The cost and quality of family child care in Maine

Marshall, Nancy L.; Creps, Cindy L.; Squibb, Betsy; Roberts, Joanne; Dennehy, Julie; Robeson, Wendy Wagner; Wang, Sue Y.; Burstein, Nancy R.

doi:10.1037/e583312010-001

Cited by 2 publications

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“…Finally, prior studies demonstrate that many of the factors that influence children’s language development covary with their household SES (Hoff, 2003). Based on findings from prior research, there are several reasons to hypothesize that teachers’ use of discourse strategies may be related to children’s socioeconomic status (SES), because children from lower SES households (a) tend to have lower language skills (Kim et al, 2014); and (b) tend to be enrolled in lower-quality classrooms with teachers who implement lower-quality discourse practices (Torquati, Raikes, Huddleston-Casas, Bovaird, & Harris, 2011) and have fewer qualifications (Dowsett, Huston, Imes, & Gennetian, 2008; Marshall et al, 2003). As such, potentially, DLL children from low SES households experience lower-quality discourse practices because they have teachers with less education and less professional development experience (Dowsett et al, 2008).…”

Section: Predictors Of the Profiles Of Teachers’ Use Of Discourse Pra...mentioning

confidence: 99%

Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.

Rojas¹

2021

Journal of Educational Psychology

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Person-oriented approaches can be used to identify how teachers may draw upon a combination of strategies when interacting with individual children. For nearly 1 third of children under the age of 8 who come from a household where a language other than English is spoken, it is crucial to identify patterns of teachers’ use of discourse strategies that are hypothesized as being particularly important in supporting their unique developmental strengths and needs. The current study used latent profile analysis to (a) describe patterns of child-level experiences of teachers’ use of discourse strategies among a low-income sample of preschool Spanish-speaking dual language learners (DLLs), and (b) examine relations between these patterns, child language skills, family demographic factors, and teacher characteristics. Four classes were identified: (a) low-quality discourse practices (50%), (b) self-talk and simultaneous translation, with low-quality use of other discourse strategies (15%), (c) diverse range of strategies (7%); and (d) closed-ended, open-ended questions and one-on-one conversations (29%). These profiles demonstrated that children experience different patterns of discourse practices that vary across quality and the type of practices. When examining differences in profiles based on child, family, and teacher variables, results revealed that indicators of family SES, children’s age, bilingual expressive vocabulary, and teachers’ experiences of coursework (i.e., preservice) and professional development (i.e., in-service) were associated with patterns between profiles. These results have important implications for classroom instruction and policy.

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Section: Predictors Of the Profiles Of Teachers’ Use Of Discourse Pra...mentioning

confidence: 99%

Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.

Rojas¹

2021

Journal of Educational Psychology

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“…Diversas investigaciones internacionales muestran la relevancia de la educación en la temprana infancia (Enciso et al, 2010) donde la calidad de la educación recibida por los niños y niñas tiene una gran influencia en los procesos de aprendizaje en el resto de sus vidas, tanto en las habilidades que logran desarrollar desde edades tempranas (Booth, 2003;Eshach, 2003;Whitebook et al, 2009) como en la superación de inequidades que se ha comprobado que son difíciles de resolver más tarde por distintas circunstancias, ambientes y condiciones de escolaridad (Sharma et al, 2008;Marshall et al, 2004). La necesidad de fortalecer la educación durante las primeras edades es un tema prioritario para el Ministerio de Educación de Chile (MINEDUC, 2012) y el educador y educadora de primera infancia, como profesionales responsables de ese nivel, tienen un rol protagónico y fundamental en la promoción de los derechos de los niños y niñas, sus contextos culturales y territoriales, resultados e impacto a medio y largo plazo en la vida de las personas.…”

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Perfiles epistemológicos sobre resolución de problemas científicos en educadoras de infantil

2022

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En el artículo se exponen los resultados de una investigación realizada en Chile en el marco de un proyecto nacional, cuya finalidad fue identificar y caracterizar las nociones epistemológicas de educadoras de infantil en formación inicial acerca de la resolución de problemas científicos escolares. Con una muestra intencional de 70 sujetos, la aplicación de un cuestionario especialmente diseñado y la mediación profesional de talleres de reflexión docente se logró poner de manifiesto que en las participantes coexisten representaciones racionalistas dogmáticas y moderadas acerca de la resolución de problemas científicos, lo que se evidencia en dos perfiles epistemológicos claramente caracterizados. Tales representaciones epistemológicas refieren aspectos de inestimable valor para el desarrollo profesional y el pensamiento científico de las maestras de infantil.

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The cost and quality of family child care in Maine

Cited by 2 publications

References 0 publications

Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.

Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.

Perfiles epistemológicos sobre resolución de problemas científicos en educadoras de infantil

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