Relevant bibliographies by topics / Early childhood education|Public policy|Health education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Early childhood education|Public policy|Health education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Early childhood education|Public policy|Health education"

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Hasan, Abrar. "Public Policy in Early Childhood Education and Care." International Journal of Child Care and Education Policy 1, no. 1 (May 2007): 1–10. http://dx.doi.org/10.1007/2288-6729-1-1-1.

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Bredekamp, Sue. "The Relationship Between Early Childhood Education and Early Childhood Special Education." Topics in Early Childhood Special Education 13, no. 3 (July 1993): 258–73. http://dx.doi.org/10.1177/027112149301300305.

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Hahn, Robert A., W. Steven Barnett, John A. Knopf, Benedict I. Truman, Robert L. Johnson, Jonathan E. Fielding, Carles Muntaner, Camara Phyllis Jones, Mindy T. Fullilove, and Pete C. Hunt. "Early Childhood Education to Promote Health Equity." Journal of Public Health Management and Practice 22, no. 5 (2016): E1—E8. http://dx.doi.org/10.1097/phh.0000000000000378.

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Ramon, Ismaila, Sajal K. Chattopadhyay, W. Steven Barnett, and Robert A. Hahn. "Early Childhood Education to Promote Health Equity." Journal of Public Health Management and Practice 24, no. 1 (2018): e8-e15. http://dx.doi.org/10.1097/phh.0000000000000557.

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Gotts, Edward Earl. "Early Childhood Special Education." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 97–99. http://dx.doi.org/10.1177/027112148500500109.

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Carta, Judith J. "Editorial Policy Topics in Early Childhood Special Education." Topics in Early Childhood Special Education 17, no. 2 (April 1997): 254–58. http://dx.doi.org/10.1177/027112149701700209.

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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 (January 21, 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-based strategic planning process based on intervention mapping, was facilitated in a professional development training format in 44 early childhood education settings. Results: Pre–post survey data ( n = 125) suggest that early childhood education providers’ familiarity with, knowledge of, and confidence related to the implementation of health-promoting policy, system and environment change significantly increased after the professional development training ( p < .05). No significant differences in these individual-level constructs were found between centre-based and home-based providers. The HEP also resulted in significant changes in environmental-level constructs; 154 total health-promoting changes (averaging 3.5 changes/setting) were implemented in 44 early childhood education settings. Conclusion: Facilitation of a strategic planning process in a professional development training format resulted in improvements in individual- and environmental-level constructs related to healthy eating and physical activity behaviours and provides a novel way to foster sustainable health-promoting environments in early childhood education centres and homes.
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Soodak, Leslie C., Elizabeth J. Erwin, Pam Winton, Mary Jane Brotherson, Ann P. Turnbull, Marci J. Hanson, and Linda M. J. Brault. "Implementing Inclusive Early Childhood Education." Topics in Early Childhood Special Education 22, no. 2 (April 2002): 91–102. http://dx.doi.org/10.1177/02711214020220020401.

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Burton, Christine B., Ann Higgins Hains, Mary Francis Hanline, Mary McLean, and Katherine McCormick. "Early Childhood Intervention and Education." Topics in Early Childhood Special Education 11, no. 4 (January 1992): 53–69. http://dx.doi.org/10.1177/027112149201100407.

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Stegelin, Dolores A. "Early Childhood and Public Schools: Implications for Policy." Early Education & Development 3, no. 2 (April 1992): 86–88. http://dx.doi.org/10.1207/s15566935eed0302_3.

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Dissertations / Theses on the topic "Early childhood education|Public policy|Health education"

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Roy, Pialee. "Health Literacy and Health Seeking Behavior of Parents of Young Children| A Study of Early Education and Care Programs in New Castle County, Delaware." Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981164.

