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ABSTRACT
The study examined intuitive perceptions of early childhood education students regarding education and care of children from birth to age 3 in Jewish and Arab societies. Research included 182 education students majoring in early childhood at three Israeli colleges. Data were collected via a questionnaire covering five topics: What is the most influential year in child development? What aspects make the greatest contribution in influencing child development? What care and education setting makes the greatest contribution? What roles of the individual in charge of child care contribute to the child’s care and education? and What are the desirable ways of coping with children’s distress? The results showed differences in perspectives in all five questions, which were primarily caused by cultural differences. The authors saw that though both cultures reside in the Israeli society and share common approaches, cultural environment still has an effect on their perceptions regarding the first year, the areas of emotion, and the child’s welfare. This study contributes to the understanding of the preparation of the early childhood caregiver, while emphasizing the important impact of the cultural context on the perceptions of Arab and Jewish caregivers in Israel.
Acknowledgments
The research reported in this article was made as a part of a wide-range collaborative research study conducted by a team of research colleagues, including the authors of this article. The authors extend thanks to Dr. Ester Robin, Dr. Ibtisam Marey-Sarwan, Dr. Ora Segal-Drori, and Zohara Shifrin for their assistance in collecting data.
Notes
1. A comprehensive law that includes many amendments to prevent any conflict between existing laws and the State Budget Law for the upcoming year.