To see the other types of publications on this topic, follow the link: Early childhood education and care workforce.
Journal articles on the topic 'Early childhood education and care workforce'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Early childhood education and care workforce.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Powell, Alana, Rachel Langford, Patrizia Albanese, Susan Prentice, and Kate Bezanson. "Who cares for carers? How discursive constructions of care work marginalized early childhood educators in Ontario’s 2018 provincial election." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 153–64. http://dx.doi.org/10.1177/1463949120928433.
Full textAbstract:
In the Canadian province of Ontario, the early childhood education and care workforce continues to be undervalued, underpaid and burdened with challenging working conditions. Drawing on Fairclough and Lazar, this study employed a feminist critical discourse analysis to explore the discourses of care work present in the 2018 childcare platforms of three major parties: the Liberal Party, the New Democratic Party and the Progressive Conservative Party. This critical discourse analysis provided an opportunity to consider the absence and presence of early childhood education and care discourses in the election platforms, and the consequences this has for the advancement of the workforce. The findings indicate that the early childhood education and care workforce remained largely invisible in the 2018 childcare platforms. When present, educators were often constructed as components of the early childhood education and care system’s stability. In addition, a discourse of ‘maternal care burden’ emerged in some platforms, which initially suggested progressive recognition of the gendered reality of care and care work for women in Ontario. However, the critical discourse analysis illuminates that the maternal-care-burden discourse, while suggesting that mothers are freed to enter the paid workforce, actually reinforces notions of care as women’s work. As well, this discourse further marginalizes the early childhood education and care workforce by downloading one group’s caring responsibilities to a new group of invisible carers – early childhood educators. In light of these findings, the need to disrupt discourses that continue to devalue the early childhood education and care workforce is considered as researchers and advocates seek to assert care labour as an essential public responsibility and a critical concern in political dialogue.
2
Bassok, Daphna, Maria Fitzpatrick, Susanna Loeb, and Agustina S. Paglayan. "The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns." Education Finance and Policy 8, no. 4 (October 2013): 581–601. http://dx.doi.org/10.1162/edfp_a_00114.
Full textAbstract:
Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable investments have been made to correct this, but we lack evidence about the extent to which these investments were accompanied by changes in the characteristics of the workforce. Using nationally representative data, we find that the historical characterization of the ECCE workforce continues to apply. However, we also find that the average educational attainment, compensation, and stability of ECCE workers increased substantially from 1990 to 2010. Surprisingly, the shift in the composition of the ECCE workforce toward more regulated settings and away from home-based settings is not the primary driver of these changes. Contrary to our expectations, gains within the home-based workforce are the primary drivers, though the education and wages of home-based workers remain substantially lower than among formal-care workers.
3
Gibson, Megan, Amanda McFadden, Kate E. Williams, Lyn Zollo, Abigail Winter, and Jo Lunn. "Imbalances between workforce policy and employment for early childhood graduate teachers: Complexities and considerations." Australasian Journal of Early Childhood 45, no. 1 (December 9, 2019): 82–94. http://dx.doi.org/10.1177/1836939119885308.
Full textAbstract:
Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.
4
Gibbs, Leanne. "Leading through complexity in early childhood education and care." Australasian Journal of Early Childhood 46, no. 4 (October 8, 2021): 335–41. http://dx.doi.org/10.1177/18369391211050139.
Full textAbstract:
Effective leadership influences the process quality of early childhood education and care (ECEC) programs and therefore the academic, health and socio-emotional outcomes for children. Yet, the cultivation of leadership is impacted by the complex nature of ECEC environments and the persistent challenges therein. Complex workforce issues, inadequate preparation for positional leadership roles and few opportunities for professional development for emerging leaders challenge the growth of effective leadership and the development of sustainable leadership for the ECEC profession. This commentary gives an insight into the challenges of leadership within ECEC and leader supply and suggests leadership emergence and enactment is potentially cultivated by broadening theoretical and pragmatic propositions. Complexity leadership theory within complex adaptive systems is presented as a framework for leadership cultivation within ECEC and opportunities for leadership development are highlighted.