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This study investigates parental health literacy and parental health seeking behavior for pediatric primary care utilization as a response to childhood obesity among 220 parents from 12 Head Start and Non Head Start preschools in New Castle County, Delaware. Four paper surveys collected data with the Newest Vital Sign, STOFHL-A, a Parent Survey, and Consumer Assessment of Healthcare Providers and Systems (CAHPS). Green and Kreuter's 2005 Precede-Proceed model is applied to an original logical model for determining a need for a preschool health literacy intervention to inform better child health outcomes. Results indicate that low-income, minority families, have fewer health books at home, which is associated with lower parental health literacy, higher child BMI, and more health care referrals for managing childhood obesity. Nutritional health literacy scores are lower among Hispanic parents who are Head Start participants. Black parents who are Head Start participants had significantly lower parent functional health literacy. Head Start programs offer more parent health education and twice the rate of referrals for the same level of health seeking behavior as Non Head Start parents. Health seeking behavior was lower overall for Black parents from the Head Start program. Further study should explore cultural notions and family characteristics associated with lower pediatric health care utilization in relation to both health literacy scores and health care referrals.

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Sowa, Jessica Elizabeth O'Leary Rosemary. "Changing a policy field? : policy design and collaboration in early care and education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Jeroslow, Phyllis Ina. "Lives in the Balance| A Comparative Study of Public Social Investments in Early Childhood Across OECD Countries." Thesis, University of California, Berkeley, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10192554.

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Across the globe, the viability of welfare states depends on the success of policy adaptations to a post-industrial, internationalized economy and domestic demographic changes that encompass family formation, declines in fertility, and lifespan extensions of the elderly. One of the most important issues facing contemporary welfare states is the need to adjust social policy to the demise of the male breadwinner model in favor of the increased participation of women and mothers in the workforce. Whereas childrearing was traditionally the central occupation of stay-at-home mothers, their workforce participation has necessitated out-of-home care for children under the ages of five or six, before the start of primary school. Providing financial supports and investing in early childhood care and education are several policy instruments that can be used, not only to ease the burden of care faced by working mothers and their partners, but to promote the well-being and long-term economic productivity of their children as adults. In turn, the increased economic productivity of future generations can mitigate social risks and threats to the survival of the welfare state. Using a social investment approach based on human capital development in children, a set of indices is constructed to measure public investments in early childhood by ten member countries of the OECD from 2001 through 2011. The indices permit a theoretical exploration of patterns of expenditure and characteristics of policy design relative to their conformity to acknowledged types of welfare state regimes. The indices are also used to detect empirical changes in welfare state expenditures for early childhood investments pre- and post- the fiscal crisis of 2008. The study contributes to the literature of welfare state theory by situating investments in early childhood as a stage in the evolution of family policy; by creating a set of measures that characterizes public investments from a child-centered developmental perspective, one that is less prominent than work-family balance and gender equity viewpoints; and lastly, by combining expenditures and policy design components into a single measure.

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Byerson, Virginia H. "Disadvantaged Preschool Children: Public Policy, Education Models, and Kindergarten Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7611.

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There is a high rate of academic failure among disadvantaged preschool and post preschool students in some school districts in Virginia, yet little is understood about the relationship between education models and academic performance among economically disadvantaged students (EDS). The problem explored is the absence of classroom exercises in pre and post preschools that capitalize on cognitive development to improve executive function (EF) and self-regulation (SR) skills. The purpose of this study is to understand if a change in current classroom practices impacts academic performance among low-income students. Narrative policy serves as a theoretical guide in this qualitative case study that focused on the perceptions of principals, teachers, and administrators regarding best practices for preschool and post-preschool students and, secondly, how teachers implement classroom exercises to capitalize on the development of executive function and self-regulation skills among economically disadvantaged students. All data were inductively coded and then subjected to a thematic analysis procedure and included archived school report cards, preschool enrollment, and semi structured interviews with 3 former teachers now serving as administrators who supervise classroom activities. Findings indicate that best practices for EDS were a responsive classroom approach to correct disruptive behavior while developing mental capacity and simultaneously capitalizing on exercises to improve EF and SR skills in a classroom environment. Implications of social change begin with the empowerment of students, teachers, and administrators. Policy recommendations for social change include mandating two years of high-quality preschool for EDS as well as pursuing policies supporting SR and EF skills.
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Hockenberry, Amy. "Impact of adverse childhood experiences on adolescent 30-day alcohol use." Thesis, University of Alaska Anchorage, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1543902.

