Early Learning Centres Research Articles

Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage

There is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators.

Parent-teacher partnerships to enhance education for sustainable development: Early childhood development education learning centres in Zimbabwe

Education is one of the fundamental tools necessary to achieve the global Sustainable Development Goals. In particular, Goal 4 advocates for quality education for all since it is important for all children to have a sound educational foundation. In this study, I focus on the second target of Sustainable Development Goal 4 that advocates for early childhood development and universal pre-primary education. The aim of this study was to explore how parent-teacher partnerships could be used to enhance education for sustainable development in early childhood development education learning centres in rural areas. The study was conducted in two primary schools in Bulilima district of Matabeleland, South province in Zimbabwe. The study called on Epstein's notion of parental engagement as the theoretical framework. A participatory action research methodological design was deemed suitable for this qualitative study because it allowed participants to have an opportunity to express their views in their natural settings. Data was generated by means of discussion meetings and reflections and Fairclough's (1992) critical discourse analysis was employed in its analysis. The findings, from early childhood development centres, highlight the importance of teacher-parent partnerships in promoting sustainable learning outcomes and children's well-being. Furthermore, it was found that such partnerships promote alignment between the school culture and the needs of communities and enhance communication and decision making as well as providing a basis for change in the parents' perceptions regarding early childhood development education. The study concluded that teachers and parents should work together at this level of education.

Mothers and Babies Virtual Group (MBVG) for perinatal Latina women: study protocol for a hybrid type-1 effectiveness-implementation randomized controlled trial

BackgroundImmigrant Latinas (who are foreign-born but now reside in the USA) are at greater risk for developing postpartum depression than the general perinatal population, but many face barriers to treatment. To address these barriers, we adapted the Mothers and Babies Course—an evidence-based intervention for postpartum depression prevention—to a virtual group format. Additional adaptations are inclusion of tailored supplemental child health content and nutrition benefit assistance. We are partnering with Early Learning Centers (ELC) across the state of Maryland to deliver and test the adapted intervention.MethodsThe design is a Hybrid Type I Effectiveness-Implementation Trial. A total of 300 participants will be individually randomized to immediate (N = 150) versus delayed (N = 150) receipt of the intervention, Mothers and Babies Virtual Group (MB-VG). The intervention will be delivered by trained Early Learning Center staff. The primary outcomes are depressive symptoms (measured via the Center for Epidemiologic Studies-Depression Scale), parenting self-efficacy (measured via the Parental Cognition and Conduct Towards the Infant Scale (PACOTIS) Parenting Self-Efficacy subscale), and parenting responsiveness (measured via the Maternal Infant Responsiveness Instrument) at 1-week, 3-month, and 6-month post-intervention. Depressive episodes (Structured Clinical Interview for DSM-V- Disorders Research Version) at 3-month and 6-month post-intervention will also be assessed. Secondary outcomes include social support, mood management, anxiety symptoms, perceived stress, food insecurity, and mental health stigma at 1-week, 3-month, and 6-month post-intervention. Exploratory child outcomes are dysregulation and school readiness at 6-month post-intervention. Intervention fidelity, feasibility, acceptability, and appropriateness will also be assessed guided by the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework.DiscussionThis study will be one of the first to test the efficacy of a group-based virtual perinatal depression intervention with Latina immigrants, for whom stark disparities exist in access to health services. The hybrid effectiveness-implementation design will allow rigorous examination of barriers and facilitators to delivery of the intervention package (including supplemental components) which will provide important information on factors influencing intervention effectiveness and the scalability of intervention components in Early Learning Centers and other child-serving settings.Registration.ClinicalTrials.gov NCT05873569.

Teacher inquiry and learning stories: a site for pedagogical change

ABSTRACT This article draws on the research findings of a case study at Greerton Early Learning Centre in Aotearoa, New Zealand, utilising data from the teachers’ research inquiries into their professional practice. Teachers’ inquiries included Learning Stories – a research-based sociocultural narrative assessment approach – written for children and families. Teachers, as part of usual practice, to deepen collegial understanding of their local curriculum (the learning and teaching culture), shared Learning Stories. The research findings indicated that the dialogical process involved in sharing Learning Stories strengthened teachers’ pedagogical practice. Constructing case study data using teacher inquiries was useful because it allowed for a zooming-in approach to understanding children’s learning identities by way of the Learning Story narrative assessments [Carr 2001. Assessment in Early Childhood Settings: Learning Stories. Sage] that captured learners’ lived experiences over time, across cultures, and community spaces. A zooming-out focus then enabled wider comments about the effectiveness of strengthening children’s learning identities and stretching teachers’ pedagogical practice through analysing Learning Stories that tracked the continuity and progress of both learning and teaching. All participants provided informed consent, including choosing to forgo anonymity.

