Early Childhood Education And Care Settings Research Articles

A Qualitative Study of Preschool Children’s Perspectives on an Oral Health Promotion Program in New South Wales, Australia

In Australia, dental caries are observed in almost half of children starting school. Oral health promotion programs are being implemented in early childhood education and care (ECEC) settings to promote oral health. This study examined children’s perceptions of one such program, the Bright Smiles Bright Futures (BSBF) program in ECEC settings in New South Wales, Australia. Data were collected using focus group discussions from 15 children aged 3–5 years, transcribed verbatim, and analysed through inductive thematic analysis. Three themes were identified as follows: (i) oral health knowledge of children, (ii) oral hygiene practices routine and skills development, and (iii) evaluation of the oral health promotion kit and opportunities for improvement. Children’s perspectives highlight the BSBF program’s success in communicating key messages to promote oral health. The integration of family-centric approaches, acknowledgement of children’s preferences, and the use of interactive tools collectively enhance the overall effectiveness of the oral health promotion program.

String Figuring young children's perspectives of quality in English early childhood education and care

AbstractQuality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality. This empirical paper employs a research‐creation methodology in combination with feminist materialist theory, notably Haraway's String Figuring, to consider how quality manifests in young children's lifeworlds. Data from non‐participant observations in 17 English ECEC settings were collected and analysed by focusing on child‐led activities where agentic and autonomous engagement with objects, matter, resources, space and places were observed. This resulted in the identification of a series of ‘knots’: security, space(s), material objects, autonomy and other children. We present examples of these knots in six vignettes and propose that these are manifestations of young children's experiences of their educational environments. The knots developed from our analysis recognise how quality was manifested where children felt secure by exploring their chosen spaces. This led to children having autonomy over their play, both alone and with other children. We demonstrate how String Figuring can provide an opportunity to develop a deeper understanding of the complex and nuanced nature of young children's lifeworlds in various ECEC settings, and argue that the identified knots can provide situated and contextual ways to recognise young children's experiences of quality. By doing so it is possible to develop new knowledge that advances theoretical and professional practice conceptualisations of quality.

Acts of bridging in communication with newly arrived Ukrainian children in the Norwegian ECEC context

In this paper, we explore emergent communicative practices in a situation where a group of newly arrived children start attending early childhood education and care (ECEC) in a new country. The data are collected in a unique multilingual ECEC setting, organised temporarily for Ukrainian children that had arrived in Norway. Previous research on newly arrived children in ECEC settings in the Nordic context focuses mostly on how one or a few children are integrated into majority-language-speaking groups of children. Our study, however, provides an opportunity to explore communication practices that arise when a group of children share a language with some of the practitioners working with them, but not others. In this paper, we present an analysis of several narratives from practice, where we discuss how children and practitioners use their semiotic resources to accomplish their goals in communicative acts. The narratives show how the ECEC practitioners support children in their communicative efforts and bridge linguistic resources between languages. Inspired by the theory of bridging and bonding social capital (Putnam, 2000), we give a definition to acts of bridging and show that these acts of bridging can be performed by both children and practitioners with different language competences.

A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings

ABSTRACT Early childhood teachers utilise a variety of strategies to promote movement and physical activity (MOPA) in ECEC settings. However, less is known about the processes that underpin these strategies. Using the ecological view of teacher agency, we explored how early childhood education and care (ECEC) teachers from the Philippines actively contribute to MOPA promotion. Through in-depth interviews, 25 teachers from public and private early childhood centres in the Philippines shared their teaching experiences relating to the MOPA of young children. Through reflexive thematic analysis of the interviews, we found key experiences among ECEC teachers that illuminate their agency in promoting MOPA. The findings suggest that teacher agency involves processes such as fostering a supportive class atmosphere for MOPA, creating novel MOPA ideas, sharing MOPA with others, and finding solutions to apparent MOPA concerns. We propose that teacher agency deepens our current understanding of ECEC teachers’ contributions in promoting MOPA in ECEC settings. The practical implications of these new ideas are also discussed.

