Early Childhood Education Services Research Articles

Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping

Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.

Quality evaluation of nutrition policies in early childhood education and care services in Nerang, QLD.

Food environments in early childhood, such as early childhood education and care services, influence the development of dietary patterns and behaviours that traverse into adulthood, where they affect health and longevity. Nutrition policies are mandatory in early childhood education and care services in Australia and can positively or negatively shape the food environment. However, the quality of such nutrition policies is unknown. This study aimed to evaluate the comprehensiveness and strength of nutrition policies of early childhood education and care services among services participating in a university-community alliance in South East Queensland. Early childhood education and care services (n = 12) in Nerang, Queensland, Australia, participated in a cross-sectional study evaluating the comprehensiveness and strength of nutrition policies across four domains (Nutrition Education, Nutrition Standards, Promoting Healthy Eating and Communication and Evaluation) of the Wellness in Child Care Assessment Tool. Nutrition policies evaluated in this study had median total comprehensiveness scores of 55 (out of 100) and median total strength scores of 19 (out of 100). 'Nutrition Education' had the highest median scores for comprehensiveness (67 out of 100) and strength (33 out of 100), while 'Nutrition Standards' had the lowest comprehensiveness score (41 out of 100), and 'Communication and Evaluation' had the lowest strength score (0 out of 100). All services have a nutrition policy, but there are opportunities to enhance both the content and linguistic strength of statements within policies related to nutrition domains. SO WHAT?: There is a clear need to improve the comprehensiveness and strength of written statements in nutrition policies across all four domains, particularly 'Nutrition Standards' and 'Communication and Evaluation'.

Assessing the scalability of evidence-based healthy eating and physical activity interventions in early childhood education and care: A cross-sectional study of end-user perspectives.

ObjectivesTo describe early childhood education and care (ECEC) services: i) perceptions regarding the scalability of healthy eating and physical activity interventions; and ii) associations between scalability and service characteristics. MethodsA cross-sectional survey was conducted with a randomly selected sample of ECEC services across Australia. The scalability of 12 healthy eating and physical activity interventions were assessed using items based on the Intervention Scalability Assessment Tool. Higher scores represented a higher perceived scalability. ResultsFrom 453 participants, the highest scoring healthy eating and physical activity interventions were ‘Providing healthy eating education and activities for children’ (M43.05) (out of 50), and ‘Providing sufficient opportunities for child physical activity’ (M41.43). The lowest scoring was ‘Providing families with lunchbox guidelines’ (M38.99) and ‘Engaging families in activities to increase child physical activity’ (M38.36). Services located in rural areas, compared to urban, scored the overall scalability of both healthy eating and physical activity interventions significantly lower. ConclusionsPerceptions regarding scalability of healthy eating and physical activity interventions in the ECEC setting vary according to service characteristics. Implications for Public HealthFindings identify where government investment and implementation efforts may be prioritised to facilitate scale-up. Investigation into the barriers and support required for lower scoring interventions is warranted.

Outdoor learning across the early years in Australia: Inconsistencies, challenges, and recommendations

AbstractIn this article, we explore inconsistencies in the implementation of outdoor learning across Australian early years’ education. The benefits of outdoor learning justify regular employment of this pedagogical approach in both early childhood education and primary school settings. Early childhood education services provide daily outdoor learning opportunities as required by Australian national policy documents. However, Australian primary schools are not subject to such requirements and teachers often face challenges regarding outdoor learning, thus regular implementation in primary classes can be a low priority. As children in the year before school and the first year of school have similar learning and developmental needs, we argue that the benefits of outdoor learning should be available to all children across the early years. We also recommend regular outdoor learning in the first year of schooling to promote continuity as children transition from early childhood education to primary schools.