Impact of a fundamental movement skills program on educator practice in early learning centres

IntroductionEarly development of fundamental movement skills (FMS) has various health, social, emotional, cognitive, and physical benefits. However, reports indicate children’s motor skill proficiencies are diminishing. Therefore, the early childhood years and early childhood educators are vital for providing opportunities for FMS development, which may enable children to acquire a lifelong positive relationship with physical activity (PA).MethodsEducators at early learning centres (ELC) in a regional city were invited to participate in semi-structured interviews and complete a FMS diary. Following the initial data collection, a university student-led FMS focused PA program was delivered. After the completion of the program, educators were invited to participate in a follow-up interview and to complete another FMS diary. The interviews were thematically analysed and the FMS diaries were descriptively reported.ResultsFrom pre-program interviews, three themes were identified including “educator training and recall”, “environmental moderators”, and “expanding knowledge”. Educators indicated they had some formal training regarding physical education, but their knowledge was limited or difficult to recall. Educators suggested increasing their knowledge would be a valuable future enabler to advance FMS outcomes. After the completion of the program, interviews with the educators identified “program impact on practices” as another surfacing theme and is indicative the program elicited reflection of educators about their practices.ConclusionA university student-led FMS focused program provoked reflective practices of educators about FMS proficiency and programming. Educators identified challenges, enablers, and opportunities for facilitating FMS activities at ELC.

Intergenerationality and the Age-Inclusive Early Learning Center

Intergenerationality and the Age-Inclusive Early Learning Center

Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

ObjectiveGrounded in theories of globalization, this qualitative case study aimed to explore the understanding of play among Chinese teachers in private, for-profit Western style early learning centers.MethodsThe study encompassed 16 Chinese teachers working in four Western-style early learning centers. Data were gathered through semi-structured interviews. Following separate thematic analyses of each case, a cross-case analysis was conducted to compare and contrast the emerging themes, elucidating both commonalities and distinctions across the four cases.ResultsThe findings from all four cases revealed a categorization of play into two main types: “play in class’” and “play out of class.” “Play out of class” was characterized as unstructured, enjoyable, and creative, emphasizing child autonomy and spontaneous learning. In contrast, “play in class” pertained to play-based curricula that were thoughtfully designed to align with specific teaching goals and learning objectives. It was seen as a structured method for fostering learning, highlighting the developmental appropriateness of such approaches.Conclusion:These findings underscore the educators’ recognition of the significance of play; however, it also illustrates that their perceptions have been shaped by the prevailing emphasis on children’s achievements in Chinese society.

‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres

This paper explores children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges. Guided by the relational lenses of respect, responsibility and reciprocity, we conducted focus groups with children across five Australian early education centres. We found that Acknowledgement practices were evident through recitation of their Acknowledgement to Country, engaging with artefacts, and/or discussion of artworks. Secondly, children demonstrated emerging understandings about place names, the symbolic use of flags for places and people, and Australian plants and animals. Thirdly, Aboriginal cultures as living cultures were evident in temporal discussions about people and culture. Finally, imaginative play implied efforts to make sense of Aboriginal concepts and language. Across the study, children were active in experimenting with ideas in their own meaning making. Acknowledgement to Country was not a moment in the day; rather, it was embedded throughout the day through routines, storytelling, play and creative activities, all designed to foster learning.

Using community-based participatory research to support the development of a co-located intergenerational program

This paper presents the findings of a ten-week research project exploring the intricacies of a co-located intergenerational program in Southeast Queensland. The research involved an early learning centre, North Early Learning, operated by a large not-for-profit organisation, Queensland Child Learning, and an aged care residence, Aged Care Living (pseudonyms). The research question underpinning this paper focused on identifying the views of educators, children, and families currently attending the early childhood education and care centre who will participate in the co-located intergenerational program. Employing a community-based participatory research approach, the study explores the perspectives of educators, children, and families participating in the program through visual children’s surveys, facilitated interviews, and online surveys. The findings highlight positive attitudes from educators and families toward intergenerational programs, leading to the development of an implementation timeline aligned with the needs of educators, children, and families that are reflective of the unique context of the centre.

