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Journal articles on the topic 'Early childhood development centres'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Supprasert, Warunsicha, and Piyathida Khajornchaikul. "Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning." Asian Social Science 17, no. 8 (2021): 23. http://dx.doi.org/10.5539/ass.v17n8p23.

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This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting.&nbsp; Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that app

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2

Bahadur Karki, Yam, and Kamla Vashisth. "Child -Centered Teaching: Facilitators’ Perceptions and Practices in Nepalese Early Childhood Development (ECD) Center." Issues and Ideas in Education 2, no. 1 (2014): 93–98. http://dx.doi.org/10.15415/iie.2014.21008.

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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education cen

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Farewell, Charlotte V., Emily Maiurro, Jamie Powers, and Jini Puma. "The Healthy Environment Project: Promoting sustainable change in early childhood education settings." Health Education Journal 80, no. 4 (2021): 472–86. http://dx.doi.org/10.1177/0017896920988754.

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Objective: The Healthy Environment Project (HEP) was designed to improve familiarity with attitudes, confidence and knowledge related to health-promoting best practices, as well as the implementation of health-promoting policy, system and environment best practice change in diverse early childhood education settings. Design: Pre–post study design to assess the outcomes of the HEP intervention. Setting: Early childhood education providers representing 14 centres ( n = 117) and 30 homes ( n = 30) in Colorado, USA. Method: The Policy, System and Environment Change Process, which is an evidence-ba

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Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings." Australasian Journal of Early Childhood 42, no. 3 (2017): 4–13. http://dx.doi.org/10.23965/ajec.42.3.01.

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DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experi

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Boyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres." Australasian Journal of Early Childhood 45, no. 1 (2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.

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Waste created by modern lifestyles is of key concern to sustainable development globally. Early childhood centres engage in sustainable practices, and waste management is one of these practices. Past research has indicated that early childhood staff are challenged to implement sustainable practices. However, the National Quality Standard requires centres to engage in sustainable practices. This study reports on research undertaken to examine the effectiveness of effectiveness of a waste management professional learning programme run in 30 early childhood centres in Australia. The data collecte

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Ritchie, Jenny. "Bicultural Development: Innovation in Implementation of Te Whäriki." Australasian Journal of Early Childhood 27, no. 2 (2002): 32–37. http://dx.doi.org/10.1177/183693910202700207.

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A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses

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Koirala, Amit. "Early Childhood and Education Development Center in Kathmandu Valley." International Journal of Social Sciences and Management 1, no. 3 (2014): 103–7. http://dx.doi.org/10.3126/ijssm.v1i3.10585.

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Objectives: the ethnography study was undertaken to assess the situation early childhood education development centre (ECED) based on community and school as per ECED minimum standard and also to explore teaching pedagogy, infrastructure and environment of teaching at ECEDs. Similarly this study also tries to identify the challenges and issues to implement the ECED minimum standards.Method: a qualitative research design was applied for this evaluation research. The primary data were gathered through interview and observation. Conclusion: from the effectiveness perspective learning environment

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Waniganayake, Manjula, Romana Morda, and Anthoula Kapsalakis. "Leadership in Child Care Centres: Is it Just Another Job?" Australasian Journal of Early Childhood 25, no. 1 (2000): 13–19. http://dx.doi.org/10.1177/183693910002500105.

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The roles and responsibilities of child care centre personnel are becoming increasingly demanding and complex. Management and leadership are different dimensions of the work of centre directors. However, these roles are not limited to directors only and may be performed by other centre staff. This paper is based on structured interviews with directors, teachers, and assistants who reflect on leadership and its meaning and growth in everyday work within child care centres. This is an exploratory study, linked to an international project on leadership in early childhood. Discussion will include

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Mupondi-Masuka, Grace Sibusisiwe, Richard Nyika, and Phebion Kangai. "Environment and Resource Challenges Faced by Early Childhood Development Centres in Gweru Urban High Density Suburbs." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 2 (2017): 142. http://dx.doi.org/10.21013/jems.v6.n2.p1.

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<div><p><em>The aim of the study was to analyse the resource and environment challenges faced by Early Childhood Development (ECD) centres within Gweru Urban high density suburbs. Availability of resources and quality of the environment are crucial components in the holistic development of all children (Bruce, 2004). This study sought to establish the specific nature of resources and environment challenges currently faced by ECD centres in the Gweru urban high density suburbs. In order to establish the dimensions and nature of this phenomenon, the study adopted the mixed meth

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Supprasert, Warunsicha, David Hughes, and Piyatida Khajornchaikul. "Roles and capacities of Thai family development centres." Journal of Children's Services 13, no. 3/4 (2018): 110–21. http://dx.doi.org/10.1108/jcs-11-2017-0048.

