Child Care Centers Research Articles

Effect of infection control education program on childcare educator knowledge and confidence.

Childcare educator knowledge gaps in infection control practices and outbreak management. This can contribute to the well-reported issue of transmission of infectious diseases in childcare centres and the associated health and economic costs. A health promotion program in the form of an educational slideshow presentation with interactive question/answer component was developed and offered to all childcare centre staff in the Wide Bay region, Queensland. Childcare educators who participated in the education sessions reported a significantincrease in their knowledge and confidence in outbreak management on pre- and post-intervention self-assessment. Simple educational programs can significantly improve the self-assessed knowledge and confidence of childcare educators in managing infectious diseases. SO WHAT?: Improving knowledge and confidence of childcare centre staff in managing basic infectious diseases can help reduce the health and economic impacts of these infections. Simple educational health promotion programs could be introduced as part of an orientation program for new staff, or refreshers for existing staff.

Does thrive by three, a quality-building intervention in childcare centres, strengthen children’s language skills?

ABSTRACT This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.

Parent-preferred childcare environment styles: A latent class analysis and association with parental stress

In recent years, child-rearing dimensions have been widely used as predictor variables. However, they are rarely examined as outcomes. Moreover, little is known about what constitutes good parenting. We aimed to identify the potential groups related to parents’ childcare environment preferences and examine its association with parental stress. We conducted a cross-sectional survey in government-licensed childcare centers among families with children aged 3–5 years across Japan. We investigated the childcare environment based on five dimensions—human stimulation, social stimulation, avoidance of restriction, parent cooperation, and social support—and sources of high parental stress, including childcare, health status, relationships, work, and others. The potential childcare environment groups were explored using latent class analysis. The relationship between parental stress and childcare environment was analyzed using a chi-square test and logistic regression model. Moreover, data from 928 families were collected and used for the analysis. Two latent class models were identified: a favorable childcare environment with high parent cooperation (F-H; probability = 76.4 %) and moderate childcare environment with low parent cooperation (M-L; probability = 23.6 %). High stress from childcare, health status, relationships, work, and other stressors were significantly related to M-L. Knowing the results would add evidence to childcare practice.

Quelles installations et appareillages pour les jeunes enfants en situation de handicap moteur sévère ? Pour quels objectifs ? Avec quel partenariat ?

The multidisciplinary therapeutic and educational team at the Ramdam Inclusive child care centre welcomes 30% of children with cerebral palsy among able-bodied children in the neighbourhood. The facilities of these young children with severe motor disabilities are essential they aim to preserve their orthopedic capital, to avoid choking spells, and to optimize their functional possibilities (motor, visual, communicational and relational) in their environment, at home as well as at their child care centre. They thus participate in their early social inclusion. From the multifactorial assessment of children's disorders and capacities, their occupations and their environment, to the co-construction of relevant objectives, partnership with the different actors is essential. We will emphasize the importance of this transdisciplinary work (and more specifically between the occupational therapist, the physiotherapist and the orthoprothesist, in close partnership with families and doctors), from the first “foam homemade installations” by the occupational therapist in the Ramdam child-care centre, to the orthopedic equipments made by the orthoprothesist. We will illustrate our constructive approach with some clinical vignettes of young children with severe motor disabilities, with the gradual introduction of facilities depending on the child's evolution, the parents’ requests and their progress in discovering their “different” child, proposals from the multidisciplinary team, while taking into account the specific and personalized goals for each child.

Using the Possible Me Tree Model to Identify Resilience Enabling Relationships for Young People Exiting Residential Care

The importance of relationships for young people exiting residential care is noted extensively in the care-leaving literature. Helpful and supportive relationships cushion care leavers as they exit the statutory system and provide a network of supports that may develop resilience, facilitate their journeys into independence, and contribute towards better outcomes for young people who have experienced care. However, the available literature suggests that social workers are not skilled at identifying relationships that young people in care consider to be important. This article draws on a qualitative study conducted in four Child and Youth Care Centres in Eastern Cape, South Africa. This was a qualitative study using a phenomenological design. Twelve participants were interviewed using the possible me tree model, which requires participants to draw a tree with three aspects of their future selves. The participants were interviewed using a semi-structured interview schedule which included relationship specific questions. The young people identified relationships with their care workers, relatives, sports coach/es, and partner and partner’s family as significant. From this it may be suggested that the possible me tree may be used to identify relationships that young people regard as important, and which may serve as resilience enablers. It is recommended that more studies using this approach, which include a longitudinal component, would add to this initial study.

