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Storytelling in early childhood education: Time to go digital International Journal of Child Care and Education Policy Pub Date : 2021-04-06 Maila D. H. Rahiem
Digital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author's narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and
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Early childhood education in Vietnam, history, and development International Journal of Child Care and Education Policy Pub Date : 2021-01-13 Thao Thi Vu
Vietnam has an age-old history of education, and Vietnamese people have high respect for learning. However, early childhood education (ECE) in Vietnam has been the main concern only since 1945. This paper describes the process of establishment and development of ECE in Vietnam. Before and during the French colonial period in Vietnam, early childhood education was not considered a social task, and therefore
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Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system International Journal of Child Care and Education Policy Pub Date : 2021-01-07 W. M. van der Werf, P. L. Slot, P. N. Kenis, P. P. M. Leseman
The present study examined how in the context of the hybrid, privatized and marketized Dutch early education and care system (ECEC), childcare organizations respond to the public task of supporting inclusion and equity in an increasingly diverse society. Applying cluster analysis on the organizational characteristics of a nationally representative sample of 117 centers providing education and care
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Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment International Journal of Child Care and Education Policy Pub Date : 2021-01-06 Tone Rove Nilsen
This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among
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Uptake of the child care expense deduction: exploring factors associated with the use of the child care expense deduction among families with a child under 12 years International Journal of Child Care and Education Policy Pub Date : 2020-09-11 Loanna Heidinger, Leanne C. Findlay, Anne Guèvremont
The Canadian government implemented the child care expense deduction in 1972, a policy initiative intended to offset the financial cost of child care for eligible families. Although the deduction has now been in place for almost 50 years, and almost half of all families with a child aged 0–14 years use child care (Sinha, 2014), little research has examined the factors associated with claiming the child
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A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables International Journal of Child Care and Education Policy Pub Date : 2020-09-10 Eun Jin Kang
Kindergarteners’ creative dispositions are not only affected by their individual characteristics, but also by the organizational creative climate of their kindergartens. Using the Hierarchical Linear Models (HLM), this study examined a correlation between a 5-year-old child’s variables (e.g. child’s creativity and their perceptions of creative classroom climate), teacher’s variables (e.g. the types
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Household factors associated with infant and under-five mortality in sub-Saharan Africa countries International Journal of Child Care and Education Policy Pub Date : 2020-08-03 Michael Ekholuenetale, Anthony Ike Wegbom, Godson Tudeme, Adeyinka Onikan
Background Child mortality has become a prominent public health issue in sub-Saharan Africa (SSA). The mortality rates can in part be translated to how communities meet the health needs of children and address key household and environmental risk factors. Though discussions on the trends and magnitude of child mortality continue as to strategize for a lasting solution, large gap exists specifically
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The quality of early childhood education and care services in Greece International Journal of Child Care and Education Policy Pub Date : 2020-08-03 Christina Megalonidou
High-quality early education and care experiences are critical for children’s growth and development, families’ ability to work, and the future health of society. In Greece, with regard to research for children under 3 years of age in early childhood education and care services, the issue of quality has been only marginally researched. The lack of available information on the quality of childcare services
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The persistence of reading and math proficiency: the benefits of Alabama’s pre-kindergarten program endure in elementary and middle school International Journal of Child Care and Education Policy Pub Date : 2020-07-23 J. Preskitt, H. Johnson, D. Becker, J. Ernest, M. Fifolt, J. Adams, T. Strichik, J. Ross, B. Sen
Preschool programs provide opportunities to improve early childhood educational outcomes as well as long-term outcomes, such as improved educational attainment, improved socioeconomic status, and improved health in adulthood. However, recent studies of long-term impacts have shown equivocal results, with some educational gains occurring immediately following participation in preschool that diminish
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Playing well with others: a case study of collective impact in the early care and education policy arena International Journal of Child Care and Education Policy Pub Date : 2020-07-02 Sarah J. Zuckerman, Amanda L. Garrett, Susan Sarver, Catherine Huddleston-Casas
