Early Childhood Education Services Research Articles

Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams

There is growing evidence that coaching early childhood educators leads to higher quality teaching practices and improved child learning outcomes. Despite this, there is a lack of Australian evidence on the impact that coaching in collaborative, interdisciplinary teams in early childhood education and care settings has on teacher effectiveness and by extension child learning. This paper will draw on data from two collaborative interdisciplinary research projects – the Victorian Advancing Early Learning Study and the Every Toddler Talking Initiative – to explore the features of coaching, collaboration and interdisciplinary partnerships that support early childhood educators to engage in the process of continuous improvement. We argue that governance and leadership is critical in enabling interdisciplinary teams to engage in a collaborative process of continuous improvement and that threshold conditions are required within early childhood education and care services to foster interdisciplinary coaching collaborations in a sustained manner.

Exploratory analysis of decentralized governance and its implications for the equity of early childhood education services in four countries of Europe and Central Asia

ABSTRACTWe conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector.

IMITATION MODELING OF SOCIAL INVESTMENTS IN EARLY CHILDHOOD EDUCATION.

Previous researches show, that social investments in early childhood (until age of 6) are very important, and one of the main types of social investment in this period of time is quality early childhood education and care services (henceforth – ECEC services). Social investments in early childhood have the highest return in human capital, especially for disadvantaged groups of the society. Literature suggests that positive effect of available and qualitative ECEC services can be observed in many areas of life, for example, through improved education indicators, increased participation of the women in the labour market, increased work productivity, higher birth rates, etc. However, the attendance of ECEC services varies considerably between different European Union (henceforth – EU) countries. The aim of this paper is to analyze social investment effect in early childhood in EU countries with high (Denmark), medium (Latvia) and low (Croatia) ECEC service attendance rates, so to find out if and how ECEC service attendance rate in these countries influences such indicators as rate of early leavers from education and training, school graduation rates and female employment rate. To see how situation may change due to the ECEC attendance rate changes in each country analyses was be carried out with imitation model options. This article describes the imitation model, which provides an opportunity to analyze the current situation and compare social investments between different EU countries. The model is designed using ISEE system STELLA MODELING and Imitation Software environment, and it is governed by the criteria that are based on literature studies, as well as analyses of statistic data. An additional benefit is that this model can be adjusted and used to evaluate other countries social investment tendencies as well. Research results show, that not all indicators that have been positively connected with ECEC attendance rate in previous studies have been positively influenced by ECEC attendance rate in chosen case study countries. Analyses showed that only in Croatia positive connections can be observed when it comes to all three indicators. Further studies should be carried out on this topic to get a deeper understanding on ECEC attendance rate effect on these and other indicators, that in the previous studies have been positively linked with ECEC attendance rate.

Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study

ABSTRACT This paper discusses applied research initiatives led by Save the Children in Rwanda that were used to inform advocacy and policy efforts surrounding the expansion of high quality early childhood education (ECE) services in Rwanda. Qualitative and quantitative studies were carried out around a new program focused on improving early literacy and math competencies (the Emergent Literacy and Maths Initiative (ELMI)) from 2013–2017. They include a Political Economy Analysis in 2013–2014 and longitudinal impact evaluations in 2014–2015 and 2015–2016. Together, the mixed-methods data helped to identify strengths and gaps in the Rwandan education system, potential solutions to improving ECE for all children in the country, and insights into best practices for taking successful pilot programs to scale in a low-income country. Changes in national policy and ECE service provision are discussed.

Mathematics education for children under four years of age: a systematic review of the literature

ABSTRACT There is growing international research evidence about young children’s engagement with mathematics education. However, much of this evidence is drawn from children aged four years and upwards. This paper reports findings from a systematic review of peer-reviewed research concerning mathematics education for children aged under four. The majority of the studies took place within an early childhood education service such as a preschool or day care centre, and task-based interviews and standardised assessments were most commonly used. Most of the papers focused on either educators’ knowledge, attitudes and strategies, or children’s mathematical competencies. The literature presents compelling evidence that children do engage in mathematics education prior to four years of age, and that they possess many mathematical competencies. Findings suggest that educators play a critical role in shaping the mathematical learning opportunities available to children; however, there is some uncertainty among educators about how to support young children’s mathematics learning.