Transitioning to a Plant-Based Menu in Childcare: Identifying the Nutritional, Financial, and Logistical Considerations.

International health organizations have called for a shift towards more plant-based foods as a way of promoting both individual health and environmental sustainability. Given the high percentage of children in Canada who attend childcare and the high volume of food provided in childcare, transitioning menus to incorporate plant-based foods could have important implications for both planetary and child health. The purpose of this case study is to describe a childcare centre's transition to a plant-based menu. A detailed nutritional analysis of the menu was conducted. The financial and logistical implications of the transitions to a plant-based menu were also assessed. Nutritional analysis revealed that the plant-based menu met or exceeded the daily nutrient requirement for all the key nutrients explored. Financially, the transition led to a 9% reduction in food costs. Logistically, the transition led to improved efficiency and safety with regard to food preparation, with substantially fewer tailored meals due to allergies and dietary restrictions required after the transition. These novel findings are relevant for food service administrators interested in transitioning to a plant-based menu as well as public health dietitians who could support the transition.

Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

Previous research indicates that the Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP), a companion set of observational tools used to assess the quality of preschool classrooms, capture important aspects of the preschool environment that are associated with children's growth (Farran et al., 2017; Nesbitt et al., 2015; Spivak & Farran, 2016). This study is the first to assess the convergent and predictive validity of these tools in community-based child care centers and compare the tools to the Classroom Assessment Scoring System Pre-K (CLASS Pre-K), a widely used classroom observation tool. We collected COP-TOP and CLASS Pre-K data in 138 classrooms in Georgia as part of a validation study of Georgia's Quality Rated and Improvement System. We also collected child assessment data from 583 preschool-aged children in those same classrooms. Over half of the COP-TOP classroom processes were moderately correlated with at least one of the three CLASS Pre-K domains. COP-TOP classroom processes related to time spent in transition, time spent engaging in sequential activities, involvement in learning activities, and opportunities for math learning were associated with children's math skills, preliteracy skills, and socioemotional development at the end of the year, after controlling for their scores at the start of the year and demographic characteristics. All three CLASS Pre-K domains were significantly associated with children's socioemotional development. We discuss the implications of these results for assessing quality in early care and education programs.

유아교사의 디지털 역량과 어린이집의 조직혁신성이 테크놀로지 자아효능감에 미치는 영향

Objectives This study aimed to find out the difference in technology self-efficacy according to the socio-demographic variables of early childhood teachers, and the relationship and influence between early childhood teachers' digital competency and innovativeness of childcare center, technology self-efficacy.
 Methods A survey was conducted on 217 early childhood teachers in childcare centers in Seoul, Gyeonggi, and Incheon, from May to June 2023. Early childhood teachers' digital competency, innovativeness of childcare center and technology self-efficacy of day care centers were evaluated directly by early childhood teachers. The collected data were analyzed by one-way ANOVA, correlation analysis, and multiple regression analysis using the SPSS WIN 26.0 program.
 Results First, the difference in technology self-efficacy according to the age and experience of early childhood teachers showed that the younger the age, the higher the technology self-efficacy. Second, it was found that there was a significant relationship between early childhood teachers' digital competency, innovativeness of childcare center, and technology self-efficacy. Finally, as a result of analyzing the relative influence of early childhood teachers' digital competency and innovativeness of childcare center on technology self-efficacy, 48% of the explanatory power was shown, and both digital competency and innovativeness of childcare center were influential variables.
 Conclusions The study results imply that it is necessary to develop teacher education programs considering age and career and teacher policies to support teachers' digital capabilities along with innovativeness efforts in childcare centers.

