Center for Educational Research and Evaluation, and Department of Human Development and Family Studies, National Taiwan Normal University Kids in Taiwan: National Longitudinal Study of Child Development and Care (Sponsored by Ministry of Science and Technology, R.O.C.)
Educarer Questionnaire
Dear childcare providers, teachers, and babysitters,
Hello! We, the research team of the "Kids in Taiwan: National Longitudinal Study of Child
Development and Care", are truly grateful that you have agreed to your child's participation in this research project and your assistance in filling out this questionnaire.
The purpose of this questionnaire is to learn more about children's health, their cognitive, language, social emotional, and motor development, as well as, their home and childcare
environment, quality, and experiences. Because the items of this questionnaire were designed for children across a range of ages, please do not worry if you find your child unable to do something described by an item of the questionnaire. In order for us to gain a complete and accurate
understanding of your child’s development, please answer these questions with patience and answer all questions if possible. Please know that all personnel involved with this research project will strictly abide by the regulations stated in the non-disclosure agreement. Personal information about our research participants will never be disclosed. Please do not worry.
The research team would like to thank you once again for participating in this important research project and send you our best regards.
Our team is composed of national experts and scholars in the field of child development and early childhood education. The purpose of this project is to understand the development of infants and children in Taiwan. The results of this study will allow us to provide specific suggestions and evidence to parents, childcare providers, policymakers, and related personnel. Thank you so much for taking the time to participate in this project.
All the best,
The research team of “Kids in Taiwan: National Longitudinal Study of Child Development and Care”
April 2016
Child No. _______________ Interviewer No. _______________
Date of interview: _______________
2017
New
Edition
1
Educarer Questionnaire (for children aged 0 ~ 6 years) – Preschool Educarer Version
Child No.: __________(To be filled out by this project)
Child’s age in months: ______ month(s) old
Child’s name: ______________________
Child’s gender: _________
Date of interview: ____________________________
I. Basic information for preschool educarers (If you are a nanny or work at a nursery care center, please skip this part.)
Name of educarer: _______________________ Gender of educarer: _______________________
Name of the preschool you work for: _____________Name of the class you teach: _________________
Location of the preschool: _________ County/City __________ Town/Township/City/District 1. You have been a preschool educarer for ________ year(s).
2. You were born in _________ (year).
3. Type of the institution you currently work for:
□
①Public□
②Private□
③subsidized public preschool (public-private collaborated) Licensing status of the institution:□
① licensed□
② not yet licensed4. What certificate/license do you have: [multiple responses are allowed]
□
①Preschool teacher certificate□
②Preschool educarer qualification□
③Assistant preschool educarer qualification□
④Other qualification (please specify _____________)□
⑤None5. Current number of children under your care: ____; current number of educarer co-care with you: ____
6. In the past three years did the institution you work participate in any program sponsored by the Ministry of Education?
□① No
□② Yes【Please continue on 6.1】
6.1 Name of the program and participated year：
□① program 1, participated year _________ □② program 2, participated year _________
□③ program 3, participated year _________ □④ program 4, participated year _________
2
□⑤ program 5, participated year _________ □⑥ program 6, participated year _________
□⑦ program 7, participated year ________ □⑧ program 8, participated year _________
□⑨ program 9,specify:__________________________________, participated year _________
3
Educare Questionnaire (for children aged 0 ~ 2 years) – Nursery Care Center Version
Child No.: ____________(To be filled out by this project) Child’s age in months: _________ month(s) old
Child’s name:_____________
Child’s gender:____________
Child No.: __________(To be filled out by this project) Child’s age in months: ______ month(s) old
I. Basic information for nursery care center educarer (If you are a preschool educarer or a nanny, please skip this part.)
Name of the educarer: __________________
Gender of the educarer: __________________
Name of the nursery care center you work for: __________________
Name of the class under your care: __________________
Location of the center: ________________ County/City ______________ Town/Township/City/District 1. You have _____ year(s) of experience in caring for children under 3 years age (including 3- year-olds).
