et besoins en lien avec l'alimentation et la nutrition à la petite enfance. Objectif : Décrire les pratiques et identifier les préoccupations, les besoins et les perceptions des HGC du Québec en lien avec l’alimentation des enfants fréquentant ces lieux. Méthodologie : À l’hiver 2018, un questionnaire autoadministré, en format électronique, a été envoyé aux représentants des 242 haltes-garderies communautaires membres de l’Association des haltes-garderies communautaires du Québec. L’approbation éthique a été obtenue du Comité d’éthique de la recherche en santé de l’Université de Montréal. Résultats : Un total de 104 HGC ont répondu au sondage pour un taux de participation d’environ 43 %. Le contexte socio-économique des parents est la barrière à la promotion des saines habitudes alimentaires la plus rapportée. Plusieurs thèmes de formation proposés engendrent un intérêt chez plus de 75 % des HGC . Les deux formats préférés pour les outils éducatifs sont le partage de ressources ou d’activités exemplaires développées par d’autres HGC et les textes simples à imprimer pour le personnel. Discussion : La situation particulière des enfants vivant en contexte de vulnérabilité et les communications aux parents semblent être des enjeux importants en HGC. Les éducatrices en HGC ressentent le besoin d’être davantage outillées sur plusieurs thèmes en nutrition, tels que les bonnes pratiques d’hygiène et de salubrité. Les formats d’outils usant de la technologie numérique correspondent aux besoins rapportés par le personnel en halte-garderie pour les formations et le partage d’informations. / Background: Today, most women have entered the workplace and child care is a daily part of most children's lives. These are a key environments in promoting healthy lifestyle habits. The haltes-garderies communautaires (HGC)are frequented by many children, some of whom are vulnerable, and have not yet been studied in Quebec with respect to their practices, concerns, needs and perceptions related to feeding and nutrition in early childhood. Objective: To describe the practices and identify the concerns, needs and perceptions of the HGC of Quebec related to the feeding of children attending these places. Methodology: In the winter of 2018, a self-administered questionnaire, in electronic format, was sent to representatives of the 242 HGC that are members of the Association des haltes-garderies communautaires du Québec. Ethical approval was obtained from the Comité d’éthique de la recherche en santé of the University of Montreal. Results: A total of 104 HGCs responded to the survey for a participation rate of approximately 43%. The socio-economic background of parents is the most reported barrier to promoting healthy eating habits. Several proposed training themes generated interest among more than 75% of HGC. Themes related to parent / educator interactions are the most desired. The two preferred formats for educational tools are the sharing of resources or exemplary activities developed by other HGC and texts that are easy to print for staff. Discussion: The special situation of children living in a context of vulnerability and communication to parents seem to be important issues in HGC. Educators in HGC feel the need to be more equipped on several topics in nutrition, such as good hygiene and salubrity practices. Tool formats using digital technology correspond to the needs reported by day care staff for training and information sharing.

Latinas represent a large proportion of the United States early care and education workforce, and thus have the potential to wield significant influence over the growth and development of millions of American children. However, the voices of Latina early childhood professionals often are missing in both research and mass media. Instead, social, political, and academic frames cast Latinas as foreign regardless of nationality, uneducated notwithstanding expertise, and passive despite action and influence. This testimonio analysis draws on Chicana feminist epistemology to re-center the perspectives of Latina child care providers and reveal more authentic insights on how they understand and perform their roles within the broader social contexts that define and delimit Latina identity in the United States. The collective account that emerges from their testimonios is one of straddling multiple borders: between influence and invisibility, between the personal and the professional, and between community and isolation.