YOUNG CHILDREN’S AGENCY IN NURSERIES: PREMISE FOR LEARNING FOR LIFE

In the current landscape of restructuring early childhood education and care (ECEC) services for children under three years old in Romania, this article aims to delve into the concept of child agency. It emphasizes children’s learning for life as a complementary aspect to prevailing discourses that view ECEC solely as a foundation for lifelong learning. Through an exploratory study employing a case study approach within early childhood institutions (crèches), the article scrutinizes the agency of young children. It is immersed in interpreting the agentic child within Romania’s multifaceted national ECEC context, seeking to answer the question: How can the perspective of child agency contribute to the development of ECEC institutions and staff? The authors’ understanding of agency draws inspiration from recent discussions on agential realism, marking an ontological shift within education and sociology (Barad, 2007). Agency, entwined within relationships, navigates between the child’s intentions, daily routines, structures, materiality (Spyrou, 2018), and interactions with staff and peers. Empirical data, presented as vignettes, offer glimpses into the child’s agency during play, meals, and other activities. Insights into how children utilize their bodies, indoor and outdoor spaces, sounds, and materials possess the potential to guide further research in the realm of early childhood education. Additionally, these insights may inform professional development within the ECEC field.

Formal childcare services and fertility: the case of Italy

This study aims at examining the fertility impact of early childhood education and care (ECEC) services for children under three in Italy. ECEC is a social investment-oriented family policy that might have more beneficial effects on fertility than passive support in terms of transfers. We first present a systematic review of studies regarding the impact of ECEC on fertility in high-income countries and then provide an empirical analysis for Italy, a country with lowest-low fertility rates and a welfare system that has traditionally provided limited support to families, especially through ECEC. We combine micro-level data from the Labour Force Survey for Italy from years 2003–2020 with information on regional indicators of public childcare and private childcare. The study employs within-region variation in ECEC over time to assess its effects on the transition to parenthood and parity progression for different groups of women and men. The present contribution indicates that both public and private childcare services have limited but positive short-term effects on fertility behaviour in Italy, contingent on specific socio-demographic groups. We discuss the possible reasons for the constrained effect of childcare on fertility and emphasise the necessity for more substantial and concerted interventions in Italy’s family policies if the aim is to invert demographic trends of lowest fertility and population-ageing.

Measuring Quality in Two Early Childhood Education Contexts: Centre-Based Childcare and Four-Year-Old Preschool

The quality of early childhood experiences is crucial to a child’s development and educational success. Yet few early childhood education and care services in the world today offer a consistently high level of educational quality. In particular, educational quality depends on the context’s characteristics. The aim of this study was therefore to measure and compare the educational quality experienced in two distinct educational contexts, located in Quebec: early childhood centres and 4-year-old preschools. Results of the study indicate that there are very few significant differences between these two educational contexts in terms of interaction quality and pedagogical orientations quality, while variables related to structural quality vary greatly. Correlational and regression analyses carried out separately on each educational context show that few variables are predictive of interaction quality levels, suggesting that other variables, notably related to pedagogical orientations quality, would better explain variations in adult-child interactions predictive of child development. These results have implications for initial training curriculum aimed towards adults working in early childcare and for future directions in research on educational quality, including rethinking the importance of pedagogical orientations and structures in the ecosystemic model of quality.

Taking a detailed look at early childhood educators’ worktime

Despite the acknowledged complexity and time pressures of early childhood educators’ work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators at Work Australian Research Council Linkage Project. Participants were recruited from preschool/kindergarten and long day care centres that had achieved a rating of Exceeding the Australian National Quality Standard on all seven Quality Areas. Analyses of this extensive dataset illustrate the rhythm and diversity of educators’ work across a typical day and identify the similarities and differences in worktime distributions for educators working in preschool vs. long day care settings, and for educators with different qualifications and positional responsibilities. The findings suggest differential allocations of worktime that raise important considerations for achieving high quality early childhood education and care services.

Educational and developmental gains in early childhood (EDGE) study protocol: investigating the impact of funded three-year-old kindergarten

ABSTRACTThis paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children’s language, cognitive, social-emotional, and behavioural outcomes are improved after two years of kindergarten compared to one year. The experiences of (and impacts on) teachers, service leaders, and families will also be examined. The study includes a cross-sectional cohort of 95 early childhood education and care (ECEC) services, and an embedded longitudinal observational cohort of children attending these services. Case studies of 15–20 ECEC services will also be collected, in addition to interviews with policy stakeholders.

