Johnetta Wade Morrison

Are the indicators for the Language and Reasoning Subscale of the Early Childhood Environment Rating Scale-Revised psychometrically appropriate for Caribbean classrooms?

Evaluating the psychometric properties of the indicators that comprise the Early Childhood Environment Rating Scale‐Revised (ECERS‐R) language‐reasoning scale from an item response theory (IRT) perspective on a sample of observations from 334 Caribbean classrooms, Stout’s procedure revealed that all indicators on this dimension are not part of a single essentially unidimensional construct. IRT‐based factor analyses on the indicator scores yielded two factors – named Language‐Reasoning Activities and Language‐Reasoning Materials. IRT analyses conducted on these two factors revealed that their indicators provide adequate psychometric information and have no floor effects – although they demonstrate evidence for ceiling effects. IRT also revealed that at least within the Caribbean context: (a) the ECERS‐R authors have ordered the indicators inappropriately; (b) administration of all indicators is unnecessary; and (c) equally weighting indicators might yield spurious results. IRT‐based scoring might improve the psychometric soundness of indicators on this ECERS‐R scale.

Supporting Biracial Children's Identity Development

0 ne of the goals of high-quality early care and education programs is to support young children’s identity development. This goal is important for all children, but proves to be particularly challenging for those who are of dual heritage parentage. The challenge must be met, however, as the number of biracial children in the United States is increasing each year (Korgen, 1998). Reports indicate that, as of 1998, over 2 million children of dual racial parentage were being taught in preschool and public school classrooms (Chiong, 1998). For the purposes of this article, ”biracial” will be used to denote a person with a white parent and a parent of another race. According to Erikson (1968), identity development is a never-ending process. Helms (1990) considers identity to have both a racial and an ethnic side. Ethnic and racial identity begins to develop during the preschool years (Katz, 1987; Ramsey, 1987), and adolescence is an especially crucial period. Rosenthal (1987) emphasized that achieving a sense of identity is an important psychological task for children. Children’s behavioral and psychological development suffers when they do not achieve a firm sense of identity. That sense of identity is based on certain social contexts, including gender, class, ethnic, or racial group membership (Rosenthal, 1987). Maintaining an ethnic identity is particularly relevant when one’s ethnic group is a minority group in the society (Rosenthal, 1987). As they seek their identity, however, biracial children often have trouble identifying with a particular ethnic group. U.S. children of black and white parentage have additional difficulties due to the polarization of blacks and whites (Chiong, 1998). In societies that fail to acknowledge their ethnic and racial backgrounds, biracial children often struggle as they attempt to merge their dual heritage without compromising either one. In the US., for example, the dual heritage of many biracial children is virtually invisible. Chiong (1998) theorized that this invisibility occurs because society attempts to keep the races ”pure,” in spite of the fact that such purity does not exist. Most often, children of dual racial parentage are identified with whichever race their physical features most reflect (Chiong, 1998; Korgen, 1998; Nash, 1995). Typically, children of dual racial parentage suffer from the same racism and prejudice (Korgen, 1998; O’Hearn, 1998) that befalls those of unmixed minority heritage. While children’s biracial status is more acknowledged and accepted now, teachers have little information concerning how to support identity development for these children. Effective early childhood programs need to establish goals that include assisting identity development (Derman-Sparks & the ABC Task Force, 1989). Teachers who have some understanding of the importance In societies tha t fail

Developing identity formation and self‐concept in preschool‐aged biracial children

Eleven mothers of biracial preschool‐aged children were interviewed regarding identity formation, self‐concept development, developmental issues and problems for their children. The racial attitude levels of their children were ascertained using PRAM II. Analysis includes the presentation of variables the mothers identified as a part of the child rearing practices to promote the dual heritages of their biracial children. Results indicate these mothers form two perspectives in promoting identity development. Self‐concept was viewed as a paramount issue for development. These findings have implications for practitioners.

Research-Based Parenting Education for Divorcing Parents: A University-Community Collaboration

Focus on Kids (FOK) is a mandated parenting education program for divorcing parents in central Missouri. Although the program is facilitated by faculty in the Department of Human Development and Family Studies (HDFS) at the University of Missouri, its ultimate success relies on an extensive collaboration with many community partners.