2. You were born in _________ (year).
3. Type of the institution you currently work for:
□
①Public□
②Private□
③subsidized public preschool (public-private collaborated) Licensing status of the institution:□
① licensed□
② not yet licensed4. What childcare professional qualifications do you have: [multiple responses are allowed]
□ Technician Certificate of Child Care Provider
□ Graduated from senior high school with a child-care related major (e.g., childcare, home economics, and nursing).
□ Preschool educarer qualification
□ Assistant preschool educarer qualification
□ Completed professional training courses for childcare providers and received a certificate
□⑥ None
5. Current number of children under your care: ____; current number of educarer co-care with you: ____
6. In the past three years did the institution you work participate in any program sponsored by the Ministry of Education? [multiple responses are allowed]
4
□① never
□② yes, participated in Friendly Nursing Environment Program, participtated year_________
□③ yes, participated in other program, specify:_____________________ participtated year_________
5
Educarer Questionnaire (for children aged 0 ~ 6 years) – Nanny Version
Child No.: __________(To be filled by this project) Child’s age in months: ______ month(s) old
Child’s name: ______
Child’s gender: ______
Child No.: __________(To be filled by this project) Child’s age in months: ______ month(s) old
I. Basic information of the nanny (If you are a preschool educarer or a nursery care center educarer, please skip this part.)
Name of nanny: : _________
Gender of nanny: : _________
Home location: _________ County/City __________ Town/Township/City/District
1. You have _____ year(s) of experience in caring for children under 3 years age (including 3- year-olds).
2. You were born in _________ (year).
3. What childcare professional qualifications do you have: [multiple responses are allowed]
□ Technician Certificate of Child Care Provider
□ Graduated from senior high school with a childcare related major (e.g., childcare, home economics, and nursing).
□ Completed professional training courses for childcare providers and received a certificate
□ None of the above
4. Have you registered your childcare service with a county/city authority?
□
① Yes□
② No5. Current number of children under age 6 under your care: _______; current number of adults who interact with the child at your facility (e.g., play, talk, feed, hold): _______.
6
II. Activities, courses, and teaching
1. In your opinion, what is the most important thing for children to learn at this age? [multiple responses are allowed]
Please check no more than 3 options, and prioritize the checked options with 1, 2, and 3, where 1 represents the most important, 2 represents the second important, and 3 the third important.
□
①Physical health□
②Self-care skills□
③Communication skills□
④Habits and routines□
⑤Positive mental attitude (e.g., sympathy, empathy, self-confidence, happiness, and positivity)□
⑥Emotional control□
⑦Interpersonal relationships (e.g., cooperation and being a part of a team)□
⑧Cognitive skills (e.g., reading, writing, basic number concepts, color, shape, and sequences)□
⑨Learning attitudes and habits□
⑩Moral conduct□
⑪Reading skills□
⑫Body movement and coordination□
⑬Other (please specify:___________________)2. When you need help at work, do you feel you received sufficient amount of help?
□
①Insufficient□
②Somewhat insufficient□
③Somewhat sufficient□
④Sufficient 3. Would you say your co-educarers’ philosophy of caring and early childhood education is consistent with your philosophy?□
①Inconsistent□
②Somewhat inconsistent□
③Somewhat consistent□
④Consistent□
⑤There is no one working with me.4. This section is about how often you provide children with the specified activity in class. For each item, please check the option that best fits your condition.
