Judit Szente

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.

Teleconferencing across Borders: Promoting Literacy--and More--in the Elementary Grades.

This conversation, and similar ones, took place between teachers and 3rdand 4th-graders in Buffalo, New York, as they familiarized themselves with the capabilities of the distance learning room in their school. Going one step beyond pen-pal and E-mail partnerships, the children soon would be able to use modern technology to build friendships around the world as they learned. Since the children were fascinated with video technology, they quickly learned how to operate the microphone buttons, and recognized the importance of sitting still and speaking slowly and clearly. The following article chronicles the experiences of teachers and elementary children from the United States and Costa Rica as they embarked on a journey propelled by a technology of the future-videoconferencing.

Parent/teacher views of developmentally appropriate practices: A Hungarian perspective

The purpose of the study was to explore the beliefs of Hungarian teachers and parents of children in preschool and Grade 1 as they relate to the construct of developmentally appropriate practices (DAP) identified by the National Association for the Education of Young Children (NAEYC, 1987, 1997). In order to overcome methodological problems inherent in many previous DAP studies, Q-methodology and interviews were utilized to collect, analyze and interpret the data. Fourteen teachers and 14 parents were included in the Q-methodology (7 teachers and 7 parents in each grade level). Follow-up interviews were conducted with 6 participants. Results of the study suggest three major viewpoints regarding DAP beliefs of the Hungarian participants. These included: (1) focusing on children’s individual development and learning, (2) focusing on teaching children according to the traditional teaching methods, and (3) focusing on respecting diversity in schools, in children, and in families. Recommendations for further research included: (1) teacher observations in addition to interviews, (2) exploring administrators’ views of DAP along with that of teachers and parents, and (3) extending the study into higher grade levels.ResumenEl propósito de éste estudio fue explorar las creencias de maestras y padres Húngaros de niños en pre-escolar y Grado I que se relacionan con el constructo de Prácticas Apropiadas para el Desarrollo (DAP) identificadas por la Asociación Nacional para la Educción de los Niños Pequeños (NAEYC, 1987, 1997). A fin de resolver los problemas metodológicos inherentes a muchos estudios previos del DAP, se utilizaron la metodología-Q y entrevistas para recolectar, analizar e interpretar los datos. Se incluyeron catorce maestras y 14 padres en la metodolgía-Q (7 maestras y 7 padres de cada grado). Se condujeron entrevistas de seguimiento con 6 participantes. Los resultados del estudio sugieren tres principales puntos de vista con respecto a las creencias DAP de los participantes Húngaros. Estos incluyen los siguientes: (1) enfoque en el desarrollo individual y aprendizaje del niño, (2) enfoque en enseñar a los niños de acuerdo a los métodos de enseñanza tradicionales, y (3) enfoque en respetar la diversidad en las escuelas, los niños y sus familias. Las recomendaciones para futuros estudios incluyeron: (1) observaciones a las maestras además de las entrevistas, (2) explorar los puntos de vista de los adminsitradores acerca del DAP además de los de las maestras y padres, y (3) extender el estudio hacia grados superiores.RésuméL’opinion de parents et enseignants d’enfants en maternelle et cours préparatoire hongrois a été explorée quant à la notion de pratiques appropriées au développement (DAP), identifiées par l’Association Nationale pour l’Education des Jeunes Enfants (NAEYC, 1987, 1997). Afin d’éviter les problèmes méthodologiques présents dans de nombreuses études sur les DAP, la méthode Q et les interviews ont été utilisées pour recueillir, analyser et interpréter les données. Quatorze enseignants et quatorze parents ont participé à la méthode Q (7 enseignants et 7 parents à chaque niveau d’enseignement). Des interviews de suivi ont été conduites avec six participants. Il ressort de cette étude que les opinions des participants hongrois se centrent sur trois points de vue principaux: (1) le développement et l’apprentissage individuel des enfants; (2) l’enseignement à travers des méthodes traditionnelles; et (3) le respect de la diversité des écoles, des enfants et des familles. Il est recommandé qu’en suivi de recherche soient explorées (1) les observations des enseignants en sus des interviews, (2) les vues des administrateurs sur les DAP, et (3) que l’étude soit étendue aux niveaux d’enseignement supérieurs.

A Cyber Ray of Hope for Ethiopian Children

W e would like to invite you on a journey to one of the oldest (over 3,000 years old) nations in the world-Ethiopia. In this eastern African country, you will be enchanted by rich historical and cultural treasures. This is the country where one of the oldest direct human ancestors, Lucy, was discovered, and where you can observe ancient churches, temples, mosques, and artifacts. Such sights inspire us to reflect upon this nation’s great kings and queens, and prompt our imaginary quests for the legendary Ark of the Covenantsupposedly still being guarded here by a single monk. Because of its rich history, it is not surprising that Ethiopia often is referred to as the “cradle of humanity” (Ethiopian Tourism Commission, 2003). When visiting today, we find ourselves drawn into a rich diversity of language, dance, music, and food. Major obstacles threaten the future of this great nation, however. Global publicity regarding the drought of 1986 has left the world with images of starving and orphaned Ethiopian children. Such conditions do still exist in parts of this nation, in which 45 percent of the population falls below the national poverty line (The World Factbook, 2003). In a nation of such expansive poverty, educational aspirations for those who could change the future, the children, are often subservient to concerns for basic survival. Even when children are fortunate enough to attend school at all, the quality of the schools vastly differs (Hoot, Szente, & Mebratu, in press), and the drop-out rateespecially for females-is very high (United States Agency for International Development [USAID], 2002). In rural areas, where the majority of the population lives, school attendance is further complicated by the view that marriage at a very young age is necessary for many families’ economic survival. Girls as young as 5 may be promised to generally older males, with whom they live following a pre-marriage celebration. Such traditions may lead to girls who are only 9-12 years old Children

Early Childhood Teacher Education in Ethiopia: Progress and Emerging Challenges

This article extends concerns of our National Association of Early Childhood Teacher Educators (NAECTE) membership beyond the borders of the United States to the continent of Africa. Specifically, it explores the current status of early childhood teacher education in one of the poorest nations of the world—Ethiopia. It includes an analysis of recent policy developments as well as continuing challenges to educational progress. The article concludes with a call for like-minded professional organizations such as NAECTE to lend its expertise and support to this struggling nation.

Educating Children in the New Millennium, Part 2

Part 2 of “Educating Children in the New Millennium” continues to focus on current issues and trends that affect the education of children in schools, homes, and communities around the world. Here, we present five additional articles regarding the education and well-being of children in the new millennium.

Introduction: Assisting Young Children Caught in Disasters

This chapter provides an introduction to the volume. More specifically, it introduces the main topics and the organization of the volume, shares some similarities and common challenges among the chapters, and discusses the limitations of the volume. The chapter is closed with summarizing the goals of the book.

Assisting Young Children Caught in Disasters: Lessons and Implications

This chapter provides a summary of the volume. More specifically, it identifies common themes among the chapters, shares some key strategies identified by chapter authors, and introduces four common key disaster-related situations that are addressed in the individual chapters. It is closed with a selection of key lessons that are identified throughout the volume.

Helping Chinese Children Become More Creative.

This article provides information about childrens creativity in the Peoples Republic of China. More specifically, it introduces the Chinese cultural and social background along with the school and family environments as they relate to young childrens creativity. The article also provides some suggestions for schools and families to foster creativity as a crucial skill in the twenty-first century.