Child Care Settings Research Articles

Effects of face masks on novel word learning in preschool children

Face masks worn by talkers compromise the speech signal children use to learn language. There is debate, however, about which type of face mask will be more supportive of language learning in young children. Although clear masks provide more visual access to the talker’s face than surgical masks, they distort the speech signal more than surgical masks. Our goal is to better understand the effects of different face masks on word learning in preschool-age and kindergarten-age children. To achieve this goal, we are comparing children’s ability to learn novel words in conditions that vary on the spectral fidelity of speech and visual access to the talker’s face to simulate the effects of different mask types. Children’s performance is quantified by the number of words learned and the phonological precision of words learned. To date, twelve children have completed the protocol, and the study is ongoing. We will compare children’s word-learning across conditions and evaluate the influence of individual factors such as visual speech reading skills, verbal working memory, and vocabulary knowledge on children’s performance in the various conditions. These findings will have implications for supporting word learning in young children in educational and childcare settings when masks are used.

Comparing the Etiology of Viral Acute Respiratory Illnesses Between Children Who Do and Do Not Attend Childcare.

Childcare attendance is a common risk factor for acute respiratory illness (ARI) in young children. Our goal was to better understand the specific respiratory viruses that predominate in childcare, which may support the development of tailored illness prevention and intervention strategies in childcare settings. Using data from a prospective household cohort of ARI surveillance, we assessed specimen from 1418 ARIs reported by 359 childcare-aged children over 6 study seasons (2012/2013 through 2017/2018). Respiratory swabs were tested by polymerase chain reaction for 9 respiratory viruses. A mixed-effect logistic regression model was used to compare odds of various viral detection outcomes. The Shannon's Diversity index was used to compare the richness (ie, number of species) and diversity (ie, relative species abundance) associated with respiratory viruses detected in both groups. At least 1 virus was detected in 75.5% of childcare-associated ARIs and in 80.1% of homecare ARIs. Compared with illnesses among homecare children, childcare illnesses were associated with significantly higher odds of detected adenovirus (odds ratio = 1.86, 95% confidence interval = 1.05-3.28) and human metapneumovirus (odds ratio = 1.76, 95% confidence interval = 1.03-3.0). The pool of viruses associated with childcare ARI was found to be significantly richer and more diverse than that of viruses associated with homecare ARI ( P < 0.0001). Children attending childcare experience a higher risk of adenovirus and human metapneumovirus infection and are regularly exposed to a rich and diverse pool of respiratory viruses in childcare environments. Our results underscore the necessity of thorough and multifaceted viral prevention strategies in childcare settings.

Frailty of paediatric sepsis tools.

Journal of Paediatrics and Child HealthEarly View Heads UpFree Access Frailty of paediatric sepsis tools First published: 16 February 2023 https://doi.org/10.1111/jpc.16379 edited by Craig Mellis (craig.mellis@sydney.edu.au) AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Sepsis screening tools were introduced to facilitate early recognition of sepsis in children. The tools, based on physiological parameters, are known to have a low positive predictive value. In their study in The Journal of Paediatrics and Child Health, Damian Roland and colleagues analyse trends in physiological parameters in acute care settings. This study has important implications in revealing the frailty of sepsis tools when applied to a population of unwell children especially in those under 5 with labile physiological responses. The study (Fig 1) shows that the specificity of heart and respiratory rate is particularly low in children under 5 and increases with age.1 A large proportion of children who trigger as suspected sepsis are under 5 and may be overtreated resulting in poor antimicrobial stewardship. Underestimation of sepsis/serious illness in children can also occur secondary to sepsis fatigue. Fig. 1Open in figure viewerPowerPoint 5th to 95th centile of the study and APLS for heart and respiratory rate. We may need to accept that the perfect screening tool for paediatric sepsis is unlikely to exist. While there has been a drive to implement sepsis screening tools in acute care settings for children, the physiological parameters on which they are based need revision as unwell children, with self-limiting disease, often present with abnormal observations. Clinical acumen remains key. Reference 1Brennan L, Heal C, Brown S, Roland D, Rowland AG. Time to change the reference ranges of children's physiological observations in emergency care? A prospective study. J. Paediatr. Child Health 2023 (Epub ahead of print). https://doi.org/10.1111/jpc.16328. Reviewer: Caroline Ponmani, caroline.ponmani@nhs.net, Department of Paediatric Emergency Medicine, Barking Havering and Redbridge University Trust, London UK Early ViewOnline Version of Record before inclusion in an issue FiguresReferencesRelatedInformation

The Communication Link between Childcare Centre and Home: Are We Building A Rope or A Truss Bridge?