The quality and quantity of early childhood care and education services have risen as a key reform area for influencing educational and economic outcomes. However, changes in this policy arena are stymied by the fragmentation of this policy arena. Collaborative approaches have been proposed to create systems-level change. Collective impact is one such approach; however, few examples exist in the early
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Cultural responsiveness in the Incredible Years parenting programme for refugees: a case study International Journal of Child Care and Education Policy Pub Date : 2020-05-13 Anne Marit Vesteraas Danbolt
The Incredible Years is a parenting programme that has been implemented in several countries, and in later years also used in groups consisting of newly arrived immigrant families. The aim of this paper is to explore how refugee parents perceive the cultural responsiveness in the Incredible Years programme offered to a group of newly arrived refugee parents in a municipality in Norway. A key feature
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Implementation of policy, system and environment changes in early childhood education settings International Journal of Child Care and Education Policy Pub Date : 2020-05-11 Charlotte V. Farewell, Jamie N. Powers, Emily Maiurro, Sharon Scarbro, Jennie Quinlan, Jini Puma
Background Changing Policy, System, and Environmental features focused on physical activity and healthy eating behaviors can play a key role in obesity prevention strategies in early childhood education settings because of their broad reach and because they can be sustained over time. The primary aims of this study were to examine the implementation and sustainability of health-promoting PSE changes
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Correction to: The relation between reflection and the quality of a preschool teacher’s education performance International Journal of Child Care and Education Policy Pub Date : 2020-03-24 Zora Syslová
The original article contains a minor typo in Fig. 1; ‘dodactic’ should instead state ‘didactic’.
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Public or private? Determinants of parents’ preschool choice in India International Journal of Child Care and Education Policy Pub Date : 2020-02-24 Saikat Ghosh, Subhasish Dey
Nowadays children aged between 3 and 6 years are mostly attending one of the two major forms of preschool viz. public and private preschools in India. Even though public preschools are free of any financial cost to the parents, their preference is more towards private preschools. Based on a primary sample of 1369 children from 1369 households, this study explores the determinants of parents’ preschool
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Harmony or chaos? Beliefs and practices about conflicts among naturalized refugee children in Tanzania International Journal of Child Care and Education Policy Pub Date : 2020-01-13 Laurent Gabriel Ndijuye
The current study explored beliefs and practices on the main types and common causes of conflicts among naturalized refugee pre-primary children in rural Tanzania. A region with highest number of naturalized refugees in Tanzania was purposively selected. A total of 12 children were involved in the focus group discussion; nine classroom teachers, and three school principals from three pre-primary schools
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Policy levers to promote cultural competence in early childhood programs in the USA: recommendations from system specialists International Journal of Child Care and Education Policy Pub Date : 2019-12-05 Mary L. Porterfield, Catherine Scott-Little
The purpose of the study was to investigate ways in which early childhood systems that rate and license child care programs, known as Quality Rating and Improvement Systems (QRISs), might incorporate requirements related to cultural competence into the system, including incentives, supports, and rewards for programs that foster cultural competence of the early care and education (ECE) workforce. The
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Sustaining collaborative preschool partnerships and the challenges of educating the whole child International Journal of Child Care and Education Policy Pub Date : 2019-12-05 Ryan Alverson, Laken Ginn, Jaesook Gilbert
Introduction Our study examined whole-child preschool programming from a policy perspective. We suggest that whole-child wellness must include sustainable approaches that are systematic and holistic approaches for educating children. The Preschool Partnership Grant was a means of funding preschool districts, who successfully applied for the grant across our state to initiate, continue, and sustain
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Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia International Journal of Child Care and Education Policy Pub Date : 2019-11-07 Ahlam A. Alghamdi, James M. Ernest
Since the first release of NAEYC’s guidelines, DAP has received a lot of attention from childhood professionals in the United States. Internationally, many countries have also shown a growing interest regarding DAP, yet interest in DAP is new to the Saudi educators. Thus, the purpose of this study was to explore preschool teachers’ subjective beliefs toward NAEYC’s guidelines of DAP in Saudi Arabia
