Observation of children, based upon careful watching and listening, is a key aspect of effective early childhood pedagogy, and yet research shows that early years practitioners struggle to observe children satisfactorily and find difficulty in planning provision based upon their observations. This finding is unexpected as there is a focus upon child observation in practitioners‘ initial training. This study set out to consider this anomaly through exploring new practitioners‘ understandings and uses of child observation during their first year of employment. The study took the form of a collective case study involving ten newly qualified early years practitioners. Taking an ethnographic approach, the project used participant observation in three early years settings, combined with semi-structured interviews with new practitioners and their mentors, to collect evidence of child observation in practice. Thematic content analysis of data, supported by the use of NVivo2 software, focused upon three aspects of the research question: firstly, new practitioners‘ understandings of the nature and purpose of child observation; secondly, why and how they use it; and, thirdly, observation as an aspect of their work within early years settings. Findings indicate that new early years practitioners demonstrate both informal practice, underpinned by an ethic of caring which guides observant, responsive work with young children; and formal practice, rooted in a developmental view of childhood leading to conscientious recording of predetermined, sequential, learning outcomes. The former is an intrinsic, connected response whilst the latter results from implementation of external policy requirements. Drawing inspiration from Dewey‘s pragmatist philosophy of education and from notions of wise practice, a new dynamic and relational approach to child observation is proposed, which may unite these dichotomous modes of thought and action and so enhance early years care and education.

Master of Science / School of Family Studies and Human Services / Bronwyn S. Fees / The purpose of this literature review was to examine existing literature related to international experiences of early childhood pre-service educators. Given the unique opportunity for study abroad as a potential part of the college or university curriculum, the present discussion focuses on the question: what is the relationship between international experiences and pre-service early childhood educators’ cultural competence? More specifically, the following sub-questions were examined: 1) How is cultural competence defined across the literature? 2) What theories are applied to understand the effect of international experiences on the cultural competence of pre-service educators? 3) What pedagogical strategies are most frequently applied to develop cultural competence among pre-service educators? 4) What evidence is provided that pre-service educators changed (if at all) as a consequence of international immersion? A systematic literature search was conducted to locate original published studies that reported on the cultural competence of pre-service early childhood educators after international experiences. Detailed analysis of the articles revealed positive outcomes on pre-service educators who engaged in international educative experiences. Pedagogical strategies such as immersion and critical reflection led to pre-service educators’ self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. These findings warrant consideration by higher education, teacher education programs, and practice and research organizations. Further research examining the longevity of impact of international experiences on early childhood educator cultural competence in the classroom is suggested.

Purpose: This is a pilot study to determine if there is a relationship between vitamin D deficiency and the development of early childhood caries (ECC). Methods: Serum 25(OH) vitamin D, parathyroid hormone and calcium were measured from children with ECC, who presented for dental rehabilitation under general anesthesia. Samples were obtained from caries free controls examined during a well-child medical check. Parents from both sample sizes filled out a questionnaire consisting of 22 questions regarding the child and parent’s medical and dental history as well as socioeconomic background. Results: ECC patients were found to have deficient serum levels of 25(OH) vitamin D and calcium compared to caries free controls. Conclusions: This study observed a difference in 25(OH) vitamin D levels between the two groups. Due to limited sample size and confounding variables contributing to ECC, a definitive relationship between vitamin D deficiency and ECC cannot be made at this time.

Purpose: To determine if there is an association between early childhood caries (ECC) and vitamin D deficiency, as measured via a serum sample. An exploratory goal was to investigate the possibility of measuring vitamin D with a salivary assay. Methods: Serum samples of patients who were scheduled for a dental or otolaryngology procedure under general anesthesia were assessed for 25-hydroxyvitamin D (25(OH)D), parathyroid hormone and calcium. Results: Our analysis indicates that the vitamin D levels of the controls and ECC group were significantly different. There were significant inverse correlations between: 1) PTH levels and vitamin D and 2) decayed, missing, filled teeth (dmft) and vitamin D. Conclusions: A relationship between low serum levels of vitamin D and the prevalence of ECC for children 0 to 6 years of age was observed. The salivary assay was unable to measure vitamin D, but future studies should still explore this non-invasive technique.

Abstract THE EFFECTIVENESS OF A PREVENTIVE RECALL STRATEGY IN CHILDREN FOLLOWING DENTAL REHABILITATION UNDER GENERAL ANESTHESIA By Amanda Kerns, DDS A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Dentistry at Virginia Commonwealth University. Virginia Commonwealth University, 2016 Thesis Advisor: Elizabeth Berry, DDS, MPH, MSD Vice Chair, Assistant Professor, Department of Pediatric Dentistry Purpose: This was a prospective randomized controlled trial assessing the impact of a preventive strategy following full-mouth dental rehabilitation (FMDR) in children with early childhood dental caries. Methods: 130 patients completed FMDR and were included in the analysis. Caries risk assessment (CRA), dental exam, and a caregiver oral health knowledge (OHK) questionnaire was completed for each patient. Patients were randomized into two groups; intervention returned at 3 and 6 months and control returned at only 6 months post-surgery. At each recall, CRA and dental exam information was recorded, and at the six month recall, all caregivers completed the OHK questionnaire. Results: Actual recall data showed a statistically significant difference in CRA at six months, with 71.8% of patients in the control and 44.8% of patients in the intervention assessed as high caries risk. Conclusions: The actual recall data suggests this recall strategy is effective in reducing CRA level following FMDR.

