title: An Evaluation of a Self-directed Parent Training Programme.

authors: Huxtable, Jenny Marie

subjects: self-help

abstract: The aim of this thesis was to investigate the effects of a self-directed parent training programme for preschoolers externalising behaviour problems on child and parenting behaviours. The programme used was the Triple P self-help book and DVD. A non-concurrent multiple baseline design across five participants was used to examine changes in preschoolers externalising and prosocial behaviours over time and parents use of behaviour management strategies was also monitored at baseline and throughout using the self-help programme. A pre-post design was used to further test changes in preschoolers externalising behaviours and parents use of ineffective discipline, and to examine changes in parenting knowledge, competence, and depression, anxiety and stress symptoms. Significant and large effect sizes were found for increased prosocial behaviour, decreased externalising behaviour as shown by the multiple baseline data and parents' decreased ineffective discipline and increased parental competence as shown by the test battery. The pre- and post-measures showed non-significant improvements for parenting knowledge and depression, anxiety and stress symptoms. These findings are comparable to previous research. Parents were satisfied with the intervention, although some participants did not trial all of the strategies taught. This study supports the effectiveness of the self-directed Triple P intervention, without therapist assistance, and suggests that the preschool period may be a particularly important point in preventing the otherwise adverse developmental pathway of externalising behaviour problems. These results require further replication due to the small sample size in the study and the lack of a control group for the pre- post-comparisons. Future parent training research should examine changes in children's prosocial behaviours and parenting knowledge and monitor parents' use of and satisfaction with behaviour management strategies. This would be beneficial in clarifying the nature of these changes and relationship among these variables and to improve parent training programmes to maximise treatment gains.

text: An Evaluation of a Self-directed Parent Training Programme. The aim of this thesis was to investigate the effects of a self-directed parent training programme for preschoolers externalising behaviour problems on child and parenting behaviours. The programme used was the Triple P self-help book and DVD. A non-concurrent multiple baseline design across five participants was used to examine changes in preschoolers externalising and prosocial behaviours over time and parents use of behaviour management strategies was also monitored at baseline and throughout using the self-help programme. A pre-post design was used to further test changes in preschoolers externalising behaviours and parents use of ineffective discipline, and to examine changes in parenting knowledge, competence, and depression, anxiety and stress symptoms. Significant and large effect sizes were found for increased prosocial behaviour, decreased externalising behaviour as shown by the multiple baseline data and parents' decreased ineffective discipline and increased parental competence as shown by the test battery. The pre- and post-measures showed non-significant improvements for parenting knowledge and depression, anxiety and stress symptoms. These findings are comparable to previous research. Parents were satisfied with the intervention, although some participants did not trial all of the strategies taught. This study supports the effectiveness of the self-directed Triple P intervention, without therapist assistance, and suggests that the preschool period may be a particularly important point in preventing the otherwise adverse developmental pathway of externalising behaviour problems. These results require further replication due to the small sample size in the study and the lack of a control group for the pre- post-comparisons. Future parent training research should examine changes in children's prosocial behaviours and parenting knowledge and monitor parents' use of and satisfaction with behaviour management strategies. This would be beneficial in clarifying the nature of these changes and relationship among these variables and to improve parent training programmes to maximise treatment gains.

year: 2010

title: The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community

authors: Kamenarac, Olivera

subjects: the curriculum Te Whāriki

abstract: This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter

text: The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter

year: 2019

title: Māori medium children’s views about learning mathematics: possibilities for future directions

authors: Hāwera, Ngārewa

subjects: New Zealand

abstract: Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

text: Māori medium children’s views about learning mathematics: possibilities for future directions Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

year: 2011