Federal Nutrition Assistance for Young Children: Underutilized and Unequally Accessed

The federal Child and Adult Care Food Program (CACFP) improves nutrition and reduces food insecurity among young children by helping cover the food costs for child care providers and families. This nationwide study evaluated the extent and predictors of the CACFP's utilization among licensed child care centers to identify opportunities for expanding CACFP nutrition support. Administrative data from the CACFP and child care licensing agencies in 47 states and District of Columbia were compiled and geocoded for 93,227 licensed child care centers. CACFP participation was predicted using a multivariable Bayesian spatial logistic regression model in the sample of low-income areas to target CACFP eligible child care centers. Data were collected in 2020-2021 and analyzed in 2022. Of all licensed child care centers, 36.5% participated in the CACFP, ranging from 15.2% to 65.3% across states; when restricted to low-income areas, 57.5% participated (range, 15.7%-85.7%). Income differences did not explain the large variation in CACFP participation rates across states. Having at least three CACFP sponsoring agencies per state predicted a 38% higher probability of CACFP participation (OR=1.38; 95% Credible Interval=1.08-1.78). Currently CACFP participation rates among licensed child care centers point to program underutilization and unequal access, particularly in some states and regions. Work at the federal and state levels is warranted to expand participation in the program, above all in low-income areas, so that more young children could eat healthfully with the CACFP.

Pesticide, allergen, PCB, and lead measurements in childcare centers located on tribal lands in the Pacific Northwest, United States

BackgroundChildren’s potential exposures to chemical and biological agents in tribal childcare centers are not well characterized.Objectives(1) The environmental health of childcare centers in Portland Area Indian Country was characterized by measuring selected pesticides, polychlorinated biphenyls (PCBs), allergens, and lead (Pb) in outdoor soil and indoor dust. (2) We compared our results to other studies of childcare centers in both the United States and globally.MethodsAt 31 tribal childcare centers in Washington, Oregon, and Idaho, we collected indoor dust and outdoor soil samples from at least one classroom, multipurpose room, and outdoor play area. Number of rooms sampled depended on facility size. Surface wipes were collected from the floor, play/work surface, and windowsill and analyzed for selected pesticides and PCBs. Vacuum samples were collected from the floor and analyzed for selected allergens. Lead was measured in surface wipes and outdoor soil collected at 11 centers. A questionnaire collected information on demographics, cleaning habits, and pesticide usage.ResultsAt least one pesticide was measured at all childcare centers. cis-Permethrin (surface wipes: 0.003–180 ng/cm2), trans-permethrin (surface wipes: 0.002–200 ng/cm2) and piperonyl butoxide (surface wipes: 0.001–120 ng/cm2) were measured in all centers. Lead was measured in most surface wipes (<0.25–14 ng/cm2) and all outdoor soil samples (8.4–50 mg/kg). Aroclors 1242 and 1254 were detected on indoor surfaces in three centers at very low loadings. Allergen residues were measured at very low concentrations in vacuum dust samples (Der p 1: <0.012–0.12 µg/g; Der f 1: <0.012–0.09 µg/g; Mus m 1: <0.002–10.055 µg/g). In general, we observed lower levels of chemical and biological agents than what has been reported previously.SignificanceBy understanding the environmental health of childcare centers, we can better understand the role of child-specific environments in promoting children’s health and well-being.Impact statementTo our knowledge, this is the first study to characterize the environmental health of tribal childcare centers in the Pacific Northwest. Combined with the information we have on childcare centers from around the world, this study expands our knowledge on young children’s potential exposures to chemical and biological agents in locations where they spend significant amounts of time.

