Child Care Centers Research Articles

The childcare director’s role in preventing burnout: a positive-psychological examination of the caregivers’ lived experience

ABSTRACT This study applied a positive-psychological approach to examining childcare directors’ role in maintaining the stability of their staff from the caregivers’ and directors’ points of view. Most of the childcare centers in Israel are characterized by high burnout and turnover of staff members. Nevertheless, some teams stay stable, and turnover is minimal. This study explored the factors using 30 semi-structured interviews with childcare center directors and caregivers regarding their occupational stability. Findings suggested that the sense of belonging to the childcare center was one source of stability. The director acted as a safe haven, maintaining the caregivers’ wellbeing. Other success factors are related mainly to their relations with other staff members, with the director, and with the children, and also to proper management that provides professional training and treats them with respect. The study’s contribution is fourfold. First, it gives voice to a population of women who work under difficult conditions for low pay. Second, it highlights the role of the childcare director in maintaining staff stability. Third, implementing its findings is relevant to creating and improving models of training and supervising early childhood educators. Fourth, studying anti-burnout factors can strengthen teams and provide the children with positive relationships with significant others.

Developmental trajectories of children's playfulness in two- to six-year-olds

Even though playfulness has been found to be highly relevant to the development and wellbeing of young children, hardly any longitudinal findings are available on stability and changes in children's playfulness. This study examined developmental trajectories of children's playfulness in two- to six-year-olds over a two-year period and analyzed whether individual and family characteristics and transition to primary school explain these trajectories. The sample included 839 children (47.3% girls, MAge = 4.87 years, SDAge = 1.39) from 38 childcare centers and 47 kindergartens in Switzerland. Children's playfulness was assessed at three measurement time points at one-year intervals using the multidimensional Children's Playfulness Scale to gather parent and teacher reports. Second-order linear growth curve models showed significant interindividual differences in children's playfulness at initial baseline. These differences correlated with effects for age, migrant background, and maternal education. The growth-related processes varied depending on children's age, and the individual dimension of children's playfulness whether an increase, stability, or decline was observed. In particular, social components of playfulness were found to change. On average, children's playfulness increased in early years but decreased from school age onwards. However, closeness in parent–child relationships proved to be supportive of children's playfulness at all time points. The results indicate the significance of positive parenting to children's playfulness, but they also draw attention to how playful qualities can be maintained and more highly valued in the school environment. In general, the study can contribute to a better understanding of the construct of playfulness in childhood.

A micro-political exploration of the resignation of Hong Kong experienced kindergarten principals amidst preschool education coordinator turnover

The early childhood education system in Hong Kong operates within a corporate governance framework. However, there is a lack of research on the interaction between principalship and corporate governance in kindergartens and childcare centres. This study aims to address this gap by examining how a preschool education coordinator (PEC), working under corporate governance principles in a non-governmental organization (NGO), influenced the resignation decisions of principals. Using micro-political theory, this study examines power dynamics, conflicts, and decision-making processes that led to principals’ resignations. This phenomenological case study utilized a focus group discussion with three principals who had resigned from the NGO. Through thematic analysis, three key themes emerged from the study: changing governance and accountability, conflicting educational values and beliefs between the preschool education coordinator and the principals, and contrasting leadership behaviours and styles. The findings of this study have significant implications for the local community, as well as offering valuable insights that can inform and benefit international audiences interested in early childhood education leadership development and human resources management. As early childhood education systems worldwide grapple with similar challenges, understanding the relationship between corporate governance and principalship can help devise strategies for enhancing organizational effectiveness and ensuring principal retention.

BUILDING PERFORMANCE ANALYSIS OF CHILDCARE CENTERS IN KOREA FOR RETROFIT DESIGN: TYPOLOGY BASED STUDY ON ENERGY PERFORMANCE

ABSTRACT This study investigates different architectural types of Korean national childcare centers. The goal of this study is to provide a preliminary study of the energy retrofit of childcare centers. Given the growing concern over climate change, renovation and remodeling of current buildings for energy use improvement has become a major movement. Thus, today’s improvement in the building environment inevitably accompanies energy use improvement. An examination of 17 childcare centers in the Dongdaemon-gu district in Korea has been carried out. This includes the history of the buildings, construction information and energy use of the buildings. The cases are classified depending on their architecture type and have been analyzed with their energy use. Korea has embraced the influence of other countries with child care policies and types. The typology has been adapted to the Korean environment. This research is the preliminary study for green renovation of national childcare centers under a Korean context.