Informal Assessment of Preschool Children’s Concepts of Zero

AbstractThere is growing interest in mathematics learning progressions in early childhood education. Counting is a skill usually developed early in life. The application of the counting principles in early childhood typically entails counting objects. This poses challenges for learning about zero. Indeed, the word “zero” is seldom used in the context of early childhood education. Early childhood educators could purposefully introduce children to zero as a concept and facilitate children’s understanding that zero is a number and more than just the absence of something. “Zero” is introduced in school, but little guidance is provided to teachers within the Australian Curriculum for Mathematics in the Foundation year. This study contributes to a small corpus of research that has investigated preschool children’s understanding of the concept of zero. Unlike other studies, the method employed to elicit children’s knowledge was informal and more similar to educator-child conversations that occur within a playbased curriculum and contribute to formative assessment. Data are presented from 20 children, aged from three to five years, participating in a regional early learning centre. Six children demonstrated familiarity with the symbol for zero (“0”) and/or the concept that zero describes a numerical quantity. Asking a follow-up question encouraged children to share their thinking. The importance of early childhood educators purposefully supporting children’s familiarity with the word zero along as well as the concept of zero is proposed.

A pilot study of an intergenerational program for people in residential aged care with cognitive impairment and children from a co-located early learning centre during COVID-19.

Intergenerational programs in residential aged care may improve well-being and combat loneliness and social isolation in older people with cognitive impairment. This pilot study investigated the effects of a semi-structured intergenerational group, including children from a co-located early learning centre and people living in residential aged care with cognitive impairment. This 9-week study used a mixed methods pre- and post-program design. Sessions were designed and delivered once per week by Occupational Therapists and took into account residents' interests and children's developmental needs and interests, identified in pre-program interviews. Nine older people with cognitive impairment and 13 children participated. The program was well attended despite disruptions and complications caused by COVID-19 and weather conditions. Older people valued the opportunity to engage with the children. Children were observed to gain confidence in communicating and forming friendships with older people with different levels of ability. There did not appear to be any change in loneliness or neuropsychiatric symptoms. The intergenerational program benefited participants and received strong support from family members and staff of the early learning centre and aged care home.

Interprofessional education within a nurse practitioner led paediatric service: A multi-methods study

AimThis project explored whether a nurse practitioner led mobile paediatric screening service in early learning centres could incorporate allied health and nursing students and develop their confidence in interprofessional collaboration. BackgroundInterprofessional collaboration is essential for health professionals across all contexts of care, including early childhood screening and intervention that enables children to thrive. MethodsThis multi-methods study (pre-test/post-test design) was conducted with nursing, physiotherapy, occupational therapy and nutrition and dietetics students attending clinical placement within the nurse practitioner led mobile paediatric service. Data were collected via pre and post placement surveys (ISVS-21) and post placement semi-structured interviews. ResultsTwelve students participated from July to December 2022. Survey findings demonstrated students improved inter-professional socialisation and readiness, supported by qualitative findings that uncovered unique mechanisms for how positive experiences were achieved. Unique pedagogical elements included 1) the nurse practitioner’s professional attributes and 2) the mobile nature of the service leveraging learning opportunities within the shared commute. ConclusionsThis study provides proof-of-concept of a placement model that facilitates interprofessional collaboration in nursing and allied health students. Further research should explore longer-term outcomes and scalability.

Predicting Communication Skills Outcomes for Preschool Children with Autism Spectrum Disorder Following Early Intervention.

This study aims to assess changes in the receptive and expressive language skills and to determine if the baseline characteristics such as communication, cognitive and motor skills, predict outcomes in preschool children with Autism Spectrum Disorder (ASD) following early intervention. We recruited 64 children participating in the Early Start Denver Model (ESDM) early intervention program at an Autism Specific Early Learning and Care Center (ASELCC) in Australia. Baseline characteristics across various developmental domains was measured using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behaviour Scales, 2nd Edition (VABS-II), and the ESDM Curriculum Checklist. Linear mixed-effects models were used to examine the effects of the intervention on outcomes. Fixed-effects such as time, groups (verbal and minimally verbal), and time-by-group interactions were assessed whilst adjusting for covariates. Further, multiple linear regression models were used to determine if the baseline characteristics were significant predictors of the outcomes following the early intervention. Among the 64 children who participated in this study, 38 children were verbal, whereas 26 were deemed to have minimal verbal skills. The mean age of the sample was 4.1 years with a significant male predilection (83%) and from a culturally and linguistically diverse (CALD) background (64%). Findings of the linear mixed effects model showed significant within and between group differences in the ESDM subscales, indicating higher magnitude of changes in the verbal group compared to the minimally verbal group. Finally, the multiple linear regression models suggested that baseline MSEL visual reception and expressive language scores were predictive of changes in the ESDM receptive and expressive communication scores. Understanding a child's baseline skill levels may provide valuable clues regarding what interventions would work best, or which interventions may be less suitable for individual preschool-aged children with ASD.

