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    Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Bary, Raewyne Louise
    Research has demonstrated that close and affectionate relationships between infants/toddlers and teachers within early childhood settings are of vital significance. It is within these relationships that infants and toddlers cognitive, emotional and physical health is promoted and protected (Dalli, White, Rockel, & Duhn, 2011; Rolfe, 2004; Shonkoff & Phillips, 2000). It is also in these close foundational attachment-type relationships that children develop adaptive emotional regulation and individual self-concept. These relational experiences form the blueprint for the manner in which children and adults approach and negotiate current and future relationships (Treboux, Crowell, & Waters, 2004). The goal of this mixed-method design study was to identify the structural and process quality factors that predict high quality relationship development opportunities between teachers, infants and toddlers. Three case studies were undertaken in the first phase of data generation. The sample for the research comprised groups of teachers, infants/toddlers and their families/whānau. Case study data identified organisational factors that influence the opportunities for quality relationships to develop in Early Childhood Services (ECS); these organisational factors were then further validated in phase two through a national survey of 213 centres that were identified as catering for infants and toddlers. Results showed there is a need for centres to develop relationship-based approaches, which could include primary/key teacher programmes within an organisational climate that is flexible, safe and open to critique and change. This relationship development requires specific attention in each of the three planes of activity: personal, interpersonal and institutional (Rogoff, 1998). The three planes pay attention to: participation of an individual within an activity and how this participation transforms during the course of the activity (personal focus of analysis), the individual’s collaboration and relationships with others (interpersonal focus of analysis), and on cultural/institutional/historical factors (community or cultural or contextual focus of analysis). It is in the structures such as rosters, or duty lists, and staff rotations where relationship opportunities get missed or unfulfilled. The findings suggest that the reduction of teacher rotation in the infant and toddler areas should be considered to promote consistency and continuity for the infants and toddlers and their families/whānau. The need for increasing infant and toddler specific preparation within initial teacher education and on-going professional learning programmes were identified as key factors in improving the development of quality teaching practice. Implications from this study include the need for teachers to recognise the importance of developing attachment-type relationships with the infants and toddlers with whom they work, and to engage in on-going professional learning focused on infant and toddler pedagogy. Finally, the findings recommend that policy makers should develop regulations to ensure ratios for infants and toddlers be maintained at one adult to three children (1:3) for under two-year-olds. There is a call to reinstate the 100% fully qualified teacher requirements (particularly for infants and toddlers); and a need to provide financial and professional support to ensure all infant and toddler teachers can be exposed to a variety of on-going professional learning opportunities. The framework of planes of activity (Rogoff, 1998) has been utilised to make coherent sense of so many variables, each of which contributes to quality relationships between the teachers and the infants, toddlers.
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    The effect of day-care on empathy : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1977) Davey, Janet
    The study incorporated three areas of concern. Literature and research findings related to day-care focussed on the social-emotional effects of attendance. It was found that fears regarding harmful consequences of mother-child separation and multiple caretakers were not substantiated. Although many findings were equivocal, there was considerable evidence indicating beneficial outcomes of day-care. In particular, prosocial behaviours were found to be improved. An important variable in day-care is interaction with peers. The nature of peer influence on children's social development was, however, largely theoretical. It was concluded that peer experiences should facilitate the loss of eogcentrism and coincident increase in empathy in preschool children. Emphasis was placed on the recent change in viewpoint that the preschool child is not necessarily egocentric but capable of responding empathically. Empathy in children was found to be influenced by socialisation experiences and prosocial behaviours were linked, at least theoretically, to empathy. "Cognitive" empathy was within the capabilities of young children and defined as understanding what another person is feeling. The aim of the study, therefore, was to investigate cognitive empathy of children attending day-care. Borke's (1971) Interpersonal Perception Test was used to measure empathy in sixty day-care children (30 male and 30 female) between three and four-and-a-half years of age. Social and interpersonal skills were assessed by a Social Behaviour Rating Scale and the PPVT served as a measure of verbal intelligence. Factors included in the design were length of stay in day-care (NEW, OLD, XOLD), age (3yr.old, 4yr old), sex and a retest after twelve weeks of day-care attendance. Results were analysed in terms of a 5 x 2 (Treatments x Sex) design with length of stay in day-care and age defining treatment classifications. The results indicated that children who had attended day-care for some time were more empathic than children who had not had this experience. Empathy was found to increase with age but there were no differences between male and female children. The extent to which children were empathic was found to be related to their prosocial behaviours and interpersonal skills. Although increases in empathy over the test-retest interval were slight, NEW children showed a greater development in empathy than OLD children. The results also showed that empathy varied with the emotion being identified and there were differences between item - correctness and response - correctness. The study supported the idea that day-care can be a growth-enriching experience and can promote the development of empathy. It is implied that early interaction with peers is the factor largely responsible for improved social development. Finally it was suggested that child-rearing and formal education have great potential for facilitating prosocial behaviours and empathy by offering socialised activities and experiences. Given the implications of this for behaviour modification, especially aggression and violence, it seems particularly important that direct attention be given to facilitating mature levels of empathy and social development.
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    Assessment of children in early childhood centres : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1993) Wilks, Anne
    This study examined the procedures and methods of assessment of children used in kindergartens and childcare centres throughout New Zealand. Through the use of questionnaires to 269 centres followed by structured interviews at 24 centres, and an observation exercise at 12 centres, information was gathered on: • the aim or purpose of assessing children in early childhood centres • the types of procedures used for assessing children • the areas of development covered by the various methods of assessment; and • the use to which the assessment information was put once it had been collected. Staff in centres were also asked about their perceived current needs for carrying out assessment of children. The study found that a diversity of approaches were used for assessing children. While 41% of centres had written assessment of all children, the remainder either did not have any written assessment or only assessed some children. Observations were the main form of assessment used and this was usually supplemented by other assessment procedures. Some children were more likely to be observed than others. Those children who had a special need or were a concern for some reason featured more in observations than the quieter or busy children. The main purposes for assessing children were for record keeping (accountability) and to help plan a programme. Respondents to the questionnaire said their assessment information was used for planning programmes to cater for individual needs and working on or filling gaps in the development of children. In structured interviews, staff reported that assessment information was used mostly 'to plan a programme' or 'to work with parents'. Assessment information was shared with a variety of other people but mostly other staff and parents. The questionnaire and interview data showed that staff believed that physical, social, emotional, cognitive and language development were the areas of development that they covered most, with less emphasis on aesthetic/creative and cultural development. The observation exercise showed that social, emotional and socio-emotional development were observed more than the other areas of development. Many centres saw the value in assessment however some were quite worried about how it could be practically carried out. Comments specifically about the assessment of children were found in the charter of 46% of centres interviewed. The frequency of assessment ranged from daily to yearly. Information from the study was used in conjunction with the literature review to critically evaluate what was happening in the area of assessment of children in kindergartens and childcare centres in New Zealand. The components needed in order for assessment to be beneficial to children, teachers, parents/whanau and the community were highlighted. Recommendations were made and guidelines formulated on the principles that need to be present if worthwhile assessment of children is to be carried out in early childhood centres.