Analysis of the Need for Information Systems for Early Childhood Education Services in Play Group during the Covid19 Pandemic

Analysis of the Need for Information Systems for Early Childhood Education Services in Play Group during the Covid19 Pandemic

Accessing childcare: Parents’ logistical challenges and gender equality

Accessing childcare: Parents’ logistical challenges and gender equality Prof Ingela Naumann from the University of Fribourg, explains why reducing parents’ logistical challenges in coordinating work and childcare matters for gender equality. Over the last two decades, we have seen an extensive expansion of early childhood education and care (ECEC) services across the countries of the OECD. A novel and ground-breaking consensus amongst policymakers and society had emerged by the beginning of the 21st century that ECEC is an essential pillar of our knowledge-based economies (see, e.g. European Commission 2018): they benefit children by fostering good child development – if the provided services are of good quality – thus supporting positive life courses and productivity of future generations; they help parents to remain active in the labour market, thus contributing to the prevention of family/child poverty and, again, boosting productivity.

Implementation of healthy eating and physical activity practices in Australian early childhood education and care services: A cross-sectional study

BackgroundThe monitoring of healthy eating and physical activity environments is recommended to support population health. Early childhood education and care (ECEC) services are a key setting to deliver obesity prevention strategies as they reach the majority of children aged under five years and have existing supporting infrastructure. ObjectivesThe aim of this study was to i) describe the prevalence of implementation of evidence-based healthy eating and physical activity practices in an Australian sample of ECEC services, and ii) examine associations between implementation of practices and service characteristics. MethodsA random sample of 2,100 centre-based ECEC services across Australia were invited to participate in a cross-sectional survey online or via telephone (August 2021-April 2022). Service characteristics and implementation of 18 evidence-based healthy eating and physical activity practices were assessed. Descriptive statistics and linear mixed regression analyses were performed. ResultsA total of 1,028 (51.8%) eligible services participated. The healthy eating and physical activity practices with the lowest prevalence of implementation were related to encouraging children to consume age-appropriate beverages (17.9%) and providing families with child physical activity education via workshops or meetings (14.6%), respectively. There was a statistically significant difference in the implementation of healthy eating practices by service characteristics, with long day care services implementing significantly more practices than preschools (p < 0.01). ConclusionThere is room to improve the implementation of evidence-based healthy eating and physical activity practices ECEC services. Implementation efforts should be directed towards preschools.

Supporting service integration through early childhood education: challenges and opportunities in regional contexts

IntroductionChildren and families residing in regional Australia experience higher rates of vulnerabilities coupled with inadequate access to the early childhood health and early intervention services which pose increased risk to their health, development and wellbeing. The current study was designed to respond to the inherent complexity of supporting effective integrated service provision in regional communities, with a view to develop a model of effective service integration that leverages the capacity and opportunity of universal early childhood education (ECE) provision.MethodThe study adopted a qualitative multiple case study design to explore the perceptions of ECE professionals across six regional ECE services and two early intervention professionals operating from a regional early childhood intervention (ECI) organization. Data included an initial audit of the service system landscape coupled with facilitated discussions (focus groups and interviews) to identify facilitators and challenges to service integration and current patterns of service usage and engagement.ResultsFindings highlighted the foundational importance of relationships for establishing trust, engagement and service sustainability, as well as the need for embedding structural supports, including the professionalization of educators, the utilization of a key worker model, and staff retention. Systemic constraints, including limitations and inconsistencies in community infrastructure, program atrophy, and the complexity of referral systems, were seen to undermine effective service integration.DiscussionFindings speak to the potentiality of the ECE context as a hub for effective service integration within a functional practice framework for ECE. We conclude by offering a suggested model to ensure service connections, and enhance professional capacity and sustainability.

Qualitative insights from a randomized clinical trial of a mother–child emotional preparation program for preschool-aged children

