bluuebunny/crossref_metadata_2025 huggingface dataset:
Early Childhood Education Encounters the Postmodern: What do We Know? What Can we Count as ‘True’?
Authors: Alloway Nola
Published: June 2019

In both the academic community and the community at large there has been much talk about the impact of postmodernism on particular fields of study and on our ways of thinking about issues. Very little consideration has been given to how postmodernist thinking potentially impacts on early childhood education. This paper looks at how postmodernist thinking can disrupt traditional beliefs about child development and appropriate practice by asserting a more critical and sceptical approach to knowledge and truth statements. Postmodernism opens out the possibility for multiple points of view, for a plurality of voices to be heard. When taken on board, the impact of postmodernism can be simultaneously daunting and liberating. Early childhood educators need to understand the basic tenets so that they are not left out of the debate.
Children's Misconceptions and Conceptual Change
Authors: Watson Linda
Published: June 2019

Children bring a range of beliefs relating to the scientific domains to early childhood services. These often differ from the accepted ‘scientific view’ and hence are termed ‘misconceptions’ or ‘preconceptions’. An examination of how these misconceptions change over time, through instruction and through other mechanisms is presented in the paper that follows. Piagetian and Vygotskian theories offer insights into children's misconceptions, relating to how they are formed, and how they are influenced by personal experience and social factors. Both of these theories can be utilised to ensure that early childhood educators respond appropriately to children's earliest conceptions and promote children's concept development.
Children's Construction of ‘Fair’ Representations of One-Third
Authors: Watson Jane M.
Published: June 2019

This article discusses the development of the concept of the fraction one-third by children from pre-Grade 1 to Grade 4 in terms of their ideas of fairness and equality of sharing. Twenty-four children were interviewed and asked to share a pancake fairly among three dolls. The context was chosen to allow children to use out-of-school intuition and understanding if preferred. Four levels of development are identified leading to the idea of fair fractions as those where each part contains the same amount of pancake. The identification of intermediate strategies for sharing should assist teachers in planning activities to achieve a mathematical understanding of fair fractions.
Collaborative Interactions in Young Children
Authors: Gillies Robyn M.
Published: June 2019

This paper reports on a study which was conducted in eight classes across two year levels (Years 2 and 4) in four schools in suburban Brisbane. The study was designed to determine if there were differences between the collaborative interactions of the children who were trained to work together (Trained group) and those who were told to work together but were not trained (Untrained group).

The study found that the children in the Trained groups were consistently more collaborative and helpful to each other as they tried to involve each other in the learning task. They provided more assistance to each other, even when this help was not explicitly requested. Moreover, the children in the Trained groups used more inclusive language (e.g., frequent use of ‘we’ or ‘us’) than their peers in the Untrained groups and these behaviours were exhibited by the children in the Trained groups across the two year levels. In effect, the study showed that it is possible to train lower and middle primary school children to assist and support each other's learning.
Teacher Ethnotheories & Child Temperament: Impact on Classroom Interactions
Authors: Kean June
Published: June 2019

The effects of eight teachers’ ethnotheories (beliefs and values) were examined in relation to interactions in the classroom (teachers, target children) with two broad groupings of child temperament (Difficult Temperament N = 16, Easy Temperament N = 16) which were established on the basis of teachers’ ratings of child temperament using The Preschool Inventory (Billman, 1981). Temperament (individual behavioural style) was conceptualised as the manifestation of affective displays and social behaviours in context, with emotions acting as signals for interactions. Interviews were conducted with the teachers to elicit their beliefs and values, their expectations for children, and to establish their tolerance levels for the more difficult child behaviours.

Sixty-four hours of classroom observations were conducted. A pattern of different positive and negative interactions emerged between the more difficult temperament group (Difficult Temperament), and those with relatively easy temperaments (Easy Temperament). Difficult Temperament children consistently gave and received from teachers more negative-valence in emotional and social behaviours, than the Easy Temperament children. Easy Temperament children displayed and were responded to with more positive-valence in emotional and social behaviours. Evidence was found for the impact of teacher tolerance levels and expectations on classroom interactions.