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Adolescent alcohol use is a major public health problem that affects millions of youth in the United States annually. High prevalence rates of youth alcohol use are related to many factors; one direct influence is the effect of adverse childhood experiences and the substantial impact on brain and behavioral development. This study assessed the relationship between the effects of adverse experiences and specific protective factors on the development of alcohol use in middle school students. Utilizing a cross-sectional design with the administration of a self completed survey, the outcomes show a relationship between higher adverse childhood experience scores and an increased prevalence of 30-day alcohol use. Additionally shown is a decline in use by students who report having a higher incidence of protective factors. This study will be utilized in building community awareness, adaptations to educational processes, creating community wide strategies and innovative public health approaches for prevention by understanding the collective impact that adverse experiences have on a child's health in relation to alcohol use.

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Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.

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Teacher training institutions in Jamaica have been introducing, developing, and revamping undergraduate degree programs. There is, however, little evaluation of these efforts. The purpose of this phenomenological study was to examine The Mico University College's early childhood education undergraduate degree program by exploring the lived experiences of its graduates. The research questions elicited from the participants their views about how changes were being implemented in the program, and how they impacted the institution's development and improvement, how major policy shifts related to changes in national educational policies, and how together these shifts may impact future processes at The Mico and at similar institutions in Jamaica. The study used theoretical frameworks of organization development and performance improvement. In-depth semi-structured interviews were the main source of data collection and were supported by thick description, memoing, reflexive journaling, and document review. Data analysis methods consisted of coding interview transcripts and identifying common themes. The results of the study indicated that the participants commended many of the program's underlying policies and operational practices, but they identified some challenges and areas of weakness. This study may be used as a backdrop to program development and policy initiation at The Mico and at other institutions in Jamaica and the Caribbean as it encapsulates a wide breadth of the lived experiences of the participants and examines key components such as curricula, pedagogy, and assessment. By strengthening their program offerings, The Mico and other teacher training institutions have the potential to improve performance and to contribute to sustainable national development.
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Collet, Jean-Paul. "Risque infectieux en garderie et essai d'intervention en stimulant l'immunité." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39351.

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Part 1. An 8.5 month prospective study was carried out to compare the risk of repeated infections in children attending different type of daycare facilities. Compared to children in family daycare, children in small daycare centres ($ le$20 children) had an increased risk of having $ ge$6 infections (odds ratio (OR) = 2.3; 95% confidence interval (CI) = 2.5-3.6); $ ge$5 upper respiratory tract infections (OR = 2.2; CI = 1.4-3.4); $ ge$2 occurrence of otitis media (OR = 2.6; CI = 1.0-2.6); and $ ge$2 episodes of gastroenteritis (OR = 1.5; CI = 0.9-2.4). Surprisingly this risk was not as high for children attending large daycare centres. Children who had spent at least 3 months in daycare before the beginning of the study were significantly protected compared to new attenders. These infections have important social and economical consequences since 96% of all episodes required a medical consultation. 68% were treated with antibiotics; and approximately 40% of episodes resulted in a parent taking time off work to look after their sick child. Further studies should be performs to assess the long term consequences of repeated infections.
Part 2. A randomized double-blind placebo-controlled trial was implemented to evaluate the efficacy of an immunostimulator in reducing the occurrence of recurrent respiratory or ear, nose, and throat infections. The parents of 423 children agreed to participate (210 Imocur$ sp circler$ and 213 Placebo). One capsule was administered orally for 10 consecutive days a month for 3 months. Children were followed for a further 4.5 months giving a total of 7.5 months for the study. For the total study period the risk of presenting at least 4 episodes of respiratory or ear, nose, and throat infections was lower in the treated group than in the placebo group (26.7% versus 33.8%), but the difference was not statistically significant (relative risk (RR) = 0.79; confidence interval (CI) = 0.59-1.06). A similar result was observed for the risk of having $ ge$2 episodes of gastroenteritis (RR = 0.77; 95% CI = 0.47-1.25). In contrast, at the end of the three-month treatment period we observed a 48% reduction in risk of presenting $ ge$3 episodes of respiratory or ear nose and throat infections (RR = 0.52; 95% CI = 0.45-0.87) in the treated group. However, this clinically important and statistically significant decrease in risk of recurrent infections did not extend beyond this period. The tolerance of the drug during the trial was excellent. Since these results were obtained from an exploratory analysis, they should be confirmed in further studies.
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Ghazal, Tariq Sabah AbdulGhany. "Prevalence, Incidence and Risk Factors for Early Childhood Caries Among Young African-American Children in Alabama." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/4848.