Note:
1. For an activity to be qualified for “one time”, it must last for at least 30 minutes.
2. If the child is too young for the activity specified, check “never provided” for that item.
7
No. Activity Never
provided Less than once per wee k
Once or twice a week
3~4 times a
week
5~6 times a
week
7 times or more a week
(more than once per
day)
1 Reading stories to children (without
looking at books) 1 2 3 4 5 6
2
Providing time and props for dramatic play (e.g., housekeeping props, dress up clothes, role play, toy figures)
1 2 3 4 5 6
3 Listening and singing finger rhymes or
nursery rhymes 1 2 3 4 5 6
4 Reading picture books with children 1 2 3 4 5 6
5 Providing activities on counting, math/
number, color and shape 1 2 3 4 5 6
6 Providing activities on sequencing,
sorting, comparing, and measuring. 1 2 3 4 5 6
7 Providing words, patterns, signs or
symbols commonly seen in daily life 1 2 3 4 5 6
8
Teaching or offering opportunities to learn English or other foreign
languages
1 2 3 4 5 6
9
Providing opportunities for children to play games/toys with rules with other children (e.g., puzzles, Monopoly, poker game, or “Peekaboo! I see you”)
1 2 3 4 5 6
10
Watching educational TV programs or video, or using educational computer softwares.
1 2 3 4 5 6
11 Learning Mandarin phonetic symbols 1 2 3 4 5 6
12 Doing movement/dance activities, or
music activities (e.g., dancing to music) 1 2 3 4 5 6 13 Providing gross motor activities (e.g.,
ball play, running) 1 2 3 4 5 6
14
Providing fine-motor activities (e.g., cutting and pasting, folding papers, building small blocks, stringing beads, or molding clay)
1 2 3 4 5 6
15 Checking and taking actions to ensure 1 2 3 4 5 6
8
No. Activity Never
provided Less than once per wee k
Once or twice a week
3~4 times a
week
5~6 times a
week
7 times or more a week
(more than once per
day)
the safety of the equipment and
facilities before the onset of activities.
16 Providing opportunities for children to
choose his/her own play activities. 1 2 3 4 5 6
17
Introducing logical relationships (e.g., cause and effect, same/different, sorting), using concrete experiences, and letting children explain their reasoning.
1 2 3 4 5 6
III. Learning environment
For the following items, check the option that best fits your work setting.
1 = Strongly disagree: meaning providing only a few (three or less) of the materials described in the item, and rarely let children use the materials (e.g., only at transition time).
2 = Disagree: meaning providing only a few (three or less) of the materials described in the item, or let the child use the materials occasionally (e.g., once or twice a week).
3 = Agree: meaning providing many (three or more) of the materials described in the item, and let children use the materials from time to time (e.g., three or four days a week).
4 = Strongly agree: meaning providing many (three or more) of the materials described in the item, and let children use the materials every day.
No. Item Strongly
disagree Disagree Agree Strongly agree
1 Providing various writing materials and tools (e.g., different types
of paper, pens, and stamps) 1 2 3 4
2 Frequent display of visible texts in the learning environment (e.g.,
signs, object names, or the child’s name) 1 2 3 4
3
Providing various types of math/numeracy materials (e.g., materials for numbers, shapes, classification, matching, comparing; can be books, nursery rhymes, or teacher-made materials).
1 2 3 4
9
No. Item Strongly
disagree Disagree Agree Strongly agree
4
Providing various types of nature materials (e.g., insects, stones, shells, leaves, lifelike toy animals, plants, pets, fish tanks, etc.), and science equipment or materials (e.g., magnifiers, magnets, measuring cups, posters/pictures of animals and plants, etc.)
1 2 3 4
5
Providing various types of small building toys or materials (e.g., interlocking blocks, such as snowflakes, Legos, shape blocks, and accessories).
1 2 3 4
6
Providing a variety of dramatic play materials and space (e.g., hand puppets, cloth, dress-up clothes, shoes, props, toy accessories, playset toys, and play space).
1 2 3 4
7
Providing various types of art materials (e.g., crayons, paint brushes, color pens, paints, tools for cutting and pasting, carpentry, 3-dimensional art materials, various types of paper, bottles and cans, art books/pictures, etc.)