These findings suggested that early childhood teachers need to give careful consideration to their beliefs and values in developing more effective teaching techniques for children with differing temperaments.
Work Rewards, Job Satisfaction and Accreditation in Long Day Care
Authors: Lyons M. F.
Published: June 2019

The Quality Improvement and Accreditation System (QIAS) is designed to create benchmarks for quality long day care (LDC). As accreditation does not influence employment conditions, high staff turnover and departures from the industry of qualified and experienced workers is the result. High staff turnover and industry attrition of workers can be abated if both the determining and contributing factors of quality care are simultaneously addressed. Failure to examine and improve the extrinsic rewards of work in LDC will dilute the child-centred outcomes of accreditation as well as the occupational commitment of child care workers.
A personal Perspective on Challenging Behaviour: ADHD?
Authors: Young-Loveridge Jenny
Published: June 2019

This paper presents my own personal perspective on the challenging behaviour of my son, and my attempt to theorise about that behaviour using the work on ‘temperament’. The history of ‘attention and behaviour problems’ is briefly outlined, culminating in the most recent work on neuropsychological factors. The paper then considers the ways that various approaches assign the blame/responsibility for ‘problems’ to different locations, including the individual child, the family, and the wider social context. Consideration is given also to the connections between ADHD and gender.
Selected Perspectives on ADD and ADHD
Authors: Porter Louise
Published: June 2019

This article offers an overview of ADD and ADHD, their causes and long-term prognoses. The complexities of the conditions, our incomplete knowledge about them and the difficulties of diagnosis during the early childhood years are discussed. Assessment and treatment options are summarised and the conclusion reached that, while our understanding of ADD and ADHD is still incomplete and we have still larger gaps in our knowledge of treatment options for many children, the condition has so many secondary effects that designing an individualised and multimodal treatment regime is essential.
Parenting and Family Support for Children with ADHD
Authors: Sheridan Judith , Dwyer Sarah B. , Sanders Matthew R.
Published: June 2019

The objective of this paper is to examine the impact of ADHD on the functioning of families. A review of recent research indicated that the persistence of symptoms into adulthood and the high rate of comorbidity with behaviour, psychiatric and mood disorders, are major additional stressors for families. Although the clinical presentation, developmental manifestations and patterns of comorbidity have been refined, it is emphasised that effective management of this disorder requires access to interventions which are both multilevel and multimodal. A model of a multilevel system of intervention that can be tailored to the individual family's needs at different stages of development is presented.
Attention-Deficit Hyperactivity Disorder in Children under Five
Authors: Barreda-Hanson Consuelo , Kilham Christine
Published: June 2019

Attention deficit hyperactivity disorder, or ADHD, continues to be a complex condition to assess and treat, particularly in young children. Nevertheless, early diagnosis and treatment of ADHD are crucial because early intervention may help attenuate or even prevent certain undesirable effects in the lives of children and their families. This article provides a description of the disorder as manifested by children under five years of age. This is followed by a discussion of diagnostic issues. Finally, an integrated approach to treatment is suggested.
Antisocial Play in the Preschool: Survey Data on Children's Behaviour and Some Response Strategies in Current Use
Authors: Gruss Christine , Jackson Ian , Grimson Anne , Hedgcock Derek
Published: June 2019

Antisocial play behaviour, though not commonly encountered in the preschool, nonetheless introduces interpersonal as well as organisational tensions when it occurs. The research reported in this paper is based on survey details which outline the behaviours involved and a range of strategies currently used to deal with disruptive play. The study used a sample from State preschool centres in North Queensland. Survey responses highlighted the general practice of keeping centre rules and guidelines constantly in public view, and the need for diversity and flexibility in access to and deployment of strategies designed to ameliorate the impact of antisocial play.
‘The Yeti's on the other Side’: The Narrative Nature of Children's Play
Authors: Mallan Kerry
Published: June 2019

This paper considers the narrative function of children's play by focusing on interwoven elements of story, imagination, and visual expression. It is argued that both story and play are important features of children's lives. When children engage in storytelling they are participating in a form of play which brings into account both their knowledge of the world and their knowledge of narrative conventions. Context is seen as an important factor in shaping and constraining the stories children tell. The paper concludes that storytelling has the potential to enhance literacy and, therefore, children's oral storytelling in classrooms needs to be encircled.
‘Me not a Boy, Me a Person!’: Deconstructing Gendered Interactional Patterns in Early Childhood
Authors: Fleer Marilyn
Published: June 2019

The post-structuralist literature provides the early childhood field with a powerful analytical tool for deconstructing patterns of interaction as well as helping to question the assumptions held about teaching and learning. However, most of this literature is written in ways which make it inaccessible. This paper discusses the construction of gender and the storylines that evolve through the use of a metaphor of the story of The Three Bears. Examples of interactions in child care and preschool are given with the view to making this important literature more accessible and relevant to child care and preschool settings.
Mothers’ Views about Homework in the Early Years of School
Authors: Warton Pamela M.
Published: June 2019