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Understanding early childhood education and care utilization in Canada: implications for demand and oversight International Journal of Child Care and Education Policy Pub Date : 2019-10-25 Petr Varmuza, Michal Perlman, Linda A. White
This study examined early childhood education and care (ECEC) utilization in Canada, focusing on use of unlicensed home child care (HCC) from an equity perspective. Data from the 2011 cycle of the General Social Survey (GSS) were used. Across Canada, parent responses reveal that 16.6% of children between the age of 12 months and entry to school were in unlicensed HCC. Another 24% of working parents
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“Who’s got the power?”: A critical examination of the anti-bias curriculum International Journal of Child Care and Education Policy Pub Date : 2019-09-23 Kerry-Ann Escayg
Ample research data indicate that young children recognize racial characteristics and subsequently exhibit both positive and negative racial attitudes toward their own and other racial groups. In the early childhood field, educators commonly adopt an anti-bias/multicultural curriculum to address such issues with young children and—with rare exceptions—such methods are subject to ongoing endorsement
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Effect of cropland and livestock ownership on child labour in eastern Ethiopia: empirical examination of the Wealth Paradox International Journal of Child Care and Education Policy Pub Date : 2019-08-26 Arega Shumetie, Kassahun Mamo
The study examined the relationship between child labour participation and household wealth (in terms of livestock and cropland) considering representative sample smallholders from four (Kurfa Chelie, Kersa, Fedis, and Melka Bello) districts in eastern Hararghe Zone of Oromia regional state of Ethiopia. The descriptive statics showed that average family size was 5.45 individuals per household, which
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The relation between reflection and the quality of a preschool teacher’s education performance International Journal of Child Care and Education Policy Pub Date : 2019-07-30 Zora Syslová
Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development
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How Banking Time intervention works in Turkish preschool classrooms for enhancing student–teacher relationships International Journal of Child Care and Education Policy Pub Date : 2019-07-10 Derya Sahin Asi
In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child–teacher relationships in preschool period. Five- and six-year-old children (N = 93) attending full-time private preschool and their teachers (N = 8) were included in the participant group. It was pretest–intervention–posttest design and data were collected using Semi-Structured
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“You have a status”: a case study of parent leadership in a U.S. school readiness initiative International Journal of Child Care and Education Policy Pub Date : 2019-06-17 Anne L. Douglass, Meredith R. Maroney, Mary Coonan, Donna Haig Friedman, Alice Carter
This study examined an urban school readiness initiative that developed parent leadership as a key strategy for increasing the likelihood that all children enter kindergarten ready to succeed. Parent Leaders were primarily immigrant mothers who conducted outreach activities and child developmental screenings with low income, under-served, urban and immigrant families with young children. Using a rigorous
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The effects of home and school on children’s happiness: a structural equation model International Journal of Child Care and Education Policy Pub Date : 2018-12-01 Masood Badri, Ali Al Nuaimi, Yang Guang, Yousef Al Sheryani, Asma Al Rashedi
This study analyzed the structural relationships between the important constructs of school, home and family, and the happiness of Abu Dhabi school children. Survey data were collected from students in schools in the three regions of Abu Dhabi. The final dataset from 14,837 students was analyzed. Structural equation modeling (SEM) and MANOVA were employed in the study. SEM examined the association
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Care dialogues: shifting family engagement from risk to rights in the USA International Journal of Child Care and Education Policy Pub Date : 2018-12-01 Tonya D. Bibbs
Though family engagement has become a priority in early childhood education and care, there are problems in our understanding of the phenomenon. First, there is uncertainty about the target of outcomes—namely, should it be children or families? Second, the early childhood field lacks ethical guidance to address the complexity of this relationship. Finally, the field has not articulated the political
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Building an ex-ante simulation model for estimating the capacity impact, benefit incidence, and cost effectiveness of child care subsidies in Turkey International Journal of Child Care and Education Policy Pub Date : 2018-11-24 Meltem A. Aran, Ana Maria Munoz-Boudet, Nazli Aktakke
Public financing of privately provided child care can allow for access to these services in places where public provision and capacity are low. However, the mechanisms of subsidy delivery will affect who benefits, and the overall cost-effectiveness of such subsidies. This paper sets out an ex-ante simulation model for estimating the benefit incidence of expanded capacity and enrollments resulting from
