Professional and Parent Views of Early Childhood Programs: A Cross‐Cultural Study

Carlson, Helen L.; Stenmalm, Lena

doi:10.1080/0300443890500105

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…When comparing the views of parents and professionals on early childhood programmes in the United States and Sweden, Carlson and Stenmalm (1989) found that in Sweden there was more agreement between parents and professionals in terms of what was considered important for children in early education than there was between parents and professionals in the United States. Parents and professionals in Sweden all agreed that open-ended, creative, child-centred materials and activities were important.…”

Section: Previous Findings On the Cultural Context Of Parent And Teacmentioning

confidence: 93%

Parent and teacher expectations for developing young children: A cross-cultural comparison between Ireland and Finland

Ojala

2000

European Early Childhood Education Research Journal

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The aim of this study was to compare parent and teacher expectations concerning the development and learning of 3 to 5-year-old children cross-culturally using national representative samples in Finland and Ireland. Expectations concerning the following areas were examined: preacademic skills, motor~physical skills, self-expression, language skills, social skills with peers, social skills with adults, self-sufficiency and self-assessment. Respondents were asked to rank the importance of these areas, to predict the expectation preferences from each others point of view and to prioritise developmental and learning responsibilities both from their own point of view and each others. The results show that both in Ireland and Finland teachers consider social skills with peers the most important skills for the development of 4 to 5-year-olds. However, the importance of language and preacademic skills was stressed more among Irish than Finnish teachers. In Finland the importance of self-sufficiency was considered more central. Finnish parents agreed almost totally with teachers' preferences while in Ireland the level of agreement was low. The differences between the countries were even clearer when comparing what teachers perceived as being their responsibilities. Teachers in Ireland felt quite strongly that both preacademic skills and language skills were among their responsibilities while this was not the case in Finland, where preacademic skills were considered the least important. R~SUME L'objectif de cet article est de comparer les attentes des parents et celles des enseignants quant au ddveloppement et ~ l'apprentissage des enfants de 3 71 5 ans, enFinlande et en Irlande. Nous avons examind les domaines suivants : les capacitds pr~acaddmiques, Ies compdtences motrices, l'expression personnelle, les compdtences langagi~res, les compdtences sociales entre enfants, et avec l'adulte, l'autonomie et l'auto dvaluation. On a demandd aux parents et aux enseignants de classer par ordre d'importance ces divers domaines, d'imaginer les choix prdfdrentiels des autres, et de prdciser les responsabilitds principales de chacun en mati~re de ddveloppement et d" apprentissagne. Les rdsultats montrent que, dans les deux pays, les compdtences sociales entre enfants sont considdrdes par les enseignants comme les compdtences les plus importantes pour le ddveloppement des enfants de 4 et 5 ans. Toutefois, les enseignants irlandais ont accordd plus d'importance que les finnois au langage et aux capacitds prdacad~miques. En Finlande, l'autonomie occupe une place plus centrale. Les parents finnois sont en parfait accord avec les choix des enseignants. Ce n'est pas le cas des parents irlandais o~ le niveau d'accord est faible. Les diffdrences entre les pays sont encore plus claires Iorsqu'on comparare ce que les enseignants consid~rent comme dtant de leur responsabilitd. Les enseignants irlandais estiment que ce sont les capacitds prdacad4miques et le langage, ce qui n'est pas le cas en Finlande o~ les capacitds prdacaddmiques sont considdr...

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Section: Previous Findings On the Cultural Context Of Parent And Teacmentioning

confidence: 93%

Parent and teacher expectations for developing young children: A cross-cultural comparison between Ireland and Finland

Ojala

2000

European Early Childhood Education Research Journal

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“…Another important area for psychologists to consider involves differences in national goals for early intervention. In Sweden, parents and professionals believe that a child-centered, creative environment is important for early childhood programs (Carlson and Stenmalm, 1989). Although professionals in the United States also support this view, parents in the United States value more formal academic tasks and conformity to rules as important goals for preschoolers.…”

Section: Discussionmentioning

confidence: 99%

Comparison of the Revised and Original Versions of the Bayley Scales of Infant Development

