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Innovative ways of handling staff shortages in ECEC? Increasing flexibility in the regulatory frameworks for non-traditional and non-German professional staff qualifications International Journal of Child Care and Education Policy Pub Date : 2023-12-11 Mariana Grgic, Tina Friederich
The staff shortages in the early childhood education and care (ECEC) sector in Germany are an important issue. They impact centres that are forced to close earlier, shut down entire groups or are unable to open at all due to the lack of pedagogical staff. However, the federal states have been making efforts to address this problem. This article discusses innovative ways of handling staff shortages
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Pandemic-related challenges for team leadership in ECEC centres in Germany International Journal of Child Care and Education Policy Pub Date : 2023-12-08 Katrin Lattner, Petra Strehmel
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“…Because we do so together”: A Mixed-Methods Analysis of Assistant Teacher’s Work Environment, Conditions, and Teamwork Experiences International Journal of Child Care and Education Policy Pub Date : 2023-11-13 Marisa Schlieber, Tobi Adejumo, Jenna Knight, Enrique Valencia Lopez, Elizabeth Pufall Jones
Quality improvement strategies largely focus on lead teachers’ qualifications with little regard to their work environment, while also overlooking a significant segment of the workforce—assistant teachers. Early educators work in teams, and assistant teachers play an important role planning, implementing, and supporting classroom activities. Using an explanatory mixed-methods design, the present United
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Socioeconomic and attitudinal differences between service users of private and public early childhood education and care in the Finnish context International Journal of Child Care and Education Policy Pub Date : 2023-06-10 Ville Ruutiainen, Eija Räikkönen, Maarit Alasuutari
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Global tracking of access and quality in early childhood care and education International Journal of Child Care and Education Policy Pub Date : 2023-05-02 Abbie Raikes, Nirmala Rao, Hirokazu Yoshikawa, Caroline Cohrssen, Jere Behrman, Claudia Cappa, Amanda Devercelli, Florencia Lopez Boo, Dana McCoy, Linda Richter
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Regional and socioeconomic inequalities in access to pre-primary education in India: evidence from a recent household survey International Journal of Child Care and Education Policy Pub Date : 2023-04-24 Pradeep Kumar Choudhury, Radhika Joshi, Amit Kumar
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The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings International Journal of Child Care and Education Policy Pub Date : 2023-04-13 Alexandra Rivas, Angela Mooss, Christine Hughes Pontier, Jackie Romillo, Emma Muñoz
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The effect of mothers’ nutritional education and knowledge on children’s nutritional status: a systematic review International Journal of Child Care and Education Policy Pub Date : 2023-04-08 Yoyok Bekti Prasetyo, Pipit Permatasari, Henny Dwi Susanti
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Children's attitudes towards aging people-validation of an instrument International Journal of Child Care and Education Policy Pub Date : 2023-04-07 Carla Sílvia Neves da Nova Fernandes, Teresa Moreira, Joana Galvão
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Measuring impact of New Mexico prekindergarten on standardized test scores and high school graduation using propensity score matching International Journal of Child Care and Education Policy Pub Date : 2023-03-19 Jon R. Courtney, Janelle Taylor Garcia, Jacob Rowberry, Nathan Eckberg, Sarah M. Dinces, Clayton S. Lobaugh, Ryan T. Tolman
The long-term impact of prekindergarten programs is an important consideration given the trend of dedicating more resources to these programs. However, long-term impact of prekindergarten programs is not well-understood and recent studies have shown preschool effectiveness can vary across states and programs. A state run prekindergarten program in New Mexico was examined using propensity score matching
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A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries International Journal of Child Care and Education Policy Pub Date : 2023-02-13 Katharina Ereky Stevens, Iram Siraj, Kimberley Kong
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Quality and educator dispositions for indigenous families in the urban early learning and child care context: a scoping review International Journal of Child Care and Education Policy Pub Date : 2023-02-08 Chelsea Freeborn, Alvina Mardhani-Bayne, Cheyanne Soetaert
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“We're going on a virtual trip!”: a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education International Journal of Child Care and Education Policy Pub Date : 2023-01-25 Manuel B. Garcia, Louis S. Nadelson, Andy Yeh
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Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia International Journal of Child Care and Education Policy Pub Date : 2023-01-20 Alba Lucy Guerrero, Marina Camargo-Abello
The childhood national policy in Colombia recognizes the importance of quality in early childhood education (ECE). In this context, the government of the district of Bogota (2012–2016) proposed the program “Quality preschool in the Public Educational System” to expand the coverage of early education and provide comprehensive care to children aged 3–5 years within the public educational system. This