Understanding pathways to physical child abuse may aid in creating and implementing abuse prevention services. Yet studying child abuse in community samples of parents is fraught with challenges. One solution to these challenges is to examine markers of physical child abuse, rather than asking about abuse directly. The goal of the current investigation is to test a theoretical model of processes that increase the presence of four proximal risk factors, or markers, which have been linked to increased risk for physical child abuse in mothers of young children. The four markers of physical child abuse include: child abuse potential, over-reactive discipline, spanking acceptance, and mothers’ negative child perceptions. Positive associations between an accumulation socio-contextual risk and markers of physical abuse are hypothesized. An accumulation of socio-contextual risk is expected to indirectly predict markers of physical abuse by reducing parenting locus of control, or parents’ perceptions of control in the parent-child relationship. Furthermore, social support and children’s externalizing behavior problems are expected to diminish or intensify this mediated process, respectively. Participants included 85 mothers of young children (ages 1½ to 5 years) from diverse backgrounds. Of the four markers of abuse, cumulative risk and parenting locus of control were correlated only with mothers’ child abuse potential and no statistical association between cumulative risk and parenting locus of control was found. Limited support for moderation hypotheses emerged. Theoretical implications are discussed.

Both contextual risk and sensitive parenting have been associated with children’s social skills in early childhood (Brody, Stoneman, Smith & Gibson, 1999; Connell & Prinz, 2002; Oravecz, Koblinsky & Randolph, 2008, Trentacosta, 2008). However, it is not clear how sensitive parenting might impact children’s social skill development in the context of accumulation of risk. The current study tests two possible models. The first model, based on Rutters’ (1979) tests the theory that cumulative risk may moderate the relationship between sensitive parenting and social skills. The second model based on The Family Stress model (Conger, Conger, Elder, Lorenz, Simons & Whitbeck, 1992) tests the theory that sensitive parenting mediates the relationship between accumulation of risk and children’s social skills. The results supported the first model indicating that cumulative risk moderated the relationship between sensitive parenting and children’s social skills. When risk accumulated, there was a relationship between sensitive parenting and social skills where the highest level of sensitive parenting was associated with the highest level of social skills.

O presente trabalho apresenta os resultados de uma pesquisa em nível de mestrado do Programa de Pós-Graduação em Educação da Faculdade de Filosofia Ciências e Letras de Ribeirão Preto da Universidade de São Paulo. Este projeto faz parte de uma pesquisa mais ampla realizada pelo Grupo de Estudos e Pesquisa sobre Políticas Públicas de Educação para a Infância (GEPPEI), intitulada Gestão de sistemas e unidades públicas de Educação Infantil: análise de uma microrregião no estado de São Paulo, orientada pela Professora Doutora Bianca Correa. Este recorte específico teve por objetivo aprofundar os estudos sobre Educação Infantil e gênero por meio da análise de material apostilado utilizado em um dos municípios integrantes da região analisada, tendo em vista os conteúdos propostos sob a ótica das questões de gênero. Como aporte teórico, recorremos à legislação vigente e produção acadêmica na área. Como recursos metodológicos, além da análise do conteúdo das apostilas, utilizamos entrevistas. A análise do material nos permitiu selecionar duas categorias principais, sendo a construção da imagem de menina/menino e a construção da imagem de mulher/homem. Como critérios de análise, escolhemos os padrões de vestimenta e a maneira como aparecem brinquedos e brincadeiras entre meninos e meninas e o papel ocupado e/ou a função social que mulheres e homens desempenham no material apostilado. No que diz respeito à vestimenta, foi possível constatar que o material veicula um padrão estereotipado, tendo em vista que as apostilas utilizam constantemente o uso de saia/vestido para as meninas e short/calça para meninos. Identificamos ainda um padrão predeterminado em relação aos brinquedos e brincadeiras, bem como a existência de espaços privilegiados para o brincar. Em relação à imagem de adultos foi possível verificar que no material apostilado os homens desempenham diversas funções, enquanto atribui-se às mulheres os afazeres domésticos e maternidade, desconsiderando assim seu papel no mercado de trabalho, com exceção da função docente. As entrevistas indicaram que há prioridade na realização das atividades das apostilas em detrimento ao brincar e revelaram práticas diferenciadas para meninos e meninas no ambiente escolar. Este estudo concluiu que a utilização de materiais apostilados no município C se constitui numa prática prescritiva e que os conteúdos veiculados nas apostilas favorecem a cristalização de conceitos que tendem a reforçar relações desiguais de gênero / This thesis statement presents the results of a Master\'s level research of the Graduate Program in Education of the Faculty of Philosophy, Sciences and Literature of Ribeirão Preto. This project is part of a wider research conducted by the Group of Studies and Research about Educational Public Policies for Childhood (GEPPEI- in Portuguese), entitled as \"Management systems and Public Units for Early Childhood Education: analysis from a microregion in the state of São Paulo\", oriented by Professor Bianca Correa, Ph.D.. This specific piece aimed to deepen the studies on Early Childhood Education and gender through the analysis of the textbook used in one of the cities in the region that was analysed, considering the contents proposed from the point of view of gender issues. As a theoretical contribution, we resorted to the current legislation and the academic production in the subject. As methodological resources, besides the analysis of the textbook content, we used magazines. The material analysis allowed us to select two main categories, the image building of girl/boy and the image building of woman/man. Considering the analysis criteria, we chose the dress code and the way toys and games are presented to boys and girls and/or the social role women and men play in the textbook. Regarding the dress code, it was possible to certify that the material conveys a standard stereotype, considering that the textbooks show the use of skirt/dress to girls and shorts/trousers to boys constantly. We also identified a predetermined standard in relation to toys and games, as well as the existence of privileged spaces to play. About the adults image, it was possible to certify that in the textbook men perform several tasks, whereas women perform household chores and maternity tasks, disregarding their role in the workplace, except for teaching. The interviews indicated that there is a priority in carrying out the textbook activities to the detriment of playing, and they revealed distinct practices between boys and girls in the school environment. This study concluded that the use of textbooks in the city \"C\" constitutes in a prescriptive practice and that the contents conveyed in the textbooks favour the crystallization of concepts that tend to reinforce unequal gender relations