Literature in the field of early childhood education and care (ECEC) acknowledges the importance of solidified communication practices between stakeholders. The recent publication of The National Standards for Early Childhood Education and Care Services 0-3 years (2022) also makes reference to the importance of collaborative partnerships, yet locally, the choice of channels of communication used in the bridged gap between childcare centres and homes remains at the discretion of each centre. In this regard, the research outlined in this paper has sought to investigate how communication links are initiated and perceived by stakeholders, with particular focus on the modes and mediums used, and whether these can be metaphorically referred to as a ‘rope’ or ‘truss’ bridge. Qualitative data was gathered through semi-structured interviews with parents, childcare educators (CCEs) and legally responsible persons (LRPs) whilst a thematic approach was adopted for analysis. Findings indicated that monomodal and multimodal means of communication were used interchangeably in order to meet different encoding and decoding purposes. The choice of communication channels varied from one centre to another and this showed that nationally, there is no common line of formality in the choice and implementation of communication practices. Data showed however that a consensual view was held regarding verbal communication as being the preferred mode since this is bidirectional and provides a sense of reassurance, clarity and dialogic interactivity between the stakeholders involved. The concepts of communication principals, power dynamics and boundary infringement were also revealed as emergent themes within the role of communication channels in childcare settings. Keywords: communication links, communication channels, modes of communication, early years education and care, childcare centres. DOI: 10.7176/JEP/14-6-13 Publication date: February 28 th 2023

Validity of the Emotional Attachment Zones Evaluation (EA-Z): Assessing Attachment Style Across a Developmental Spectrum

Sensitive, consistent caregiving and a secure attachment style are important to healthy child development. However, the lack of continuity in measures from infancy into adulthood limits conclusions regarding the stability of attachment styles across the lifespan. A new measure, the Emotional Attachment Zones Evaluation (EA-Z), derived from the Emotional Availability Scales (Biringen, 2008; Biringen, Robinson, & Emde, 1998), offers a tool to assess attachment style across a broad developmental spectrum. In order to validate this measure as an attachment style measure, we used three studies to compare the EA-Z to empirically validated attachment tools. In study 1, we compared the EA-Z to the Strange Situation Procedure. There was moderate concordance between these two measures for both mother and infant. In study 2, we compared the EA-Z to the Attachment Q-Sort in an infant/toddler childcare setting. Child EA-Z scores related to child attachment security, whereas teacher EA-Z scores did not relate to child attachment security. Finally, in study 3, we compared the EA-Z to the mother’s Adult Attachment Interview. Results indicated moderate concordance between these measures, both for the adult mother and the preschool child. All three of these studies offer promising evidence for the validity of the EA-Z as an attachment tool, as well as future directions for research and practice using the EA System.

Evaluation of snacks consumed by young children in child care and home settings

PurposeTo evaluate the effectiveness of food and nutrition regulations in developing healthy behaviors of young children, this study profiled the food and nutrient contribution of snacks, the foods and drinks consumed outside of main meals, in the diets of a sample of children between the ages of 3–5 years overall and in regulated child care (RCC) and home settings.MethodsFrom a purposive sample of 44 RCC settings from across Nova Scotia, Canada, 19 agreed to participate in this study and with RCC directors’ approvals, invitations were sent to parents of enrolled children. Using a 4-day food record, foods and drinks consumed by 79 preschool aged children, were recorded by parents at home and by trained research assistants at RCC. The foods and drinks consumed during morning, afternoon and evening snack occasions coded by the What We Eat in America (WWEIA) categories and the provision of energy, sodium, fats, sugar and fiber were calculated. Descriptive statistics and independent t tests were used to determined differences between the foods and nutrients by where and when the snacks were consumed.ResultsOn average, children consumed 2.3 snacks per day. Fruit, salty/sweet items and dairy items were predominately consumed as snacks. Average daily contributions from snacks were 29% of energy, 22.6% sodium, 27.6% saturated fat, 39.9% sugar and 31.3% dietary fiber. Significantly more variety of food categories and higher sodium and fiber snacks were consumed at RCC than home. Home morning snacks had significantly more sugar than RCC morning snacks.ConclusionsThe findings provide insight into the influences from RCC and home settings on snack intakes and the important role RCC food and nutrition regulations play in supporting healthy eating behaviors. Suggested recommendations are to de-emphasize the requirement for two food group servings for each snack at RCC, focus more on variety and nutrient dense snacks and encourage knowledge sharing between RCC and home environments to promote healthy children’s snacking behaviors.