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Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis International Journal of Child Care and Education Policy Pub Date : 2018-11-03 Julianne McGuire, Danielle Gallegos, Susan Irvine
Early infant feeding practices are a critical part of education and care programs within Early Childhood Education and Care (ECEC) settings. With an increasing number of children attending ECEC services from a young age, adherence to best practice infant feeding will improve long-term health outcomes. This paper uses inductive and deductive thematic analysis informed by Social Cognitive Theory and
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Is free pre-primary education associated with increased primary school completion? A global study International Journal of Child Care and Education Policy Pub Date : 2018-10-25 Alison Earle, Natalia Milovantseva, Jody Heymann
While global enrollment in primary education has increased significantly particularly since it became a target of the United Nations “Education for All” initiative and one of the Millennium Development Goals, primary completion rates have remained virtually unchanged since 1999. Evidence from studies of individual programs in a range of countries suggests that enrollment in pre-primary education can
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Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents’ social-affective behavior International Journal of Child Care and Education Policy Pub Date : 2018-09-17 Carl J. Dunst, Melinda Raab, Deborah W. Hamby
The purpose of the analyses described in this report was to evaluate both the effects of two contrasting approaches to parent-provided child learning opportunities and the direct and indirect effects on both proximal and distal parent social-affective behavior and verbal appraisals. The participants were 71 children with significant developmental delays or multiple disabilities randomly assigned to
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State early intervention administrator perspectives of prenatal supports for families with high probability diagnoses International Journal of Child Care and Education Policy Pub Date : 2018-09-14 Bonnie Keilty, JaneDiane Smith
Early intervention (EI) for families of infants and toddlers with or at risk for developmental delays or disabilities is federally guided to begin at birth or older. With technological advances in prenatal testing, pregnant families are increasingly learning of diagnoses that result in EI eligibility once the child is born. For these families, research is needed to determine the effects of beginning
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The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers International Journal of Child Care and Education Policy Pub Date : 2018-07-16 Ingrid Midteide Løkken, Elisabeth Bjørnestad, Martine L. Broekhuizen, Thomas Moser
The purpose of this study was to investigate the relationship between two structural factors of quality: organisation form (stable groups versus flexible groups) and staff–child ratio, in relation to interaction quality in toddler groups in Norwegian early childhood education and care (ECEC). Data were collected from 206 kindergarten groups in the period from 2013 to 2015. Interaction quality was measured
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Integrating field-trip activities with other activities in the preschool curriculum: its effects on the preschoolers’ social–emotional skills International Journal of Child Care and Education Policy Pub Date : 2018-05-02 Emine Kızıltaş, Ramazan Sak
This study used a static-group pretest–posttest design to investigate how the social–emotional skill development of 36 Turkish children aged 48–66 months was affected by the integration of field-trip activities with other activities in their preschool curriculum. It was carried out in two preschool institutions in Ağrı Provincial Directorate for National Education over 12 weeks during the 2015–2016
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Inclusive education for Internally Displaced Children in Kenya: children perceptions of their learning and development needs in post-conflict schooling International Journal of Child Care and Education Policy Pub Date : 2018-03-27 Jenestar Wanjiru
The Kenyan society has been characterised by tribal-political-instigated violence since the declaration of multiparty democracy in 1991. The 2007/8 post-election violence (PEV) particularly saw the scattering of families where some children lost months or years of schooling; others were permanently excluded from education, while the participation and achievement of those arriving in school were characterised
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Spotlight on early childhood education. A newspaper coverage analysis of universal preschool debate in Argentina International Journal of Child Care and Education Policy Pub Date : 2018-03-09 Carolina Snaider
Throughout the past decade, the Argentinean government has lowered the starting age of compulsory education and early childhood education enrollment has been growing steadily. However, ECE services have evolved in a fragmented manner, leading to an unequal and inequitable scenario: while private education supports the largest part of the growth, children from low-income families are less likely to
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Perceived accessibility of childcare in Europe: a cross-country multilevel study International Journal of Child Care and Education Policy Pub Date : 2018-02-27 Özgün Ünver, Tuba Bircan, Ides Nicaise