5
Sullivan, Victoria, Laetitia Coles, Yuwei Xu, Francisco Perales, and Karen Thorpe. "Beliefs and attributions: Insider accounts of men’s place in early childhood education and care." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 126–37. http://dx.doi.org/10.1177/1463949120929462.
Full textAbstract:
Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.
6
Jones, Charlotte Estella. "‘… For the love of children and the joy of childhood’: The reported values, beliefs and practices of male practitioners in England." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 407–30. http://dx.doi.org/10.1177/1476718x15577005.
Full textAbstract:
Increased attention has been paid to qualifications and training of early childhood education and care staff in order to improve the quality of the service they provide. However, less attention has been paid to the demographics of the workforce itself. Men have consistently made up 2 per cent of the early childhood education and care workforce. Research on their experiences within the workforce is lacking and therefore their work with young children largely unreported. Drawing on data collected from an online questionnaire, this article will explore the reported values, beliefs and experiences of male practitioners working with children aged 0–5 years. Bourdieu’s theories on habitus, capital and field were utilised as a means of interrogating data gathered to consider influences shaping life chances and practices of men working with young children. Participants shared extremely positive experiences of their current work; however, the findings reflected the need to reconsider the extent to which our cultural conceptions of gender roles and identities have changed in the sphere of early childhood education and care in the 21st century.
7
Park, Seenyoung, and Eunhye Park. "Issues and Tasks for Early Childhood Education and Care Workforce in Korea." Asia-Pacific Journal Of Research In Early Childhood Education 9, no. 2 (May 24, 2015): 23–50. http://dx.doi.org/10.17206/apjrece.2015.9.2.23.
Full text
8
Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.
Full textAbstract:
RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms and achieve high-quality outcomes for children. Yet research on early childhood leadership remains sparse and inadequately theorised, while the voice of the early childhood profession remains marginalised (Woodrow & Busch, 2008). In this paper I draw on my previous research in leadership and change management which investigated principals', early childhood teachers' and teacher-aides' conceptual and behavioural positions on educational changes in work contexts. I present a model of leadership that connects to practice, builds professional capacity and capability, and recognises the importance of relationship building and quality infrastructure. The model calls for robust constructions of leadership and improved professional identity that will reposition the profession so that it keeps pace with the critical needs of early childhood professionals. Within this model, tertiary educational institutions and professional organisations will play their role in guiding the profession forward as new paradigms evolve and federal and state initiatives begin to surface.
9
Ayling, Natasha J., Kerryann Walsh, and Kate E. Williams. "Factors influencing early childhood education and care educators’ reporting of child abuse and neglect." Australasian Journal of Early Childhood 45, no. 1 (December 16, 2019): 95–108. http://dx.doi.org/10.1177/1836939119885307.
Full textAbstract:
Mandatory reporting of child abuse and neglect is a complex yet essential responsibility tasked to many professional groups working with children, including the early childhood education and care (ECEC) workforce. This paper provides a narrative review synthesising the empirical literature on factors influencing ECEC educators’ reporting of child abuse and neglect, including knowledge and training, attitudes, thresholds for reporting, work experience and context, inter-organisational co-operation and self-efficacy. These factors can act as barriers and facilitators to effective reporting practice and are likely to interact in dynamic yet modifiable ways. Findings from the review may be useful for informing future education and training initiatives for the ECEC workforce. Further research is warranted in this area.
10
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 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.
Full textAbstract:
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 model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.
11
Heller, Rafael. "Toward policies that promote access and equity in early education: A conversation with Shantel Meek." Phi Delta Kappan 103, no. 2 (September 27, 2021): 24–27. http://dx.doi.org/10.1177/00317217211051140.
Full textAbstract:
Shantel Meek of the Children’s Equity Project talks with Kappan about the challenges facing early childhood education. These include the splintered nature of the system, a lack of funding, and the low status and pay afforded to the early childhood workforce. Although early care programs, such as Head Start, have helped children in poverty, disparities in access and program quality in early childcare persist for young children of color, children with disabilities, and young dual-language learners.
12
McDonald, Paula, Karen Thorpe, and Susan Irvine. "Low pay but still we stay: Retention in early childhood education and care." Journal of Industrial Relations 60, no. 5 (October 18, 2018): 647–68. http://dx.doi.org/10.1177/0022185618800351.