THE EFFECT OF EARLY CHILDHOOD EDUCATION AND CARE SERVICES IN LATVIA

INTRODUCTION
 In recent years, more attention has been paid to social investment policies, especially the importance of investment in early childhood. A growing number of studies have shown that social investment at an early age has the highest returns in human capital and the main social investment instrument in this period of life is high-quality early childhood education and care services (hereafter – ECEC services). The importance of social investment in early childhood has been stressed in both Latvian and EU planning documents. One of the policy priorities defined by both the EC and the EP in order to meet the Europe2020 targets is to “ensure universal provision of ECEC”.
 Previous research has shown that the successful implementation of social investment at an early age reduces crime, increases the future number of school graduates and skilled workers, and also brings individual benefits - better health, greater civil and social involvement. However, since most of these studies have been conducted in the US there is a lack of empirical research on social investment returns in Europe, and in Latvia,. Until now, social investment returns have not been researched in Latvia.
 The aim of this research is to see if early signs of positive change as a result of social investment can be observed, given that statistical data shows an expansion of ECEC in recent years in Latvia, especially for children who have not yet started compulsory education. The ECEC attendance rate has grown from 44.42% in 2010 to 54.43% in 2017.
 MATERIALS AND METHODS
 In this the study the author has analysed whether or not positive connections can be observed between ECEC attendance rate and eight indicators that have been positively connected with ECEC attendance rate in previous studies - educational attainments (3rdgrade test results), school graduation rate, average income, teen pregnancy rate, fertility rate, female workforce participation rate, overall labour-force participation rate and crime rate.
 To achieve the aims of the study, analyses of policy documents, previous research and statistical data were carried out. SPSS Software was used for data editing and analysis. Statistical data were analysed from the period 2010-2017, with exceptions in the case of high school graduation rate (2011-2017) and educational attainment (2012-2017) due to the lack of open access data available on these topics. To gain a deeper understanding of the research results that are connected with educational outcomes, 14 secondary school teachers from two schools in Valmiera were surveyed.
 RESULTS
 Research results show that in recent years a positive connection can be observed in Latvia between the ECEC attendance rate and fertility rate (0.879), female employment (0.981), overall employment (0.980), average income (0.955) and teen pregnancy (-0.967). Results show that ECEC services can be one of the factors that have positively influenced these indicators.
 A weaker connection can be observed when we look at the high school graduation rate (0.703) and crime level reduction (-0.786). However, research results showed that there is no connection between ECEC attendance rate and educational attainment (average state examination results of 3rd graders in mathematics (-0.110) and learning language (0.111)).
 CONCLUSION
 There has been an increase in social investment in early age in Latvia, and it has already had some economic and socio-economic outcomes. However, despite the fact that literature suggests the effect of ECEC on educational attainment can be observed the earliest, results showed that this is not true in the case of Latvia. Surveys of 1st-grade teachers suggested that this kind of situation may occur due to ECEC quality problems, so further studies in this field should be carried out.

Supporting the inclusion of low-income families in early childhood education: an exploration of approaches through a social justice lens

ABSTRACT It is well established that families facing financial adversity have low enrolment rates in early childhood education and care services. This paper reports on a study that utilised Nancy Fraser's theorising of social justice to analyse the approaches and practices of five centres in Australia with a reputation for doing inclusion well. Findings showed that five-fold interconnected ‘E’ strategies were utilised in the participating centres – Equity focus; Equip for inclusion; Entice participation; Enable access; and Engage families – and that these strategies embraced both transformative and affirmative approaches to social injustice. In the context of low-income families, inclusion as a social justice construct and practice is shown to be distinct from enrolment and attendance in ECEC services, requiring purposeful and sustained practices that in the absence of transformative inclusive government policy, is likely to continue to be the exception rather than the norm in mainstream services.

Online programs build confidence and improve healthy eating messages in Early Years services

Building on the success of the SNAC (Supporting Nutrition Australian Childcare) community, a comprehensive online programme SNAC Plus provided professional development (PD) and resources to embed nutrition curriculum and supportive food environments in Early Childhood Education and Care (ECEC) services. Process and impact evaluation were conducted to determine the effectiveness of this intervention programme. Participants were recruited from nine long-day-care (LDC) centres and the current SNAC membership list. Resource access was monitored using web analytics. Changes in nutrition knowledge, attitudes, behaviours and food environment were measured using baseline (comparator group, n=100) and post-intervention surveys (intervention group, n=80), contextualised through open-ended questions. The majority of comparator participants perceived nutritious food provision as important yet lacked confidence about estimating serve sizes. Adjusting for years of experience, the intervention significantly influenced educators’ confidence about servings of grains ( p=0.034), dairy ( p=0.015), low fat meat ( p=0.014) and food group servings estimation knowledge ( p<0.001). Intervention participants accessed credible websites and health professionals for nutrition knowledge; reported SNAC Plus positively influenced changes to food service and role-modelling; and knowledge, attitudes and behaviours improved at organisational and individual levels. SNAC Plus provides online nutrition curriculum resources that positively impacted knowledge, attitudes and behaviours of ECEC staff and influenced systematic changes in food environments. Practice and policy implementation that includes all systems within the early years setting will help initiate and maintain healthy food environments.

