3-5 year old children. camera, videotaping of 2 or involvement of parents in Radio microphone, video, Research in Early (2), Ethnicity and income not 3 children in each setting, the programme and computer effective tools in Childhood Education, pp. 53-56. specified. staff analysis and planning children’s learning at supporting scaffolding (for from transcripts. Critical home, staff researching recording and analysis, for questions asked about topics of children’s interest children’s use, and to scaffolding and beliefs. to extend knowledge base, search for information). use of photos to initiate 2) learning about dialogue, consulting scaffolding of ideas, children about plans for of learning, extension activities. Phase role of documentation of Four: examples of teachers dialogue. Further analysis describing own learning and discussion. and awareness of need for 3)analysis of parent further information about questionnaires and topics children interested questions asked about what in. has changed for parents, staff and children and where to next. 4) (12 months monitoring of sustainability. Pramling, I. (1996). Staff in 3 Swedish 19 months. Interviews of staff Interviews: Criteria used express Upgrading the quality of childcare centres. cultural values (e.g. One week course covering Independent coding of More consistency staff early childhood education: transcendence valued). Children aged 1-4 years. theories and empirical video recordings views about programme for Sweden. In Klein, P. S. High number of social findings about children’s younger children and Less educated nursery (ed), Early intervention. welfare benefit recipients. development and broader scope for looking assistants tended to use Cross cultural experiences Ethnicity not specified. information about Swedish at infants’ and toddlers’ more mechanical aspects of with a mediational pre-school programme. needs. Easier for staff to categories, less able to find approach. New York: co-operate. Routine our what occupying Intervention programme Garland Publishing. activities used in more mind. held monthly video – Palmerus, K. & Pramling, stimulating way, education recording of children and Staff who made most I. (1991) and care better integrated. Increasing the staff and analysis in group progress had greatest Staff role more competence of dealing meetings of all educational interest in educational Fifth differentiated from role of with young children. staff in relation to methods. Early Childhood parents, able to follow mediation categories more specific objectives of (teacher-centred and
Research in Early Childhood Education, (2), pp. 53-56. 3-5 year old children. Ethnicity and income not specified. camera, videotaping of 2 or 3 children in each setting, staff analysis and planning from transcripts. Critical questions asked about scaffolding and beliefs. 2) learning about scaffolding of ideas, of learning, role of documentation of dialogue. Further analysis and discussion. 3)analysis of parent questionnaires and questions asked about what has changed for parents, staff and children and where to next. 4) (12 months monitoring of sustainability. involvement of parents in the programme and children’s learning at home, staff researching topics of children’s interest to extend knowledge base, use of photos to initiate dialogue, consulting children about plans for extension activities. Phase Four: examples of teachers describing own learning and awareness of need for further information about topics children interested in. Radio microphone, video, computer effective tools in supporting scaffolding (for recording and analysis, for children’s use, and to search for information). Pramling, I. (1996). Upgrading the quality of early childhood education: Sweden. In Klein, P. S. (ed), Early intervention. Cross cultural experiences with a mediational approach. New York: Garland Publishing. Palmerus, K. & Pramling, I. (1991) Increasing the competence of dealing with young children. Fifth Early Childhood Staff in 3 Swedish childcare centres. Children aged 1-4 years. High number of social welfare benefit recipients. Ethnicity not specified. 19 months. One week course covering theories and empirical findings about children’s development and information about Swedish pre-school programme. Intervention programme held monthly – video recording of children and staff and analysis in group meetings of all educational staff in relation to mediation categories (teacher-centred and Interviews of staff Independent coding of video recordings Interviews: More consistency staff views about programme for younger children and broader scope for looking at infants’ and toddlers’ needs. Easier for staff to co-operate. Routine activities used in more stimulating way, education and care better integrated. Staff role more differentiated from role of parents, able to follow more specific objectives of Criteria used express cultural values (e.g. transcendence valued). Less educated nursery assistants tended to use more mechanical aspects of categories, less able to find our what occupying mind. Staff who made most progress had greatest interest in educational methods.