부모의 자녀학대를 발견한 어린이집 보육교직원의 아동학대 신고과정 경험연구

Objectives This study aimed to investigate the experience of childcare center staff in the process of reporting child abuse after identifying parent-to-child abuse.&#x0D; Methods The directors and staff at three childcare centers in Seoul, South Korea, who had experience discovering and reporting parent-to-child abuse were interviewed individually. The experience and process of child abuse reporting were analyzed inductively according to the steps of the Grounded Theory of Strauss &amp; Corbin (1998).&#x0D; Results The open coding of the childcare center staff experience and process of child abuse reporting resulted in six categories: ‘factors of child abuse reporting’, ‘situational context leading to child abuse reporting’, ‘challenges in child abuse reporting’, ‘reporting of child abuse by childcare center staff', ‘response strategy: internal vs. external’ , ‘result of child abuse reporting’. The axial coding enabled the construction of a paradigm model and a step-by-step reporting process. The selective coding enabled the integration and development of all categories based on the core category of conflict and change.&#x0D; Conclusions The process of reporting child abuse by daycare center employees went through stages of shock, anger, conflict, compensation and regret, and change after reporting. Recognizing the significance of reporting to prevent child abuse and the need for institutional devices, this study discussed efficient support measures for mandatory child abuse reporters in the childcare sector.

Factors associated with physical activity policy and practice implementation in British Columbia’s childcare settings: a longitudinal study

BackgroundIn 2016–17, the government of British Columbia (BC) enacted a mandatory policy outlining Active Play Standards (AP Standards) alongside a capacity building initiative (Appetite to Play) focused on implementing policies and practices to support physical activity in childcare centres. We aimed to identify factors at the provider and organizational levels as well as attributes of the Standards hypothesized to influence implementation (i.e., changes in policies and practices).MethodsWe conducted surveys before (2016–2017) and after (2018–2019) enforcement of the AP Standards among 146 group childcare centres across BC. The 2018–19 surveys measured theoretically based constructs associated with implementation of policies and practices (9 childcare- and 8 provider- level characteristics as well as 4 attributes of the licensing standards). Characteristics that were associated in simple regression models were entered in multivariable regression models to identify factors associated with policy and practice changes related to fundamental movement skills (FMS), screen time, total amount of active play (AP) and total amount of outdoor AP from baseline to follow-up.ResultsIn multivariable analyses, higher staff capacity (OR = 2.1, 95% 1.2, 3.7) and perceived flexibility of the standards (OR: 3.3, 95% 1.5, 7.1) were associated with higher odds of a policy change related to FMS. Higher staff commitment to the AP standards was associated with a higher odds of policy changes related to screen time (OR = 1.6, 95% CI: 1.1, 2.4) and amount of AP (OR: 1.5, 95% 1.0, 2.3). Higher institutionalization of PA policies was associated with a higher odds of policy changes related to the amount of AP (OR: 5.4, 95% CI: 1.5, 20). Higher self-efficacy was associated with a higher odds of policy changes related to outdoor AP (OR = 2.9, 95% 1.1, 7.8). Appetite to Play training was a positively associated with practice changes related to FMS (β = 0.5, 95% CI: 0.1, 0.9).ConclusionsA hierarchy of theoretically defined factors influenced childcare providers’ implementation of the AP Standards in BC. Future research should test the feasibility of modifying these factors to improve the implementation of PA policy and practice interventions in this setting.

Evaluating the Science to Inform the Physical Activity Guidelines for Americans Midcourse Report

Evaluating the Science to Inform the Physical Activity Guidelines for Americans Midcourse Report

Informal settlements and the care of children 0-3 years of age: a qualitative study.

There is a rapid increase in urbanization with a high percentage of people living in poverty in urban informal settlements. These families, including single parents, are requiring accessible and affordable childcare. In Mlolongo, an informal settlement in Machakos County in Nairobi metropolitan area, Kenya, childcare centres, referred to as 'babycares' are increasing in number. They are being provided by local community members without attention to standards or quality control. The study objective was to understand parents', caregivers' and community elders' experiences and perceptions in terms of the quality of babycares in Mlolongo to inform the design and implementation of improved early childcare services. Using a community-based participatory research philosophy, a qualitative study including focus group discussions with parents, community elders and babycare centre employees/owners (referred to as caregivers) was conducted in Mlolongo. A total of 13 caregivers, 13 parents of children attending babycares, and eight community elders participated in the focus groups. Overall, community elders, parents and caregivers felt that the babycares were not providing an appropriate quality of childcare. The reported issues included lack of training and resources for caregivers, miscommunication between parents and caregivers on expectations and inappropriate child to caregiver ratio. The deficiencies identified by respondents indicate a need for improved quality of affordable childcare to support early child development in these settings. Efforts need to be invested in defining effective models of early childcare that can meet the expectations and needs of parents and caregivers and address the major challenges in childcare quality identified in this study.