Observed relationships between nap practices, executive function, and developmental outcomes in Tunisian childcare centers

The objective of this design was to conduct an observational study comparing anthropometric characteristics, cognitive functions, as well as gross and fine motor skills. The study included 118 preschool-aged children (47 boys, 71 girls) enrolled in childcare centers. They were categorized into two groups based on their nap habits. The nap group comprised 59 children (23 boys, 36 girls), age (mean ​± ​standard deviation) ([3.96 ​± ​0.54] years) who took naps after lunch, while the no-nap group included 59 children (24 boys, 35 girls) age (mean ​± ​standard deviation) ([4.18 ​± ​0.61] years) who remained awake during this period. The results showed that the napping group had significantly higher scores for body mass index (BMI) (p ​< ​0.000 1), height-for-age z score (HAZ) (p ​= ​0.003), and higher BAZ (BMI-for-age z score) scores (p ​< ​0.000 1), compared to the No-nap group. In terms of cognitive function, the study revealed that the napping group had better working memory performance compared to the No-nap group (p ​= ​0.002), but no significant impact on inhibition was observed. The results also showed that taking a nap may improve functional mobility (p ​= ​0.003) and upper body strength (p ​= ​0.026) especially in boys. Future research could investigate the long-term effects of inadequate nap time on children's health and development and also develop and evaluate interventions to improve nap time habits in preschool children.

Indoor Air Quality and Sick Building Syndrome among Caretakers in Childcare Centers

Sick Building Syndrome (SBS) refers to the health-related symptoms of exposure to an unhealthy microenvironment, especially poor indoor air quality This study investigated the associations of indoor air quality including particulate matter (PM10 and PM2 5), Carbon Dioxide (CO2), Carbon Monoxide (CO), Total Volatile Organic Compounds (TVOCs), and childcare center environment with SBS symptoms among caretakers. SBS was assessed using a self-reported questionnaire The prevalence of SBS was 77 78% among caretakers PM10 negatively correlated with CO2 (r=0 -558; p&lt;0 01) PM10 levels were associated with any reported symptoms of SBS (OR=7 38; 95%CI 1 98 - 27 53), and upper respiratory symptoms (OR= 12 00; 95%CI 1 46 – 98 08) PM2 5 showed no association with SBS Using air refresher was associated with upper respiratory symptoms (OR=5 10; 95%CI 1 46 – 13 59), lower respiratory symptoms (OR=3 64; ; 95%CI 1.22 - 10.82).

The metaphor analysis on the music education for early childhood perceived by child-care center directors

The metaphor analysis on the music education for early childhood perceived by child-care center directors

Antibiotic use and class absenteeism in children with influenza-like-illness in an emergency department.

Children with influenza-like-illness (ILI) often require clinician clearance or antibiotics to return to child care or school. Study objectives were to examine the association between antibiotic receipt during an Emergency Department (ED) visit for ILI and the outcomes of class absenteeism and illness duration. A secondary analysis of 251 children aged 2 months to 12 years with uncomplicated ILI discharged from the ED from December 1, 2018 to November 30, 2019 was conducted. The primary exposure was receipt of antibiotics over the course of illness (assessed by chart review and family follow-up survey). Patients prescribed antibiotics (n = 65) experienced a median of 3 (interquartile range [IQR]: 1,5) days of class missed and 5 (IQR: 3,7) days of illness compared to 2 (IQR: 1,4) days of class missed and 4 (IQR: 3,7) days of illness for those not prescribed antibiotics (n = 186, p = 0.08 and p = 0.13, respectively). There was no statistically significant association with missed class days (incidence rate ratio [IRR]: 1.14 [0.86-1.50], p = 0.37) or days of illness (IRR: 1.06 [0.88-1.27], p = 0.55) for patients prescribed antibiotics compared to patients not prescribed antibiotics for ILI. Antibiotic use for ILI was not associated with reduced class absenteeism or illness duration. Child care centers and schools sometimes exclude children with influenza-like-illness (ILI) from class until cleared to return by a clinician and/or prescribed antibiotics. This study addresses these social drivers of overprescribing. Antibiotics were prescribed in 26% of children with ILI discharged from a large Emergency Department in the US. Antibiotic use was not significantly associated with class absenteeism or illness duration. This study can serve as a discussion point for clinicians when navigating parental or social pressures to prescribe antibiotics for uncomplicated acute respiratory tract infections, particularly when these pressures are influenced by concerns about returning to class.

Impact of the Physical Activity Environment on Change in Body Mass Index Percentile in Child Care Centers Serving Children with Disabilities.