Full textAbstract:
A professional, skilled and engaged early childhood workforce is critical to economic and social productivity and positive life trajectories for children. Yet high staff turnover, skill loss and unmet standards of staff qualification pervade the sector, limiting optimal outcomes. For many early childhood educators, alternatives of better paid and less challenging sources of employment are available in other employment sectors, a fact that explains turnover rates as high as 30%. However, this study reverses the emphasis on why early childhood educators leave the sector and asks instead ‘Why do so many stay?'. This question is a significant one when it is considered that the remuneration of educators in early childhood barely meets minimum wage thresholds, and that they face challenging working conditions and few opportunities for career progression. The findings of the study contribute to an understanding of retention in early childhood education and care occupations specifically, and in feminised, low-paid occupational groups more broadly. The study also informs policy and strategy responses to low retention in the early childhood sector in Australia and internationally.
13
Li, Minyi, Mugyeong Moon, Yuwei Xu, and Pamela Oberhuemer. "Building a competent early childhood education and care workforce in the Asia-Pacific region." Early Years 42, no. 1 (January 1, 2022): 1–5. http://dx.doi.org/10.1080/09575146.2022.2039027.
Full text
14
Luo, Wenwei, Ilene R. Berson, and Michael J. Berson. "Building a Competent Early Childhood Education and Care Workforce in the Asia-Pacific Region." Early Years 42, no. 1 (January 1, 2022): 119–35. http://dx.doi.org/10.1080/09575146.2021.2008880.
Full text
15
Li, Minyi, Mugyeong Moon, and Pamela Oberhuemer. "Building a competent early childhood education and care workforce in the Asia-Pacific Region." Early Years 40, no. 1 (January 1, 2020): 155–56. http://dx.doi.org/10.1080/09575146.2020.1728079.
Full text
16
Harrison, Cathie, and Sarah Heinrich Joerdens. "The Combined Bachelor of Education Early Childhood and Primary Degree: Student Perceptions of Value." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 4–13. http://dx.doi.org/10.23965/ajec.42.1.01.
Full textAbstract:
THE FIELD OF EARLY CHILDHOOD education and care (ECEC) in Australia is a highly dynamic one. Increased government interest and funding during the years of the Labor Governments from 2008–2012 strengthened the sector in terms of increased funding, policy development, level of staff qualification and measures of quality. While this support resulted in increased numbers of children enrolled in ECEC settings and greater numbers of students enrolled in early childhood teacher education degrees, it also contributed to increased workforce pressures and a shortage of qualified early childhood teachers. In this paper we report on a quantitative study that investigated the nature of student experience in a combined Bachelor of Education Early Childhood and Primary degree, and student perceptions of value. The results of the study indicate positive responses to the inclusion of both early childhood and primary content and professional experience undertaken in both prior to school and school settings.
17
Palaiologou, Ioanna, and Trevor Male. "Leadership in early childhood education: The case for pedagogical praxis." Contemporary Issues in Early Childhood 20, no. 1 (December 19, 2018): 23–34. http://dx.doi.org/10.1177/1463949118819100.
Full textAbstract:
In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in recent years. With the introduction of the graduate leader qualification (Early Years Teacher Status), a vast body of research has been seeking to conceptualise what leadership means for early childhood education and care. In this article, the authors argue that these attempts are helpful and contribute to this discourse of leadership, but it needs to be thought of not only abstractly, but also practically. Thus, the authors conclude, the (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities.
18
Leppert, M., and J. Harrison. "KKI-NECT: Kennedy krieger institute’s network for early childhood tele-education (US)." European Psychiatry 64, S1 (April 2021): S52—S53. http://dx.doi.org/10.1192/j.eurpsy.2021.165.