Associations between the home yard and preschoolers' outdoor play and physical activity.

Cross-sectional observational study. The PLAY Spaces and Environments for Children's Physical Activity (PLAYCE) study (2015-2017) included 1596 children aged 2-5 years attending early childhood education and care (ECEC) services throughout metropolitan Perth, Western Australia. In this study, a subsample of 224 parents from the PLAYCE study completed an online questionnaire about home-yard features (yard size, lawn quality, natural features, fixed and portable play equipment, and flowers and vegetables/herbs). Accelerometers measured the duration of preschoolers' moderate-vigorous physical activity (MVPA) on non-ECEC days. Parent-reported outdoor play at home, sociodemographic factors and social environment factors were collected via the PLAYCE parent survey. Multiple linear regression models were used to determine associations between home-yard features and preschoolers' outdoor play and physical activity. Children spent 68.9 (SD 2.2) minutes playing outdoors in the home yard per day, and 93.3 (SD 37.1) minutes in MVPA per day on non-ECEC days. After adjusting for child and parent factors, home-yard features positively associated with outdoor play included yard size, lawn quality, number of types of fixed and portable play equipment, natural features and play areas (all p ≤ 0.05). When all significant home-yard features were placed in a model, only the number of types of fixed play equipment was positively associated with minutes of outdoor play per day (β = 5.3, p < 0.001). After adjusting for sociodemographic factors, the number of types of portable play equipment in the yard was positively associated with MVPA minutes per day (β = 2.16, p = 0.019); however, this became nonsignificant after further adjusting for social environment factors. Features of the home-yard physical environment were positively associated with preschoolers' outdoor play and physical activity. Each additional type of fixed play equipment present was associated with an additional 5 minutes of outdoor play per day. These findings suggest that the home-yard space has the potential to facilitate increased outdoor play in young children. Further research is warranted to explore causal relationships between home-yard attributes and young children's outdoor play and physical activity.

Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program

The lack number of teachers in Wonogiri district urgea participation between parents and organizer of Early Childhood Education (ECE) program. Related to this issue, this study aimed at (1) knowing the implementation of ECE program in Wonogiri district (2) analyzing the forms of parental participation in ECE program (3) analyzing the factors affecting parental participation in ECE program implementation. This study can be catagorized as descriptive research with a quantitative approach. The data analysis technique was using descriptive statistics among ECE program in Wonogiri District, Central Java. The reserach findings showed that (1) ECE program in Wonogiri District was operated under the Education Office of Wonogiri District, especially Non-Formal and Informal Education Unit. It has ECE section focusing on developing ECE services in Wonogiri district (2) most of the respondents had a low level of participation in terms of policies, collaboration, information (3) factors affecting parental participation in ECE program implementation were education, occupation, income as well as distance between home and school.

A Study on the Management of Buah Hati Bunda Day Care in Pekanbaru

Early childhood education is a coaching effort to the children from birth to six years old by carrying out stimuli of education in order to help physical and spiritual growth and development and they also have readiness to enter further education. Day care is one of early childhood education services for children aged 0-6 years. This research was to find out how the description of Buah Hati Bunda Day Care management. In addition, the object of research was day care of Buah Hati Bunda by providing 8 indicators and 22 sub-indicators to fulfill the management. The quantitative descriptive method was used to find out the description of the day care management. Data collection techniques used are using observation sheets. Based on the data analysis obtained the percentage of 8 indicators: 1) physical is 85% and it is categorized into excellent level, 2) toys and equipment is 75.3% and it is categorized into good level, 3) tutor is 80% and it is categorized into excellent level, 4) daily activities are 100% and it is categorized into excellent level, 5) tutor qualifications are 37.5% and it is categorized into poor level, 6) adult interaction is 75% and it is categorized into good level, 7) relationship with the parents is 100% and it is categorized into excellent level, 8) licensing and accreditation is 100% and it is categorized into excellent level. From the data, it can be concluded that the management of Buah Hati Bunda Day Care is categorized into good level.