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Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: an observational study International Journal of Child Care and Education Policy Pub Date : 2023-01-20 Julian Busch, Thimo Buchmüller, Birgit Leyendecker
Early childhood education [ECE] can foster the social-emotional adjustment and development of young refugee children. Still, the large numbers of newly arriving refugee families challenge the ECE capacities of host countries. In Germany, state authorities have subsidized flexible ECE programs for refugee children in response to this situation. The goal of this study was to examine the implementation
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Parental anxiety and form of parenting during the COVID-19 pandemic International Journal of Child Care and Education Policy Pub Date : 2022-10-11 Elfan Fanhas Fatwa Khomaeny, Erika Setyanti Kusumaputeri
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Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: child care educators’ opinions International Journal of Child Care and Education Policy Pub Date : 2022-10-10 Hagit Meishar-Tal, A. Forkosh-Baruch, L. Levy, T. Shenkar
In recent years, surveillance cameras have become common in the education system, in early childhood child-care centres as well as in preschools and schools. Public opinion regarding the usage of security cameras in early childhood institutions is constantly increasing due to a growing number of incidents exhibiting child abuse by caregivers. However, meagre attention is given to the use of security
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“Not everyone can do this”: childcare context and the practice of skill in emotional labor International Journal of Child Care and Education Policy Pub Date : 2022-08-08 Ragini Saira Malhotra
Scholarship remains divided about whether emotional labor is ‘skilled’. Interrogating gendered skill constructs that render emotions in work invisible, I examine two organizational contexts in the Early Childhood Education and Care (ECEC) sector: family and center-based care. I draw from 43 interviews, primarily with Latina and White women workers, reflecting feminized and racialized workplaces. I
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A systems perspective on early childhood development education in South Africa International Journal of Child Care and Education Policy Pub Date : 2022-06-29 Lieschen Venter
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Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City International Journal of Child Care and Education Policy Pub Date : 2022-06-07 Sanae Akaba, Lacey E. Peters, Eva Liang, Sherryl B. Graves
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Effects of philosophical ethics in early childhood on preschool children's social–emotional competence and theory of mind International Journal of Child Care and Education Policy Pub Date : 2022-06-03 Tugce B. Arda Tuncdemir, Michael D. Burroughs, Ginger Moore
Although social–emotional learning (SEL) and ethics education are important, it remains a challenging issue to effectively implement these practices. In this study, a Philosophical Ethics in Early Childhood approach is proposed for developing children's social–emotional competence and Theory of Mind. To evaluate the effectiveness of this expanded intervention, an experiment was conducted by assigning
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Dogs at school: a quantitative analysis of parental perceptions of canine-assisted activities in schools mediated by child anxiety score and use case International Journal of Child Care and Education Policy Pub Date : 2022-03-05 Wendy Irene Fynn, Jessica Runacres
Canine-assisted activities in schools can benefit students’ educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted activities as a treatment option. This is important as
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Simulating employment and fiscal effects of public investment in high-quality universal childcare in the UK International Journal of Child Care and Education Policy Pub Date : 2022-02-14 Jerome De Henau
This paper simulates the likely fiscal and employment effects of a vast public annual investment programme of free universal high-quality early childhood education and care (ECEC) services in the UK. It examines the extent to which it would pay for itself fiscally for different scenarios of pay increases. Investing in high-quality universal ECEC benefits all children by improving their life chances
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Preparing early educators as frontline leaders and change agents with a leadership development initiative International Journal of Child Care and Education Policy Pub Date : 2022-01-29 Yujin Lee, Anne Douglass, Songtian Zeng, Amanda Wiehe Lopes, Arazeliz Reyes
The present study examined the impact of a leadership development program, Leading for Change (LfC) that focused on building the capacity of early educators to lead change as frontline leaders and change agents. Bringing together a relational-entrepreneurial leadership theory lens, the LfC was designed to foster early educators’ leadership mindset, knowledge, and skills that could potentially bring
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Understanding the secondary system of therapeutic alliance in autism interventions from the perspectives of parents and caregivers International Journal of Child Care and Education Policy Pub Date : 2022-01-10 Rilveria, John Robert C.
This study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with autism. In the quantitative phase, data from the accomplished questionnaires of 124 parent–caregiver dyads were collected and analyzed. Four factors extracted from the literature: treatment attitude, treatment
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The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States International Journal of Child Care and Education Policy Pub Date : 2021-11-17 Williams, Heather P.
As policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities
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How stable is program quality in child care centre classrooms? International Journal of Child Care and Education Policy Pub Date : 2021-10-28 Varmuza, Petr, Perlman, Michal, Falenchuk, Olesya
In the Early Childhood Education and Care (ECEC) sector there is a move to reduce oversight costs by reducing the frequency of quality assessments in providers who score highly consistently across time. However, virtually nothing is known about the stability of ECEC quality assessments over time. Using a validated measure of overall classroom quality, we examined stability of quality in a sample of
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The effects of pediatric primary prevention programs on screen-time and reading habits of children in Jordan International Journal of Child Care and Education Policy Pub Date : 2021-10-28 Yousuf, Mustafa S., Harvey, Heather Lea, Parahoo, Sanjai K., Ziadeh, Basil Shawkat, Kilani, Muna, Al-Kamil, Eman
The proliferation of electronic content and limited exposure of children to books in Jordan has made both parents and health-care providers more concerned about healthy child development. This research aimed to determine if pediatric primary prevention programs were helpful in reducing screen-time and improving reading habits of children in Jordan, and if there was a correlation between these two factors
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Government commitments and teaching strategies for effective quality early childhood education in South Western Nigeria International Journal of Child Care and Education Policy Pub Date : 2021-10-09 Owojori, Moyinoluwa Grace, Gbenga-Akanmu, Taiwo Oladunni
This study assessed government commitment in fulfilling its obligations in ensuring quality early childhood education (ECE) as outlined in the National Policy on Education; examined the teaching strategies that teachers employed to ensure appropriate teaching and learning process; and assessed the challenges associated to teaching strategies used by teachers. A descriptive survey design was used. The
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Psychosocial support conditions in the orphanage: case study of Wolisso project International Journal of Child Care and Education Policy Pub Date : 2021-09-30 Disassa, Getachew Abeshu, Lamessa, Dabala
This study was conducted to assess the psychosocial and material services provision of Wolisso Kalehiwot Church project/center. Qualitative research design employing phenomenological approach was conducted as to reach on identifying the strengths and challenges practiced in the center. Purposive sampling techniques was used to draw ten respondents from the center (8 from orphans, 2 from staff) to respond
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Does quality matter in determining child care prices? Evidence from private child care provision in Turkey International Journal of Child Care and Education Policy Pub Date : 2021-09-03 Pekkurnaz, Didem, Aran, Meltem A., Aktakke, Nazli
Child care prices are expected to reflect the quality of provision. However, in contexts where there are high information asymmetries between the users of the services and providers, we may expect this link between quality and prices to be weaker. Turkey is selected for the study as it has a highly regulated child care sector where the costs of accreditation and initial setup are high. However, there
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How child mental health training is conceptualized in four low- and middle-income countries International Journal of Child Care and Education Policy Pub Date : 2021-08-12 Vostanis, Panos, Eruyar, Seyda, Haffejee, Sadiyya, O’Reilly, Michelle
The objective was to establish how stakeholders in low- and middle-income countries (LMIC) conceptualize child mental health impact. Semi-structured interviews were conducted with 18 stakeholders from disadvantaged urban communities in Kenya, South Africa, Turkey and Brazil. Participants represented education, welfare and health care agencies; as well as community and religious groups. Data were analysed
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Fostering equitable access to quality preschool education in India: challenges and opportunities International Journal of Child Care and Education Policy Pub Date : 2021-08-10 Rao, Nirmala, Ranganathan, Namita, Kaur, Ravneet, Mukhopadhayay, Rashi
This paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed
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Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings International Journal of Child Care and Education Policy Pub Date : 2021-08-03 Braund, Heather, Timmons, Kristy
Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide
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Correction to: 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 : 2021-06-16 Loanna Heidinger, Leanne C. Findlay, Anne Guèvremont
An amendment to this paper has been published and can be accessed via the original article.
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Fostering socio-emotional learning through early childhood intervention International Journal of Child Care and Education Policy Pub Date : 2021-05-22 Christina F. Mondi, Alison Giovanelli, Arthur J. Reynolds
Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 https://doi.org/10.1037/0003-066X.33.9.789, 1978). Decades of research have linked participation in high-quality early childhood education (ECE) programs (e.g., public prekindergarten
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An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child International Journal of Child Care and Education Policy Pub Date : 2021-05-17 Cagla Banko-Bal, Tulin Guler-Yildiz
This study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children
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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