Childcare centers (CCCs) can provide opportunities to implement physical activity (PA) via health promotion interventions to prevent obesity and associated chronic disease risk factors in young children. This study evaluated the impact of the Healthy Caregivers-Healthy Children (HC2) intervention on body mass index percentile (PBMI) and the PA environment in CCCs serving children with disabilities (CWD) over one school year. Ten CCCs were cluster-randomized to either (1) an intervention arm that received the HC2 curriculum adapted for CWD or (2) an attention control arm. Mixed-effect linear regression models analyzed the relationship between change in child PBMI and CCC childcare center PA environment by experimental condition and child disability status over one school year. Findings showed a significant decrease in PBMI among children in the HC2 centers (-6.74, p = 0.007) versus those in control centers (-1.35, p = 0.74) over one school year. Increased PA staff behaviors (mean change 3.66, p < 0.001) and PA policies (mean change 6.12, p < 0.001) were shown in intervention centers during the same period. Conversely, there was a significant increase in sedentary opportunities (mean change 4.45, p < 0.001) and a decrease in the portable play environment (mean change -3.16, p = 0.03) and fixed play environment (mean change -2.59, p = 0.04) in control centers. No significant differences were found in PBMI changes between CWD and children without disabilities (beta = 1.62, 95% CI [-7.52, 10.76], p = 0.73), suggesting the intervention's efficacy does not differ by disability status. These results underscore the importance of (1) including young CWD and (2) PA and the supporting environment in CCC health promotion and obesity prevention interventions.

Does the use of community childcare centres contribute to greater economic empowerment of rural women? A case study from Burkina-Faso

ABSTRACT Women devote much of their time to unpaid care work in West Africa. This situation is even more pronounced in rural areas and thus contributes to further weakening women’s economic empowerment in these areas. Setting up community childcare centres is one way of creating time for these women. This article therefore analyses the impact of the use of these centres on the economic empowerment of rural women in Burkina Faso, using the Conditional Mixed Process model. Data collected from 1546 rural households in 2022 as part of the implementation of a research project funded by the International Development Research Centre were used for the analyses. The investigations showed that the use of community childcare centres offers more opportunities for rural women to participate in economic activities or the labour market through the time saved as a result of the reduction in time spent on domestic chores. Revitalising and scaling up community childcare centres in Burkina Faso are, therefore, the main way of empowering rural women.

Removing barriers to registration for early childhood development centres

Background: Early childhood development (ECD) centres play a crucial role in children’s well-being. Multifaceted obstacles hinder ECD centres registration. Overcoming these challenges demands a multisectoral approach to ensure quality education for all children.Aim: This study provides an overview of the quality of ECD centres in South Africa, and then focusses on the specific obstacles ECD centres face in registering their centres with the Department of Social Development (DSD).Setting: An ECD census was conducted in nine South African provinces.Methods: This study analysed data from the South Africa ECD Census (2021). The sample size was 42 420; however, this study analysed data for 39 375 for centres who responded to whether they were registered with the DSD across all South Africa’s nine provinces. Data were analysed using descriptive and inferential statistics.Results: Only 16% of ECD centres were in the formal registration process, while 43% were not registered. Barriers included no bank account, a lack of separate classes, and insufficient staff. In multivariate analysis, the absence of a bank account strongly predicted registration barriers (RRR 4.21; CI 6.37–7.62, p 0.05).Conclusion: This study underscores the critical role of ECD centres in shaping the foundational aspects of children’s lives. There is an urgent need to streamline the ECD registration process.Contribution: The study finds 43% of childcare centres were unregistered, supporting the call for simplified registration to improve access to quality education and reduce educational disparities in South Africa.

The efficacy of the TEACH e-Learning course at improving early childhood educators’ physical activity and sedentary behaviour self-efficacy, knowledge, intentions, and perceived behavioural control: a randomized controlled trial