Transformational Leadership Practices of Early Learning Center Administrators in the District of Columbia: Basis for Leadership Program

An early learning center’s successful management and administration heavily depend on effective leadership. However, certain administrators face difficulties when it comes to leading their learning centers, which can impede their effectiveness in managing center affairs. The study determined the transformational leadership practices among early learning center administrators in the District of Columbia, and the findings served as the basis for a leadership program. The study used the descriptive- comparative research design. The respondents of the study are the center administrators, such as directors, assistant directors, principals, and vice principals, in different early learning centers. The examination of early learning center administrators and teachers demonstrated that individuals in their 40s hold a predominant presence in leadership and teaching positions, highlighting the importance of experience and qualifications in these roles. The analysis of early learning center administrators’ school leadership practices indicates a generally strong display of leadership qualities. Teachers’ assessments of administrators’ transformational leadership practices reveal both strengths and areas for improvement. Moreover, the study identified significant differences in teachers’ perceptions of administrators’ transformational leadership practices based on their civil status and highest educational attainment. Teachers’ view of administrators’ transformational leadership practices is significantly impacted by their civil status and highest educational attainment. These findings stress the need to consider civil status and educational background when implementing leadership approaches to create a positive and productive work atmosphere for teachers.

A Mixed Methods Evaluation of Virtually Delivered Group-based Mothers and Babies for Latina Immigrant Mothers.

Immigrant Latinas are at higher risk for postpartum depression (PPD) than the general perinatal population, yet face numerous barriers to accessing mental health services. The goal of this study was to pilot an enhanced, virtual group delivery of a PPD prevention program, Mothers and Babies (MB), among immigrant Latinas engaged in early childhood programming. Forty-nine Spanish-speaking mothers participated in one of four MB virtual groups, facilitated by trained bilingual staff at affiliated early learning centers. MB was enhanced to also target social determinants of health. A mixed-methods design was used to evaluate MB using participant interviews and pre-post surveys measuring depressive symptoms, parenting distress, and self-efficacy to manage emotions. On average, participants attended 69% of MB virtual sessions and rated group cohesiveness at a 4.6 on a 5-point scale. Paired-samples t tests showed significant reductions in depressive symptoms (Cohen's d=0.29; p=.03) and parenting distress (Cohen's d=0.31; p=.02), and improved self-efficacy to manage emotions (Cohen's d=-0.58; p<.001). Participants reported both benefits and drawbacks of the virtual format and provided largely favorable feedback on program enhancements. Results provide initial evidence for the acceptability, feasibility, and effectiveness of an enhanced virtual group PPD prevention program for immigrant Latinas, delivered in partnership with local early learning centers. These findings have important implications for extending the reach of preventive interventions among a population that faces many structural and linguistic barriers to traditional forms of mental health service delivery.

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.

Sociocultural factors associated with detection of autism among culturally and linguistically diverse communities in Australia

BackgroundThe age at which parents or caregivers first develop concerns about their child’s development has significant implications on formal diagnosis and intervention. This study aims to determine the sociocultural factors that are associated with the age and type of first concern reported by parents of autistic children among culturally and linguistically diverse (CALD) communities in Australia. We also assessed whether sociocultural factors predict autism traits measured in terms of social affect (SA), restricted and repetitive behaviours (RRB), and calibrated severity scores (CSS).MethodsThis study is a secondary data analysis of the data collected from six Autism Specific Early Learning and Care Centres (ASELCCs) as part of the Autism Co-operative Research Centre (CRC) program between 2015 and 2019. Data analysed in this study included a family history questionnaire with sociodemographic and sociocultural information, parent-reported age and type of first concern, and clinician/researcher administered Autism Diagnostic Observation Schedule - Second Edition (ADOS-2) which includes standardised domain-wise scores of social affect (SA) and restricted and repetitive behaviours (RRB) as well as calibrated severity scores (CSS), a measure of severity of autism. Primary analysis included multivariable linear regression models to examine the predictive influence of sociodemographic and sociocultural factors on the dependant variables of age of concern (AOC) and the autism traits (SA, RRB, and CSS).ResultsThe mean AOC in the sample was 18.18 months and the most common concerns were speech/language delay, limited social interaction, and hyperactivity/behavioural changes. The multivariable linear regression models showed factors such as increase in age of child, those from a CALD background, annual family income, sibling’s autism diagnosis, and developmental concerns to be significantly associated with parental AOC. Additionally, we also found that increase in child’s age and CALD status to be significant predictors of autism trait (RRB) and severity measured in terms of the CSS score. Further, females (compared to males) were associated with higher difficulties with social communication and interaction skills.ConclusionUnderstanding key factors that contribute to early identification of autism can help tailor awareness programs for parents and caregivers, whilst also informing the development of services focused on serving all CALD communities.