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Hennessey, Ann Laureen. "Reducing California's special education costs by improving access to early childhood intervention: A policy review." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2156.

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This project addressess the importance of early childhood intervention for California's infants and toddlers and how the managed care trends are affecting families' ability to obtain help for their children.
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Klein, Antonia. "The Environmental Health of the Autistic Student in the Public School Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1409.

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Professionals have found autism to be an enigmatic condition. While necessary biomedical research continues, a gap exists in the inclusion of parental opinions, knowledge, and experiences in educational planning for their autistic children. The purpose of this mixed methods study was to identify the factors that the parents felt contributed to the academic success of their autistic child in the public school classroom environment and ways in which their ideas might contribute to overall educational planning and classroom design in structure, curriculum development, and intervention strategies which might lead to reduced stress. Parental input was explored through semistructured personal interviews with 8 parents and the administration of a 32-question survey questionnaire to 109 parents of autistic children. A content analysis was done on the qualitative data, and an analysis of quantitative data reported the frequency and percentages of the participant responses. Findings from the data revealed multiple areas in need of improved educational services that include the classroom organization, educator training and knowledge about the autistic condition, educator support, effective communication, and behavioral management of the symptoms of autism. The social change impact from the study's findings have the potential to inform educational planning, foster collaboration, increase educator participation in autism training methods, secure necessary funding for evidence based autism educational programs, promote further research, and provide awareness of existing empirically based approaches designed to meet the needs of a vulnerable population.
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Books on the topic "Early childhood education|Public policy|Health education"

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Mawson, W. B. Collaborative play in early childhood education. Hauppauge, N.Y: Nova Science Publishers, 2010.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Subcommittee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Presentation in the field of early childhood education. Trenton, N.J: The Unit, 2003.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Early childhood education. Trenton, N.J. [(PO Box 068, Trenton 08625)]: The Subcommittee, 1999.

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Elena, Lopez M., Hochberg Mona R, and United States. Office of Educational Research and Improvement. Office of Reform Assistance and Dissemination., eds. Early childhood reform in seven communities: Front-line practice, agency management, and public policy. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1996.

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United, States Congress Senate Committee on Health Education Labor and Pensions. Partnering to prepare: Expanding access to high quality early childhood education : field hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, second session, on examining partnering to prepare our children, focusing on expanding access to high quality early childhood education, April 6, 2010, Morrisville, PA. Washington: U.S. G.P.O., 2012.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Children and Families. Getting the most bang for the buck: Quality early education and care : hearing before the Subcommittee on Children and Families of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, first session ... June 9, 2011. Washington: U.S. Government Printing Office, 2013.

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O'Hagan, Maureen. Early years: Child care and education. 2nd ed. New York: Bailliére Tindall, 1999.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Early childhood education in the Abbott districts : children's needs and the need for high quality programs. Trenton, N.J. [(PO Box 068, Trenton 08625)]: The Subcommittee, 1999.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Testimony from the education field on the achievement gap. Trenton, N.J. (118 West State St., Trenton 08625-0068): The Committee, 2001.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Testimony from the education field on the achievement gap. Trenton, N.J. (118 West State St., Trenton 08625-0068): The Committee, 2001.