Homework is an accepted and encouraged part of school practice which serves a number of functions for most children. One such function, it is argued, is to help children to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents’ and teachers’ views and practices are influential. This study investigated the views of mothers of Grade 2 children about both homework practices and attitudes. Results indicated a consistent set of homework practices but considerable variation in the views held by mothers of this age group. Implications for the development of both children's sense of responsibility and responsible homework practices are discussed.
‘Are you Thinking what I'm Thinking?’ Bananas in Pyjamas as a Medium for Exploring Young Children's Understanding of Mind
Authors: Szarkowicz Diane Louise
Published: June 2019

Young children's understanding of false belief beliefs which are inconsistent with reality, was investigated by using either the video or book of Magic Carpet, from the Bananas in Pyjamas series. Children who watched the video demonstrated a greater understanding of false belief than children who had the book read to them. However, there was no difference between groups in understanding of second-order beliefs (beliefs about beliefs), which indicates that the understanding of the book group may have been underestimated because of the nature of the task.
The Octopus Project—‘I was Making Bing and Bong’: Children's Conceptions of their Own Musical Improvisations
Authors: Dilkes Helen
Published: June 2019

This article describes a phenomenographic study of children's experience of music in the natural context of an early childhood centre. Within a large collaborative research venture, The Octopus Project, children were observed improvising on musical instruments. They were interviewed later about their spontaneous musical play, and transcripts of the interviews were central in the analysis. The research process, which includes the use of video, is discussed in this article. The preliminary findings presented shed light on the wealth of informal musical knowledge children bring to the early childhood setting.
Quality Early Childhood Practice for Young Aboriginal Children
Authors: Butterworth Dawn , Candy Judith
Published: June 2019

This paper explores the issue of quality early childhood practice for young Aboriginal children by applying the dimensions of quality posited by Munton, Mooney and Rowlands, (1995). The literature on recommended policy and practice is analysed, in relation to effectiveness, acceptability, efficiency, access, equity, and relevance to Aboriginal children and their families, bearing in mind the variations in needs, and links with Aboriginal cultures, values, and languages. In the light of this analysis, recommendations are made for the provision of a quality early childhood curriculum that will result in successful learning, while promoting children's self-esteem and self-worth and fostering cultural and learning strengths.
The Perceptions of Principals on their Leadership Role in Pre-primary
Authors: Stamopoulos Elizabeth
Published: June 2019

The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector.

For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres?

The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.
There's a Student Teacher in my Centre: Cooperating Teachers’ Perspectives
Authors: Goodfellow Joy
Published: June 2019

Recent research on teacher thinking and on the changing role of early childhood teachers has emphasised the importance of gaining insights into how practitioners themselves view their professional world. This article reports on a study which sought to express the voices of practising teachers who have the responsibility for student teachers during their field placement or practicum experience. The practicum is said to have a powerful influence on developing professionals, yet little is known about the experiences of the cooperating teachers who are responsible for student teachers at the field placement site. What is revealed are issues critical to the enhancement of university-based field experience programs. These issues warrant attention both within university-based field experience programs and within the context of increasing demands being placed on early childhood teachers.
Immigrant Families’ Expectations of Early Childhood
Authors: Ebbeck Marjory , Glover Anne
Published: June 2019

This paper presents some of the findings of a study which examined the views of 101 South Australian immigrant families concerning their educational expectations for their children who are in the age range of birth to 8 years. These families came from Vietnam, Cambodia, Indonesia, the People's Republic of China, and the Philippines. Likewise, the views of 100 early childhood teachers working in early childhood centres were examined in relation to their educational expectations for the children of immigrant families. A comparison of the findings is presented in this paper, noting the commonalities and differences between parents and teachers to seven questions about their expectations of preschool education.
Parents’ Work and Family Roles: Their Contribution to Children's Learning about Work
Authors: Bowes Jennifer
Published: June 2019

Parents’ work and family roles influence their children in many ways. An often overlooked impact is on children's developing ideas about work. This paper reviews research on young children's developing ideas about work, particularly of unpaid duties in the home. It argues that children learn about work and cultural values, ownership of work, work relationships and the links between work and money from their observations and experiences of household chores. The contribution of parents’ paid and unpaid work roles to children's learning about work and the processes by which children learn about paid and unpaid work are discussed, as are the implications for early childhood professionals in their direct and indirect teaching of young children about the world of work.
Emergent Literacy in the Preschool Years
Authors: Makin Laurie
Published: June 2019

Recent surveys of national literacy standards have prompted a barrage of accusations that schools are not doing their job (e.g. Sydney Morning Herald, 16 Sept. 1997). It is widely accepted that children who have not made the breakthrough to literacy by the end of Year 2 are likely to have continuing problems. There is less agreement about when literacy starts. The Australian Language and Literacy Council (1995) states that what children bring to school is the critical factor in literacy, and neurological research indicates that the first three years of life are a critical learning period (Newberger, 1997). The purpose of this paper is to invite early childhood staff to review their programs to ensure that children are supported in their emergent literacy. Suggestions are made of ways in which staff can provide appropriate emergent literacy experiences and of the learning that can take place through these experiences.
Mediating Children's Functioning as Readers in a Year 1 Classroom
Authors: Harris Pauline
Published: June 2019

