Mothers of preschoolers in China and India reported on the value they accorded to items tapping two socialization goals, Filial Piety and Socioemotional Development and two parenting styles, Authoritative and Authoritarian. In both cultures, maternal valuing of Filial Piety was associated with greater exertion of parental control, whereas greater valuing of Socioemotional Development was related to more frequent use of Authoritative practices. However, patterns in relationships between Filial Piety, Socioemotional Development and Authoritative parenting differed across Chinese and Indian mothers. Positive associations were found among these three variables for Indian mothers, reflecting Hindu beliefs about young children and childhood. Among Chinese mothers, on the other hand, Filial Piety was negatively related with Socioemotional Development and the use of Authoritative practices. Our results suggest that Chinese mothers believe that the use of authoritative practices, which encourage socioemotional development in children, will inhibit achievement of filial behaviour and academic achievement. Contrasts between these two Asian cultures highlight the importance of considering parents' socialization goals and beliefs in cross‐cultural studies of child‐rearing practices. Copyright © 2003 John Wiley & Sons, Ltd.

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ObjectivesThis study draws on an in-depth investigation of factors that influenced the career decisions of junior doctors.SettingJunior doctors in the UK can choose to enter specialty training (ST) programmes within 2 years of becoming doctors. Their specialty choices contribute to shaping the balance of the future medical workforce, with views on general practice (GP) careers of particular interest because of current recruitment difficulties. This paper examines how experiences of medical work and perceptions about specialty training shape junior doctors’ career decisions.ParticipantsTwenty doctors in the second year of a Foundation Training Programme in England were recruited. Purposive sampling was used to achieve a diverse sample from respondents to an online survey.ResultsNarrative interviewing techniques encouraged doctors to reflect on how experiences during medical school and in medical workplaces had influenced their preferences and perceptions of different specialties. They also spoke about personal aspirations, work priorities and their wider future.Junior doctors’ decisions were informed by knowledge about the requirements of ST programmes and direct observation of the pressures under which ST doctors worked. When they encountered negative attitudes towards a specialty they had intended to choose, some became defensive while others kept silent. Achievement of an acceptable work-life balance was a central objective that could override other preferences.Events linked with specific specialties influenced doctors’ attitudes towards them. For example, findings confirmed that while early, positive experiences of GP work could increase its attractiveness, negative experiences in GP settings had the opposite effect.ConclusionsJunior doctors’ preferences and perceptions about medical work are influenced by multiple intrinsic and extrinsic factors and experiences. This paper highlights the importance of understanding how perceptions are formed and preferences are developed, as a basis for generating learning and working environments that nurture students and motivate their professional careers.

SUMMARYThis paper makes the case that Education for Sustainable Development (ESD) offers the field of early childhood a valuable base upon which to begin addressing some substantial contemporary concerns. In the paper, we outline key recent developments in the field of early childhood, particularly those related to globalisation and the spread of European American ideals. Yet ESD promotes the incorporation of local and indigenous understandings in formal education. We propose that, given; (i) broadening appreciation of the reality that early childhood education is characterised by diversity in early values and practices across sociocultural contexts, and; (ii) global interest in and commitment to early childhood education, the field is not only in need of, but also well-placed to adopt this key principle of ESD. RÉSUMÉCet article soutien que l'éducation pour le développement durable (EDD) offre au secteur de la petite enfance une base valable sur laquelle s'appuyer pour aborder des considérations contemporaines. Dans cet article, nous soulignons les récents développements dans le champ de la petite enfance, en particulier ceux liés à la mondialisation et à la diffusion des idéaux américains européens. Pourtant, l'EDD fournit des moyens pour favoriser l'intégration des questions locales et indigènes dans l'enseignement formel. Nous proposons que puisque ; (i) l'éducation de la petite enfance est caractérisée par une diversité de valeurs et de pratiques à travers des contextes socioculturels, et ; (ii) l'intérêt et l'engagement dans l'éducation de la petite enfance, le champ a non seulement besoin de, mais est également bien placé pour adopter ces principes d'EDD. RESUMENEste artículo destaca que la educación para el desarrollo sustentable (ESD) ofrece al campo de la niñez temprana una base valiosa sobre la cual comenzar a analizar algunas preocupaciones contemporáneas sustenaciales. En el artículo, se delinean algunos desarrollo recientes claves en el campo de la niñez temprana, particularmente aquellos relacionados con la globalización y el esparcimiento de los ideales americanos y europeos. El ESD por otra parte, promueve la incorporación del entendimiento local e indígena en la enseñanza convencional. Proponemos apoyar estas ideas puesto que se destaca (i) uan apreciación mas amplia de la realidad, aspecto por el que la educación de la niñez temprana es caracterizada : la diversidad en valores y prácticas tempranas en los diferentes contextos socioculturales, y; (ii) el interés global y el compromiso con la educación de la niñez temprana, permite aprecair que el campo está no sólo necesitando, sino también bien situado para adoptar este principio dominante de ESD.

This study evaluated the relative effectiveness of home-based, community-based, and state-run early childhood programs across Cambodia. A total of 880 five-year-olds (55% girls) from 6 rural provinces in Cambodia attending State Preschools, Community Preschools, Home-Based Programs, or no programs were assessed twice using the Cambodian Developmental Assessment Test. Controlling for baseline differences, children who participated in any early childhood programs performed significantly better in posttest than those of children who did not participate in any programs. Children in State Preschools scored significantly higher than those in either Community Preschools or Home-Based Programs; scores did not differ as a function of attending Community Preschools or Home-Based Programs. The results indicate that some preschool experience is better than none at all.

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Contemporary approaches to early childhood education widely acknowledge that young children's relationships with others play a fundamental role in their learning and development. This article explores the construct of relationships within the context of early childhood infant programmes through an examination of the contribution and applicability of attachment theory to current understandings of the nature and consequences of young children's relationships in these settings. A review of the sociocultural context of relationships, the infants' role in relationship formation, and the nature of peer relationships leads to the proposal that practitioners, policy makers, and researchers need to adopt a wider, more dynamic approach to relationships that includes, but extends beyond, that afforded by attachment theory alone.