1 2 3 4
8
Providing various types of materials for different fine motor skills (e.g., grabbing, twisting, cutting, sewing, piecing together,
squeezing, stringing, nailing, etc.).
1 2 3 4
9
Providing many types of gross motor equipment for indoor or outdoor use (e.g., balance, swings, slides, climbing equipment, different sizes of balls, tricycles, bicycles, etc.).
1 2 3 4
10
Providing sufficient indoor space for play (to allow for multiple types of indoor play to occur at the same time), and materials are well stored and well organized.
1 2 3 4
11 Providing soft objects (e.g., plush pillows, cushions, stuffed
animals, etc.) and cozy areas for relaxation. 1 2 3 4
12 Providing accessible space for privacy that can be used freely by
the child (a separate space protected from intrusion by others). 1 2 3 4
13
Providing enough building blocks (e.g., wooden blocks, plastic blocks, soft blocks, large/small interlocking blocks, cardboard, paper boxes, etc.) and enough accessories (e.g., toy figures, animals, cars, and signs) for use and play.
1 2 3 4
14
Providing various types of toys or tools for sand and water play (e.g., containers, shovels, spoons, pots and pans, toy animal molds, toy trucks, etc.).
1 2 3 4
15 Providing whole-group activities most of the day. 1 2 3 4
IV. Upbringing
10
For each item, please select the option that best reflects your opinion about how a child should be taught.
1 = “Strongly disagree”, meaning you disagree 90%~100% with what the item describes.
2 = “Disagree”, meaning you disagree 60%~80% with what the item describes.
3 = “Agree”, meaning you agree 60%~80% with what the item describes.
4 = “Strongly agree”, meaning you agree 90%~100% with what the item describes.
No. Item Strongly
disagree Disagree Agree Strongly agree
1 The adult’s scolding or criticism helps the child improve. 1 2 3 4 2 The child should be punished when he/she is disobedient. 1 2 3 4 3 The adult should tell the child to feel ashamed when he/she
misbehaves. 1 2 3 4
4 An adult should feel ashamed if the child misbehaves when they go
out. 1 2 3 4
5 The adult should teach the child to get better and better, as a way to
help the child improve. 1 2 3 4
6 The child’s high academic achievement is the basis for the adult ‘s
sense of accomplishment. 1 2 3 4
V. Teacher-student relationship
For each item, please select the option that best reflects your opinion about how the relationship between you and the child should be.
1 = “Strongly disagree”, meaning you disagree 90%~100% with what the item describes.
2 = “Disagree”, meaning you disagree 60%~80% with what the item describes.
3 = “Agree”, meaning you agree 60%~80% with what the item describes.
4 = “Strongly agree”, meaning you agree 90%~100% with what the item describes.
No. Item Strongly
disagree Disagree Agree Strongly agree
1 When I talk to the child, the child should look at me attentively. 1 2 3 4 2 When I point out the child’s mistakes, he/she must not
talk back. 1 2 3 4
3 When I scold the child, he/she must not wear a long face (or give
a dirty look). 1 2 3 4
11
No. Item Strongly
disagree Disagree Agree Strongly agree
4 The child should obey all the rules I set. 1 2 3 4
5 All my demands are in the best interest of the child, so the child
should repay me when he/she grows up. 1 2 3 4
6 The child should be thankful for what I have done for him/her. 1 2 3 4
Part II: Childcare Survey
I. Childcare Survey
1.How much time per day does this child spend at the childcare setting?
______ hour(s) per day on average, from hh:mm to hh:mm (24-hour format) (e.g.,. 0740 for 7:40am and 1830 for 6:30pm)
2.When you talk to the child, what language do you usually speak? (multiple responses are allowed)
□
①Mandarin□
② Minnan dialect□
③ Hakka□
④ An indigenous language□
⑤ English□
⑥ Other (please specify ____________)3.On average, how much time each day does the child spend on watching TV (including all kinds of recorded media, such as DVDs) here?