Full textAbstract:
IntroductionThe Kennedy Krieger Institute Network for Early Childhood Tele-Education (KKI-NECT) is a federally funded ECHO project. Its hub consists of a child psychiatrist, developmental pediatricians and a behavioral psychologist. Its community partners are primary care providers(PCPs) in underserved areas. Its goal is to create local experts in early childhood behavioral, emotional and developmental disorders.ObjectivesAfter attendance at this session, the learner will be able to: 1. report the rates of co-occurring developmental, behavioral and emotional disorders presented by primary care participants 2. explain the efficacy of case based learning and a structured curriculum as a mechanism for expanding the workforce. The goal of this presentation is to build awareness of and interest in ECHOs specifically targeted to child behavioral, emotional and developmental issues.MethodsDr. Leppert will discuss KKI-NECT, particularly the process of procuring funding, setting up an ECHO, and getting institutional “buy-in". She will describe the use of case based learning and a structured curriculum in a longitudinal CME program, report the comorbidities in cases that participants present for discussion, and demonstrate the impact on participants’ practice.ResultsData from four cohorts demonstrate that PCPs showed increased comfort levels, improved knowledge of behavioral, emotional and developmental disorders. PCPs expanded the scope issues they could address in their practice as a result of participation in KKI-NECT.ConclusionKKI-NECT is a viable response to the workforce shortage of child psychiatrists by confidently increasing the role of the PCP in treating childhood developmental and mental health disorders.DisclosureNo significant relationships.
19
Lucero, Leanna, Blanca Araujo, and Michelle Salazar Pérez. "Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce." Policy Futures in Education 18, no. 6 (April 30, 2020): 725–38. http://dx.doi.org/10.1177/1478210320921990.
Full textAbstract:
The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We then problematize these policies and provide examples of approaches used to counter the (un)intended consequences of such reforms. Finally, we make recommendations for future policy reforms that rethink teacher education and licensure programs, so that they value and centralize the often-marginalized knowledge of Latinx early childhood educators and teacher educators.
20
Rouse, Elizabeth. "Partnerships in Early Childhood Education and Care: Empowering Parents or Empowering Practitioners." Global Studies of Childhood 2, no. 1 (January 1, 2012): 14–25. http://dx.doi.org/10.2304/gsch.2012.2.1.14.
Full textAbstract:
Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers for their child. The early childhood education and care sector in Australia, however, is made up of a workforce which is largely perceived as being undervalued as a profession. This raises questions as to the capacity of these educators to support the empowerment of parents when they themselves are coming from a position of disempowerment due to their professional status. This article reports on findings from a small-scale study of childhood educators working in a long day-care setting which aimed to identify perceptions of the partnerships that exist between themselves and parents. In the course of the investigation, it became evident that some of educators felt disempowered in the relationships that exist with some families.
21
Black, Felicia V. "Providing quality early childhood professional development at the intersections of power, race, gender, and dis/ability." Contemporary Issues in Early Childhood 19, no. 2 (June 2018): 206–11. http://dx.doi.org/10.1177/1463949118778017.
Full textAbstract:
Quality professional development for a diverse early education and care workforce has been a priority in policy reform agendas. This issue points to the need to address quality professional development for this particular workforce, across varied childcare settings, which takes into consideration the complex experiences and intersecting social positions of these individuals. This colloquium reports on a case study of part-time childcare staff’s experiences as the researcher implemented an on-site professional development program at an area childcare center. Post-structural perspectives and Black feminist thought were utilized as epistemological and analytical tools to highlight how power discourse and the intersecting subject positions (gender, race, and dis/ability) of particular participants influenced both the implementation of and access to quality professional development within the given context.
22
Van Laere, Katrien, Jan Peeters, and Michel Vandenbroeck. "The Education and Care Divide: the role of the early childhood workforce in 15 European countries." European Journal of Education 47, no. 4 (November 16, 2012): 527–41. http://dx.doi.org/10.1111/ejed.12006.
Full text
23
Jackson, Jen. "The View from the Helicopter: Examining the Australian Early Childhood Workforce Using the National Census of Population and Housing." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 72–79. http://dx.doi.org/10.1177/183693911604100409.
Full textAbstract:
THIS STUDY USED DATA from the 2011 Australian Census of Population and Housing to examine differences between Australian early childhood educators at different qualification levels: certificate/unqualified, diploma-qualified and degree-qualified. The study's theoretical framework is informed by the work of Pierre Bourdieu and views qualifications as markers of broader differences in social and cultural capital. This paper describes how early childhood educators were identified in the Census data, and presents some preliminary findings, showing differences in educators' schooling, engagement in further study, income, employment arrangements and family responsibilities. These findings suggest that educators' qualifications are related to broader social differences, which have implications for how different groups of educators might experience current policy efforts to improve workforce qualifications and professionalism. Of particular concern is a group of educators whose educational background and employment circumstances place them at risk of marginalisation in the labour market and in the early childhood education and care professionalisation agenda.