BackgroundEarly childhood educators play a critical role in promoting physical activity and reducing sedentary time in childcare centres. However, early childhood educators receive limited specialised pre- and in-service learning opportunities relating to these behaviours and may lack the capacity to effectively engage children in healthy movement behaviours. This study aimed to examine the efficacy of an e-Learning course on increasing early childhood educators’ physical activity and sedentary behaviour-related capacities.MethodsA two-group parallel randomized controlled trial was conducted with early childhood educators in Canada (Mage = 41.78, 97% female). Participants randomized to the intervention group were asked to complete a physical activity and sedentary behaviour e-Learning course within a 4-week period. Participants randomized to the waitlist control condition were assigned to a waitlist to receive the intervention after the testing period. Participants reported on their self-efficacy, knowledge, intentions, and perceived behavioural control relating to physical activity and sedentary behaviours at baseline, post-intervention, and 3 months follow-up. Linear mixed effects models were estimated to determine difference in changes in outcomes from baseline to post-intervention, and follow-up.ResultsA total of 209 early childhood educators participated in the study (intervention n = 98; control n = 111). The TEACH e-Learning course was found to be efficacious at improving all of the examined outcomes, with standardized effect sizes ranging from d = 0.58 to d = 0.65 for self-efficacy outcomes, d = 0.66 to d = 1.20 for knowledge outcomes, d = 0.50 to d = 0.65 for intention outcomes, and d = 0.33 to d = 0.69 for perceived behavioural control outcomes post-intervention. The intervention effects were sustained at follow-up for all outcomes apart from perceived behavioural control to limit screen time. Additionally, the magnitude of the effect for knowledge outcomes decreased at follow-up, with standardized effect sizes ranging from d = 0.49 to d = 0.67.ConclusionsThe e-Learning course was highly successful at improving early childhood educators’ capacity pertaining to physical activity and sedentary behaviours. Providing training content through e-Learning may be an efficacious approach to providing continual professional learning opportunities relating to physical activity and sedentary time to early childhood educators on a large scale.

"Anees Has Measles": Storytelling and Singing to Enhance MMR Vaccination in Child Care Centers Amid Religious Hesitancy.

This study explores the enhancement of MMR vaccination rates in the deep south of Thailand through a culturally tailored intervention that incorporates storytelling and singing, aligning with local cultural and religious values. The "Anees has Measles" intervention, developed with input from community stakeholders including health workers, religious leaders, and parents, featured traditional melodies in its singing activities. The intervention comprised two main components: storytelling sessions and singing activities, both utilizing culturally resonant content and formats to effectively engage the community. Conducted from December 2019 to March 2020 across eight districts in five provinces, the study targeted children aged 18 months to 5 years in government child care centers. Results indicated a substantial increase in MMR vaccination coverage from 44.3% to 72.0% twelve months post-intervention, and further to 77.0% at 48 months post-intervention, representing a significant and sustained improvement (p < 0.001). This marked and continuous increase demonstrates the effectiveness of culturally adapted health education in areas with significant vaccine hesitancy. The findings highlight the importance of integrating culturally and religiously sensitive methods into public health strategies, significantly enhancing vaccine acceptance and coverage in diverse and conservative settings. This approach suggests a broader applicability for similar interventions in comparable contexts globally.

Traffic-Related Air Pollution and Childhood Asthma—Are the Risks Appropriately Mitigated in Australia?

Childhood asthma is a major health issue in Australia, and traffic emissions play a causative role. Two urban planning policies that impact children’s exposure to traffic emissions are considered in terms of the potential health risks to children in a Melbourne suburb with high truck volumes and hospital attendances for childhood asthma. Firstly, the health impact assessment component of the state planning approval of a major road project, and secondly, local government placement of childcare centres and schools in relation to freight routes. Three sources of air quality monitoring data were examined: (i) a Victorian EPA reference site; (ii) a site with planning approval for development into a childcare centre; and (iii) five sites within the boundary of the West Gate Tunnel Project, an AUD 10 billion road and tunnel project. The Australian Urban Research Infrastructure Network data was utilised to assess distances of childcare centres and schools from major truck routes. A range of cconcentration–response functions for childhood asthma (0–18 years) from international systematic meta-analyses and a smaller Australian cross-sectional study were applied to comparative elevations in fine particulate matter (PM2.5) and nitrogen dioxide (NO2) concentrations between the EPA reference monitor (used for project risk assessment) and local roadside data. It was found that comparative elevations in NO2 concentrations were associated with the following risk increases: developing asthma 13%, active asthma 12%, and lifetime asthma 9%. Overall, 41% of childcare centres (n = 51) and 36% of schools (n = 22) were ≤150 m to a high-density truck route. Truck emissions likely make a substantial contribution to childhood asthma outcomes in the project area. This study exemplifies how current practices may not be commensurate with guiding policy objectives of harm minimisation and equitable protection.

A study on the development of happiness scale for Chinese young children.

This study was conducted to develop an assessment tool for measuring happiness among Chinese preschoolers, and to verify the reliability and validity of this tool. A total of 269 preschoolers aged 3 to 5 years from kindergartens and childcare centers in Hangzhou, China, were surveyed. The Preschooler Happiness Scale, constructed through literature review and interviews with preschoolers, underwent expert content validity verification and pilot testing to refine items. The validity and reliability of the scale were verified in this study, resulting in the development of the final Preschooler Happiness Scale comprising 6 sub-factors and 25 items. The reliability verification revealed a high overall reliability of 0.91 for the Preschooler Happiness Scale, confirming its trustworthiness as a tool. The academic significance of the findings and the practical utility of the Preschooler Happiness Scale in early childhood education settings in China were discussed based on the results of this study.

