Editors

DOI: Vol.2(No.0) 2-3, 1997

N/A

Peter W . Jackson

DOI: Vol.2(No.0) 5-18, 1997

This paper argues that we should exercise caution in considering transplanting theory from one culture to another. The thesis is illustrated by reference to Frameable`s supposedly uniform theory of education. Using a historical approach it distinguishes there distinct versions: the Christian, the Progressive and the Child-Care, and raises doubts about the appropriateness of each one in turn. It concludes that the underlying culture in which the theory is intended to take root is of crucial importance.

Boo Kyung Cho, Olivia N . Saracho

DOI: Vol.2(No.0) 19-36, 1997

The purpose of this study was to describe the procedures used for constructing the early childhood teacher`s role rating scale. The procedures for constructing the instrument, the Early Childhood Teacher`s Role Rating Scale (ECTRRS), consisted of : (1) designing the instrument (selecting the type of instrument, conducting the interviews and identifying items); (2) piloting and refining the instrument; (3) administering the refined instrument; (4) examining the instrument`s validity; (5) estimating the instrument`s reliability; (6) analyzing the items for discriminating performance level. The final scale consists of 73 items in 5 subareas of roles: role as the curriculum designer (16 items); role as the performer of instruction (14 items); role as the counselor/advisor (9 items); role as the researcher (15 items); role as the manager of administrative affairs (19 items).

Alice Sterling Honig

DOI: Vol.2(No.0) 37-54, 1997

This presentation focuses on future needs and ideas for training early childhood educators. Current emphases on cognitive preparation for success in schools and on developmentally appropriate practices with young children sometimes give short shrift to the importance of new ways of conceptualizing teacher education so that those who dedicate themselves to preparing young children for the next century will be more confidently prepared to do so. Nurturing teachers are wise in the ways of young children, thoroughly conversant with child development theories and knowledge, reflective and observant of the special nature and needs of each child. Creative trainers will help teachers of the future become skilled not only at classroom organization and management, but also adept at individualizing the curriculum, depending on each child`s personal style, gifts, and interests, as well as flexible in working with families.

Billie Enz, James F . Christie

DOI: Vol.2(No.0) 55-75, 1997

This study examined how four preschool teachers, who differed greatly in terms of experience and training, interacted with children during play. Over the course of three months, each teacher was videotaped interacting with three groups of children. The teachers were taped twice with each group. The videotaped play sessions were then transcripted and analyzed. Six different play interaction styles were identified: uninvolved, interviewer, stage manager, co-player, player leaders and director. The stage-manager, co-player and play leaders styles appeared to have a positive impact on children`s pretend play, whereas the uninvolved, interviewer and director styles impeded children`s play efforts. The teachers` differences in training and experience paralleled their choice of play styles. The two most experienced teachers relied heavily on the three effective styles, while the two inexperienced teachers consistently used less effective styles.

June Yeatman, Stuart Reifel

DOI: Vol.2(No.0) 77-93, 1997

The purpose of this study was to explore the occurrence of conflict in early childhood classroom play, by describing and interpreting two brief pretend play episodes. In one episode, several girls engaged in a simulation of a daily classroom gathering called $quot;circle time.$quot; Their interactions centered around gaining possession and control over objects which they apparently saw as necessary for participating in the circle time event. In a second episode, a small ground of boys and one girl pretended to drive toy cars upon a road they had constructed from block. Conflicts arose as the children negotiated the distribution of materials and the use of space. We examine and discuss these episodes in terms of forms of conflict relationships(thematic, athematic, imported, and explosive) and how these relationships are enhanced by an understanding of play frames and pivots.

Birgitta Almqvist

DOI: Vol.2(No.0) 95-120, 1997

Adult attitudes towards children`s play and toys have varied throughout history, but the prevailing representation has been that play is often trivial, although it can be educational. These 19th century representations of play have recently been challenged by the contemporary theory of play as communication, in which the child is represented as reading and interpreting adult society. It is demonstrated that purely joy-driven play between adults and children often results in spontaneous teaming by the child. Therefore, neither toys nor play require the label $quot;educational$quot; to be beneficial for children s cognitive, social and emotional development. A handicap could impede a child from reaping these benefits, but appropriate toys help bring all the benefits of play to children challenged by deafness, blindness or developmental retardation.

Hee Jin Kim

DOI: Vol.2(No.0) 121-136, 1997

The purpose of this study was to examine relations among maternal accuracy in predicting their children`s perceptions, their children`s actual self-perceptions about their abilities, and their children s level of cognitive and social development. One hundred thirty-one Korean preschool children, their mothers and their teachers participated in the study. Maternal predictions seemed to be related with children`s actual development while children`s self-perceptions were in general unrelated to their own development. Mother`s predictions were weakly related to her child`s perceptions, but this tendency became stronger with the child`s age. Mothers who had accurate ideas of their children`s perceptions tended to have children with higher levels of development.

Martha B . Bronson, Ilda Carreiro King

DOI: Vol.2(No.0) 137-144, 1997

Teachers take process skills into account when assessing student performance and assigning grades. These include skills like planning, organizing and monitoring work, and making decisions. Teachers need a meaningful structure for their observations of process skills in order to reduce subjective judgements, create a clearer focus for teaching these skills, and facilitate communication with others about a child`s status and progress. This paper suggests categories teachers might use as prototypes for structuring their observations of process skills. The categories provide objective evidence of a child`s skills, a focus for teaching where skills are lacking, and a way of explaining process skills so that a child`s progress may be monitored and communicated to others.

Carol Seefeldt, Alice Galper

DOI: Vol.2(No.0) 145-157, 1997

To ensure that all children will have a certain equality of education and will achieve academically, many nations have developed national curriculum standards. This article begins with a discussion of the potential benefits and disadvantages of curriculum standards in the field of early childhood education. As curriculum for young children must hold deep personal meaning, be of interest to children, age appropriate, first-hand, and value diversity and inclusion, the usefulness of national standards for early childhood educators is questioned. The article concludes with suggestions for how educators might meld the intent of national standards with the rights of young children in every nation to experience an emergent, meaningful curriculum.

Hiroshi Ashida

DOI: Vol.2(No.0) 159-173, 1997

Japan is becoming multiethnic and multicultural at a rapid pace due to an incoming stream of foreign workers. This means that the number of children in the school system who need instruction in the Japanese language is increasing. However, the Japanese educational system is not organized so that these children can receive an education wherein they can maintain their native cultures. In addition, the Japanese people have a strong tendency to expect foreigners to assume Japanese customs, which has a great effect on the identities of the children of foreign nationals. Education in schools could play a significant role in reforming the society to change these cultural expectations and to promote multicultural equality. The Japanese school system is currently under pressure to transform itself to adapt to new social and economic realities. Multicultural education and education in human rights will be very important in these reforms of schools and school culture.