Explaining subnational variations in early childhood education and care. A fuzzy‐set analysis of the Italian case

AbstractAlthough cross‐country differences in the development of early childhood education and care (ECEC) services have been widely researched, the pronounced subnational variation that characterizes many countries is little researched. This article aims to contribute filling this gap by investigating the factors underlying ECEC development in Italian regions, where take‐up rates of public and subsidized daycare centers, behind a national average of 12%, range from 2% in some Southern regions to 25% in Emilia Romagna (North‐East). The article explores the configurations of economic, socio‐demographic, political, institutional, and cultural factors possibly responsible for high and low ECEC development through Fuzzy‐set/Qualitative Comparative Analysis. Results show that economic development and female employment are necessary but not sufficient conditions for ECEC development; similarly, familistic values, the lack of early ECEC development and of social capital are necessary but not sufficient conditions for limited expansion. The analysis identifies multifaceted patterns of (non)expansion, thus demonstrating the complexity of social policy development processes and preventing determinism based on need, cultural, or economic factors.

Transitions in ECEC services: the experience of children from migrant families

ABSTRACTThe study explored the experience of young children from migrant families during their first entry into an early childhood education and care (ECEC) service and analysed how the children cope with the new context, which is socially, culturally and linguistically different from their home. The activities and social behaviour of two groups of children, aged from 18 to 36 months and 36–48 months, respectively, were filmed during everyday life in the ECEC service. Videos were integrated with ethnographic notes produced by teachers. The analysis showed the difficulties children from migrant families experienced during the transition from home to the ECEC service, as well as the competences they used to face the new experience. The analysis also highlighted how their experience in the service developed over the year and which practices supported their wellbeing, participation in activities and interactions with peers and adults. The findings provide useful suggestions for improving practices in ECEC contexts characterized by super-diversity.

“We're doing the best job we can”: maternal experiences of facilitators and barriers to preschoolers sleeping well in Aotearoa/New Zealand

ObjectivesThis study considered sleep from a social determinants of health and socioecological perspective. It aimed to explore facilitators and barriers to 4-year-old children sleeping well, as experienced by Māori and non-Māori mothers, with low and high socioeconomic position (SEP), in Aotearoa/New Zealand. DesignExperiential qualitative research involving face-to-face, semistructured individual interviews. ParticipantsFifteen Māori (low SEP = 7; high SEP = 8) and 16 non-Māori (low SEP = 7; high SEP = 9) mothers of preschoolers. MeasurementsInterviews were guided by questions about how preschoolers slept and what mothers thought made a difference to their child's sleep. Data were analyzed inductively using thematic analysis. ResultsFour themes were identified: “health, activity, and diet”; “sleep-promoting physical environments”; “consistency”; and “doing it our way.” Children being healthy and active, sleep-conducive bedroom spaces, consistent routines, and supportive social environments assisted preschoolers to sleep well. However, broader contextual factors beyond mothers' control influenced the degree of autonomy they had over implementing sleep-supporting strategies that worked for their families. External influences included access to financial resources; parental work patterns; early childhood education service practices; access to quality housing; and affordable, culturally responsive, and respectful professional sleep advice. ConclusionEfforts aimed at facilitating healthy sleep among preschoolers and effective preschooler sleep interventions must go beyond simply recommending individual-focused sleep-promoting tips to include actions on the social determinants of sleep and the sociopolitical drivers that influence these.

Positive Discrimination Policies and Indigenous-Based ECEC Services in Bogota, Colombia

This article aims to present a few tensions and contradictions when implementing children’s rights using the case of three Casas de Pensamiento Indígena (CPI)—indigenous childcare services—in Bogotá. It questions global policies and local interpretations of early childhood education. Its main purpose is to find insights on what it means to attend to young children from minority groups. Could early childhood education and care (ECEC) services be reduced to ethnic backgrounds? In the struggle to deal with global, local, and community discourses, policy makers see positive discrimination not only as a way to justify their actions and their policies but also as a way to respond to the question of equity and diversity, regardless of equality. Therefore, this article highlights this discussion on positive discrimination as a way to intensify social inequality or reproduce inequalities at another level with a different name. Rancière’s dissertation on politics (Rancière 1998) and on the different meanings of politics and politique is used to understand the subtle relationship between equity and diversity. Considering all of this, it was decided to do fieldwork to comprehend the daily lives of CPI settings and the complexity of their formalization/institutionalization. The study highlights how CPI both differs from and is part of conventional services, and how indigenous caregivers and children face an institutional script that asks them to perform indigenism.

