Jacqueline Hayden

Very Young Children Affected and Infected by HIV/AIDS: How are they Living?: A Case Study from Namibia.

SummaryThis paper describes a recent study conducted jointly by the authors in the Khomas Region of Namibia. The study developed and trialled research and documentation methods regarding very young children who had been infected or affected by the HIV/AIDS pandemic. Because of the stigma attached to the disease, effective methods for assessing ‘real’ needs of the target population have been elusive in Namibia and elsewhere. The aims of the project were to identify ways to assess the developmental needs of HIV/AIDS orphans and other children without parental support and to test methods for securing and documenting this information. The study included an investigation of how health, nutrition, education and social services are distributed throughout the target population and how services can be strengthened within contextual constraints. The authors will share aspects of their study, which can guide processes for similar research in other regions and areas. As well as research methods, the paper provides analyses of the components needed for supporting sustainable environments for HIV/AIDS infected and affected children, including supports for child headed households and other orphan-care programs.RésuméEn raison du stigmate attaché à la maladie, les méthodes efficaces pour évaluer besoins réels de ‘les’ de la population de cible ont été évasives en Namibie et ailleurs les objectifs du projet étaient d’identifier des manières d’évaluer les besoins développementaux des orphelins de HIV/AIDS et d’autres enfants sans appui parental et d’examiner des méthodes pour fixer et documenter cette information. L’étude inclut une recherche sur la façon dont la santé, la nutrition, l’éducation et les services sociaux est distribuée dans toute la population de cible et la façon dont des services peuvent être renforcés dans des contraintes contextuelles.ResumenDebido a el estigma unido a la enfermedad, los métodos eficaces para determinar necesidades verdaderas del ‘ las ’ de la población de la blanco han sido evasivos en Namibia y a otra parte las punterías del proyecto eran identificar maneras de determinar las necesidades de desarrollo de los huérfanos de HIV/AIDS y de otros niños sin ayuda parental y de probar los métodos para asegurar y documentar esta información. El estudio incluye una investigación de cómo la salud, la nutrición, la educación y los servicios sociales se distribuyen a través de la población de la blanco y de cómo los servicios se pueden consolidar dentro de apremios del contexto. Los autores compartirán los aspectos de su estudio que pueden dirigir los procesos para la investigación similar en otras regnes y áreas.

High-Quality Literacy Programs in Early Childhood Classrooms: An Australian Case Study

Laurie Makin, Jacqueline Hayden, and Criss Jones Diaz Laurie Makin is Associate Professor, University of Newcastle, Australia. Jacqueline Hayden is Senior Lecturer, University of Western Sydney-Nepean. Criss Jones Diaz is a Lecturer, University of Western Sydney-Macarthur. A recent study of literacy practices in Australian early childhood classrooms (Makin et al., 1999; Raban & Ure, 2000) suggests that current definitions of literacy in early childhood education tend to reflect narrow and traditional views. The multiple literacy practices of homes, communities, and early childhood settings-for example, the literacies of technology and popular culture, everyday functional uses of print, and languages other than standard Australian English-often are undervalued. This limited approach to early literacy can be a disadvantage to children from sociocultural minority groups, including children who speak languages other than English at home (Makin, Campbell, &Jones Diaz, 1995), indigenous children (Malin, 1990), and children from low socioeconomic backgrounds (Freebody & Ludwig, 1995). Connections between low literacy and social disadvantage have been identified within the last 20 years (see, for example, Connell, 1994; Kalantzis, Cope, Noble, & Poynting, 1990). Low literacy can be associated with a range of social problems, including unemployment and delinquency (Holden, 1997). Children from sociocultural minority groups make up the bulk of children less likely to experience literacy success in mainstream or school-based contexts (Gutierrez, 1994; Heath, 1982). Many pathways lead to literacy learning. Recent conceptualizations of early literacy emphasize literacy as social practice. This embodies a view of literacy as a social construction highly important to Western, printsaturated societies. Families, communities, and cultural groups teach children what can be said, to whom and how, and under what conditions (Makin et al., 1999). Social constructionists argue that language and literacy learning is embedded in social practices in culturally specific sites, rather than in universal stages of child development and growth (Makin et al., 1999). Sociocultural perspectives of literacy learning incorporate emergent literacy, social constructivism, and critical theory. Emergent literacy emphasizes children’s capabilities in literacy learning through active, child-initiated experiences in which functionality, meaning, and communication with print and texts are important (Teale & Sulzby, 1986). Social constructivism draws on the social interactionist theories of Vygotsky

Fragile and Conflict-Affected Situations

It is estimated that more than 200 million children live in fragile or conflict-affected areas. Their education is often disrupted and may be halted. Their opportunities to learn are made more difficult by economic hardship combined with disruption, distress, loss, trauma, or fear. Summarizing evidence on education for these children, the chapter focuses on three key age groups—early childhood, children at primary level, and adolescents—and outlines issues common to all. It also identifies what is not known and some research priorities. We conclude that there is a growing but insufficient body of relevant knowledge, and that in addition to learning the relevant fundamentals, both culture and crisis affect how children learn and what they need to know and be able to do in order to survive and thrive under such circumstances.