24
Parker, Susan, and Shelly Haser. "Unlikely Additions." Journal of Child and Youth Care Work 28 (May 16, 2022): all. http://dx.doi.org/10.5195/jcycw.2022.451.
Full textAbstract:
Early childcare professionals represent a cross-section of two underrepresented groups in higher education: childcare educators, and adult female learners. According to the United States Bureau of Labor and Statistics, the childcare workforce in 2020 was predominantly female and lacking post high-school education (https://www.bls.gov/ooh/personal-care-and-service/childcare-workers.htm ). Early childcare professionals often receive minimal training and compensation (Harwood & Tukonic, 2016). Participants in a university credentialing program for non-traditional students participated in a focus group as part of a program evaluation. The data was collected and analyzed. Themes were identified, including anticipated themes such as concerns about cost of college credits, and successfully completing coursework while simultaneously managing personal and work challenges. However, themes of professionalism, and the significance of belonging to a community of learners were not anticipated. The focus group provided rich discussion, and the analysis offers thoughts on advocacy for and with the early childhood education and care workforce.
25
Marshall, Nancy L., Wendy Wagner Robeson, and Joanne Roberts. "Integrating Intervention Approaches: Development and Initial Testing of an Early Childhood Education Intervention." Journal of Applied Social Science 14, no. 2 (August 10, 2020): 178–94. http://dx.doi.org/10.1177/1936724420947011.
Full textAbstract:
Early care and education program interventions often focus on providing training, sometimes combined with coaching, to classroom educators. However, such interventions are uneven in their effectiveness. We describe the development of the Ready Educators Quality Improvement Pilot (REQIP), an intervention that integrates two approaches—one that focuses on the workforce through training and coaching at the educator level, and another approach that focuses on the program in which the educators work, through executive coaching for administrators and consultations on the classroom, building spaces, and curriculum materials. Ten center-based programs and over 60 educators participated in a 19-month intervention and evaluation. This article discusses the challenges faced during implementation and implications for practice, results of the evaluation, and implications for other applications of social science.
26
Miller, Joyce Ann, and Tania Bogatova. "Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. Early Childhood® Project." Evaluation and Program Planning 32, no. 3 (August 2009): 257–77. http://dx.doi.org/10.1016/j.evalprogplan.2009.02.001.
Full text
27
Jones, Charlotte Estella, and Carol Aubrey. "‘I mean, why wouldn’t men be involved?’ The life histories of six male practitioners working within early childhood education and care in England." Journal of Early Childhood Research 17, no. 4 (June 4, 2019): 279–93. http://dx.doi.org/10.1177/1476718x19852651.
Full textAbstract:
Many surveys and interviews have elicited male practitioners’ views about gender balance in the early childhood education and care workforce, and few have explored in depth the context to such work choices, whether economic, cultural, social or personal. A life history approach was employed to provide a retrospective account by six early childhood education and care professionals of their lives and some of the influences on these. They varied in job role, in organisation that employed them and in their ages ranging from 20 to 60 years. Being at different stages of their life course, some had lived through considerable societal change in education, job choice, attitudes and values. The life history approach also offered a means to explore broader questions about their professional development, links between life and work that rose above the individual voice to represent the profession that participants had chosen.
28
Van Laere, Katrien, Michel Vandenbroeck, Griet Roets, and Jan Peeters. "Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care." Gender and Education 26, no. 3 (April 16, 2014): 232–45. http://dx.doi.org/10.1080/09540253.2014.901721.
Full text
29
Massing, Christine, Patricia Lirette, and Alexandra Paquette. "“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators." in education 28, no. 1b (December 21, 2022): 41–61. http://dx.doi.org/10.37119/ojs2022.v28i1b.646.
Full textAbstract:
The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children. Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19
30
Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (May 10, 2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.