Over the past five or so years, teachers in the early school years have been faced with the challenge of shifting their reading instruction from more implicit, child-centred approaches to more explicit, text-focused instruction. This has been in response to the introduction of the NSW English K-6 Syllabus (NSW Board of Studies, 1993). This syllabus requires teachers to provide explicit instruction about texts in terms of their features, the purposes they serve, and how they are organised. The question this has raised is, how might such an emphasis be met while still taking account of children's active roles as learners and readers?
Collaborating for Language, Speech, and Literacy—A Practical Model of a School-Based Speech Pathology Service in Rural Australia
Authors: Heins Karen
Published: June 2019

Speech pathologists can assist primary schools in their work with students with language disorders. However, they are a scarce resource in rural areas and collaborative consultation is often the only realistic option. Teachers, school counsellors, and the speech pathologist servicing Parkes and Condobolin in the central-west of New South Wales have been working together to develop a more school-based speech pathology service. A system of prioritising, school-based assessment, consultation with parents and teachers, skill development workshops and reviews at the school are helping to overcome challenges of a large caseload, lengthy waiting times, and limited time for intervention by parents, teachers and the speech pathologist. Joint learning can start locally but wider continuing education opportunities are essential. Further improving collaboration would involve fuller recording of consultation meetings, having speech pathologists assess in classrooms, recruiting a wider range of volunteers, and more direct volunteer support.
Beyond the Boxes: Planning for Real Knowledge and Live Children
Authors: Fleet Alma , Patterson Catherine
Published: June 2019

Traditional planning formats may be unduly limiting teachers’ work with young children. The familiar planning grids conceived in terms of developmental domains and/or curriculum areas have a tendency to constrain thinking. These ‘boxes’ completed by staff have often become a routine part of planning without contributing to enriching or empowering interactions between children and adults. There is a growing awareness that such recording formats have the potential to overlook that which is worth knowing from the children's perspective. The insights gained from children's questions and the subsequent possibilities of extended investigations need to become visible in the planning cycle. The challenge this raises for early childhood staff is the focus of this paper which examines issues associated with decisions about planning and recording.
Developing Metacognative Skills in Young Children—The Effects of a Specific Instructional Program
Authors: Rodd Jillian
Published: June 2019

This study examined whether certain metacognitive skills involved in critical and creative thinking could be enhanced in five-year-old children (Year 1) of an urban primary school in the south-west of England following training. The instructional model used—Talents Unlimited— claims to teach young children how to think. Three tasks of critical and creative thinking were presented to children in the control (N=24) and experimental (N=24) groups. The results revealed significant differences between the two groups, with the children in the experimental group scoring higher on each measure. No significant differences for gender, literacy, numeracy, or self-esteem were found. The findings suggest that young children's metacognitive skills, specifically in creative and critical thinking, are sensitive to different instructional approaches used by teachers.
A Gesture of Respect—An Investigation into Learning and Teaching through the Arts within a Chinese Preschool Setting
Authors: Deans Jan , Brown Robert
Published: June 2019

In a global community cross-cultural research has taken on increased significance as educationalists grapple with diverse values and meanings. In recognising this need, the University of Melbourne's Early Learning Centre has established a collaborative agreement with the Tianjin Preschool Normal School, Tianjin, China. It aims to support cross-cultural research and a future teacher exchange program. As part of the agreement this initial study was undertaken over a one-week period in 1997. It uses diverse data to investigate and describe learning and teaching through the arts in the Tianjin Preschool Normal School Kindergarten.

This collaborative experience has demonstrated a willingness by the Chinese to involve themselves in cross-cultural research which contributes to the international discourse on early childhood theory and practice. It has also drawn further attention to the significance of learning and teaching through the arts and adds to the debate on teacher directed and skills based learning.
Foster Carers: The Invisible Network
Authors: Cusack Michael , Orr Beverley
Published: June 2019

Some 10,000 foster carers make up a significant but largely invisible component of Australia's child support system. The lack of acknowledgment of their contribution to social cohesion by comparison with that accorded to other parts of the community sector provided the initial stimulus for this paper. The subsequent attempt to unpack the reasons for this has raised a whole series of new questions which this paper tentatively seeks to explore. Finally, the paper puts forward some proposals to remedy the deficiencies of the current situation.
Researching Children: The Woes and Joys of Observing and Interviewing Four-Year-Olds
Authors: Murfin Bev , Butterworth Dawn
Published: June 2019