Inclusion in Quebec childcare centers: financial support, adaptation, and training

BackgroundInclusion in childcare centers involves a support system that includes funding policies, inclusive practices and access to ongoing training. The province of Quebec (Canada) benefits from a network of subsidized childcare services for children from birth to 5 years old. Although two financial measures support educational childcare centers welcoming children with disabilities, there is a lack of knowledge about how these measures are used.Research questionsThe research questions are: (1) How do childcare centers use financial measures to support inclusion? (2) What adaptations are made in childcare centers? and (3) What is the ongoing training of educators to support inclusion?MethodThis research presents the results of an online survey completed by 94 childcare management staff and 154 childcare educators. The survey was developed using a two-way process involving the researchers along with representatives from government ministries and agencies and childcare management staff.ResultsResults reveal that just over half of management staff request financial measures for all children with special needs and does so mainly to hire additional and specialized human resources and replace staff in meetings with specialized services. The financial measures are perceived to meet material adaptation needs better than those for human resources. Adaptations made by educators relate to instructions, individual interventions, equipment, group activities, physical environment, and schedule and routines. Over half the educators report that adaptations involving group activities and schedules and routines are the most difficult to implement. Less than half the managers and educators had received ongoing training on inclusive practices. Issues addressed during such training include commonly recognized interventions based on diagnoses, collaboration with parents, collaboration with partner agencies or institutions, instructions, individual interventions, group activities, equipment, physical environment, and schedules and routines.DiscussionResults are discussed in terms of (1) needs met and funding model, and (2) dimensions of quality inclusive practices such as leadership of childcare management staff, training and professional development, collaboration with health and specialized social services, learning environments and partnership with families.

Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model

ABSTRACT Research Findings: A total of 4102 childcare center teachers were recruited to examine a moderated mediation model of the relationship between teachers’ adaptive caregiving beliefs and professional competence, using caregiving sensitivity as a mediator and organizational support as a moderator. Results indicated that (1) childcare center teachers’ adaptive caregiving beliefs were positively associated with their professional competence; (2) caregiving sensitivity mediated the relationship between adaptive caregiving beliefs and professional competence; and (3) perceived organizational support moderated the relationship between adaptive caregiving beliefs, caregiving sensitivity and professional competence. These findings are supported by social cognitive theory and provide new elements for the job demands-resources model as well. Practice or Policy: Our findings highlight possible avenues for interventions aimed at promoting professional competence in childcare center setting, such as improving teachers’ adaptive caregiving beliefs, caregiving sensitivity, and perceived organizational support.

Characterization of size-differentiated airborne particulate matter collected from indoor environments of childcare facilities

Inhalation of particulate matter (PM) present in indoor atmospheres has been associated with poor health and wellbeing of occupants. Here we report the characteristics of airborne PM collected from twenty-two air-conditioned childcare centres in Singapore. Airborne PM were collected using cascade impactors and characterized for morphology, elemental composition, endotoxin levels, ability to generate abiotic reactive oxygen species, and oxidative stress-dependent cytotoxicity in BEAS-2B cell lines. The mass concentrations of ultrafine particles (PM0.06-1) were more abundant than that of larger particles (PM1-4, PM4-20, and PM20-35 particles). PM20-35 and PM4-20 were irregularly shaped particles, PM1-4 particles had membranous flaky structures and PM0.06-1 particles were pseudo-spherical with the occasional presence of crystalline structures. Carbonaceous matter dominated PM20-35 particles, and the abundance of inorganic salts, iron and sulfur increased with decreasing PM size. Measured endotoxin levels were especially higher in PM4-20 particles. Compared to other particle size fractions, PM0.06-1 particles generated the highest ROS and were also the most potent in generating intracellular ROS in BEAS-2B cell lines. However, total mass concentrations, elemental compositions, abiotic responses, and PM collected from centres with split air-conditioning systems and no active outdoor air supply (SAC) were not statistically different compared with PM collected from centres with air conditioning with mechanical ventilation (ACMV). In conclusion, our study showed obvious distinctions in mass concentrations, morphology, elemental compositions, and cytotoxic potential of different sized particles collected from childcare centres, where the smallest particles (PM0.06-1) exhibited higher hazard potential.