Exploring the role of educator personality on structural and process quality in early childhood education and care settings

Given the significant time that children aged zero to six spend in early childhood education and care (ECEC) settings, it is imperative that we understand the drivers of ECEC quality. The role of educator personality in the quality of ECEC settings has received little attention from researchers. Using a sample of 595 educators from 240 infant and toddler classrooms, the present study examined (1) the role that educator personality plays on key quality indicators in Canadian ECEC settings, (2) the factor validity of the Mini Markers, a commonly used measure of personality, and (3) whether there are subgroups of educators based on personality characteristics, using a latent profile analysis (LPA). Results showed an acceptable factor structure of the Mini Markers measure of personality with early childhood educators. Furthermore, personality was positively related to both structural and process quality indicators. Specifically, the structural indicators of income and years in the classroom were positively and significantly related to Agreeableness and Extraversion (small and medium effects, respectively). In terms of process quality, educators’ level of Extraversion had a positive and significant relationship with the quality of responsive interactions they provide to children (small effect). Finally, the LPA revealed diverse educator personality types with no significant variation at the classroom level. This study highlights the need for ongoing research to explore the connection between educators' personalities and quality in ECEC, with implications discussed for practical application.

How Can We Study Educational Inequalities in Different Cultural Contexts? Interdisciplinary Research Methods in Early Childhood Education and Care

The increasing diversity in cities and schools is a pan-European experience. Concurrently, the time of subsequent crises (migration/refugee crises) has had severe impacts on the key institutions safeguarding the rights and needs of citizens. This also concerns the youngest generation in the education system, especially in the light of data concerning the still high and even growing rates of child poverty in Europe. Therefore, focusing on finding common solutions to early educational inequalities has become one of the key issues of research in the area of early childhood education. Diversity enables us to learn about conditions that may increase the effectiveness and desirability of early childhood education and care (ECEC) for children at risk, be it due to economic strain, possessing a migration background, disability and so forth. At the same time, however, it poses a methodological challenge due to the different construction of child welfare and education systems, the different policies and social solutions promoted and, last but not least, the different dimensions of the aforementioned diversity, namely ethnic, social or disability. This article discusses methodological challenges and strategies in an international and interdisciplinary project on combined inequalities among children in ECEC settings. The objective is to demonstrate how mixed-methods can be used for interdisciplinary interventions, connecting social research to the broader impact on the community.

Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review

Early Childhood Education and Care (ECEC) places value and benefits on children’s play in nature-based outdoor spaces. However, there is a lack of knowledge regarding teachers’ support of play in environments with rugged terrains and natural materials. Therefore, this systematic review aims to locate, present, and discuss research literature on how teachers in ECEC settings can support children’s play in nature-based outdoor spaces. According to the review, teachers’ support of children’s play was described in the literature as encouraging children’s free and unstructured play through facilitating actions addressing the children’s perspectives and the opportunities offered by the physical environment. Furthermore, teacher support was also described as teacher-led and teacher-guided interactions where teachers and children communicate or collaborate in playful situations. Differences and overlapping elements of types of teacher support are discussed, and implications for researchers, practitioners, and ECEC teacher education are provided.

A Delphi Study to identify strategies to mitigate the adverse impact of COVID-19 on children under the age of five in Wales

The COVID-19 global pandemic has caused widespread impact on education across all settings and contexts, including early childhood education and care (ECEC). In Wales, it is estimated that roughly three-quarters of children under the age of five (c.155,000 children) were impacted by the closure of ECEC settings. While literature is still emerging on the long-term impact of the pandemic on children under five, little research has explored the potential strategies to mitigate these adverse impacts. This research project used the Delphi method to investigate what experts and ECEC practitioners believe are the most effective strategies to mitigate the adverse impact of the pandemic on children under five, using Wales as a national-level case study. Between May and September 2021, three consecutive surveys were distributed to study participants, who were identified as ECEC experts (n=39). Furthermore, alongside the traditional Delphi study a one-off anonymous online survey was also sent to the wider ECEC practitioner community in Wales (n=378). The dominant theme within the strategies suggested by the study participants was the importance of high-quality play experiences. The importance of universal provision and quality support for practitioners and families was also highlighted. These themes were dominant in both expert and practitioner groups, despite consensus not being found between them. This paper presents and critically explores these identified themes, providing the foundation for replication and portability of this work and its outcomes to ECEC settings in other nations and jurisdictions.

Addressing gender in early childhood education and care in Slovenia

We present how gender treatment is envisaged in the formal framework that defines early childhood education and care (ECEC) in Slovenia, with special emphasis on the curricular document, which frames the system and concept of ECEC in Slovenia. We present in detail how the latter deals with the issue of gender in individual areas of activities in ECEC settings. In addition, we present the results of the empirical survey we conducted among future early childhood educators where we explored whether in ECEC settings they would be willing to read fairy tales that open up the issue of gender from various perspectives, and if not, what reasons they give for this.