Compensation and Staffing Challenges in Child Care: Statewide Evidence from Pandemic Relief Applications

Abstract Child care teachers support young children's learning and development and parents’ ability to work. However, they earn far less and turn over at far higher rates than K–12 teachers. COVID-19 exacerbated staffing challenges, and the child care workforce was 5.9 percent smaller in January 2023 than in January 2020. While low compensation likely drives turnover in early childhood education, there is relatively little large-scale evidence on the link between compensation and staffing challenges. We summarize the limited pre-pandemic evidence and use pandemic-era data from 90 percent of publicly funded child care centers in Louisiana to describe the relationship between sites’ compensation and staffing challenges. In October 2022, 15 percent of centers’ lead teacher positions were unfilled—nearly quadruple the 4 percent national vacancy rate for public school teachers. Of centers with any vacancies or hires in the past six months, 65 percent turned families away and 84 percent hired less-experienced or -qualified teachers than desired due to staffing challenges. Centers with higher wages were significantly less likely to report staffing challenges, turn families away, and hire less-experienced teachers, after controlling for center characteristics and region. Our findings and prior evidence suggest that wage increases are promising for stabilizing the child care workforce.

Learning From Indigenous Perspectives: Wellbeing in the Early Years

This three-year qualitative research study examined the knowledge and experiences of 20 early years educators while introducing Indigenous perspectives and pedagogies on Land-Based Learning in 10 urban childcare centers. Educators were introduced to Indigenous perspectives and pedagogies through workshops with Indigenous speakers and Indigenous-authored picture books. These perspectives included the importance of supporting children to develop responsive and caring relationships to the Land for their own wellbeing and for the wellbeing of all their fellow creatures. Supported by their educators, the children increased their sense of belonging in the world, expressed gratitude for their fellow creatures, and recognized and enacted their responsibility to care for nature.

빅데이터를 활용한 유보통합에 대한 사회적 인식 분석

The purpose of this study is to find out the social discourse of ECEC integration using big data. Big data related to ECEC integration from 2013 to 2023 were collected using Textorm. The collected raw data were refined, and among them 50 keywords were selected as a result of frequency analysis. The results of the study are as follows. First, the social discourse of ECEC integration showed high frequency in the order of ‘teacher’, ‘child care center’, ’kindergarten’, ‘child care’, and ‘qualification’. As a result of cluster analysis, social discourse was formed centering on three core discourses such as teacher qualification acquisition, policy direction, and consultation subject. Second, major keywords such as ‘child care center’, and ‘kindergarten’ have a higher degree of centrality, while word such as ‘policy’, and ‘Korea National Open University’ have a higher closeness centrality. Third, the ego network analysis was conducted on the main keywords with higher centrality and frequency, such as ‘teacher’ and ‘qualification’. In addition, the ego network analysis was performed and visualized the main keywords and visualized. Through this study, the social discourse was investigated and implications for approach of ECEC integration were discussed.

Toxin Genes and Antibiotic Resistance of Food Poisoning Bacteria Isolated from Food Service Equipment in Childcare Centers

Toxin Genes and Antibiotic Resistance of Food Poisoning Bacteria Isolated from Food Service Equipment in Childcare Centers

유아교사의 지속가능발전지향 환경교육 실행 방안 탐색

This study aims to explore how early childhood teachers implement sustainable development- oriented environmental education in kindergartens and childcare centers. Data were collected through semistructured in-depth interviews with 10 early childhood teachers who had attended at least one environmental education training related to sustainable development and consistently practiced sustainable development-oriented environmental education in their classrooms for at least 10 months. The study’s findings revealed that the teachers engaged in meaningful interactions with the students to sensitize them to their responsibilities and roles in environmental issues by capturing their daily inconveniences and constraints and encourage improvement. They also attempted to implement environmental education following the principles of sustainable development by organizing the play environment and using eco-friendly materials. Moreover, they tried various teaching and learning materials and activities to keep children interested and engaged. Finally, the teachers worked with the children’s families and community members to create a practical and meaningful environment in which the children could learn about their responsibilities and roles in promoting sustainable development as citizens. The study’s findings, which examined implementation experiences from the perspective of early childhood teachers, are significant because they provide useful information for teacher support.