Food Allergy Education and Management in Early Learning and Childcare Centres: A Scoping Review on Current Practices and Gaps.

Anaphylaxis has occurred in preschools/schools yet there are no consistent food allergy (FA) management practices in early learning and childcare centres (ELCC) across jurisdictions. Presently, there are no reviews that have synthesized FA-related knowledge and management practices within ELCC. We aimed to perform a scoping review of FA management in ELCC, and report on perceived gaps or barriers. A PRISMA-ScR-guided search was conducted for North American, European and Australian articles in English/French in the OVID-MedLine, Scopus, and PsycInfo databases. Two independent reviewers screened the titles/abstracts of 2010 articles and full-text screened 77 articles; 15 of which were specifically related to ELCC. If the two reviewers could not agree to the relevance of a given study, a third reviewer provided guidance. This third reviewer also screened French articles. Thematic and descriptive reports of the studies were presented. We reported solely on pre-Coronavirus Disease pandemic ELCC studies. We included ten articles in this review, which provide evidence that ELCC staff have variable baseline knowledge, comprehension, experience, and practices in place to manage FA. ELCC staff also have limited FA-related training and experience regarding administration of epinephrine auto-injectors (EAI). Emergency Anaphylaxis Plans (EAP) were described in four studies. One study reported the parental influence on the site's food purchasing and FA management. Three studies provided educational interventions, which demonstrated increased and sustained FA-related knowledge and confidence post-intervention. Participants deemed the training beneficial and desired annual training and more FA resources to be available. Across jurisdictions, ELCC staff have provided care and administered EAI in emergencies, but training remained variable. Communication and care planning amongst ELCC staff, and parents, is crucial. Annual education, available EAI and EAPs are tools necessary for effectively managing emergencies.

Revitalization of First Nations languages: a Queensland perspective

First Nations languages can play a significant role in ensuring connection to land, culture, Songlines, kinship, history, and stories. Ongoing language attrition for First Nations peoples of Australia has been due to colonization and past adverse government policies, which rendered First Nations languages a threat to the expansion of the colony. Through processes of dislocation from country and punishment for speaking language, many First Nations peoples began to lose their languages and were forcefully compelled to speak the English language on missions and reserves. Promoting First Nations languages in early educational contexts can instill a sense of cultural identity and connectedness to schooling for First Nations children, helping to ensure that languages are passed on to future generations. In many parts of Australia, First Nations languages are being revitalized and are being taught to both First Nations children and non-Indigenous children in early learning centers and in classrooms. This paper draws upon existing literature, briefly examining the removal of First Nations languages in Queensland from a historical perspective. The authors consider three essential elements required to work with First Nations communities when revitalizing First Nations languages and implementing a successful language program into schools: co-design, authentic delivery, and cultural inclusivity. We demonstrate how these elements have been used in the revitalization of First Nations languages in two Queensland schools. Finally, the importance of using an Indigenous centered approach to maintain languages at a local level is posited as a critical step in creating culturally inclusive environments for First Nations children in mainstream school settings.

Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia

This article explores the practices of ‘Acknowledgement to Country’ in Australian early childhood education contexts. Acknowledgement is a process of seeking out and honouring local Aboriginal Country and knowledge and investing in local resources of language, art, stories, nature and songs. Twenty educators across six early learning centres participated in semi-structured interviews to explore the experience, processes and resources that supported the implementation of Acknowledgement practices. Acknowledgement practices were not limited to a daily protocol but embedded in each centre’s physical place and programming. Wanting to be respectful yet fearing offending Aboriginal people, most educators expressed feelings of uncertainty and under-confidence about what to do. Developing relationships with local Aboriginal people and identifying resources were also concerns. Acting from the heart with good intentions was regarded as a way forward together, with commitment, resources and a strong distributed pedagogical leadership culture, where educators felt supported to take small yet foundational steps.