Perceptions of users regarding the accessibility of childcare services have been under-researched. The present study addresses this gap by looking into the effect of systemic level characteristics of the ECEC system on the perceived accessibility of childcare at the individual level. Perceived accessibility is composed of perceived affordability, availability, quality and physical accessibility of
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Voices of child care providers: an exploratory study on the impact of policy changes International Journal of Child Care and Education Policy Pub Date : 2018-02-13 Corey Shdaimah, Elizabeth Palley, Amanda Miller
In debates about child care and early education, the voices of providers are often missing. In this article, we report findings from a study exploring child care provider perspectives on how regulation and policy changes impact their ability to provide care. Data were collected from interviews and focus groups with home-based providers and center-based administrators (N = 55) in rural, urban and suburban
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The key to successful management of child care centres in Jordan International Journal of Child Care and Education Policy Pub Date : 2018-02-13 Loiy Bani Ismail, Hala Hindawi, Worud Awamleh, Mohammad Alawamleh
This research explores vital factors in effective management of care centres (CCs) in Jordan, and the role of key workers in establishing a nurturing family environment for optimal wellbeing of orphans. CCs in Jordan are the home for orphans who have lost one parent, both parents, or whom suffer from impoverishment. The study is based on triangulation of secondary data from relevant literature; individual
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The role of length of maternity leave in supporting mother–child interactions and attachment security among American mothers and their infants International Journal of Child Care and Education Policy Pub Date : 2018-01-16 Raquel Plotka, Nancy A. Busch-Rossnagel
Maternity leave policies are linked to early childhood education and care policies, and in many countries, the length of leave policies determines the need for early care programs. The length of maternity leave varies greatly among mothers in the U.S. because of the absence of a universal policy for paid leave. This study examined associations among length of maternity leave, mother–child interactions
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The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study International Journal of Child Care and Education Policy Pub Date : 2018-01-10 Michael Haslip
This study investigated the link between public pre-kindergarten attendance and first grade literacy achievement in the United States. Participants (N = 1056; first grade children from one mixed-urban city in Virginia in 2012–2013) had either attended district-provided public Pre-K or had not attended formal or institutional preschool of any kind. Significant effects were found on each literacy measure
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Information sharing between teachers and early education programs during school entry in Norway: associations with children’s school adjustment and success in the first year International Journal of Child Care and Education Policy Pub Date : 2017-11-28 Kyle DeMeo Cook, Eric Dearing, Henrik Daae Zachrisson
When children first enter school, they face simultaneous changes in their physical settings, social relationships, and learning expectations. The present study adds to the limited literature on children’s transitions from early education and care into school by examining whether schools can support this transition through information sharing between elementary school teachers and early education programs
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The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach International Journal of Child Care and Education Policy Pub Date : 2017-11-28 Donna K. Housman
Neuroscientific advances demonstrate that the age range from zero to 5 years old represents a critical window for both learning and teaching, which must involve the development of emotional competence and the growth of self-regulation as a foundation for long-term academic, personal, and social success, promoting mental health and well-being. Recent findings suggest that these capacities emerge from
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Online child care training in the United States: a preliminary investigation of who participates, what is offered, and on which topics the workforce is focusing International Journal of Child Care and Education Policy Pub Date : 2017-11-03 Debra J. Ackerman
Current US policies call for a child care teacher workforce that can support program quality and enhance infants’, toddlers’, and preschoolers’ learning and development. Given minimal state pre-hire requirements, this context has implications for the workforce’s in-service training. Yet, there is limited research on who participates in training, the focus of what is offered, and variations in participation
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Challenges in identifying and serving students with special needs in Dodoma, Tanzania International Journal of Child Care and Education Policy Pub Date : 2017-10-23 Phidea H. Mapunda, Abich D. Omollo, Theodora A. L. Bali