Child and Family-Centered Practices in Early Childhood Education and Care Services: An Empirical Study with Families and Practitioners in Portugal

Early childhood intervention in Portugal evolved continuously in the past two decades. However, information regarding families’ and practitioners’ perceptions of the intervention practices is scarce. This work aims to explore families’ and practitioners’ perspectives about child/family centered practices and related variables. A sociodemographic questionnaire and the Portuguese adaptation of the Family Focused Intervention Scale was administered to 60 early childhood intervention practitioners and 78 caregivers. Data gathered from practitioners indicated that the most frequent practices were centered on providing information and providing instructional activities to the family. Overall, the practices were more centered on the children than centered on families, although some differences were observed as a function of the practitioners’ training or professional experience. Data gathered from families reinforced that children’s centered practices were the most prevalent, given that families indicated that intervention consisted mainly on providing information about children’s predicable development, as well as about the functioning of the services. Resource assistance seems to differ according to the severity of the handicap. These findings allow us to discuss how global early childhood intervention policies are being translated into local services and practices in the Portuguese context.

Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program

Children’s language learning is shaped through the social contexts of children’s earliest experiences at home and in early childhood education settings with responsive caregivers. Facilitating high-quality interactions between early childhood educators and children affords opportunities to foster language rich exchanges and promote strong language skills. The present study investigated the impact of a language-specific professional learning program on the quality of educator-child interactions and the associated short-term effects on vocabulary knowledge in young children. Educator practice was compared across 38 early childhood education and care services (19 participated in professional learning and 19 were a comparison group). After the professional learning program, significant differences were observed in the instructional quality in services where educators had participated in the Learning Language and Loving It™ program compared to those services who had not. More than one educator in a room participating in the professional learning was associated with higher instructional quality, educator qualifications were not associated with higher quality. We conclude that discipline-specific knowledge and individual coaching of teaching strategies enabled an increase in the quality of educator’s interactions with young children. No differences were detected in children’s vocabulary knowledge between the professional learning and comparison groups following the LLLI program. This finding is discussed with respect to minimum levels of instructional support required to impact children’s development. Quality improvement programs need to engage with early childhood education services regularly and over sustained periods to ensure the quality of educator interactions reaches levels that impact on children’s outcomes.

Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners

Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers’ beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers’ beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers’ beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children’s cultural backgrounds.

Early Childhood Education at Scale: Lessons From Research for Policy and Practice

This AERA Open special topic takes stock of the current knowledge about scaled-up early childhood education (ECE) programs. Rapidly rising ECE participation rates in recent decades have coincided with wide variability in the types of programming available for young children. This expansion makes understanding heterogeneity in effects of ECE crucial. Three articles in this special topic explore heterogeneity in ECE program effects with regard to timing, context, domains, programmatic features, counterfactual conditions, and child characteristics. In addition to exploring heterogeneity, understanding possible mechanisms for improving ECE experiences and outcomes for children and their families is crucial. Articles in this special topic explore three potential drivers for improving ECE services and outcomes, including professional development, curriculum and instruction, and parental supports for ECE educators.

The association between staff intention and pre-schoolers’ physical activity in early childhood education and care services

ABSTRACT Intentional teaching practices of early childhood education and care (ECEC) educators have a profound influence on children’s learning and health. The aim of this study was to assess the relationship between educator intentionality and pre-schoolers physical activity. Objectively measured physical activity (Actigraphs) was measured on 225 preschool-aged children (mean age = 3.95 ± 0.35 years, 44.9% girls) from 21 ECEC centres. Educator’s intentional teaching practices in relation to physical activity learning experiences were assessed using a 10-item direct observation instrument. In centres with high intentionality scores (scores 6–10, n = 7, 33%) children spent significantly more time in moderate-to-vigorous-intensity physical activity (p = .001, d = 0.45) compared to those centres with lower intentionality (scores 0–5). In high intentionality scoring centres, educators consistently took an active participatory role rather than a passive role. This study highlights the importance of educator intentional teaching practices in relation to physical activity for pre-schoolers physical activity.