EHealth Tools Supporting Early Childhood Education and Care Centers to Assess and Enhance Nutrition and Physical Activity Environments: Protocol for a Scoping Review.

Many children today are growing up in environments that predispose them to develop noncommunicable diseases. While no single preventive solution exists, evidence supports interventions in childcare settings for establishing good nutrition and physical activity behaviors as a "critical window" that could reduce the risk of developing noncommunicable diseases later in life. Emerging eHealth tools have shown potential in promoting best practices for nutrition and physical activity environments in early childhood education and care (ECEC) settings. The primary objective of this review is to map the breadth of available evidence on eHealth tools currently available to assess and support best practices for nutrition, physical activity, or both in ECEC settings and to highlight potential research directions. This scoping review will be conducted in accordance with the Joanna Briggs Institute Manual for Scoping Reviews with adherence to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) checklist guidelines. Eligibility is based on the Population, Concept, and Context criteria as follows: (1) early childhood educators (population); (2) eHealth (digital) technology, such as websites, smartphone apps, email, and social media (concept); and (3) measurement and intervention tools to support best practices for nutrition, physical activity, or both in ECEC settings (context). The information sources for this review are the bibliographic databases PubMed, Scopus, CINAHL Plus, ERIC, and Embase in English and French with no date restrictions. Following this, a scan of gray literature will be undertaken. The electronic search strategy was developed in collaboration with two librarians. Two independent reviewers will screen the titles and abstracts of all relevant publications against inclusion criteria, followed by a full-text review using a data extraction tool developed by the reviewers. A synthesis of included papers will describe the publication, assessment, and intervention tool details. A summary of the findings will describe the types of eHealth assessment tools available, psychometric properties, eHealth intervention components, and theoretical frameworks used for development. Preliminary searches of bibliographic databases to test and calibrate the search were carried out in May 2023. Study selection based on titles and abstracts was started in August 2023. The developed search strategy will guide our search for gray literature. The findings will be presented in visualized data map format, waffle chart, or tabular format accompanied by a narrative discussion. The scoping review is planned for completion in 2024. A structured review of the literature will provide a summary of the range and type of eHealth tools available for ECEC programs to assess and improve nutrition environments, physical activity environments, or both in order to identify gaps in the current evidence base and provide insights to guide future intervention research. Open Science Framework XTRNZ; https://osf.io/xtrnz. DERR1-10.2196/52252.

Dissemination of public health research evidence and guidelines to Australian Early Childhood Education and Care staff: Views about source, content and format.

Effective dissemination of public health research and evidence-based guidelines to Early Childhood Education and Care (ECEC) staff is critical for promoting research transfer and uptake and achieving positive outcomes for children. A cross-sectional study was conducted during August 2021 to March 2022, with a sub-sample of Australian ECEC services participating in a larger survey completed online and via Computer-Assisted Telephone Interview. Survey items assessed: influential source for receiving research, type of content that would influence decisions to adopt research and preferred formats for receiving research. Overall, 993 service managers or staff from 1984 (50.0%) invited and eligible services completed the larger survey. Of these, 463 randomly allocated services (46.7%) had staff complete the dissemination items. The Australian Children's Education and Care Quality Authority, ECEC agencies and Government Departments were most frequently selected as influential sources of research evidence. Staff were most interested in content providing evidence-based recommendations for future actions and descriptions of health issues addressed. Workshops or conferences and webinars were the preferred format for receiving research. Findings highlight the importance of tailoring dissemination strategies to meet ECEC staff needs and engaging influential sources to disseminate research evidence. SO WHAT?: Understanding dissemination preferences of ECEC staff is crucial for supporting uptake of evidence-based health promotion in this setting. By developing tailored strategies based on ECEC preferences, research transfer and evidence-based decision making can be supported more effectively. These findings contribute to bridging the evidence-practice gap and improving the quality of care and health outcomes for children in ECEC settings.

Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care

ABSTRACT The existing body of knowledge on the global experiences of im/migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents’ own patterns of engagement in this realm. Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions, poses a significant challenge for ECEC practitioners. Against this background, this article draws on a collection of im/migrant and refugee parents’ experiences in the ECEC settings of the very different socio-cultural contexts of Tanzania and Norway. It explores how these voices can serve as sources of inspiration for the development of professional learning communities (PLC) among ECEC professionals. Furthermore, this article examines how professionals can manoeuvre through the impossibilities of satisfying every parent and instead create arenas for constructive dialogue (and disagreement).