Gagnon¹,

Nagle

2000

School Psychology International

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Differences between Mental Scale scores on the revised Bayley Scales of Infant Development(BSID-II) and the original test (BSID) were evaluated. Both versions ofthe measure were administered to 32 subjects, ranging in age from 3 to 28 months, in counterbalanced order. Inter-test correlations indicated that the two versions of the test were significantly correlated (r = .76, p < 0.05). Significant differences between scores on the BSID-II (M = 105.97) and the original BSID (M = 124.38) were observed (t(31) = 8.41,p < 0.05). Children below the age of 12 months displayed slightly larger discrepancies than children above 12 months of age. This discrepancy did, however, appear to increase significantly with the developmental levels of the children, with subjects scoring above one standard deviation on the BSID displaying larger discrepancies than those at or below the normal range. These findings are important for psychologists, early interventionists and other professionals involved in the assessment of infants and toddlers as they interpret scores on the new Bayley Scales. This information is especially pertinent for children whose performance is evaluated longitudinally, since they will likely score lower on the new test than they did on the original Bayley Scales. The lower scores may lead to subsequent increases in the number of children who qualify for early intervention and special education services. Therefore, these findings are also important for those involved in the development and evaluation of intervention programs for young children. The findings are considered in terms of their applicability across cultures.

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“…This survey was sent to a stratified random sampling of 10% of parents and staff involved with various early childhood programmes as selected from government and regional listings in a borough in Warwickshire, England, where the majority of three and four year old children were enrolled in playgroups, or with childminders, where specialised formal training of staff was not required; in St Louis County in Minnesota, USA; in Kronobergs Lan in Smaland, Sweden. (This study is built on an earlier study by Carlson and Stenmalm 1989). Regional characteristics -including one large city with numerous smaller villages, towns, rural areas; topography with gently rolling hills and forests; and income distribution compared to national norms -were similar for both counties.…”

Section: Introductionmentioning

confidence: 99%

Impact of societal orientations on early childhood programmes and parents and professionals views of those programmes: Sweden, England, United States

Carlson¹

1993

IJEC

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Plutot que d'etudler un programme de la petite enfance isole (mlcro-systerne), iI est important de conslderer I'effet de la societe (rnacro-systeme) au niveau ou les families et les programmes se croisent (meso-systeme). Les orientations macro-systemiques en vigueur en Suede, en Angleterre, et aux USA semblent avoir un impact sur les programmes de la petite enfance dans chacun de ces pays. Cas orientations influencent aussi les vues des parents et des professionnels sur ces programmes en general ainsi que leurs vues sur les interactions de I'action parentale, des matertaux, des actlvltes, et du personnel. Un sondage a ete envoye it un echantillon stratlfle, preleve au hasard, de 10% de parents et de professionnels participant it des programmes pour la petite enfance dans Ie Warwickshire, en Angleterre; dans Ie Cornte de St Louis, Minnesota, U.S.A.; et dans Ie Lan Kronobergs, Smaland, Suede. De nomreuses differences statistiques significatives ont ete decouvertes. Ces types d'etudes elargissent les perspectives et clarifient les decisions dans la pratique.En lugar de estudiar un programa de la educaclon temprana edad aislada (a nivel micro), es importante a considerar los efectos de la sociedad total (a nivel macro) en la nivel que se cruzan las familias y las programas (el contexto prevalenteciente). Parece que las orlentaclones al nivel macro en los programas de la educaclon temprana de Suecia, Inglaterra, y los Estados Unidos de America afectar los typos de programas para educaclon temprano que existen in cada paise. Estas orlentaclones tambien afectan los opintones de involucrameinto de los padres de la familia y los maestros de los programas y los oplnlenes de los programas para los padres de la familia, los materiales, las actividades, y los interactiones entre los maestros y los ninos. Un cuestionario se manda al muestreo estratificado al azar de 10% los padres de la familia y maestros de los programas de la educaclon temprana en Warwickshire, Inglaterra, en St. Louis County, Minnesota, Estados Unidos de America, y en Kronobergs Lan in Smoland, Suecia. Se encontraron muchas diferencias estadisticas significantes. Este especie de estudios amplia perspectivas y aclara decislonea pedagogicos.

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Professional and Parent Views of Early Childhood Programs: A Cross‐Cultural Study

Cited by 7 publications

References 8 publications

Parent and teacher expectations for developing young children: A cross-cultural comparison between Ireland and Finland

Parent and teacher expectations for developing young children: A cross-cultural comparison between Ireland and Finland

Comparison of the Revised and Original Versions of the Bayley Scales of Infant Development

Impact of societal orientations on early childhood programmes and parents and professionals views of those programmes: Sweden, England, United States

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