Browsing by Author "Han, Myae"
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Item Can an intensive professional development on play change child care providers’ perspectives and practice on play?(International Journal of Play, 2023-05-17) Han, Myae; Buell, Martha; Liu, Di; Pic, AnnetteEarly childhood teachers need knowledge and skills to support play and learning. However, the child care workforce often has limited or no preservice training on play, relying instead on in-service training. With policy shifts towards a standards-driven curriculum in the U.S., there is limited in-service play training available, creating a need for high quality in-service training on play. This study introduces a model of intensive professional development (PD) on play – a group workshop coupled with a group coaching model – implemented in the Mid-Atlantic area in the U.S. The play training focused on three areas: self-active play experience, the knowledge and skills needed to support children's learning through play. The group coaching component included feedback on self-recorded video practice and an opportunity for participants to share reflections on supporting play with each other and the coaches. We conducted an interview study with the participants about their perspectives on play and practice after the intensive PD. Qualitative data analysis revealed that: (1) all participants changed their perspectives on play after the play PD; (2) participants implemented strategies from the training and supported more play in practice; and (3) despite increased knowledge and skills, participants continued to experience challenges when implementing play strategies.Item Child Temperament as a Moderator of Promoting First Relationships Intervention Effects Among Families in Early Head Start(Prevention Science, 2022-01-21) Hustedt, Jason T.; Hooper, Alison; Hallam, Rena A.; Vu, Jennifer A.; Han, Myae; Ziegler, MelissaAs availability of parent–child interaction curricula increases, Early Head Start (EHS) provides a relevant context to test research-based parenting models as part of everyday practice. We trained EHS staff to incorporate the Promoting First Relationships (PFR) intervention into ongoing weekly home visits with mothers and their young children (n = 102) enrolled in EHS. Children had a mean age of 19.75 months and were 56% Hispanic, 23% Black, and 14% White. Families were randomly assigned to an intervention group where they participated in PFR as an EHS enhancement, or to a waitlist-control group where they received only typical EHS services. To explore the possibility that effectiveness of parent–child curricula may differ based on child characteristics, we used linear regression to examine children’s temperament as a potential moderator of PFR efficacy on outcomes related to parenting stress, family functioning, and parent–child interaction. While we did not find a significant main effect of PFR for the full sample, there were several significant moderated effects. For families where children showed higher levels of surgency, mothers’ parenting stress was significantly reduced after PFR participation. Also, when children showed higher levels of negative affect, mothers demonstrated higher sensitivity in parent–child interactions after participating in PFR. Given findings from our exploratory study, agencies should consider the characteristics of families served and the match with intervention priorities, when selecting intervention programs. When delivered as a home visitation enhancement, PFR may be a valuable support for certain enrolled families, based on child characteristics including high levels of surgency or negative affect.Item Refugees’ Perspectives on Cultural Adaptation and Education of Their Children: Myanmar Refugee Mothers’ Story(International Journal of Higher Education, 2023-08-05) Lim, Boo Young; Han, Myae; Han, Shin Ae; Lee, Jiyeon; Lake, VickieThis qualitative study explored Myanmar refugee mothers' perceptions and experiences of social and cultural capital use for their children’s education and cultural adaptation while resettling in the host country, the United States. The multiple sources of data were collected and triangulated, including a parent survey, individual interviews with three mothers, a focused group interview with a group of mothers, and meticulous field notes. The findings revealed three prominent themes of social and cultural capital use among Myanmar refugee mothers: education as hopes vs. concerns, language as an opportunity vs. disappearance, and community as social capital vs. social distance. The Myanmar refugee families engaged in complex negotiations for each capital as they supported their children’s education and cultural adaptation. Refugee mothers strived to utilize their past experiences as well as cultural and social resources, such as their home language, nurturing relationships, and networking with fellow ethnic mothers, to provide diverse social and cultural capital for their children. This study offers valuable insights for teachers and policymakers when considering the successful integration of refugee children and families into current school systems.