Factorial structure of the inCLASS: validation study in Quebec early childcare centers

Factorial structure of the inCLASS: validation study in Quebec early childcare centers

The feasibility, acceptability, cost and benefits of a "communities of practice" model for improving the quality of childcare centres: a mixed-methods study in the informal settlements in Nairobi.

Informal childcare centres have mushroomed in the informal settlements of Nairobi, Kenya to meet the increasing demand. However, centre providers are untrained and the facilities are below standard putting children at risk of poor health and development. We aimed to co-design and test the feasibility, acceptability, cost and potential benefits of a communities of practice (CoP) model where trained community health volunteers (CHVs) provide group training sessions to build skills and improve practices in informal childcare centres. A CoP model was co-designed with sub-county health teams, centre providers and parents with inputs from Kidogo, government nutritionists and ECD experts and implemented in 68 childcare centres by trained CHVs. Its feasibility and potential benefits were measured quantitatively and qualitatively. Centre provider (n = 68) and CHV (n = 20) knowledge and practice scores before and after the intervention were assessed and compared. Intervention benefits were examined using linear regressions adjusting for potential confounding factors. We conducted in-depth interviews with 10 parents, 10 CHVs, 10 centre providers and 20 local government officials, and two focus groups with CHVs and centre providers. Qualitative data were analysed, focusing on feasibility, acceptability, potential benefits, challenges and ideas for improvement. Cost for delivering and accessing the intervention were examined. The intervention was acceptable and feasible to deliver within existing government community health systems; 16 CHVs successfully facilitated CoP sessions to 58 centre providers grouped into 13 groups each with 5-6 centre providers, each group receiving four sessions representing the four modules. There were significant improvements in provider knowledge and practice (effect size = 0.40; p < 0.05) and quality of centre environment (effect size = 0.56; p < 0.01) following the intervention. CHVs' scores showed no significant changes due to pre-existing high knowledge levels. Qualitative interviews also reported improvements in knowledge and practices and the desire among the different participants for the support to be continued. The total explicit costs were USD 22,598 and the total opportunity costs were USD 3,632 (IQR; USD 3,570, USD 4,049). A simple model delivered by CHVs was feasible and has potential to improve the quality of informal childcare centres. Leveraging these teams and integration of the intervention into the health system is likely to enable scale-up and sustainability in Kenya and similar contexts.

Neighborhood Places for Preschool Children's Physical Activity: A Mixed-Methods Study Using Global Positioning System, Geographic Information Systems, and Accelerometry Data.

This study adds to the current literature by using a novel device-based method to explore where preschool children are physically active outside of home and childcare settings. This study combined accelerometry with geospatial data to explore the influence of the environment on preschool children's physical activity by objectively identifying the locations where preschool children engage in moderate to vigorous physical activity (MVPA) within and outside of their neighborhood. Accelerometry, Global Positioning System, and Geographic Information Systems data from 168 preschool children aged 2-5years were processed in ArcGIS Pro to identify locations (per 25 × 25-m fishnet cell) with high MVPA counts. Locations with high MVPA counts were defined as those with the top 20% of MVPA counts per fishnet cell. The land use for high MVPA count location was determined for 3 domains: <500m from home, 500 to 1600m from home, and >1600m from home. Locations with high MVPA counts <500m from home were playgrounds (66.6%), schools (16.7%), and parks (16.7%). Locations with high MVPA counts 500 to 1600m from home included playgrounds (33.3%), nonhome residential (29.6%), childcare centers (11.1%), and parks (3.7%). Locations with high MVPA counts >1600m from home included nonhome residential (54.7%), sports and recreation centers (11.1%), playgrounds (6.8%), and parks (5.3%). Our findings highlight that local parks and playgrounds provide physical activity opportunities for preschool children, yet beyond the local neighborhood, the homes of others are important locations for preschool children to accumulate MVPA. These findings can be used to inform the design of current and future neighborhood places to better accommodate preschool children's MVPA.