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Book chapters on the topic "Early childhood education|Public policy|Health education"

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Vandenbroeck, Michel. "Early Childhood Care and Education Policies that Make a Difference." In The Palgrave Handbook of Family Policy, 169–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54618-2_8.

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AbstractIn split systems, where childcare has historically been separated from preschool, childcare has only recently been recognized for its educational potential. Paradoxically, now that its potential for children, parents, and communities is widely recognized, accessibility, affordability and quality are under pressure. Based on—mostly European—research, we analyse structural barriers that explain unequal take-up of childcare. We look, among others, at issues of lack of places, geographical disparities, and costs. We also look at educational process quality, especially for the youngest children. In so doing, we analyze how policies affect these issues and find that policies that consider childcare as an integral part of public early childhood care and education yield better results. In contrast, the commodification (privatisation) of childcare with its shift from supply side to demand-side funding risks to hinder accessibility and to lower quality.
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Arrabal, Ana Ancheta, and Jing Zhang. "The New Models of Public Policy on Early Childhood Education and Care in Spain." In The Global and the Local, 115–31. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-654-5_7.

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Flores, Stella M., and Leticia Oseguera. "Public Policy and Higher Education Attainment in a Twenty-First-Century Racial Demography: Examining Research from Early Childhood to the Labor Market." In Higher Education: Handbook of Theory and Research, 513–60. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_11.

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Brickhouse, Tegwyn H. "Family oral health education." In Early Childhood Oral Health, 221–44. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119101741.ch11.

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Clark, Melinda B., Mayumi Willgerodt, and Rocio B. Quinonez. "Interprofessional education and practice." In Early Childhood Oral Health, 258–71. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119101741.ch13.

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Daniel, Paul, and John Ivatts. "Early Childhood Education and Care." In Children and Social Policy, 145–66. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26277-9_7.

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Adema, Willem, Chris Clarke, and Olivier Thévenon. "Family Policies and Family Outcomes in OECD Countries." In The Palgrave Handbook of Family Policy, 193–217. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54618-2_9.

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AbstractFamilies in OECD member countries have changed dramatically in recent decades. Across almost all OECD countries, couples are marrying and starting a family later than ever before. Fertility rates are low. Divorce and re-partnering have become much more common, giving rise to a diversity of new family forms. The (male) single-earner family model, previously dominant, is now largely a thing of the past. This chapter examines how families and family policies have changed in OECD countries in recent decades. It starts with an overview of changes in families, in partnering behaviours, in family living arrangements, and in family work arrangements. The chapter then turns to the evolution of family policy and the policy response to changing families, such as increases in public Early Childhood Education and Care (ECEC) support and the provision of fathers-only paid parental leave. It concludes by highlighting important key challenges ahead, including how policy must adapt to growing inequalities between families.
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Tobin, Joseph. "Quality in Early Childhood Education." In International Handbook of Teacher Quality and Policy, 66–78. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-5.

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Phillipson, Sivanes, and Susanne Garvis. "Policy and childhood." In Policification of Early Childhood Education and Care, 274–85. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-21.

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Quinn, Suzanne Flannery, James E. Johnson, Jaipaul L. Roopnarine, and Michael M. Patte. "Policy for Early Childhood Education and Care." In Handbook of International Perspectives on Early Childhood Education, 411–22. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315562193-29.

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Conference papers on the topic "Early childhood education|Public policy|Health education"

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Arma, Nur Ambia. "How Will Indonesia Pay For Early Childhood Education Services?" In International Conference on Public Policy, Social Computing and Development 2017 (ICOPOSDev 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icoposdev-17.2018.21.

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Hermawati, Bertakalswa, Sofwan Indarjo, Efa Nugroho, and Dyah Mahendrasari Sukendra. "Effectiveness of Food Safety Awareness Program to Build Early Childhood Development." In International Seminar on Public Health and Education 2018 (ISPHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/isphe-18.2018.63.

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Putri, Mugfira, makmur Selomo, Ruslan Ruslan, and Hasnawati Amqam. "Bacterial Contamination Analysis on Children Toys in the Early Childhood Education Program of Makassar." In Proceedings of the 3rd International Conference on Environmental Risks and Public Health, ICER-PH 2018, 26-27, October 2018, Makassar, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.26-10-2018.2288938.