The Role of Play and Objects in Children’s Deep-Level Learning in Early Childhood Education

This research investigates the significance of the physical environment in early childhood education and care (ECEC) institutions as a facilitator of deep-level learning. Building upon Laevers’ concept of deep-level learning, this study explores the interplay between objects in ECEC settings, children’s play, and their deep-level learning. The primary objective is to examine the potential mediating role of play in the relationship between objects and deep-level learning. The research methodology involves the analysis of a sample consisting of 928 two-minute video observations collected from eight ECEC institutions in Norway. The results demonstrate a positive association between children’s engagement in play, their utilization of objects, and deep-level learning. The findings suggest that constructive and symbolic play partly mediate the positive relationship between deep-level learning and object utilization. These outcomes highlight the pivotal role of play in early childhood education and emphasize how elements within the physical environment can effectively support children’s learning.

Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years.

Dietary intake during early childhood can have implications on child health and developmental trajectories. Early childhood education and care (ECEC) services are recommended settings to deliver healthy eating interventions as they provide access to many children during this important period. Healthy eating interventions delivered in ECEC settings can include strategies targeting the curriculum (e.g. nutrition education), ethos and environment (e.g. menu modification) and partnerships (e.g. workshops for families). Despite guidelines supporting the delivery of healthy eating interventions in this setting, little is known about their impact on child health. To assess the effectiveness of healthy eating interventions delivered in ECEC settings for improving dietary intake in children aged six months to six years, relative to usual care, no intervention or an alternative, non-dietary intervention. Secondary objectives were to assess the impact of ECEC-based healthy eating interventions on physical outcomes (e.g. child body mass index (BMI), weight, waist circumference), language and cognitive outcomes, social/emotional and quality-of-life outcomes. We also report on cost and adverse consequences of ECEC-based healthy eating interventions. We searched eight electronic databases including CENTRAL, MEDLINE, Embase, CINAHL, PsycINFO, ERIC, Scopus and SportDiscus on 24 February 2022. We searched reference lists of included studies, reference lists of relevant systematic reviews, the World Health Organization International Clinical Trials Registry Platform, ClinicalTrials.gov and Google Scholar, and contacted authors of relevant papers. We included randomised controlled trials (RCTs), including cluster-RCTs, stepped-wedge RCTs, factorial RCTs, multiple baseline RCTs and randomised cross-over trials, of healthy eating interventions targeting children aged six months to six years that were conducted within the ECEC setting. ECEC settings included preschools, nurseries, kindergartens, long day care and family day care. To be included, studies had to include at least one intervention component targeting child diet within the ECEC setting and measure child dietary or physical outcomes, or both. Pairs of review authors independently screened titles and abstracts and extracted study data. We assessed risk of bias for all studies against 12 criteria within RoB 1, which allows for consideration of how selection, performance, attrition, publication and reporting biases impact outcomes. We resolved discrepancies via consensus or by consulting a third review author. Where we identified studies with suitable data and homogeneity, we performed meta-analyses using a random-effects model; otherwise, we