Full textAbstract:
AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
31
Kūkoja, Katrīne. "THE EFFECT OF EARLY CHILDHOOD EDUCATION AND CARE SERVICES IN LATVIA." SOCIETY. TECHNOLOGY. SOLUTIONS. Proceedings of the International Scientific Conference 1 (April 17, 2019): 20. http://dx.doi.org/10.35363/via.sts.2019.16.
Full textAbstract:
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.
32
Self, Trisha, Kathy L. Coufal, and Jennifer Francois. "Interprofessional Collaborative Practice: Preparing Future Professionals To Use the ICF-CY." Perspectives on Language Learning and Education 18, no. 2 (July 2011): 68–74. http://dx.doi.org/10.1044/lle18.2.68.
Full textAbstract:
The global call to action has been communicated from the World Health Organization (WHO), addressed to health care providers and higher education programs. The expressed need is to mobilize a workforce that is “collaborative practice-ready” (WHO, 2010, p. 7), prepared to work as members of an interprofessional team. Although the context of the WHO statement explicitly targets health care professionals, it also addresses the need for services to be contextually based and culturally appropriate and to involve the families, communities, and individuals for whom services are directed. This article will explore the key elements and mechanisms of interprofessional collaborative practice in early childhood service delivery for health care and early intervention specialists from a number of professional perspectives.
33
Franchett, Emily E., Aisha K. Yousafzai, Muneera A. Rasheed, Saima Siyal, Chin R. Reyes, and Liliana Angelica Ponguta. "Experiences of Community Youth Leaders in a Youth-Led Early Childhood Education Program in Rural Pakistan." Zeitschrift für Psychologie 227, no. 2 (April 2019): 113–20. http://dx.doi.org/10.1027/2151-2604/a000362.
Full textAbstract:
Abstract. Youth-led early childhood care and education (ECCE) programs offer a promising model for achieving multiple Sustainable Development Goal targets. The program “Youth Leaders for Early Childhood Assuring Children are Prepared for School” (LEAPS) was developed to address the educational needs of children and female youth in rural Sindh, Pakistan. In LEAPS, community youth leaders (CYLs), aged 18–24 years, implement an ECCE program after receiving targeted, practical training and engaging in continuous mentoring and communities of practice. This paper focuses on the experience of LEAPS participation for ten CYLs. Using random intercept generalized linear latent and mixed models, significant improvements were observed in ECCE and professional skills. Quantitative analyses were triangulated with results from a qualitative analysis of two CYL exit focus group discussions. Findings suggest that, in some contexts, youth-led ECCE models can feasibly address ECCE workforce gaps while offering leadership and professional development opportunities for youth.
34
Penn, Helen. "Childcare Market Management: How the United Kingdom Government Has Reshaped its Role in Developing Early Childhood Education and Care." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 192–207. http://dx.doi.org/10.2304/ciec.2007.8.3.192.
Full textAbstract:
This article reviews early education and care policies in the United Kingdom since 1997, when a Labour Government came to power, and sets them in the wider context of international changes. It argues that the Labour Government has, by intention and by default, supported the development of private sector, and especially corporate sector childcare. Corporate childcare has increased sevenfold in the period. The rapid scale of these changes has been ignored, or uncritically accepted, by most commentators. However, the Government's childcare policies have not had the anticipated result of increasing the numbers of mothers in the workforce, with the result that there is considerable oversupply of childcare provision. As a result, the private sector has experienced turmoil, as occupancy rates have fallen to an average of 77%, and the sector has become unprofitable. Within 2005–06 many nurseries closed, and there has been a consolidation of the remainder of the market. The private sector is now actively lobbying for more subsidies and a relaxation of regulations. The article concludes that, despite recent difficulties, trends towards private sector growth will continue and that research is urgently needed to investigate and document the changes.
35
Oke, Ayooluwa, Judith E. Butler, and Cian O’Neill. "“Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031883.