DESENVOLVIMENTO DE TECNOLOGIA EDUCACIONAL SOBRE CATETERISMO VESICAL INTERMITENTE LIMPO EM CRIANÇAS PARA ORIENTAÇÃO DE FAMILIARES

ABSTRACT Objectives: to prepare and validate an illustrated guide to instruct family members on clean intermittent bladder catheterizarion in children. Method: a methodological research study carried out between January 2021 and February 2022 and developed in three stages: Bibliographical review and elaboration of the illustrated guide; Content validation by expert judges (Delphi technique); and Validation of the response process by representatives of the target audience. The study was conducted in the specialties outpatient service of a large-sized university hospital from the municipality of São Paulo, Brazil. The sample consisted of 18 expert judges and 9 mothers of children undergoing clean intermittent bladder catheterization and in outpatient care. Agreement levels equal to or greater than 80% were considered as consensus, and a 0.80 rate was the acceptable minimum for the Content Validity Index. Results: the illustrated guide consists in 18 sessions, from the step-by-step instructions for clean intermittent bladder catheterization to including children in the procedure. In the first and second validation rounds with the evaluators, Content Validity Index values of 0.8 and 1.0 were obtained, respectively. In the validation by the target audience, 100% agreement was reached in the understanding, Appeal, Self-efficacy, Cultural acceptability and Persuasion domains. Conclusion: the illustrated guide proved to be valid in terms of content by the judges and family members, with the potential to mediate the educational practice in care settings for children in need of clean intermittent bladder catheterization.

Following the leader: Associations between leader support and teacher retention in child care settings

There is high turnover among child care teachers in the United States. Center directors could play an important role in reducing this turnover, but to date, research on how leaders in child care support workforce stability typically has not been conducted beyond small, selected samples. This study links survey responses from 1,114 teachers working in 152 publicly funded child care centers to examine how leader support (as reported by teachers) is associated with teachers’ intentions to stay and observed retention at their center eight months later. Results suggest leader support is positively associated with observed teacher retention, above and beyond a set of teacher, leader, and center characteristics. Our findings suggest child care leaders may be important in promoting workforce stability and quality improvement.

Identifying what works for whom: Implementation outcomes following iLookOut, a child abuse identification and referral training program.

iLookOut, a web-based child abuse training for early childcare professionals (ECPs), has been shown to improve knowledge and attitudes related to correctly identifying and reporting suspected cases of child abuse. The overarching goal of the present study is to examine "what works for whom" for iLookOut in order to identify strategies for optimizing learner outcomes. This prospective study enrolled 12,705 ECPs who completed iLookOut (November 2014-December 2018). We used structural equation models to test whether learner demographic and professional characteristics were differentially associated with implementation outcomes (i.e., acceptability and appropriateness) and whether these mediated subsequent indicators of training effectiveness (i.e., gains in knowledge). Consistent with previous research, individuals with lower baseline knowledge scores showed greater knowledge gains (β = -.57; p < .001). Greater knowledge gains were seen for learners who reported higher acceptability (β = .08; p < .001) or appropriateness (β = .14; p < .001). Implementation outcomes strongly associated with knowledge gains included acceptability for female learners and appropriateness for learners who had not completed high school or had >15 years of experience in childcare settings. Where mediation was found, for the majority of groups, appropriateness emerged as the driving mediator. Implementation outcomes emerged as important drivers of knowledge change for most groups. The iLookOut Core Training's use of a multimedia learning environment, video-based storylines, and game-based techniques were endorsed by learners and correlated with increases in knowledge. Future work should explore why aspects of the iLookOut training are rated as less acceptable or appropriate by some groups and what changes would improve efficacy for low performing learners.