Using young children as informants for a research study is a necessary, but often troublesome, method of collecting data. This article is not a report of research findings. Rather it is an account of the frustrations and traumas (the ‘woes’) and the excitement and rewards (the ‘joys’) of working with four-year-old children in a preschool setting while collecting data for a research study. The data for this study were collected using both videotaped recordings of naturalistic non-participant observations and audiotaped recordings of informal focused interviews. The article details the pitfalls that occurred and elaborates how these can be avoided. Also discussed are the importance and the limitations of piloting data collection methods with young children.
The Effects of Child Abuse on Preschool Children's Play
Authors: Cooper Rodney , Sutton Kari
Published: June 2019

Play is essential for preschool children's normal development and emotional wellbeing. Because play is sensitive to environmental conditions, an abusive or neglectful home environment can adversely affect the child's play development. Although the detrimental effects of physical, sexual, or emotional abuse and neglect are well-documented, few studies have investigated the play of abused children. This paper aims to critically examine the literature and describe the reported effects of child abuse and neglect on preschool children's play. This analysis highlights the need for early childhood professionals to be better informed about the effects of child abuse on young children.
‘He Must have Disguised’: Harry the Dirty Dog and Children's Thinking about Thinking
Authors: Szarkowicz Diane Louise
Published: June 2019

An important development for young children is the ability to understand how mental states influence actions. When children develop this understanding they are able to reason about people holding beliefs which do not correspond with reality. Such false belief understanding is presented in the story Harry the Dirty Dog, and it is important to understand this reasoning to access the humorous meanings intended in the story. In this study children were questioned about the false belief actions in the story Harry the Dirty Dog. More older children than younger children were able to demonstrate their understanding of false belief, suggesting that not all children are understanding the book in the manner assumed by most adults.
Interpreting & Predicting from Bar Graphs
Authors: Watson Jane M. , Moritz Jonathan B.
Published: June 2019

Bar graphs are commonly used throughout society as a simple tool for representing data. How do students in early childhood interpret bar graphs in a familiar context? Thirty Grade 3 students were interviewed to explore their interpretations of a bar graph of how children travel to school and their predictions for various changed circumstances. Student responses to the task reflected three levels of graph comprehension: reading the data, reading between the data, and reading beyond the data.
Facing the Hard Questions: Ethics for Early Childhood Fieldwork Programs
Authors: Newman Linda , Coombe Kennece , Arefi Marzieh , Davidson Fiona , Humphries Jacqueline
Published: June 2019

The issue of professional ethics is often the subject of media attention. Currently in many parts of Australia, the behaviour of politicians, police, teachers, and journalists is under scrutiny, leading to work on the development of codes of ethics and conduct for many professions. The early childhood profession in Australia already has a Code of Ethics; however, the existence of a code does not guarantee its use. Student teachers need to be carefully prepared to exercise sound ethical judgment. This paper reports on a survey of early childhood student teachers in which student experiences and perceptions of ethical dilemmas in the practicum were examined; and suggests strategies for the development of ethical practice in early childhood fieldwork programs.
The Development of the Victorian Municipal Preschool Association
Authors: O'Toole Kevin
Published: June 2019

The Victorian Municipal preschool Association (VMPSA) was established in 1948 as an outcome of the expansion of kindergarten services into local government in Victoria. A significant player in this process was Dr Vera Scantlebury Brown, the then Director of the Maternal and Infant Welfare Branch of the Health Department. She had argued for many years that the best way to organise preschool activities was through local government, and she devised a municipal plan that recast preschool activity as a normal function of the state rather than a philanthropic activity. The rapid expansion of kindergartens in local government in Victoria after the Second World War echoed this shift of emphasis from philanthropy to education, in the establishment of the VMPSA, and, while it was short-lived in its initial inception, the VMPSA did lay the groundwork for a significant local government involvement in the state's kindergartens.
Attitudes towards the Notion of Preparing Children for School
Authors: Lockwood Vanna , Fleet Alma
Published: June 2019

