Pub Date : 2019-06-17DOI: 10.1186/s40723-019-0058-5
Anne L. Douglass, M. Maroney, M. Coonan, D. Friedman, Alice Carter
{"title":"“You have a status”: a case study of parent leadership in a U.S. school readiness initiative","authors":"Anne L. Douglass, M. Maroney, M. Coonan, D. Friedman, Alice Carter","doi":"10.1186/s40723-019-0058-5","DOIUrl":"https://doi.org/10.1186/s40723-019-0058-5","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"146 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-019-0058-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-23DOI: 10.1186/s40723-019-0057-6
J. Wilkinson, Chia-Pin Kao
{"title":"Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives","authors":"J. Wilkinson, Chia-Pin Kao","doi":"10.1186/s40723-019-0057-6","DOIUrl":"https://doi.org/10.1186/s40723-019-0057-6","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"133 3 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-019-0057-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1186/s40723-018-0055-0
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 potential of family engagement. This paper responds to the problem by developing “care dialogues” as a framework for ethical engagement. There are two dimensions. The ethical dimension builds upon dialogue’s potential for change, and the importance of recognizing particular relationships. The political dimension defines rights as the ability to act within those relationships. As a framework, care dialogues attend to the respective needs, rights, and beliefs of particular early childhood institutions and families while connecting to larger political concerns. The paper uses focus group data to build an illustrative case study demonstrating care dialogues’ potential to inform early childhood practice under non-ideal circumstances. This methodological choice is critical to allaying concerns about care as a utopian approach. Using the parameters of care dialogues, the case study addresses three themes—getting personal, agency and care, and narrative as advocacy. The case study concludes that: care dialogues facilitate intimate relations essential to family engagement; the concept of inappropriately adaptive preferences addresses the agency problem; and the political impact of care dialogues extend beyond the immediate exchange between families and institutions. The implications of care dialogues to policy are discussed.
{"title":"Care dialogues: shifting family engagement from risk to rights in the USA","authors":"Tonya D. Bibbs","doi":"10.1186/s40723-018-0055-0","DOIUrl":"https://doi.org/10.1186/s40723-018-0055-0","url":null,"abstract":"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 potential of family engagement. This paper responds to the problem by developing “care dialogues” as a framework for ethical engagement. There are two dimensions. The ethical dimension builds upon dialogue’s potential for change, and the importance of recognizing particular relationships. The political dimension defines rights as the ability to act within those relationships. As a framework, care dialogues attend to the respective needs, rights, and beliefs of particular early childhood institutions and families while connecting to larger political concerns. The paper uses focus group data to build an illustrative case study demonstrating care dialogues’ potential to inform early childhood practice under non-ideal circumstances. This methodological choice is critical to allaying concerns about care as a utopian approach. Using the parameters of care dialogues, the case study addresses three themes—getting personal, agency and care, and narrative as advocacy. The case study concludes that: care dialogues facilitate intimate relations essential to family engagement; the concept of inappropriately adaptive preferences addresses the agency problem; and the political impact of care dialogues extend beyond the immediate exchange between families and institutions. The implications of care dialogues to policy are discussed.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"80 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1186/s40723-018-0056-z
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 between latent constructs. For SEM, goodness of fit indices for the hypothetical model were good, and all paths were significant. The model incorporating both indirect and direct impact of home-related variables, such as how much fun did one have with their family, how did the family members get along, and how much time parents spent with their children, on the happiness of Abu Dhabi school children is valid. MANOVA showed that for all constructs, significant differences existed with regard to student gender, grade level, school location, school type, and nationality.
{"title":"The effects of home and school on children’s happiness: a structural equation model","authors":"Masood Badri, Ali Al Nuaimi, Yang Guang, Yousef Al Sheryani, Asma Al Rashedi","doi":"10.1186/s40723-018-0056-z","DOIUrl":"https://doi.org/10.1186/s40723-018-0056-z","url":null,"abstract":"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 between latent constructs. For SEM, goodness of fit indices for the hypothetical model were good, and all paths were significant. The model incorporating both indirect and direct impact of home-related variables, such as how much fun did one have with their family, how did the family members get along, and how much time parents spent with their children, on the happiness of Abu Dhabi school children is valid. MANOVA showed that for all constructs, significant differences existed with regard to student gender, grade level, school location, school type, and nationality.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"11 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1186/s40723-018-0056-z
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 between latent constructs. For SEM, goodness of fit indices for the hypothetical model were good, and all paths were significant. The model incorporating both indirect and direct impact of home-related variables, such as how much fun did one have with their family, how did the family members get along, and how much time parents spent with their children, on the happiness of Abu Dhabi school children is valid. MANOVA showed that for all constructs, significant differences existed with regard to student gender, grade level, school location, school type, and nationality.