Child participation and disaster risk reduction

Abstract It has been shown that child participation can have positive results in the rescue, relief and rehabilitation phases of a disaster. Currently child participation is achieving increased attention as a component of disaster risk reduction (DRR). This paper examines the ongoing dialogues on child participation and reviews pertinent literature describing effective DRR outcomes within diverse contexts. A myriad of factors such as gender, age, socio-economic status, caste, religion and geographic location play a role in socialising children into particular ways of being. These factors are considered in light of the ways in which they may influence opportunities for children to participate in DRR and other activities in meaningful ways. The roles of adults in facilitating or preventing child participation, with particular regard to complex power structures and attitudes towards childrens rights, are also discussed. Drawing out the potential implications of these factors calls for analyses of attitudes and possible restructuring of societal systems at several levels to enhance child participation. Planning for DRR may represent a crucial sequeway for challenging social norms and promoting equity, inclusion and participation – for children and other groups. This paper explores the role of child participation in DRR plans and practices, and identifies directions for developing an evidence base to support this potentially significant connection.

Young children who have experienced refugee or war-related trauma

SUMMARY Violence is of increasing concern in our society and the development of an increasing number of children is compromised due to experiences of violence and trauma. Children who experience refugee or war-related trauma and violence are attending services in the community in increasing numbers. Long term outcomes for many of these children include increasing social isolation, peer rejection, violence, criminality, mental health problems and suicide. Research suggests that where services are able to meet childrens needs effectively, long term outcomes can be positive. The research reported in this paper investigates the strategies used in child care services in three states of Australia to meet the needs of children who have experienced refugee or warrelated trauma.

ECD and health promoting: Building on capacity

SummaryThis paper describes the findings from a two-year research project which investigated ways to support culturally and linguistically diverse (CALD) families with very young children accessing child care services. The families resided in low income areas and were deemed to be at risk of social isolation and related problems. The research findings showed positive outcomes associated with disseminating information, and developing networks amongst families. The project demonstrates that services catering to families with young children can be effective entry points for long-term health promotion.RésuméCet article décrit les résultats d’un projet de recherche de deux ans qui a étudié des manières de soutenir les familles culturelement et linguistiquement diverses (CALD) avec les enfants très en bas âge accédant à des services d’assistance à l’enfance. Les familles ont résidé dans de bas secteurs de revenu et ont été considérées être en danger de l’isolement social et des problèmes reliés. Les résultats de recherches ont montré des résultats positifs liés à diffuser l’information, et des réseaux se développants parmi des familles. Le projet démontre que les services approvisionnant aux familles avec les enfants en bas âge peuvent être les points d’entrée efficaces pour la promotion à long terme de santé.ResumenEste papel describe los resultados de un proyecto de investigación de dos años que investigó maneras de apoyar a las familias cultural y lingüistico diversas (CALD) con los niños muy jóvenes que tenían acceso a servicios del cuidado de niño. Las familias residieron en áreas bajas de la renta y eran juzgadas para estar en el riesgo del aislamiento social y de los problemas relacionados. Los resultados de la investigación demostraron los resultados positivos asociados a diseminar la información, y las redes que se convertían entre las familias. El proyecto demuestra que los servicios que abastecen a las familias con los niños jóvenes pueden ser puntos de entrada eficaces para la promoción a largo plazo de la salud.

Gender equality versus motherhood ideology: Child care policy implications

Recent early childhood care and education policy developments in New Zealand provide a clear example of how the unresolved conflict between a recently emerged ideology of gender equality and a deeply entrenched ideology of motherhood has affected child care policy developments in a number of industrialised nations. In New Zealand, optimistic reviews of the policies proved to be unfounded. The lack of interface with other policy areas, poor methods of implementation, and policy reversals have dampened the anticipated gains in funding, worker status, quality and equity of access. As the New Zealand example shows, despite a great deal of activity in the area, progress towards a public model of child care, as towards a changed role for women in society, has been minimal.