Inclusive Educational Practices in Childcare Settings: Perspective of Parents of Children with Special Needs

Inclusive Educational Practices in Childcare Settings: Perspective of Parents of Children with Special Needs

Results of Unintentional Injuries among Preschool Children Enrolled in Day-care Centers from Selected Villages around Gaborone, Botswana

This study employed a descriptive cross-sectional study qualitative and quantitative designs to gather data through structured interviews, questionnaires over a certain period in time in the past (retrospective) and the present (concurrent), and then analyze the results. The study was undertaken in the selected villages around Gaborone Botswana, situated in the south of the country. Its final focus was to publish the research results from a research survey done on unintentional injuries among preschool children enrolled in day-care centers from selected villages around Gaborone, Botswana. The population consisted of 47-day care centers in the selected villages around Gaborone which are all situated in Mogoditshane/Thamaga Subdistrict. A sample of 45 care centers was drawn using Yamane formula. Data were then collected through auditing, structured interviews, and questionnaires. The Statistical Package for Social Sciences (SPSS) program was used to analyze the data. The summary of the results of the current study show that: i) Males are more likely to get injured than females ii) Older children are more likely to sustain UI (iii) UI are sustained in the late afternoons iv) UI are more likely to be sustained in the early and late part of the week v) Season or term of study is not a factor of UI vi) Amount of time spent at school is a factor of UI (Davis, Godfrey &amp; Rankin 2013).The findings indicate that there are factors that can have a negative influence on the occurrence of unintentional injuries in day care centers. It is suggested that a supportive teaching programme in the form of a workshop for service providers, teachers and parents should be designed, that will support the system of unintentional injury prevention program for preschool children in day care centers in order to prevent unintentional injuries in the selected villages around Gaborone, Botswana. Keywords: Contributing factors to unintentional injuries, Day care centers / pre-schools/ preprimary units, Interventions on unintentional injury prevention, Unintentional injuries, Unintentional injuries prevention, the Prevalence of unintentional injuries in childcare settings.

Correction to: Children’s Social Interaction in Pre‑school Education and Childcare Settings: A Systematic Review

Correction to: Children’s Social Interaction in Pre‑school Education and Childcare Settings: A Systematic Review

Improving Surveillance and Epidemic Response in Ohio Childcare Settings.

At the start of the Coronavirus Disease of 2019 (COVID-19) pandemic, the risk of cases in childcare programs was unknown. Thus, a rapid-response research approach was launched in Ohio childcare settings. Passive surveillance data from a state-operated incident reporting system were evaluated to estimate the number of COVID-19 cases from 15 August 2020 to 1 January 2021. Additionally, active surveillance with self-administered reverse transcriptase-polymerase chain reaction (RT-PCR) tests were conducted among staff at 46 childcare programs. Finally, six zoom-based focus groups with program administrators were used to gain feedback. Staff and children in childcare settings contributed 0.38% and 0.15% of the COVID-19 cases in Ohio during this timeframe, respectively. RT-PCR testing identified 3 unrecognized cases (0.88% of tests), and all occurred when the statewide positivity rate was >5%. Focus groups revealed that access to affordable cleaning supplies, masks, and reliable staffing were critical. Perhaps most importantly, we conclude that expanding the incident reporting system to include a childcare census would allow for the tracking of future health problems with highly valuable incidence rate estimations.

Improving Inclusion for Children With Special Health Care Needs in Childcare Settings: Results From a Statewide Survey of Childcare Professionals

Familiesof children with special health care needs (CSHCN) routinely struggle to find suitable childcare. These families value childcare capable of supporting their child's needs, known as inclusive care, that requires trustworthy staff trained to safely care for CSHCN. This study aimed to understand the training, experience, confidence, and perceived barriers to providing inclusive care for CSHCN from the perspective of childcare providers and directors. Childcare providers (n=263) and directors (n=418) responded to a statewide survey in Wisconsin in 2019. Results show that both childcare providers and directors perceive that the providers lack confidence in providing inclusive care. Lack of staffing, training, and expertise of childcare providers were the most frequently reported barriers to provide inclusive care. These findings confirm the need for additional education, training, resources, and research to create and maintain more inclusive childcare settings for CSHCN.

Infant vocalizations elicit simplified speech in childcare.