‘Are you going to provide a school readiness program?’ is a question often asked of teachers of four-year-olds. The answer is complicated. Literature which explores the construct reveals that ‘school readiness’ is difficult to define, and varies according to the perceptions and attitudes of people in diverse settings. While the notion of ‘readiness’ is problematic, it is still extensively discussed in the wider community. In order to determine what one group of stakeholders thought about ‘school readiness’ the authors questioned parents/care givers of children who were attending a long day care centre in Sydney. The questionnaire focused on three areas; 1) the importance of characteristics that children had when starting school; 2) assessment methods; and 3) types of preschool program. This research found that parents/caregivers in this setting supported the philosophy and goals of the early childhood profession. They gave priority to the development of positive social and emotional skills and positive attitudes towards learning, and preferred a program which encouraged these outcomes. Further, they preferred the use of a variety of assessment methods, with most value placed on discussion with preschool staff in order to identify how ‘ready’ their child was for school. This paper presents these results and implications for preschool programming, as well as suggestions for further research.
‘A Feeling of Not Being Welcome’: Subtle Discrimination in Early Childhood Education
Authors: Sumsion Jennifer
Published: June 2019

This article focuses on male early childhood educators’ experiences of subtle discrimination within the profession. Using a typology developed by Benokraitis (1997), it draws attention to often unintentional and easily overlooked forms of discrimination, which nevertheless can have an adverse impact on those affected. The article concludes by urging early childhood educators to work together to develop appropriate responses to discriminatory incidents of this nature.
Reconceptualising Early Literacy Achievement: Moving beyond Critique-Paralysis
Authors: Alloway Nola
Published: June 2019

This paper takes early school-based literacy achievement as a particular example of the need to reconceptualise early childhood practices. By drawing on literacy results for identifiable groups of students, the paper argues the importance of moving beyond developmental continua and individual performance indicators in explaining and reviewing school-based literacy achievement. The particular example illustrates how early childhood educators can avoid ‘critique-paralysis’ by examining research data that yield substantial insights related to sociocultural and gender dimensions of literacy learning.
Revisiting Images of the Child in Early Childhood Education: Reflections and Considerations
Authors: Woodrow Christine
Published: June 2019

There have been a number of recent developments impacting on the field of early childhood education that suggest it might be timely to re-examine our understandings of children and childhood. Events such as the development of mandated curriculum for the non-compulsory years, the implementation of diagnostic tools and assessment regimes in the first years of school, and moral panic over paedophilia are all underpinned by certain views of the child and ideals of childhood. This article explores how three dominant constructions of the child embedded in early childhood policy and practice are problematic, particularly in terms of power relationships and agency for the child and how they may constrain the possibilities in early childhood curriculum. The analysis concludes that taking a critical perspective on these childhood images helps reveal hidden assumptions and creates an opportunity for new kinds of images that offer alternative positions to the child as an active social agent and re-orient early childhood curriculum towards its transformational possibilities.
Anwulignan Improves d-Galactose-Induced Learning and Memory Impairment via Regulating P38 MAPK-Nrf2-HO-1 Pathway in Mice
Authors: Yu Zepeng , Jing Shu , Gao Jiaqi , Liu Cong , Li Ning , Yu Chunyan , Sun Jinghui , Wang Chunmei , Chen Jianguang , Li He
Published: June 2019

Schisandra sphenanthera has been used as a Chinese traditional medical herb with its restorative and antioxidant functions for hundreds of years. Anwulignan is a monomeric compound isolated from the total lignans of S. sphenanthera. Our previous study showed that anwulignan has a strong antioxidant activity in vitro. However, it is unclear if anwulignan possesses any function in improving learning and memory. In this study, we examined the effect of anwulignan on the learning and memory impairment induced by d-galactose (d-Gal) in mice. By using Morris water maze and step-through test for the observation of behavioral activities, we found that anwulignan significantly reduced the learning and memory impairment induced by d-Gal. Histological and biochemical analyses exhibited the hippocampal morphological damages as well as decreased superoxide dismutase (SOD) and increased malondialdehyde (MDA) in the blood and hippocampus in d-Gal-treated mice, whereas anwulignan could reverse the morphological change and reduce the oxidative damages in mice. Furthermore, the activation of p38 mitogen-activated protein kinase (MAPK) signaling and expression of nuclear factor [erythroid-derived 2]-like 2 (Nrf2) and heme oxygenase 1 (HO-1) were enhanced in anwulignan-treated mice, suggesting that anwulignan improves the learning and memory impairment induced by d-Gal through its antioxidative activity by activating the p38 MAPK-Nrf2-HO-1 pathway in the hippocampus of mice.
Implications for Beneficial Effects on Cosmetic Activity by Optimizing the 4 Coffee Variety Extraction Process
Authors: Seo Seung Beom , Kim Yu Mi
Published: June 2019