Full textAbstract:
Although the literature is replete with research that indicates the importance of qualified and highly skilled practitioners in the provision of quality Early Childhood Education and Care (ECEC), challenges to the retention of highly skilled graduates and the establishment of a professional ECEC workforce persist. This study investigates the barriers that hinder practitioners from obtaining higher level ECEC qualifications. It presents findings from the perspectives of practitioners ( n = 18) participating in the Early Childhood Care and Education (ECCE) Scheme using semi-structured interviews. This article is part of a doctoral study with practitioners and parents on quality in ECEC and the impact of technology on quality practice. Importantly, this article presents findings from the practitioner interviews as they relate to the barriers faced by practitioners in obtaining higher level qualifications. Findings indicate that practitioners value the role of qualifications in the provision of quality practice. Despite this, findings suggest that the likelihood of obtaining an ECEC degree is largely dependent on the practitioner’s financial situation. For example, in the absence of appropriate pay scales and occupational profiles, practitioners are forced to avail of social welfare services.
36
Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
Full textAbstract:
Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
References:
Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11.
Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125
Anders, Y. (2015). Literature Review on Pedagogy. 62.
Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth.
Bukoye, R. O. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395
Choo, K. K. (2010). The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration. 4, 12.
Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. 29.
ECE – TPEs and CAPEs. (2019). California Early Childhood Education Teaching and Administrator Performance Expectations. Commission on Teacher Credentialing.
Eggum-Wilkens, N. D. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 12.
Goodfellow, J. (2001). Wise Practice: The Need to Move beyond Best Practice in Early Childhood Education. Australasian Journal of Early Childhood, 26(3), 1–6. https://doi.org/10.1177/183693910102600302
Guskey, T. R. (2001). Helping Standards Make the GRADE. 10.
Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Han, J., Luo, X., & Luo, H. (2021). Development and Validation of Preschool Teachers’ Caring Behaviour Questionnaire and Its Internal Mechanism with Work Performance. Open Journal of Social Sciences, 25.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394
Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711
Hughes, A., & Menmuir, J. (2002). Being a Student on a Part-time Early Years Degree. Early Years, 22(2), 147–161. https://doi.org/10.1080/09575140220151486
Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/10.1007/s10566-015-9338-6
Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century. International Journal of Child Care and Education Policy, 4(2), 67–80. https://doi.org/10.1007/2288-6729-4-2-67
Katz, L. G. (2015). Distinctions between academic versus intellectual goals for young children. 4.
Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. 14. https://doi.org/10.1080/1350293X.2018.1533709
Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566. https://doi.org/10.1080/19415257.2018.1449006
Moyles, J. (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), 81–95. https://doi.org/10.1080/09575140124792
Nolan, A., & Molla, T. (2018). Teacher professional learning as a social practice: An Australian case. International Studies in Sociology of Education, 27(4), 352–374. https://doi.org/10.1080/09620214.2017.1321968
Oberhuemer, P. (2005). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), 5–16. https://doi.org/10.1080/13502930585209521
Osgood, J. (2004). Time to Get Down to Business?: The Responses of Early Years Practitioners to Entrepreneurial Approaches to Professionalism. Journal of Early Childhood Research, 2(1), 5–24. https://doi.org/10.1177/1476718X0421001
Osgood, J. (2007). Professionalism and performativity: The feminist challenge facing early years practitioners. 14. https://doi.org/doi: 10.1080/09575140600759997.
Osgood, J. (2009). Childcare workforce reform in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. https://doi.org/10.1080/02680930903244557
Pianta, R. C. (2016). Teacher–Student Interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 8. https://doi.org/DOI: 10.1177/2372732215622457
Piotrkowski, C. S., Botsko, M., & Matthews, E. (2001). Parents’ and Teachers’ Beliefs About Children’s School Readiness in a High-Need Community. 22.
Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265–287. https://doi.org/10.1080/13450600500467548
Sheridan, S. M., Edwards, C. P., & Marvin, C. A. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. 26.
Thomas, D., & Brown, J. S. (2011). Cultivating the Imagination for A World of Constant Change. 37.
Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. https://doi.org/10.1080/13502930802141584
Vartiainen, H., Leinonen, T., & Nissinen, S. (2019). Connected learning with media tools in kindergarten: An illustrative case. Educational Media International, 56(3), 233–249. https://doi.org/10.1080/09523987.2019.1669877
Walker, A., & Qian, H. (2018). Exploring the Mysteries of School Success in Shanghai. 17.
Wall, S., litjens, I., & Miho, T. (2015). Early Childhood Education and Care Pedagogy Review. OECD Publishing. www.oecd.org/edu/earlychildhood
37
Gambaro, Ludovica. "Who is minding the kids? New developments and lost opportunities in reforming the British early education workforce." Journal of European Social Policy 27, no. 4 (October 2017): 320–31. http://dx.doi.org/10.1177/0958928717719196.