This study explores the ways that acts of writing occur and become recognized as “writing” in a kindergarten classroom. Symbolic representations often aligning with the dominance of conventions come to be seen and named as writing as soon as children enter school, therefore influencing how one is seen and named in the classroom space as a “writer.” This often-narrow focus on what it means to be a writer leaves little room for teachers to acknowledge the various acts of writing that occur or might occur across space and time in a given classroom or in out of school contexts. With this naming of particular acts of writing, comes the exclusion of other acts. Drawing on a sociocultural framework with tenets of post structuralism, this case study uses a Foucauldian approach to shed light on the multiple powers/knowledges that are deployed in a classroom. Using ethnographic methods this work highlights the ways that children engage in acts of mark making both within and beyond the designated pedagogical space dedicated to writing. Data were gathered through participant observations, interviews, and the collection of artifacts across the first 4 months of school in a kindergarten classroom situated in a suburban district in the Midwest. The ongoing analysis of data across the study surfaced several discursive patterns suggesting that both the teacher and children were influenced by the larger discourse of accountability and compliance circulating in schools today. With an increased emphasis on early literacy standards and the ensuing accountability attached to such, this analysis has the potential to open up possibilities that may extend how writing might come to be seen and taught in classrooms, therefore influencing the kinds of writing and acts that might be seen as permissible.

Thesis advisor: Eric Dearing / Increasing evidence indicates that exposure to poverty in early childhood may undermine neural growth that is critical to developing executive functions (EF) and, in turn, emotional and behavioral regulation (Blair et al. 2011; Kim et al., 2013; Raver et al., 2013). There is, however, also increasing evidence indicating that high-quality Early Childhood Education (ECE) (a) buffers children from risks associated with early exposure to poverty and (b) supports healthy socio-emotional development (Bierman et al., 2008; Raver, 2002; Yoshikawa et al., 2013). One line of this intervention work has focused on two-generation programs that pair high-quality ECE with supports for parents that are designed to improve parenting and the home environment. Although evidence on two-generation programs is mixed (Grindal et al., 2016; Neville et al., 2013), it is clear that much of the risk of poverty is relayed to children through their homes, and parenting is among the most critical influences on child emotional and behavioral self-regulation in infancy and early childhood (Bradley & Corwyn, 2004; Calkins & Johnson, 1998; Calkins et al., 1998). The present study builds on existing theoretical and empirical prior work indicating that children’s EF skills are important precursors to emotional and behavioral regulation that may be best promoted when addressed in both classroom and home contexts. Specifically, the present study uses a randomized design to evaluate the effects of classroom-based activities that target children’s executive functioning and the value added by training parents to better support their children’s EFs. Children were evaluated pre- and post-intervention on EF skills and prosocial and adaptive problem-solving behavior. In general, few significant effects of either the child training or the added parent component were evident. These findings are discussed with special attention to the fact that fidelity of implementation of the classroom and parent trainings was low, with less than half of teachers incorporating games at least once a week and only 13 percent of parents attending the trainings. In addition, implications for future empirical work as well as policy and practice are discussed with special attention given to further inquiry into the malleability of EF. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.