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Purpose The purpose of this paper is to examine Family Development Centre (FDC) staff’s[1] perspectives on their roles and capacity to promote early childhood language learning through good parenting. Design/methodology/approach This research employed in-depth interviews with 30 FDC coordinators and volunteer staff, supported by limited field observations. Findings Identifying risk, surveillance of at-risk families, building community solidarity and activities to support parenting and children, emerged as key components of FDC work. Volunteers softened their surveillance role by emphasising th

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Mäntyjärvi, Marjo, and Anna-Maija Puroila. "Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres." Contemporary Issues in Early Childhood 20, no. 1 (2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.

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This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a contex

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Skjæveland, Yngve. "Learning history in early childhood: Teaching methods and children’s understanding." Contemporary Issues in Early Childhood 18, no. 1 (2017): 8–22. http://dx.doi.org/10.1177/1463949117692262.

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This article discusses the teaching of history in early childhood education and care centres and children’s understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach history, how children respond to the teaching, and what kind of understanding of history and historical time children express. The findings are discussed in light of theories of history didactics. The teachers had positive experiences with the implementatio

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Bates, Susan, Wyatt Page, and Sue Stover. "The impact of noise in early childhood settings: A New Zealand perspective." Early Childhood Folio 25, no. 1 (2021): 20–25. http://dx.doi.org/10.18296/ecf.0091.

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Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE) centres and health problems, such as to hearing loss, voice strain, obesity, diabetes, and cardiac cond

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Crowe, Kathryn, Tamara Cumming, Jane McCormack, et al. "Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings." Child Language Teaching and Therapy 33, no. 3 (2017): 267–85. http://dx.doi.org/10.1177/0265659017717437.

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Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) compute

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Hayden, Jacqueline, and John J. Macdonald. "Health Promotion: A New Leadership Role for Early Childhood Professionals." Australasian Journal of Early Childhood 25, no. 1 (2000): 32–39. http://dx.doi.org/10.1177/183693910002500108.

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This article argues that there is a need to articulate the link between concepts of health promotion and the early childhood tradition of quality care, and to establish child care centres as settings for health promotion. The World Health Organisation notion of health promotion is used to describe an approach to health which includes not only the absence of disease but also the facilitation of practices and the maintenance of environments which promote the wellbeing of children, families, staff, and community. The authors contrast the literature about health in child care settings with their f

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Shaji, Milimu Gladys, and Francis C. Indoshi. "Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya." Contemporary Issues in Early Childhood 9, no. 4 (2008): 389–99. http://dx.doi.org/10.2304/ciec.2008.9.4.389.

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Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of science in ECDE centres in Kenya is faced with numerous challenges, hence the negative influence on children's learning of the subject. This raised the question of whether we have appropriate conditions for implementation of the science curriculum in

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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate

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Ebbeck, Marjory, and Anne Glover. "Immigrant Families’ Expectations of Early Childhood." Australasian Journal of Early Childhood 23, no. 3 (1998): 14–19. http://dx.doi.org/10.1177/183693919802300305.

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This paper presents some of the findings of a study which examined the views of 101 South Australian immigrant families concerning their educational expectations for their children who are in the age range of birth to 8 years. These families came from Vietnam, Cambodia, Indonesia, the People's Republic of China, and the Philippines. Likewise, the views of 100 early childhood teachers working in early childhood centres were examined in relation to their educational expectations for the children of immigrant families. A comparison of the findings is presented in this paper, noting the commonalit

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Paton, Grace. "Working together. Policy and practice in Scottish early childhood centres." European Early Childhood Education Research Journal 15, no. 3 (2007): 441–54. http://dx.doi.org/10.1080/13502930701679742.

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21

Nupponen, Hanna. "Leadership Concepts and Theories: Reflections for Practice for early Childhood Directors." Australasian Journal of Early Childhood 31, no. 1 (2006): 43–50. http://dx.doi.org/10.1177/183693910603100107.

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This paper proposes that effective leadership is a vital component in providing quality childcare services. It suggests that developing an enhanced understanding of effective leadership frameworks can be a starting point for a quality process and can forge a commitment to working towards excellence in early childhood centres, as well as be a tool for self-reflection. Theories of leadership are outlined for future preparation of leaders in a complex environment in which centres now operate

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Farquhar, Sandy. "Time in early childhood: Creative possibilities with different conceptions of time." Contemporary Issues in Early Childhood 17, no. 4 (2016): 409–20. http://dx.doi.org/10.1177/1463949116677925.