BackgroundEarly life stress and adversity conveys risk for emotional, behavioral, and developmental disorders. To address this risk in the preschool population, Mother–Child Emotional Preparation (MCEP) was tested as an in-school dyadic intervention for facilitating mother–child emotional connection through mother–child calming cycles. In a computer-generated block randomized controlled trial enrolling preschool-aged children and their mothers, in partnership with an early childhood learning center, we at Columbia University Irving Medical Center tested effects of MCEP across multiple domains. Within this RCT we designed a qualitative sub-study to understand how MCEP aligns with calming cycle theory and its impact on mothers and the mother–child relationship.MethodsA qualitative researcher observed 14 group MCEP sessions consisting of nurture specialists facilitating reciprocal calming interactions through shared emotional expression between mothers and their preschool-aged children. We conducted two waves of participant interviews in English or Spanish, per participant preference. Participants (n = 8) were majority Hispanic at or below the federal poverty level. Group session observations were coded and analyzed for frequency, co-occurrence, variance by session, and alignment with calming cycle theory, incorporating demographic variables and attendance. Interview transcripts were translated from Spanish to English if needed, then coded and analyzed using thematic analysis.ResultsQualitative analysis revealed mothers’ experiences of MCEP. Data demonstrated that calming position and emotional expression were mutually supportive, and that barriers to connection were calming cycle entry-points, not barriers. At the group level, supported by nurture specialists, fellow participants helped each other progress through calming cycles. Moreover, MCEP adapted to meet individual dyad needs, and mothers described its far-reaching impact.ConclusionsQualitative methods show that MCEP helps mother–child dyads emotionally connect through the calming cycle and fills a gap in early childhood education services. This study generated insights for quantitative studies and suggested implications for MCEP dissemination.Trial registrationClinicalTrials.gov, NCT03908268, Registered April 9, 2019—Retrospectively registered.

Early Childhood Education Learning Management in Improving Children’s Language Skills with Storytelling Method

This research aims to describe the management of early childhood learning by using a storytelling method in improving language at Dharma Wanita Siwalan Kindergarten. The steps of this research are as follows, (1) learning planning, (2) organizing learning, (3) implementing learning, and (4) assessing learning. The descriptive qualitative approach was used as the method of this research, the type of this research is a case study design at Dharma Wanita Siwalan Kindergarten. The researcher chose the management of early childhood learning by using the storytelling method in improving language skills as the object of this research. Furthermore, the researcher conducted interview, observation, and documentation as research methods. The data analysis technique used in this research is the data collection model, data reduction, data presentation, and conclusion drawing. The processes of data collection and analysis carried out by the researchers are as follows: (1) Making a semester activity plan (RKS). The next process is the preparation of RKM using the RKH format. After that, researcher prepared teaching activities. (2) Organizing activities carried out by the school principal. Then, in improving language skills, on the storytelling method, the teacher allocated it to language lessons, (3) The implementation of learning with the storytelling method was carried out in the form of fairy tales, stories of Prophets, and spontaneous stories. It is intended for children to be able to see and remember the incident. (4) Assessment on performance, observation, structured and unstructured conversations, and using a liaison book. Early Childhood Education (ECE) is one of the platforms used to develop and add professionalism to Early Childhood Education (ECE) managers. The expansion and acceleration of Early Childhood Education (ECE) services is one of the strategic policies established by the Ministry of National Education. As a result of this policy, the addition and capacity of Early Childhood Education education is a demand that cannot be ignored. Physically, children experience extraordinary development, starting from the growth of brain cells and other organs. One of them happened at Dharma Wanita Siwalan Kindergarten, where students’ language skills were improved through the storytelling method at school. The expansion and acceleration of Early Childhood Education (ECE) services is one of the strategic policies created by the Ministry of National Education.

Social exclusion, and mistrust of state-led early childhood care and education policies: a qualitative case study in the estate sector of Sri Lanka

ABSTRACT Providing quality early childhood care and education (ECCE) services is crucial, especially for children in most disadvantaged backgrounds. The present study thus examined how social exclusion in the estate sector (inhabited by hill country Tamil people who work as laborers in tea plantations) of Sri Lanka leads to a mistrust of policy interventions, which has negative implications for implementing ECCE policies. A qualitative case study design was employed, and data were drawn from three key informant interviews, twenty in-depth interviews, and four focus group discussions. Data were analyzed thematically. The analysis revealed that certain aspects of state-led ECCE policies are not designed to reflect and respect the needs of estate dwellers. Also, the mistrust of external organizations that are responsible for ECCE policy interventions denies estate dwellers from developing progressive relationships with them. The unique interplay between social exclusion and social capital in the estate communities is thus one of the primary reasons for the difficulty in implementing ECCE policies.