Ideas about Child Rearing among Jamaican Mothers and Early Childhood Education Teachers.

Abstract Teachers in early childhood programs in Jamaica, West Indies, and mothers with children in these programs completed questionnaires about their child rearing ideas and feelings. Correlational analyses revealed positive associations among scales tapping valuing of obedience in children, traditional child rearing ideas, and intrusiveness. Traditional child rearing ideas and intrusiveness were, in turn, negatively correlated with belief in the importance of fostering inquisitiveness. Teachers accorded more importance to inquisitiveness and less importance to rule-conformity than did mothers. Moreover, while teachers saw inquisitiveness as more important than rule-conformity, mothers rated these two goals as equally important. In addition, teachers were less likely to agree that they should be privy to childrens private thoughts (intrusiveness) than were mothers. Significant associations between education level and child rearing ideas indicated that mothers and teachers who had completed only high sc...

Teacher training in early childhood education: The case of Ghana, West Africa

Abstract Teacher training in early childhood education in Ghana, West Africa is more of a grassroots effort rather than a formal system that is fully supported financially by the Ministry of Education. Formal teacher‐training college or university‐based early childhood teacher training has yet to be realized for the thousands of teachers of children 3–5 years old in government or government‐supported primary schools. This work chronicles the past and present teacher‐training programs available in this country that reports approximately 4.3 million children in its population under the age of 6 years.

Under colonialism to democratization: Early childhood development in Ghana

This work chronicles the phases of early childhood development in Ghana. This West African country experienced a change in education after the inception of colonialism. Education of the very young became a part, though limited, of the missionary-based education system under colonialism. The country moved from colonialism to a republic form of government in 1957. The republic was determined and did prepare to educate the masses, including very young Ghanaians. Several military governments followed and educating the young continued, though with little or no financial support from the government. Democratization occurred in 1992 and the care and education of the very young has become a process that is financed through governmental and privatized efforts.RésuméCette étude récapitule les différentes étapes du développement de l’éducation de la petite enfance au Ghana. La colonisation de ce pays d’Afrique de l’Ouest a amené un changement de son système éducatif qui, moulé dans la perspective missionnaire du pays colonisateur, incluait l’éducation des enfants d’âge préscolaire, bien que de façon limitée. En 1957 le Ghana passe du colonialisme à une forme de gouvernement républicain et entreprend, avec succès, d’éduquer sa population, dont les enfants d’âge préscolaire. L’éducation des enfants a continué, malgré le peu ou l’absence de soutien financier des gouvernements militaires qui se sont alors succédés à la tête de l’Etat. Depuis la démocratisation du pays qui s’est produite en 1992, l’éducation des enfants se poursuit grâce à des efforts de financement privés et gouvernementaux.ResumenEste trabajo registra las fases del desarrollo en educación infantil en Ghana. Este país del Africa Occidental experimentó un cambio en la educación después del inicio del colonialismo. La educación del niño joven se convirtió en parte, aunque limitada, del sistema educativo de misioneros bajo el colonialismo. El país cambió de colonialismo a una forma de gobierno repúblicano en 1957. La república estaba determinada y se preparó para educar las masas, incluyendo al niño joven. Varios gobiernos militares siguieron y la educación de los jóvenes continuó, aunque con poco o ningún apoyo financiero del gobierno. La democratización ocurrió en 1992 y el cuidado y la educación del niño joven se ha convertido en un proceso financiado con esfuerzos gubernamentales y privatizados.

African American College Students' Psychosocial Development as Related to Care Arrangements during Infancy.

Associations were explored between the present emotional and social development of low-and middle-income African American male and female college students and the substitute care arrangements (none, part time, orfull time) they experienced as infants. The students who had experienced full-time substitute care scored signiflcantly higher on several subscales (Friendship, Identity, and Self-Confidence) of the Erikson Psychosocial Stage Inventory (EPSI) than students who had experienced part-time substitute care. The students who had received no substitute care scored higher on two subscales of the EPSI than students who had experienced part-time substitute care as infants. There were no significant differences between full-time and no-substitute-care recipients. The experience of substitute care arrangements during infancy did not appear to have effects that reach into early adulthood.