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Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the intersection of several different forms of time. Despite this, we tend to focus on only one form of time – chronological time, a formulation that is at the basis of our western education system. Our understandings of time impact on the way we think about edu

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Wajskop, Gisela. ""Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children." Language and Literacy 19, no. 2 (2017): 33. http://dx.doi.org/10.20360/g2495q.

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This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observ

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Wan Yunus, Farhana. "Practitioners’ Views on Learning Using Children’s Peer Interactions Amongst Under Three Year Old Children in Selangor, Malaysia." Asian Journal of University Education 15, no. 3 (2019): 54. http://dx.doi.org/10.24191/ajue.v15i3.7821.

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Research on children’s peer interactions shows many benefits for children’s development especially in developing children’s social competence. Drawing on a case study data from a study that investigated peer interactions among under-three-year-old children in three Malaysian childcare centres, this paper provides a picture of how the children’s peer interactions were understood by largely untrained practitioners at the start of the project, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall (VSR) inter

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Sitati, Emmily M., Mwangi Ndirangu, Bota Kennedy, and George S. Rapongo. "Implementation of early childhood development education service standard guidelines on physical facilities in public and private early childhood education centres Kakamega County, Kenya." Early Child Development and Care 186, no. 11 (2016): 1765–78. http://dx.doi.org/10.1080/03004430.2015.1131159.

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Fenech, Marianne, Linda J. Harrison, Fran Press, and Jennifer Sumsion. "Using metaphor to illuminate quality in early childhood education." Australasian Journal of Early Childhood 45, no. 2 (2020): 197–210. http://dx.doi.org/10.1177/1836939120918482.

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This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that

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Knauf, Helen. "The Mediatisation of Professional Pedagogical Practice - Social Networks in Early Childhood Education and Care." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 2016, Occasional Papers (2016): 20–36. http://dx.doi.org/10.21240/mpaed/00/2016.12.15.x.

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Early childhood education centres in Germany today are increasingly using social networks to present their work. This article puts this development into the context of a comprehensive process of mediatisation. Using two group discussions with teachers in early childhood education and care centres, I will show that the route via a social network is not just a new communication channel, but that the content communicated, the relationships between the actors, and the identity of the institution are also changed by it. Legal ambiguities, technical infrastructure and a lack of experience are identi

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Ukala, Chinyere Catherine. "Management of Indigenous Toys, Modern Toys and Animation For Early Childhood Education In Rivers State, Nigeria." Advances in Social Sciences Research Journal 7, no. 7 (2020): 285–92. http://dx.doi.org/10.14738/assrj.77.8673.

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This study examined the management of indigenous toys, modern toys and animation for early childhood education. Three research questions and three hypotheses guided the study. The study adopted a description survey design with a population of 655 primary schools that house early childhood centres spread across the 23 Local Government Areas of Rivers State. A sample size of 164 head teachers in early childhood education centres was drawn using stratified random sampling technique representing 25% of the population. A self-designed instrument titled Management of Indigenous Toys, Modern Toys and

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Farrell, Ann, Collette Tayler, and Lee Tennent. "Early Childhood Services: What can Children Tell us?" Australasian Journal of Early Childhood 27, no. 3 (2002): 13–17. http://dx.doi.org/10.1177/183693910202700304.

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This paper presents child data generated in a pilot project of the ACCESS Study of Child and Family Services, a research program of how child and family services align with the interests and needs of local families. Underpinned by social capital theories, the pilot study was undertaken by a partnership of local early childhood services within an inner urban precinct of Brisbane. These services included two child care centres, two kindergartens/preschools, one playgroup, and one primary school. Seventy-six children aged three to eight years were asked, in informal conversations with their careg

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Melariri, Paula, Liana Steenkamp, Margaret Williams, Chwayita Mtembu, Jessica Ronaasen, and Ilse Truter. "Water, sanitation and hygiene practices in early childhood development (ECD) centres in low socio-economic areas in Nelson Mandela Bay, South Africa." Journal of Water, Sanitation and Hygiene for Development 9, no. 1 (2019): 164–71. http://dx.doi.org/10.2166/washdev.2019.130.

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Abstract Water, sanitation and hygiene (WASH) are vital indicators to healthy living and safe environments for child development. The aim of the study was to determine WASH status and practices in ECD centres located in low socio-economic areas of Nelson Mandela Bay during 2017. This cross-sectional study elicited responses from 46 ECD centres which had a total of 3,254 children and 172 caregivers. A structured questionnaire and visual observation were used. Using core WASH in schools' indicators (WinS) showed that despite improved water sources being available in 91% of the facilities, WinS f

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Buckley, Lynn, Shirley Martin, and Margaret Curtin. "A multidisciplinary community level approach to improving quality in early years’ settings." Journal of Early Childhood Research 18, no. 4 (2020): 433–47. http://dx.doi.org/10.1177/1476718x20951239.