{"title":"The effects of home and school on children’s happiness: a structural equation model","authors":"Masood Badri, Ali Al Nuaimi, Yang Guang, Yousef Al Sheryani, Asma Al Rashedi","doi":"10.1186/s40723-018-0056-z","DOIUrl":"https://doi.org/10.1186/s40723-018-0056-z","url":null,"abstract":"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 between latent constructs. For SEM, goodness of fit indices for the hypothetical model were good, and all paths were significant. The model incorporating both indirect and direct impact of home-related variables, such as how much fun did one have with their family, how did the family members get along, and how much time parents spent with their children, on the happiness of Abu Dhabi school children is valid. MANOVA showed that for all constructs, significant differences existed with regard to student gender, grade level, school location, school type, and nationality.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"11 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-24DOI: 10.1186/s40723-018-0052-3
Meltem A. Aran, Ana Maria Munoz-Boudet, Nazli Aktakke
{"title":"Building an ex-ante simulation model for estimating the capacity impact, benefit incidence, and cost effectiveness of child care subsidies in Turkey","authors":"Meltem A. Aran, Ana Maria Munoz-Boudet, Nazli Aktakke","doi":"10.1186/s40723-018-0052-3","DOIUrl":"https://doi.org/10.1186/s40723-018-0052-3","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-018-0052-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-03DOI: 10.1186/s40723-018-0053-2
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 inductive content analysis, to describe Australian infant feeding nutrition ECEC policy environments. Key Australian ECEC policy documents were analysed, revealing the invisibility of infants generally, and infant feeding specifically, in current quality standards. This was followed by analysis of 28 nutrition or infant feeding policies from 19 centre- and home-based ECEC services impacting over 1500 children in Queensland Australia. Five key themes characterising the content of service policies impacting infant feeding emerged: documentation, values, curriculum and pedagogy, supportive environments, and working in partnerships with parents. Service policies are required by legislation and set the foundation for a safe, supportive environment for infant feeding. The lack of infant feeding practice examples and invisibility of infants in legislation increase ambiguity, and health and safety risks. Opportunities exist to adopt separate infant feeding policies which will assist the provision of quality practice for the short-term and long-term optimal health of infants in ECEC settings.
{"title":"Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis","authors":"Julianne McGuire, Danielle Gallegos, Susan Irvine","doi":"10.1186/s40723-018-0053-2","DOIUrl":"https://doi.org/10.1186/s40723-018-0053-2","url":null,"abstract":"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 inductive content analysis, to describe Australian infant feeding nutrition ECEC policy environments. Key Australian ECEC policy documents were analysed, revealing the invisibility of infants generally, and infant feeding specifically, in current quality standards. This was followed by analysis of 28 nutrition or infant feeding policies from 19 centre- and home-based ECEC services impacting over 1500 children in Queensland Australia. Five key themes characterising the content of service policies impacting infant feeding emerged: documentation, values, curriculum and pedagogy, supportive environments, and working in partnerships with parents. Service policies are required by legislation and set the foundation for a safe, supportive environment for infant feeding. The lack of infant feeding practice examples and invisibility of infants in legislation increase ambiguity, and health and safety risks. Opportunities exist to adopt separate infant feeding policies which will assist the provision of quality practice for the short-term and long-term optimal health of infants in ECEC settings.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"4 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-25DOI: 10.1186/s40723-018-0054-1
A. Earle, N. Milovantseva, J. Heymann
{"title":"Is free pre-primary education associated with increased primary school completion? A global study","authors":"A. Earle, N. Milovantseva, J. Heymann","doi":"10.1186/s40723-018-0054-1","DOIUrl":"https://doi.org/10.1186/s40723-018-0054-1","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-018-0054-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-17DOI: 10.1186/s40723-018-0050-5
C. Dunst, M. Raab, Deborah W. Hamby
{"title":"Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents’ social-affective behavior","authors":"C. Dunst, M. Raab, Deborah W. Hamby","doi":"10.1186/s40723-018-0050-5","DOIUrl":"https://doi.org/10.1186/s40723-018-0050-5","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"39 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-018-0050-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-14DOI: 10.1186/s40723-018-0051-4
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 EI prenatally rather than waiting until birth. In this exploratory study, the perspectives of state EI administrators were uncovered to inform the development of a prenatal intervention to undertake such research. Participants reported strong support for prenatal EI, provided recommendations for prenatal intervention design, and offered potential systems change needs. These findings will contribute to the development and testing of a prenatal intervention that makes sense to and is compatible with one critical stakeholder group—those who administer EI programs.
{"title":"State early intervention administrator perspectives of prenatal supports for families with high probability diagnoses","authors":"Bonnie Keilty, JaneDiane Smith","doi":"10.1186/s40723-018-0051-4","DOIUrl":"https://doi.org/10.1186/s40723-018-0051-4","url":null,"abstract":"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 EI prenatally rather than waiting until birth. In this exploratory study, the perspectives of state EI administrators were uncovered to inform the development of a prenatal intervention to undertake such research. Participants reported strong support for prenatal EI, provided recommendations for prenatal intervention design, and offered potential systems change needs. These findings will contribute to the development and testing of a prenatal intervention that makes sense to and is compatible with one critical stakeholder group—those who administer EI programs.","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"39 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2018-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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