The purpose of this study was to assess if there is a functioning school-based system of assessment for identification and intervention programmes for children with special educational needs in pre-primary schools around Dodoma municipality. The study employed mainly qualitative research approach with some elements of quantitative research. Data were collected through interviews and documentary review
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Policy-based instructional reform in early education: how US Head Start teachers perceive instructional mandates International Journal of Child Care and Education Policy Pub Date : 2017-09-20 Jennifer Wallace Jacoby, Nonie K. Lesaux
The goal of this study was to investigate how early childhood teachers reported responding to the instructional mandates they received. To answer our research questions, we completed semi-structured interviews with 20 early childhood teachers and coded their responses. The participating teachers were recruited from a large Head Start agency in the United States. We found that Head Start teachers reported
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Enhancing the quality of kindergarten education in Singapore: policies and strategies in the 21st century International Journal of Child Care and Education Policy Pub Date : 2017-07-11 Ching Ting Tan
Almost all children in Singapore complete 1 year of preschool before entering primary school. However, preschool education (PSE) is not compulsory and is provided primarily by the private sector. Taking the national agenda for reforming PSE at the start of the twenty-first century as the point of departure, this paper describes and discusses the policies and strategies that have been introduced and
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The practice architectures of middle leading in early childhood education International Journal of Child Care and Education Policy Pub Date : 2017-07-11 Karin Rönnerman, Peter Grootenboer, Christine Edwards-Groves
The development of Early Childhood Education in Sweden is a central concern for national and local government, and for school districts and preschools. While principals have the responsibility for, and a particular role in, leading education in the preschools, they are somewhat removed from the core work of teachers. In this article, we argue that it is ‘middle leaders’ who are the critical professionals
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Classifying Korean children’s behavioral problems and their influencing factors: a latent profile analysis International Journal of Child Care and Education Policy Pub Date : 2017-03-23 Jeong Rim Lee, Gilsook Kim, YeJin Yi, Shinyeong Song, Jinmi Kim
Abstract The purpose of this study is to find patterns in the latent profiles of behavioral problems of children aged 4, 5, and 6, in the child and caregiver variables that affected the composition of the latent profile group, and in the differences in children’s social skills by latent profile groups. The study relies on a sample of 1461 children enrolled in the Panel Study on Korean Children. Fostering
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The impact of expected child-rearing expenses on childbirth based on the matching of two Korean panel data International Journal of Child Care and Education Policy Pub Date : 2017-03-14 Eunseol Kim, Seong Hyeok Moon, Jeong Rim Lee, Yoon Kyung Choi, Namhee Do, Dongha Lee
In Korea, recent upward trends in age of marriage and downward trends in fertility rates have motivated the Korean government to provide childbirth grants and Early Childhood Education and Care (ECEC) subsidies. Through such provisions, the government hopes to lower parents’ concerns regarding child-rearing expenses and to promote higher birth rates. Using combined data from the Panel Study of Korean
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Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts International Journal of Child Care and Education Policy Pub Date : 2017-01-23 Amélie Petitclerc, Sylvana Côté, Orla Doyle, Margaret Burchinal, Catherine Herba, Henrik Daae Zachrisson, Michel Boivin, Richard E. Tremblay, Henning Tiemeier, Vincent Jaddoe, Hein Raat
Growing evidence suggests that children’s participation in early childhood education and care (ECEC), especially center-based services, is associated with positive outcomes, particularly for children over one year of age and children of low socioeconomic backgrounds. This signals an important opportunity for reducing socioeconomic disparities in young children’s development. Many western countries
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Longitudinal studies in ECEC: challenges of translating research into policy action International Journal of Child Care and Education Policy Pub Date : 2017-01-21 Bernhard Kalicki, Namhee Woo, W. Steven Barnett
Editorial In many countries, the systems of early childhood education and care (ECEC) are facing major reforms, such as an expansion of the daycare infrastructure to cover younger ages or the stronger emphasis on early education and learning. In line with increased expectations, the question of quality and impact arises. A core question for the governance of ECEC systems as well as for the legitimization
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Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies International Journal of Child Care and Education Policy Pub Date : 2017-01-18 Janina Eberhart, Sophie Hahn, Carolyn Seybel
