High-quality childcare is a primary concern for families all across the globe, especially for those located in the United States. There are a variety of childcare programs available for families to choose from including the YMCA, child development centers, Boys and Girls Clubs, Head Start, and many others. Today, many families prefer a family-oriented childcare experience for their child and often seek out child development centers. A Child Development Center is a nonprofit organization that provides family-focused support services to youth with suspected developmental delays and/or disabilities. Koh and Neuman (2009) conducted a study that found over 6 million children are enrolled in family childcare in a particular country, nevertheless,
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In my second research article, Cultural Diversity in Teachers’ Group-Centered Beliefs and Practices in Early Childcare, researchers van Schaik, Saskia D. M., Leseman, P. P. M., & Huijbregts, S. K. (2014) examined the relation between teachers’ cultural backgrounds, their beliefs regarding group processes, their actual support of group processes, and children’s behavior in center-based childcare. The purpose of this article is to provide insight into teaching styles of culturally diverse teachers and the impact their beliefs and practices have on group-centered childcare. Structural equation modeling was employed to test direct and indirect effects. In the study, researchers selected 57 teachers of native Dutch and immigrant Moroccan-Dutch, Turkish-Dutch, Surinamese-Dutch, and Antillean-Dutch backgrounds. Each participant was interviewed about their teaching beliefs and was observed while engaging in a constructive play activity with small groups of children. The results showed clear cultural differences in beliefs and corresponding behavior. In the interviews, Turkish-Dutch and Moroccan-Dutch teachers mentioned concepts relating to group processes more often than Dutch, Surinamese-Dutch, and Antillean-Dutch teachers …show more content…
(2012). In this meta-analysis, Dunphy argues in favor of educators’ knowledge of young children’s perspectives on the aspects of early learning, literacy learning, and the subsequent understandings of the ways that these perspectives can inform and shape pedagogy. Dunphy also posits the aforementioned areas of emphasis are key to sponsoring children’s participation rights in early childhood education and care. Dunphy suggests pedagogy, after bring being influenced by ideas such as guided participation and Bruner’s notion of a pedagogy of mutuality, implies that children’s involvement is vital to the task of teaching. It is also contended that unambiguous articulation of the concept of joint participation in relation to pedagogy and literacy learning in early childhood is necessary. Dunphy’s research concluded that if children’s participation rights in early education and care are to be fully realized, educators need to reconsider their own attitudes towards their status and comprehension. The research also states that educators should work towards the goals of early literacy learning while considering children’s experiences, perspectives, and interests. Explicit articulation of concepts such as joint participation and group cohesion are instrumental in showing how children’s perspectives are central in promoting meaningful,
In my second research article, Cultural Diversity in Teachers’ Group-Centered Beliefs and Practices in Early Childcare, researchers van Schaik, Saskia D. M., Leseman, P. P. M., & Huijbregts, S. K. (2014) examined the relation between teachers’ cultural backgrounds, their beliefs regarding group processes, their actual support of group processes, and children’s behavior in center-based childcare. The purpose of this article is to provide insight into teaching styles of culturally diverse teachers and the impact their beliefs and practices have on group-centered childcare. Structural equation modeling was employed to test direct and indirect effects. In the study, researchers selected 57 teachers of native Dutch and immigrant Moroccan-Dutch, Turkish-Dutch, Surinamese-Dutch, and Antillean-Dutch backgrounds. Each participant was interviewed about their teaching beliefs and was observed while engaging in a constructive play activity with small groups of children. The results showed clear cultural differences in beliefs and corresponding behavior. In the interviews, Turkish-Dutch and Moroccan-Dutch teachers mentioned concepts relating to group processes more often than Dutch, Surinamese-Dutch, and Antillean-Dutch teachers …show more content…
(2012). In this meta-analysis, Dunphy argues in favor of educators’ knowledge of young children’s perspectives on the aspects of early learning, literacy learning, and the subsequent understandings of the ways that these perspectives can inform and shape pedagogy. Dunphy also posits the aforementioned areas of emphasis are key to sponsoring children’s participation rights in early childhood education and care. Dunphy suggests pedagogy, after bring being influenced by ideas such as guided participation and Bruner’s notion of a pedagogy of mutuality, implies that children’s involvement is vital to the task of teaching. It is also contended that unambiguous articulation of the concept of joint participation in relation to pedagogy and literacy learning in early childhood is necessary. Dunphy’s research concluded that if children’s participation rights in early education and care are to be fully realized, educators need to reconsider their own attitudes towards their status and comprehension. The research also states that educators should work towards the goals of early literacy learning while considering children’s experiences, perspectives, and interests. Explicit articulation of concepts such as joint participation and group cohesion are instrumental in showing how children’s perspectives are central in promoting meaningful,