described findings using vote-counting approaches and via harvest plots. For measures with similar metrics, we calculated mean differences (MDs) for continuous outcomes and risk ratios (RRs) for dichotomous outcomes. We calculated standardised mean differences (SMDs) for primary and secondary outcomes where studies used different measures. We applied GRADE to assess certainty of evidence for dietary, cost and adverse outcomes. MAIN RESULTS: We included 52 studies that investigated 58 interventions (described across 96 articles). All studies were cluster-RCTs. Twenty-nine studies were large (≥ 400 participants) and 23 were small (< 400 participants). Of the 58 interventions, 43 targeted curriculum, 56 targeted ethos and environment, and 50 targeted partnerships. Thirty-eight interventions incorporated all three components. For the primary outcomes (dietary outcomes), we assessed 19 studies as overall high risk of bias, with performance and detection bias being most commonly judged as high risk of bias. ECEC-based healthy eating interventions versus usual practice or no intervention may have a positive effect on child diet quality (SMD 0.34, 95% confidence interval (CI) 0.04 to 0.65; P = 0.03, I2 = 91%; 6 studies, 1973 children) but the evidence is very uncertain. There is moderate-certainty evidence that ECEC-based healthy eating interventions likely increase children's consumption of fruit (SMD 0.11, 95% CI 0.04 to 0.18; P < 0.01, I2 = 0%; 11 studies, 2901 children). The evidence is very uncertain about the effect of ECEC-based healthy eating interventions on children's consumption of vegetables (SMD 0.12, 95% CI -0.01 to 0.25; P =0.08, I2 = 70%; 13 studies, 3335 children). There is moderate-certainty evidence that ECEC-based healthy eating interventions likely result in little to no difference in children's consumption of non-core (i.e. less healthy/discretionary) foods (SMD -0.05, 95% CI -0.17 to 0.08; P = 0.48, I2 = 16%; 7 studies, 1369 children) or consumption of sugar-sweetened beverages (SMD -0.10, 95% CI -0.34 to 0.14; P = 0.41, I2 = 45%; 3 studies, 522 children). Thirty-six studies measured BMI, BMI z-score, weight, overweight and obesity, or waist circumference, or a combination of some or all of these. ECEC-based healthy eating interventions may result in little to no difference in child BMI (MD -0.08, 95% CI -0.23 to 0.07; P = 0.30, I2 = 65%; 15 studies, 3932 children) or in child BMI z-score (MD -0.03, 95% CI -0.09 to 0.03; P = 0.36, I2 = 0%; 17 studies; 4766 children). ECEC-based healthy eating interventions may decrease child weight (MD -0.23, 95% CI -0.49 to 0.03; P = 0.09, I2 = 0%; 9 studies, 2071 children) and risk of overweight and obesity (RR 0.81, 95% CI 0.65 to 1.01; P = 0.07, I2 = 0%; 5 studies, 1070 children). ECEC-based healthy eating interventions may be cost-effective but the evidence is very uncertain (6 studies). ECEC-based healthy eating interventions may have little to no effect on adverse consequences but the evidence is very uncertain (3 studies). Few studies measured language and cognitive skills (n = 2), social/emotional outcomes (n = 2) and quality of life (n = 3). ECEC-based healthy eating interventions may improve child diet quality slightly, but the evidence is very uncertain, and likely increase child fruit consumption slightly. There is uncertainty about the effect of ECEC-based healthy eating interventions on vegetable consumption. ECEC-based healthy eating interventions may result in little to no difference in child consumption of non-core foods and sugar-sweetened beverages. Healthy eating interventions could have favourable effects on child weight and risk of overweight and obesity, although there was little to no difference in BMI and BMI z-scores. Future studies exploring the impact of specific intervention components, and describing cost-effectiveness and adverse outcomes are needed to better understand how to maximise the impact of ECEC-based healthy eating interventions.

