Australian children's understanding of display rulesChoy, Grace
doi: 10.1080/03004430701717869pmid: N/A
Cultural display rules govern the manifestation of emotional expressions. In compliance with display rules, the facial expressions displayed (i.e. apparent emotion) may be incongruent with the emotion experienced (i.e. real emotion). This study investigates Australian Caucasian children's understanding of display rules. A sample of 80 four year olds and 96 six year olds was presented with hypothetical stories in which display rules would govern whether or not apparent emotion should match real emotion. Children were then asked to identify the real and apparent emotion corresponding to the story from an array of facial expressions of emotion. Results indicated that children gave non‐regulated responses to story that allowed the genuine expression of real emotion and to stories that required emotional dissemblance, indicating no attempt to hide the expression of real emotion. No gender difference was found in this sample. It seems likely that both cognitive and socialisation factors could account for the results.
Play therapy: a reviewPorter, Maggie L.; Hernandez‐Reif, Maria; Jessee, Peggy
doi: 10.1080/03004430701731613pmid: N/A
This article discusses the current issues in play therapy and its implications for play therapists. A brief history of play therapy is provided along with the current play therapy approaches and techniques. This article also touches on current issues or problems that play therapists may face, such as interpreting children's play, implementing effective techniques, limit setting and how to deal with cultural issues, as well as using play therapy with children from special populations (e.g. children with disabilities and post‐traumatic stress disorder).
Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroomGupta, Amita
doi: 10.1080/03004430701731654pmid: N/A
What kind of environmental and administrative factors support the balance between child‐centred and teacher‐directed practices in the early childhood classroom? What specific aspects of children's development are nurtured by this pedagogy? These and other pedagogical issues are addressed in this article as it describes how a particular curriculum on dramatic play was initiated, implemented and developed with a group of four year olds. The article includes a detailed discussion of the step‐by‐step process of how this curriculum was developed and an analysis of the multi‐dimensional development in children that occurred as a result of this project. The discussion is framed within a Vygotskian perspective as connections are explored between this curriculum, children's development and specific Vygotskian ideas such as language and cognition, the zone of proximal development, cultural signs and tools, socio‐cultural construction of knowledge and the notion of willpower. This project on dramatic play may be viewed in terms of guided participation in which the children were active learners in a classroom community of people who supported, challenged and guided novices as they participated collectively in a cultural activity.
‘As good as chocolate’ and ‘better than ice cream’: how toddler, and older, breastfeeders experience breastfeedingGribble, Karleen D.
doi: 10.1080/03004430701764176pmid: N/A
The breastfeeding experiences of 114 Australian children who were currently breastfeeding were explored via maternal observation and direct questioning of the children. Mothers commonly stated that their child breastfed for comfort and this opinion was validated by observations of when the children breastfed, which was often in the transition to sleep or when the child was upset. Children stated that they liked breastfeeding and that they felt happy, good or nice when they breastfed. Children expressed that they liked the taste of breastmilk and compared the flavour to a wide variety of foods. Conversations with the children revealed that they had learnt significant information about breastfeeding. Breastfeeding role‐play was often involved in this learning and it is proposed that this learning should be valued. This study is the first examination of breastfeeding from the viewpoint of children, who are the actual breastfeeders, and provides insight into their practices and motivations.
Acting out and talking back: negotiating discourses in American early educational settingsSouto‐Manning, Mariana
doi: 10.1080/03004430701768938pmid: N/A
As a first‐grade teacher preparing for the upcoming year, I was shocked to learn that George was on my new roll. His previous teacher wrote that George was a ‘behaviour problem’, was defiant, talked back to adults, didn't speak properly, was behind academically and spent over half of kindergarten in detention. George initially gave me negative impressions, using non‐standard English and more direct speech than I expected. Yet by listening closely and employing classroom discourse analysis, I came to recognise George's contributions, consequently working to dispel the myth that African‐American Vernacular English (AAVE) is wrong. I started analysing my own talk, instead of blaming George for misunderstandings. We openly talked about the use of direct and indirect statements. Through this study, I suggest that kidwatching, looking closely at interactions and contexts, and seeing AAVE as a resource in class, can positively affect young children and their teachers.
The Kind Intentions Program: educator insightsTannock, Michelle T.
doi: 10.1080/03004430701768961pmid: N/A
The Kind Intentions Program (KIP) was developed in a childcare facility in an effort to encourage children to engage in kind acts. In addition to support for displays of kindness, the programme encourages children to engage in perspective taking skills as they observe the actions of those around them. This study involved the identification of the relevance and applicability of KIP for early childhood educators. Seventeen educators of young children currently working in childcare facilities reviewed the initial programme design, completed a questionnaire and participated in a telephone interview as a means for conveying their thoughts on this new programme. The results of this study indicate that KIP was positively accepted by the educators of young children who participated. These educators identified that the programme would be beneficial for the children, staff and families of their individual facilities.
Preschool children's outdoor play area preferencesHolmes, Robyn M.; Procaccino, Jill K.
doi: 10.1080/03004430701770694pmid: N/A
This study explores preschool children's outdoor play preferences. The sample was 40 (20 male, 20 female) primarily European‐American three and four year olds. Data were collected via naturalistic observation and analyzed using repeated measures ANOVAs and MANOVAs. The independent variable was sex of child; dependent variable was play space (riding, sandbox, slide, jungle gym, open space, castle/play house, swings). Findings revealed a significant effect of sex of child on choice of play space – boys preferred to play on the jungle gym and swings, whereas girls preferred the sandbox more than boys. These findings both support and contradict existing literature. Future research should pursue children's use of microspaces in their play environments.
Teacher beliefs and practices survey: operationalising the 1997 NAEYC guidelinesKim, Kyung‐Ran; Buchanan, T.K.
doi: 10.1080/03004430701830381pmid: N/A
This study examined the psychometric properties of a revised measurement, the Teacher Beliefs and Practices Survey (TBPS), devised for teachers of three‐ to five‐year‐old children. This measure was designed to reflect the concepts of developmentally appropriate practices (DAP) as presented in the revised 1997 National Association for the Education of Young Children guidelines. Reliability was examined using an internal consistency method. Validity of the measure was examined in its content, criterion and construct. The factors uncovered in the survey supported the content validity because the factors matched the important concepts of DAP in the revised guidelines. To examine concurrent criterion‐related validity, teachers' observed practices were compared to their self‐reported beliefs and practices. The low but significant correlation between the TBPS score and a theoretically related measure, the Teacher Educational Attitude Scale, supported construct validity. Considering the psychometric properties, the TBPS appears to be a promising measure for critically examining teachers' beliefs about and practices of DAP.