This method allowed for the metabolic profiling and the subsequent evaluation of the content of bioactive compounds and antioxidant activity of coffee samples, depending on the 4 species of coffee (Colombia, Guatemala, Kenya, and Vietnam) and extraction procedure (focused high ultrasound [INEFU]) and (ultrasound extraction [UE] )and (water extraction [WE]). The goal was to provide cosmeceutical activity data about the extraction yield and total polyphenol of the 4 species of coffee by optimizing the INEFU, UE, and WE conditions. Under optimal extraction conditions, which consisted of 1800W for 45 minutes (INEFU) and 500 W for 45 minutes (UE), 10.4-19.5% and 8.2-16.2% (w/w) of the highest extractions yield and total polyphenol content was obtained. For the skin whitening activity, tyrosinase inhibitory activity was observed at 65.5% in the INEFU extracts, which was 26.5% higher than that of the UE extracts (51.8%) in Vietnam coffees. To reduce melanin production in Clone M-3 cells, 88.4% melanin production was observed following the addition of control, WE relative to the control without a sample, and 85.4% and 80.5% were found in the UE and INEFU conditions. The highest total phenol secretion was conclusively obtained under the optimal conditions and resulted in a significant improvement of the coffee-based cosmeceutical ingredient.
Simultaneous Identification of Characteristic Components in HPLC-PDA-ELSD Fingerprint Profile of Ginkgo biloba Leaves Extract
Authors: Ma Guang-Lei , Wan Jiang , Xiong Juan , Yang Guo-Xun , Hu Jin-Feng
Published: June 2019

This is an updated fingerprint profile for the simultaneous identification of 29 compounds, mainly including characteristic -terpene trilactones and flavonoid glycosides from Ginkgo biloba leaves (EGb) by employing a high-performance liquid chromatography-photodiode array-evaporative light scattering detector method. Compounds 1 and 6 had not been previously either detected or described in any EGb samples. In general, these 29 compounds were distributed into 5 regions in the fingerprint according to their different structural properties. This efficient analytical method could be generally applied to the quality control of EGb761 and other commercially available EGb products in the Chinese active pharmaceutical ingredients market.
Understanding the Role of Fatty Acid Substrates on Primycin Biosynthesis by Saccharomonospora azurea During Batch Fermentation
Authors: Kovács Márk , Szalai Mária Sefferné , Seffer Dénes , Pallos József Péter , Drávavölgyi Gábor , Kovács-Valasek Andrea , Kerepesi Ildikó
Published: June 2019

Primycin is a 36-membered marginolactone antibiotic that is biosynthesized through the modular type I polyketide synthase pathway produced by Saccharomonospora azurea, a Gram-positive, soil-dwelling filamentous bacteria. In industrial-scale batch fermentation the primycin-producing strain is cultivated in a complex fermentation media empirically optimized for antibiotic production. To determine the role of various fatty acids on primycin production, the effect of stearic acid (C18:0), palmitic acid (C16:0), lauric acid (C12:0), capric acid (C10:0), enanthic acid (C7:0), caproic acid (C6:0), and butyric acid (C4:0) in growth medium was studied. Our results clearly show that palmitic acid was a better alternative of the originally applied stearic acid in all tested concentrations, while 4.5 g/L proved to be the most effective.
Alkyl Glycerols Activate RAW264.7 Macrophage Cell Line
Authors: Manzhulo Igor V. , Tyrtyshnaia Anna A. , Mischenko Polina V. , Egoraeva Anastasia A. , Belova Alisa S. , Kasyanov Sergey P. , Sultanov Ruslan M. , Pislyagin Evgeny A.
Published: June 2019

Among the marine animals of the Pacific Ocean, crustaceans and mollusks are promising objects for the pharmaceutical industry. The composition of the total lipid fraction of these hydrobionts, includes poly unsaturated fatty acid and much less studied 1- O-alkyl-2,3-diacyl-sn-glycerols, compounds formed by fatty acids and fatty alcohols. The 1- O-alkyl-sn-glycerols (AG) were isolated from the digestive gland of the squid Berryteuthis magister. Previously, we proposed a simple procedure for obtaining AG with a purity of 99.22%, the main components of which are chimyl (94.39%) and batyl alcohol (4.35%). Purity and structure of the obtained products were confirmed by gas chromatography and mass spectrometry technique. In the present study, we showed that AG at concentrations of 0.1 to 5 µg/mL is a strong stimulator of lysosomal activity. In addition, AG increases the level of reactive oxygen species (ROS), the synthesis of nitric oxide (NO) and interleukin-6 expression in the RAW264.7 murine macrophage cell line. This study demonstrates the immunostimulating activity of AG in an in vitro experiment for the first time.
Tibial Plateau Cartilage Lesions: A Systematic Review of Techniques, Outcomes, and Complications
Authors: Melugin Heath P. , Bernard Christopher D. , Camp Christopher L. , Stuart Michael J. , Saris Daniel B.F. , Nakamura Norimasa , Krych Aaron J.
Published: June 2019

Objective

The purpose of this systematic review is to determine (1) current reported treatment options for isolated tibial plateau (TP) cartilage lesions, (2) patient reported outcomes following various treatments, and (3) complication rate and survivorship following various treatments.