Fun and laughter promote well-being in early childhood education and care: Pedagogy of fun and big humour

Abstract In Danish early childhood education and care (ECEC), fun is often emphasised as a key pedagogical tool but is used rather unreflexively. While well-being and happiness have been studied in various ways, the potential of fun is not included in theoretical discussions regarding happiness and well-being, although most people identify having fun as a fundamental reason for being happy. A researcher and three student assistants spent six months in three ECEC settings with a focus on episodes characterised by fun and laughter. Participant observation and interviews were conducted. Empirical data illustrate how fun appears in ECEC as laughter, smiles, attentiveness, intensity and ecstasy. Fun arises momentarily in a sense of lightness and freedom, as a means of communication, in physical play, when rules and expectations are broken, in frivolous references to lower body functions and in experiences of excitement. Pedagogues use fun based on child sensitivity, improvisation, courage to let go of control, informality, energy and a sense of humour. Danish humour philosophy distinguishes between small humour and big humour. Pedagogues with the ability to practice big humour are preferred in order to establish an ECEC culture characterised by fun, laughter and episodes of small humour that promote well-being in children.

Danish Early Childhood Education and Care

Abstract This special issue presents a selection of current research on Danish early childhood education and care (ECEC) aimed at an international audience. The Nordic tradition of child-centred, local and holistic pedagogy is dominant within the Danish educational culture, but the Danish pedagogical approach is the focus of an ongoing dialogue involving political preoccupations with ECEC quality and what is best for the children’s development and learning. Since 2004, Danish ECEC settings have been obliged to work on children’s learning based on a pedagogical curriculum organised around six previously established themes prepared at each local ECEC centre according to specific guidelines. In 2018, a more detailed description of the content of the curriculum and a common pedagogical foundation was introduced in a strengthened curriculum – partly because the previous curriculum led institutions too far away from the existing pedagogical culture. The strengthened curriculum points to key elements such as play, child-centredness, communities of children and a broad concept of learning – to constitute the understanding and approach to work on children’s well-being, learning, development and formation in ECEC. New research from Danish professionals is presented, revolving around key areas in the strengthened curriculum in order to invite further dialogue with international colleagues about children’s play, fun and well-being, quality cultures, children’s communities, transitions, aesthetics and vulnerability.

Educators’ Construction of a Sense of Belonging in ECEC: An Australian Case Study

The involvement of refugee families in early childhood education and care (ECEC) is a complex issue in many countries. In this paper, we explore how early childhood (EC) educators construct refugee families’ sense of belonging in two metropolitan and one regional EC setting in Victoria, Australia. We undertook a multiple case study, analyzing interview data. We implemented Bourdieu’s notion of cultural capital and identity capital, drawing on the Provision Articles from the Convention on the Rights of the Child (1989) and the Australian Early Years Learning Framework 2.0. Our study revealed the tensions between creating a sense of belonging and recognizing the identity and cultural capital of refugee children and their families as they access ECEC programs. We conclude with suggestions for ways forward to navigate this space, including the need for greater awareness of research on the importance of a sense of belonging for refugee families in ECEC settings.

Barriers and enablers to a healthy food environment in Australian childcare services: Exploring directors' perspectives.

Early childhood education and care (ECEC) settings are ideal environments to optimise nutrition and positively influence children's food behaviours. However, recent research has identified the need to improve nutrition policies, food provision, and mealtime environments in Australian ECEC settings. This study explored the perceptions of ECEC directors regarding barriers and enablers to a health-promoting food environment within ECEC services. Eleven directors from ECEC services in Nerang, Queensland, and surrounding areas, participated in qualitative interviews between March and May 2021. Transcripts were analysed using qualitative content analysis that followed a deductive-inductive approach employing nutrition-related domains from the Wellness Child Care Assessment Tool, these being: (i) nutrition policy; (ii) nutrition education; (iii) food provision; and (iv) mealtimes. Transcripts were coded independently by two researchers in NVivo and consensus for barriers and enablers was achieved through discussion. Barriers and enablers were reported across four domains (nutrition policy, nutrition education, food provision, and mealtimes). Comprehensive nutrition-related policies were an enabler to a healthy nutrition environment but were sometimes described as lacking detail or customisation to the service. Nutrition education for children was described as competing with other activities for time and resources in an already-crowded curriculum. Financial and time pressures faced by families were a barrier to healthy food provision in services where families provided food for children. The ability of staff to sit with children and engage in conversation during mealtimes was an enabler; however, competing demands on time and the unavailability of food for staff were cited as barriers to health-promoting mealtimes. Directors in ECEC services report both barriers and enablers to a healthy food environment. Nutrition policies were an enabler when comprehensive and relevant but a barrier when vague and not tailored to the service environment. ECEC services should be supported to develop and implement service-specific nutrition policies and practices by engaging with parents and staff. SO WHAT?: The barriers and enablers reported in this study should be considered when designing and implementing future evidence-based interventions to improve the nutrition environment in ECEC services.

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review.

Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion criteria, with 12 ECEC center-based trauma-informed interventions evaluated. Types and components of trauma-informed interventions, outcomes, and measures are presented. Findings suggest that trauma-informed interventions in ECEC settings are nascent but growing. Increasingly, programs are adopting multi-tiered system of support to address early childhood trauma, with these models suggesting promising results. The predominant focus of ECEC center-based trauma-informed interventions was upskilling teachers through training and coaching, with studies focused on assessment of teacher-level outcomes. Child, organization, and caregiver-level outcomes are not explored to the same extent, with evaluation of organizational outcomes relying predominately on qualitative methods. Whilst the short-term outcomes of trauma-informed approaches in ECEC have been examined, longer-term impacts and the causal mechanistic pathways of such programs have yet to be explored.

Professionalism and everyday practices in early childhood education and care: Singaporean pre-service teachers’ perspectives

ABSTRACT Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of professionalism involve creative tactical use of resources and space in ECEC settings. We argue that this reflexive identity work challenges ways of knowing, foregrounding alternative spaces for understanding professionalism.