Infant babbling has an important social function in promoting early language development by attracting caregiver attention and prompting parents' contingent, simplified speech, which is more learnable for infants. Here, we demonstrate that prelinguistic infant vocalizations also create learning opportunities for infants in childcare settings by eliciting simplified and more learnable linguistic information during teacher-infant interactions. We compared the rates and complexity of contingent and non-contingent verbal interactions of 34 childcare teachers during a one-on-one free play interaction with a familiar infant under their care (M=12.6months old). As compared to non-contingent utterances, teachers' contingent utterances included fewer unique words, a higher proportion of single-word responses, and a shorter mean length of utterances. Teachers did not change their response length based on infants' syllable type and were equally likely to respond to vowels and consonant-vowel vocalizations. Sources of individual differences in the simplification effect related to infant behaviors and teacher characteristics are discussed. The results parallel previous findings demonstrating the simplification effect in parent-infant interactions. That teachers also show this simplification effect when responding to infant vocalizations suggests the power of infant prelinguistic vocalizations for organizing caregiver attention in various settings to elicit simplified, learnable language.

Supporting Responsive Caregiving for the Youngest Children: Psychometric Evidence of the Quality of Care for Infants and Toddlers (QCIT) Observational Measure

ABSTRACT Research Findings: The Quality of Care for Infants and Toddlers (QCIT) observational measure was designed to address the need for a valid and reliable measure of the quality of caregiver-child interactions that could be used in both center-based and family child care (FCC) settings, and with diverse populations. Results from a psychometric field test of 400 classrooms indicated that the QCIT demonstrated strong evidence of reliability and validity. The QCIT was used to capture the quality of caregiver-child interactions for the professional development system We Grow Together. Average scores improved in the QCIT Support for Social-Emotional Development domain. Findings support using this measure to assess quality and focus professional development. Additional research could use the QCIT with other interventions focused on caregiver-child interactions. Practice or Policy: The QCIT provides the field with a reliable and valid measure for examining the quality of caregiver-child interaction in licensed child care settings, both centers and FCCs, serving infants and toddlers. It also provides an evidence-based framework for selecting professional development goals that support the development of infants and toddlers.

Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Research

ABSTRACTStudies show that processes like teacher–child interactions are a key dimension of childcare quality and that global and domain-specific interactions seem to have different effects on child development. A variety of instruments have been used to assess quality in the field of early childhood research. The aim of this study was to identify and discuss instruments that assess global and/or math-specific interaction quality in childcare settings (birth to school-entry). In the systematic literature review, we found 4211 publications using instruments that assess global and/or math-specific interaction quality, of which 148 remained after a screening of titles, abstracts, and full-texts. In all, 55 instruments assessing interaction quality were identified and analyzed regarding their (sub)scales, items, method, procedure, children’s age, reliability, and validity. We identified more instruments measuring global aspects of teacher–child interactions than measuring math-specific aspects. In general, some instruments might be over- or underrepresented, due to linguistic and publication bias.

Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review

Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review

Implementation of the Group-ESDM in a Childcare Setting Serving Under-Resourced Communities

This pilot feasibility study applies the RE-AIM Implementation Science Framework to examine the implementation and preliminary signals of the effectiveness of integrating the Group–Early Start Denver Model (G-ESDM) in an early childhood education center serving under-resourced communities. Five preschoolers diagnosed with autism, their caregivers, and teachers participated for 6 months. Standardized assessments documented improvements in adaptive, cognitive, and communication functioning for most participants. The majority of parents reported reduced daily stress and a greater ability to maintain their employment. A staff survey indicated high perceived feasibility and acceptability of the intervention along with a strong intent to continue treatment after the study concluded. Fidelity improved over time with staff integrating G-ESDM techniques at an acceptable fidelity level (&gt;70%) by the second half of the study. Findings across all RE-AIM Implementation Science Framework domains indicate that incorporating the G-ESDM into this setting was feasible, acceptable, and potentially beneficial for children and their families in underserved communities.

Workforce Development Needs to Address Early Childhood Mental Health within the Childcare and Early School Years Setting

Supporting infant and early childhood mental health is a vital component of school readiness, but suspension or expulsion from early childhood educational settings can have a lasting impact on a child. The Pyramid Model for Social and Emotional Competence in Infants and Young Children (PM) framework and Infant and Early Childhood Mental Health Consultation (IECMHC) are two models to address preschool suspension and expulsion, while promoting young children’s healthy social emotional development. Both models require a qualified workforce. In Maryland, several initiatives are underway to address workforce development needs and to create pipelines of professionals trained in infant and early childhood mental health. These include statewide coordination of PM and IECMHC programming, the creation of new guidelines and pipelines for IECMHC service providers, workforce development, specific focus on equity within PM and IECMHC programs statewide, and an expansion of these efforts into early elementary school.