□
①None□
② Less than 0.5 hour□
③ 0.5~1 hour□
④ 1~1.5 hours□
⑤ 1.5~2 hours□
⑥ 2~2.5 hours□
⑦ 2.5~3 hours□
⑧3~3.5 hours□
⑨ 3.5~4 hours□
⑩ 4~4.5 hours□
⑪ 4.5~5 hours□
⑫ More than 5 hours 4. In your opinion, how easy is it to take care of /teach the child?□
① Very hard□
① Somewhat hard□
① Somewhat easy□
① Very easy II. Teacher-child interactionsFor each item, please select the most appropriate option based on your associations with the child in the past 3 months. .
1 = “Rarely”, meaning never or less than once a week.
2 = “Sometimes”, meaning once or twice a week.
3 = “Often”, meaning three or four times a week.
4 = “Very often”, meaning five to seven times a week.
No. Item Rarely Sometimes Often Very
often
1 I know the child’s interests and abilities and use this information in 1 2 3 4
12
No. Item Rarely Sometimes Often Very
often
my interaction with him/her or in designing activities for him/her.
2 I change my schedule to accommodate the needs of the child. 1 2 3 4 3 On busy and chaotic days, I am more irritable and less patient if the
child misbehaves or gets into trouble. 1 2 3 4
4
When the child is involved in play, I pay attention to what he/she is doing, and give help when needed (e.g., providing materials, helping the child complete a difficult task).
1 2 3 4
5 I listen closely to what the child says and respond to him/her
positively. 1 2 3 4
6 When speaking to the child, I elaborate on his/her words or
encourage him/her to say more. 1 2 3 4
7
I talk to the child about things or events that happened in the past (e.g., a trip we went on together or how it was on his/her first day at the preschool/nursery care center/nanny’s residence).
1 2 3 4
8 I help the child communicate or interact with other children (either
initiated by the child or initiated by other children.) 1 2 3 4 9 When the child run into conflict with other child(ren), I help him/her
understand other people’s perspectives. 1 2 3 4
10 I can teach the child well. 1 2 3 4
III. Family-childcare center relationship
1. Family-childcare center relationship
For each item, please select the option that best reflects your actual experiences in interacting with the child’s parents.
1 = “Strongly disagree”, meaning you 90%~100% disagree with what the item describes.
2 = “Disagree”, meaning you 60%~80% disagree with what the item describes.
3 = “Agree”, meaning you 60%~80% agree with what the item describes.
4 = “Strongly agree”, meaning you 90%~100% agree with what the item describes.
No. Item Strongly
disagree Disagree Agree Strongly agree
1 The child’s parents care about me. 1 2 3 4
2 The child’s parent lets me know that I am a good educarer/nanny. 1 2 3 4 3 The child’s parent appreciates the efforts I put in to care and 1 2 3 4
13
No. Item Strongly
disagree Disagree Agree Strongly agree
educate the child.
4 The child’s parent provides me with information regarding the
child’s learning at home. 1 2 3 4
5 The child’s parents accept my suggestions regarding child rearing. . 1 2 3 4
2. Roles and responsibilities
This section is about who is primarily responsible for the tasks specified below. Please check the option that best fits your opinion. [choose only one option]
No. Item
The child’s parent
The educarer
The child’s him/herself
1
Making sure that the child reviews what he/she learned at the childcare setting and making sure he/she understands what was taught.
1 2 3
2 Helping the child learn to control his/her emotions. 1 2 3
3 Identifying what the child is most interested in learning. 1 2 3 4 Ensuring good communication between home and the childcare
setting. 1 2 3
5 Making sure that the child’s learning environment is safe. 1 2 3 6 Making sure that the child is getting the support he/she needs to
do his/ her best at the childcare setting. 1 2 3
7 Making sure the child has an adult to talk to in the childcare
setting. 1 2 3
8 Making sure that the child has good relationships with his or her
peers. 1 2 3
---