Full textAbstract:
The last 20 years have seen a substantial increase in enrolment in early childhood education and care (ECEC) in several European countries. The expansion of ECEC services inevitably requires new staff. There is however a tension between a rapid growth of services via the creation of low-paid, low-qualified jobs and the aspiration, voiced unanimously by policy makers, to improve the qualification and status of ECEC workers. This paper examines the case of the UK, where ECEC services and public expenditure devoted to them have increased substantially. It uses UK Labour Force Survey data to document changes in the pay and educational qualifications of the early education workforce. Results show how despite a general increase in the qualification level of these workers, their pay remains relatively low. Moreover, pay is found to be mostly related to characteristics of the workplace, and its access to public funding, rather than to the productive characteristics of workers. The paper concludes by arguing that the issue of low pay in ECEC is likely to become more salient in the future, as governments expand services while trying to keep down their costs.
38
Ritblatt, Shulamit Natan. "The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education." Journal of Mental Health Training, Education and Practice 11, no. 1 (March 14, 2016): 48–60. http://dx.doi.org/10.1108/jmhtep-02-2015-0006.
Full textAbstract:
Purpose – The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach – The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans. Findings – The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses. Research limitations/implications – This is a conceptual paper. Practical implications – The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families. Social implications – Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children. Originality/value – This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.
39
Phillips, Deborah, Lea J. E. Austin, and Marcy Whitebook. "The Early Care and Education Workforce." Future of Children 26, no. 2 (2016): 139–58. http://dx.doi.org/10.1353/foc.2016.0016.
Full text
40
Cleghorn, Ailie, and Larry Prochner. "Early Childhood Education and Care." Research in Comparative and International Education 3, no. 3 (January 2008): 222–23. http://dx.doi.org/10.2304/rcie.2008.3.3.222.
Full text
41
Mishra, Usha. "Early Childhood Care and Education." Asian Man (The) - An International Journal 6, no. 2 (2012): 181. http://dx.doi.org/10.5958/j.0975-6884.6.2.014.
Full text
42
Srivastava, Rajendra N. "Early Childhood Care and Education." Indian Pediatrics 57, no. 9 (September 2020): 793–94. http://dx.doi.org/10.1007/s13312-020-1953-0.
Full text
43
Holochwost, Steven J., Kerri DeMott, Martha Buell, Kelly Yannetta, and Deborah Amsden. "Retention of Staff in the Early Childhood Education Workforce." Child & Youth Care Forum 38, no. 5 (June 11, 2009): 227–37. http://dx.doi.org/10.1007/s10566-009-9078-6.
Full text
44
Trachtman, Roberta. "Early Childhood Education and Child Care." Urban Education 26, no. 1 (April 1991): 25–42. http://dx.doi.org/10.1177/0042085991026001003.
Full text
45
Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.
Full textAbstract:
As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
46
Currie, Janet. "Early Childhood Education Programs." Journal of Economic Perspectives 15, no. 2 (May 1, 2001): 213–38. http://dx.doi.org/10.1257/jep.15.2.213.
Full textAbstract:
This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.
47
Oberhuemer, Pamela. "The Early Childhood Education Workforce in Europe Between Divergencies and Emergencies." International Journal of Child Care and Education Policy 5, no. 1 (May 2011): 55–63. http://dx.doi.org/10.1007/2288-6729-5-1-55.
Full text
48
Lubeck, Sally. "Early Childhood Education and Care in England." Phi Delta Kappan 83, no. 3 (November 2001): 216–25. http://dx.doi.org/10.1177/003172170108300311.
Full text
49
Myers, Robert G. "Financing early childhood education and care services." International Journal of Educational Research 33, no. 1 (January 2000): 75–94. http://dx.doi.org/10.1016/s0883-0355(99)00044-0.
Full text
50
Mbugua, Tata J. "Early Childhood Care and Education in Kenya." Childhood Education 80, no. 4 (June 2004): 191–97. http://dx.doi.org/10.1080/00094056.2004.10522230.
Full text