In this commentary, we draw on examples from the thematic issue ‘Longitudinal studies in ECEC—challenges of translating research results into policy actions’ to discuss how research from longitudinal studies in ECEC can potentially inform policy making. Thereby, we point out the challenges in the relationship between research and policy and suggest three key factors that can promote the impact of meaningful
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Methodological challenges of evaluating the effects of an early language education programme in Germany International Journal of Child Care and Education Policy Pub Date : 2016-12-01 Yvonne Anders, Hans-Günther Rossbach, Wolfgang Tietze
Many early language support programmes have been implemented in ECEC settings over the last years in Germany. Most of them are targeted programmes which have not shown to have longer term beneficial effects. The concept of early language education embedded into daily preschool routines is a child-oriented approach for all children and all age groups. The national programme “core daycare centres language
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Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs International Journal of Child Care and Education Policy Pub Date : 2016-11-25 Alfredo Bautista, Siew-Chin Ng, David Múñez, Rebecca Bull
Contemporary kindergarten curriculum frameworks emphasize the importance of promoting children’s holistic development, thereby focusing on both academic and non-academic learning areas. This exploratory study was conducted with a sample of 123 in-service kindergarten teachers in Singapore. The goals were to investigate the following: (1) how teachers prioritized the importance of the various learning
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Analyzing early child development, influential conditions, and future impacts: prospects of a German newborn cohort study International Journal of Child Care and Education Policy Pub Date : 2016-10-07 Sabine Weinert, Anja Linberg, Manja Attig, Jan-David Freund, Tobias Linberg
The paper provides an overview of a German cohort study of newborns which includes a representative sample of about 3500 infants and their mothers. The aims, challenges, and solutions concerning the large-scale assessment of early child capacities and skills as well as the measurements of learning environments that impact early developmental progress are presented and discussed. First, a brief overview
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Use of early childhood longitudinal studies by policy makers International Journal of Child Care and Education Policy Pub Date : 2016-10-06 Lawrence J. Schweinhart
BackgroundModern ECCE research began with the birth of the U.S. Head Start program in the 1960s; however, policy makers and the public paid little attention to it until several studies that had random assignment or wide representativeness received wide but targeted dissemination to them. In fact, policy makers required repeated dissemination to dispel misinterpretations of the findings, such as the
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Policy translation for early childhood education and care: the Growing Up in New Zealand approach International Journal of Child Care and Education Policy Pub Date : 2016-10-06 Amy L. Bird, Polly E. Atatoa Carr, Elaine Reese, Susan M. B. Morton
Longitudinal cohort studies have significant potential to inform policy across a range of child and family areas, including early childhood education and care. Here we describe the relationship between policy-makers and New Zealand’s contemporary pre-birth cohort study. We outline a model for policy interaction that highlights the relationship between Growing Up and policy across study design, implementation
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Supporting family child care and quality improvement: findings from an exploratory survey of Illinois child care resource and referral agency staff International Journal of Child Care and Education Policy Pub Date : 2016-09-17 Juliet Bromer, Corinne Weaver
Improved quality in home-based child care (family child care and family, friend, and neighbor care) is increasingly recognized as a vital component of early care and education service systems in the U.S. and abroad and is a target of recent federal and state policy initiatives in the U.S. This article presents data from a statewide survey of 73 child care resource and referral specialists across Illinois
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Longitudinal research and early years policy development in the UK International Journal of Child Care and Education Policy Pub Date : 2016-09-07 Edward Melhuish
Interest in early years issues such as early childhood education and care (ECEC) and early intervention has increased in recent decades internationally. Partly this reflects interest in facilitating the social and educational development of children, both for deprived children and the general population, and partly interest in increasing parental, particularly maternal, employment. Concern for such
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Conflictual and cooperative childcare politics in Canada International Journal of Child Care and Education Policy Pub Date : 2016-01-15 Rachel Langford, Susan Prentice, Brooke Richardson, Patrizia Albanese
In 2005, after many years of inaction, the Canadian government seemed poised to make real changes to national childcare policy—a marker of social movement success for the grassroots Childcare Advocacy Association of Canada (CCAAC). In this paper, we analyse childcare policy developments in Canada between 2003 and 2005, drawing on qualitative interviews conducted with CCAAC staff and members, allies