Design

A literature search of PubMed, the Cochrane Library, and CINAHL was conducted adhering to PRISMA guidelines. Patients were included if they had TP cartilage lesions treated with surgery. Lesion characteristics, surgical procedure details, patient reported outcomes, complication, and failure rates were collected.

Results

Thirteen studies yielded 205 knees with TP cartilage lesions treated surgically. Ages ranged from 12 to 77 years. Surgical techniques included 138 treated with osteochondral allograft transplantation (OCA), 37 treated with osteochondral autograft transfer system (OATS), 11 treated with microfracture, 11 treated with an osteochondral scaffold, and 8 treated with autologous chondrocyte implantation (ACI). The patient-reported outcome measures were heterogeneous, but all reported improvements with the notable exception of one study evaluating microfracture. The rate of complications ranged from 0% to 4.6%. Failure rate ranged from 22% to 46% for OCA and 0% to 16% for OATS. No failures were reported for the additional techniques.

Conclusions

Various surgical techniques have been utilized for the treatment of TP cartilage lesions. Patient-reported outcome measures were heterogeneous, but improvements were reported following all surgical treatments except for microfracture, which resulted in decreased scores at mid-term follow-up. The complication rate was low for all techniques described. However, the failure rate was higher following unicondylar OCA for salvage treatment of posttraumatic deformities.
Community Violence and Prosociality: Experiencing and Committing Violence Predicts Norm-Enforcing Punishment but Not Cooperation
Authors: Littman Rebecca , Estrada Suzanne , Stagnaro Michael Nick , Dunham Yarrow , Rand David , Baskin-Sommers Arielle
Published: June 2019

How does violence affect prosociality? Previous work shows that exposure to intergroup violence is positively related prosociality. Here, we test whether this finding extends to other types of community violence. In a sample of 100 residents from New Haven, CT, we examine the relationship between exposure to—and committing of—violence and economic games measuring prosociality (paying a cost to benefit others) as well as norm-enforcing punishment (paying a cost to impose a cost on selfish actors). We find that both exposure to violence and committing a violent crime are not associated with cooperation but are positively associated with norm-enforcing punishment. These results suggest that unlike during intergroup conflict, violence is unrelated to cooperation when it occurs in a community context. Rather, norm-enforcing punishment is more commonly employed by individuals who have been exposed to community violence and engaged in violent behaviors themselves.
Frequency of undocumented medication discrepancies in discharge letters after hospitalization of older patients: a clinical record review study
Authors: Graabæk Trine , Terkildsen Babette Gorm , Lauritsen Kira Emilie , Almarsdóttir Anna Birna
Published: June 2019

Transitions of care may result in medication errors, when information about a patient’s medications is not communicated sufficiently. In this clinical record review study, we aimed to evaluate the frequency of undocumented medication discrepancies at discharge from hospital and evaluate which patient characteristics could be associated with undocumented medication discrepancies. Preadmission medication lists were compared against the medication list in the discharge letters, taking into account medication changes documented in the patient record throughout the inpatient stay and in the discharge summary. Out of 200 patients, 174 (87%) were affected by at least one undocumented medication discrepancy, mostly for regular medication. Of the 1972 medications used, 744 (38%) medications were changed without documentation in the patient record, the majority being over-the-counter supplements and herbal medications. Polypharmacy at admission and discharge was associated with increased undocumented medication discrepancies. This study indicates a lack of medication reconciliation during inpatient stay. Correct and complete medication lists at admission and discharge may resolve many of these discrepancies, supporting patient safety at transitions of care.
The creativity of imitation in remake videos
Authors: Hobbs Renee , Friesem Yonty
Published: June 2019

A growth in the popularity of remix culture has led to the phenomenon of people creating videos that explicitly imitate or copy an original work. In order to explore the potential educational value of the remake video phenomenon, we conducted a content analysis of 93 videos that were inspired by “Love Language,” a sentimental narrative video that features the themes of budding romance and disability awareness. Some remake videos attempt to closely match the original work in both content and form. Other producers are inspired by the original work and create remakes that diverge considerably in content, format, and cinematograph. Using content analysis, we examined the ratio of imitation to originality for content, form, and cinematographic variables. Most remakes include careful imitation of narrative story elements, with evidence of originality found in the depiction of social relationships. Format and cinematographic codes reveal less strict imitation. The production of remake videos may enhance media literacy competencies by offering a means for young media makers to develop creative skills through strategic imitation.