Hours of Work and Early Childhood Education and Access to Care Services in Latin America: Evidence From Colombia, Chile, Mexico, and Uruguay

This paper explores the relationship between access to early childhood education and care (ECEC) services and family arrangements in the distribution of work in four Latin American countries. We find that households in which all children aged 0 to 5 receive ECEC services exhibit smaller gender gaps in unpaid work, mainly due to a decrease in the amount of time women devote to care work. Women in these households devote more time to paid work, such that the gender gap in total work does not differ between households based on use of ECEC services. However, use of ECEC services for children aged 0 to 5 is associated with reduced hours of unpaid work among women and an increase in women’s hours of paid work. These findings confirm the importance of increasing access to early childhood care and education services to reduce gender gaps in the region.

Do healthy-eating interventions delivered in early childhood education and care services help improve the diet of children aged six months to six years?

Do healthy-eating interventions delivered in early childhood education and care services help improve the diet of children aged six months to six years?

Educational Analysis on Youth and Development in Doda District of Jammu and Kashmir

Early Childhood Education (ECE) in India is a relatively new concept and has been gaining popularity in recent years. It is based on the belief that a child's formative years are the most important for his/her development. The focus of ECE in India is to provide children with a holistic, meaningful, and holistic learning experience. This experience is achieved through interactive, play-based activities that help the child to explore the world around them and develop their cognitive, social, emotional, and physical skills. In India, the Ministry of Education has been spearheading efforts to promote ECE. They have launched several initiatives and schemes such as the New Education Policy and the National Early Childhood Care and Education Scheme (NECCES) to promote access to ECE services. The government also provides financial assistance to schools, NGOs, and private institutions to open and run ECE centers. To ensure quality ECE, the government has drafted guidelines and regulations for ECE centers. These include standards for teacher qualifications, curriculum and assessment, physical infrastructure and environment, and safety and health standards. The government has also set up an accreditation system for ECE centers to recognize quality and ensure accountability. In addition to government initiatives, there are a number of NGOs, private institutions, and corporate organizations that are making efforts to promote ECE in India. These organizations are working to provide access to quality ECE and to raise awareness about the importance of early childhood education. Jammu and Kashmir have long been at the forefront of Early Childhood Education (ECE) in India.

Pockets of promise: exploring innovation and complexity of remote ECEC service delivery in Australia

IntroductionThe existing funding architectures for early childhood education and care (ECEC) services in Australia are incompatible with the needs of remote and First Nations communities. The Australian system relies on a market-based model for ECEC – characterized by demand-led funding mechanisms where funding flows to users to choose what service to use. This model is not viable or sustainable in remote and First Nations communities. In this paper, we ask what we can learn from alternative models of ECEC that serve remote, largely Indigenous communities.MethodsThis research is based on interviews with 10 key stakeholders. Potential participants were identified using three selection criteria which established their expertise in relation to: advocacy and experience in delivering ECEC services in remote locations (evident in relevant parliamentary reviews and inquiries), in-depth knowledge about First Nations perspectives about ECEC models, and broader understandings of the ECEC system in Australia. Three themes were explored in the interviews: (1) funding context (including impact of recent changes to Budget Based Funding, and role of philanthropy in the ECEC sector); (2) Quality and regulatory context (including workforce challenges and cultural considerations); and (3) Future research (including research gaps, opportunities, and considerations). The study design and analysis of data was guided by policy studies frameworks that advocate for collaboration and coordination among researchers and stakeholders in order to address complex problems.ResultsAnalysis of the interviews illuminated the complex structural and cultural elements shaping the design of, and access to, ECEC in remote communities. Stakeholders argued that the ECEC system should be universal in that it delivers services that meet the needs of young children and their families. This requires the development of a definition of ‘universality’ that enables communities to define their own ECEC needs and the types of services best suited to meet those needs. Stakeholders’ views about the importance of community-led design and delivery highlighted the need to align structural and cultural aspects of quality standards and workforce needs, and also to strengthen consultation with First Nations organisations to better understand community-specific solutions.DiscussionThe paper outlines the complexities and nuances of ECEC service delivery in remote communities. The findings are intended to foster discussion about current initiatives, challenges, and futures possibilities for ECEC in remote communities in Australia. These findings concur with other research that argues for community led service delivery and for stronger equity-based partnerships between First Nations and non-First Nations researchers and organizations.