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This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care and education (ECCE) is vital in children’s learning and development, and that the benefits are long-lasting, and are more cost-effective than educational investments and remedial interventions later in life. This signifies the importance of high qualit

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Fleer, Marilyn, and Garry Hoban. "Using ‘Slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings." Australasian Journal of Early Childhood 37, no. 3 (2012): 61–70. http://dx.doi.org/10.1177/183693911203700309.

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Colmer, Kaye, Manjula Waniganayake, and Laurie Field. "Leading Professional Learning in Early Childhood Centres: Who are the Educational Leaders?" Australasian Journal of Early Childhood 39, no. 4 (2014): 103–13. http://dx.doi.org/10.1177/183693911403900414.

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Boyd, Wendy. "The Tensions between Food Choices and Sustainable Practices in Early Childhood Centres." Australasian Journal of Early Childhood 40, no. 4 (2015): 58–65. http://dx.doi.org/10.1177/183693911504000408.

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Warren, Jane, Wilma Vialle, and Rose Dixon. "Transition of Children with Disabilities into Early Childhood Education and Care Centres." Australasian Journal of Early Childhood 41, no. 2 (2016): 18–26. http://dx.doi.org/10.1177/183693911604100204.

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Podmore, Valerie N., Le'autuli'ilagi M. Sauvao, and Lia Mapa. "Sociocultural Perspectives on Transition to School from Pacific Islands Early Childhood Centres." International Journal of Early Years Education 11, no. 1 (2003): 33–42. http://dx.doi.org/10.1080/0966976032000066073.

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Strooband, Karel FB, Rebecca M. Stanley, Anthony D. Okely, and Rachel A. Jones. "Support to Enhance Level of Implementation in Physical Activity Interventions: An Observational Study." Australasian Journal of Early Childhood 43, no. 1 (2018): 25–33. http://dx.doi.org/10.23965/ajec.43.1.03.

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THIS ARTICLE AIMS TO DESCRIBE the level of implementation (LOI) of the Jump Start study, and examine the relationship between LOI changes and the support types provided to early childhood education and care (ECEC) centres. Direct observations were conducted in 21 ECEC centres at six months and 12 months after the start of the intervention. Each centre's LOI percentage was calculated and classified into high, medium or low implementers using objective criteria. Support strategies were determined by LOI at first observation. Pearson correlations between the support types and LOI were calculated

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Muthaa, George. "Factors Affecting Implementation of Early Childhood Development Education in Public Centres in Imenti South District, Kenya." British Journal of Education, Society & Behavioural Science 7, no. 4 (2015): 267–72. http://dx.doi.org/10.9734/bjesbs/2015/16187.

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MacNaughton, Glenda. "A Strategic Approach to Collaborating with Parents for Gender Equity in Early Childhood." Australasian Journal of Early Childhood 22, no. 1 (1997): 23–29. http://dx.doi.org/10.1177/183693919702200106.

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This article draws on recent Australian research to explore the complexities of parental attitudes in relation to gender equity in early childhood programs. It describes parental attitudes to their children's involvement in centres where early childhood staff were implementing gender equity programs. Key ideas within feminist poststructuralism are introduced and used to discuss ways in which early years educators can use these ideas to plan a strategic approach to their gender equity work with parents.

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Jirawon, Tanwattanakul. "Identity-related attitude in the child development centres for protecting educational asylum of early childhoods: From rural communities to schooling cities." Journal of Advanced Pediatrics and Child Health 4, no. 1 (2021): 084–92. http://dx.doi.org/10.29328/journal.japch.1001039.

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The global identities of parents’ popularity in rural communities to make-decision effects of their attitudes to transfer their Early Childhood from Child Development Centres and Local Primary School for moving study into the schooling cities that looks like children’ asylum of their educational conditions, problems, administration’ school directors, teachers, and schools’ environments to protect that described. The involving CDCs’ perceptions got using the 25-item My CDC Identity Inventory (MCDCII) in five scales, three options. Teacher and Caregiver-Early Childhood interactions have assessed

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Liang, Xinyun (Meg), and Caroline Cohrssen. "Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature." Australasian Journal of Early Childhood 45, no. 1 (2019): 43–55. http://dx.doi.org/10.1177/1836939119885304.

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With Australia’s overwhelming ‘Yes’ vote on marriage equality in November 2017, the need for early childhood educators to ensure that understandings of ‘family’ reflected in early childhood education and care settings include lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) parents and their children, is further reinforced. Here, a review of recent literature is framed by an ecological systems approach in order to identify key influences on the lived experiences of LGBTIQ parents and their children in the context of early learning centres. Attention is drawn to the need for fur

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Cress, Susan W. "A Focus on Literacy in Home Day Care." Australasian Journal of Early Childhood 25, no. 3 (2000): 6–11. http://dx.doi.org/10.1177/183693910002500303.

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A survey was conducted to look at some of the basic activities and materials of the literacy environments in home day care centres in St Joseph County, Indiana, USA. The literacy environments of preschools and centres, as well as the home environments of early readers, were used to provide the initial framework for the discussion. Results of the survey indicate that, although some of the home day care centres do provide a conducive literacy environment, other children do not have access to basic materials and activities. Suggestions are provided for early childhood educators in advocating for

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Fourie, J. E. (Elsa), and U. (Une) Fourie. "Obstacles in Implementing Innovative Practices in Early Childhood Development Centers." Anthropologist 24, no. 3 (2016): 799–809. http://dx.doi.org/10.1080/09720073.2016.11892076.

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Dayal, Hem Chand, and Lavinia Tiko. "When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic." Australasian Journal of Early Childhood 45, no. 4 (2020): 336–47. http://dx.doi.org/10.1177/1836939120966085.

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In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their p

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Manhas, Sarika, and Fouziya Qadiri. "A Comparative Study of Preschool Education in Early Childhood Education Centres in India." Contemporary Issues in Early Childhood 11, no. 4 (2010): 443–47. http://dx.doi.org/10.2304/ciec.2010.11.4.443.

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Oberhuemer, Pamela, and Hedi Colberg‐Schrader. "The Changing Practitioner Role in Early Childhood Centres: multiple shifts and contradictory forces." International Journal of Early Years Education 7, no. 3 (1999): 249–57. http://dx.doi.org/10.1080/0966976990070305.

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Veziroglu-Celik, Mefharet, and Tulin Guler Yildiz. "Organizational Climate in Early Childhood Education." Journal of Education and Training Studies 6, no. 12 (2018): 88. http://dx.doi.org/10.11114/jets.v6i12.3698.

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Organizational climate is a concept that may affect individual behaviors, attitudes and well-being in organizational life as well as explain why some organizations are more productive, effective, innovative and successful than others. The concept has been investigated in many disciplines such as sociology, psychology, anthropology, political science, and management for years and was first considered in education at the end of the 1960s. Since then it has been researched in the field of education in many studies. In this paper, the organizational climate of early childhood centers is examined a

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Armstrong, Lauren. "Multiplicities in early childhood reform engagement in Victorian long day care centres: Discourse, position and practice." Australasian Journal of Early Childhood 44, no. 3 (2019): 257–69. http://dx.doi.org/10.1177/1836939119855558.

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Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 pa

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Jones, Catherine, Fay Hadley, Manjula Waniganayake, and Melissa Johnstone. "Find your tribe! Early childhood educators defining and identifying key factors that support their workplace wellbeing." Australasian Journal of Early Childhood 44, no. 4 (2019): 326–38. http://dx.doi.org/10.1177/1836939119870906.

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Historically, research on educator wellbeing has focused on ill health including stress, burnout and emotional exhaustion. There is a dearth of research examining healthy workplace wellbeing among early childhood educators, which makes developing strategies to support their wellbeing difficult. Moreover, there is a lack of clarity about the concept of educator workplace wellbeing and a lack of understanding of the complex interplay between factors supporting and thwarting wellbeing within long day-care centres. This two-phase study used a mixed-methods research design. Presented in this paper

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Pispati, Vrishali, Asmita Naik Africawala, and Shiny Varghese. "Developmental Screening of Children of Migrant Construction Workers in Mumbai." Indian Journal of Human Development 13, no. 1 (2019): 109–14. http://dx.doi.org/10.1177/0973703019839820.

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Development of each child is unique to themselves after birth. Socio-cultural factors, parenting behaviour and childhood nutrition are known to influence development during early childhood years. This study aimed to assess whether the development of children of migrant construction workers attending Mumbai Mobile Creches daycare centres was on track and to identify children with a risk of developmental delay. Indian Council of Medical Research (ICMR) psychosocial screening test was used to screen 792 children. The test measures abilities in five areas of development, namely gross motor, vision

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