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Hardilla, Dinda Septiani, Harsono Salimo, and Eti Poncorini Pamungkasari. "THE Effects of Nutrition Status and Breastfeeding on Child Development Aged 3-6 Years: Evidence From Tanjung Jabung Timur, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.88.

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ABSTRACT Background: Good nutrition and adequate stimulation for early learning are estimated as essential components for child development. The purpose of this study was to determine nutritional factors associated with child development aged 3-6 years. Subjects and Method: A cross sectional study was carried out at 25 preschools in Tanjung Jabung Timur, Jambi, Indonesia, from September to October 2019. A sample of 200 children aged 3-6 years was selected by stratified random sampling. The dependent variable was child development. The independent variables were child nutritional status, dietary pattern, exclusive breastfeeding, maternal education, maternal employment, and family income. Child development was measured by early childhood developmental screening. The other variables were collected by questionnaire. The data were analyzed by a multiple logistic regression. Results: Child development improved with good nutritional status (b= 1.86; 95% CI= 0.54 to 3.19; p= 0.006), exclusive breastfeeding (b= 0.58; 95% CI= -0.67 to 1.84; p= 0.363), good dietary pattern (b= 1.55; 95% CI= 0.31 to 2.79; p= 0.014), maternal education ≥Senior high school (b= 2.27; 95% CI= 0.98 to 3.55; p= 0.001), and family income ≥Rp 2,840,000 (b= 1.84; 95% CI= 0.34 to 3.33; p= 0.016). Child development decreased with mother working outside the house (b= -1.31; 95% CI= -2.42 to -0.19; p=0.021). Conclusion: Child development improves with good nutritional status, exclusive breastfeeding, good dietary pattern, maternal education ≥Senior high school, and family income ≥Rp 2,840,000. Child development decreases with mother working outside the house Keywords: child development, nutritional status, exclusive breastfeeding Correspondence: Dinda Septiani Hardilla. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: dindaseptianihardilla15@-gmail.com. Mobile: 082373568987 DOI: https://doi.org/10.26911/the7thicph.03.88
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Pujangkara, Ajeng Ayu Titah, Harsono Salimo, and Eti Poncorini Pamungkasari. "Biological and Social-Economic Determinants of Child Development: A Path Analysis Evidence from Surabaya, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.107.

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ABSTRACT Background: Previous study reported that numerous nutritional-related interventions have been shown to improve health aspect for young children. However, social and economic factors also played an indirect role to their nutritional and health fulfillment. The purpose of this study was to examine biological and social-economic determinants of child development using path analysis model. Subjects and Method: This was an analytic observational study with a cross-sectional design. The study was carried out at early childhood education programs (PAUD) in Wonokromo Sub-district, Surabaya, East Java. A sample of 200 children aged 2-5 years old from 25 PAUD was selected by simple random sampling. The dependent variable was child development. The independent variables were nutritional status, exclusive breastfeeding, number of children, family income, maternal education, and maternal employment status. The data were analyzed by path analysis. Results: Child developmental disorder directly increased with poor nutritional status (b= 0.95; 95% CI= 0.03 to 1.86; p= 0.041), low family income (b= 2.01; 95% CI= 1.13 to 2.90; p < 0.001), mothers working outside the home (b= 0.85; 95% CI= 0.07 to 1.63; p= 0.032), exclusive breastfeeding (b= 2.05; 95% CI= 1.23 to 2.86; p<0.001), and number of children ≥2 (b= 1.21; 95% CI= 0.20 to 2.23; p= 0.019). Child developmental disorders indirectly increased with maternal education. Conclusion: Child developmental disorder directly increases with poor nutritional status, low family income, mothers working outside the home, exclusive breastfeeding, and number of children ≥2. Child developmental disorder indirectly increases with maternal education. Keywords: child development, biological, social-economic determinants Correspondence: Ajeng Ayu Titah Pujangkara. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ajengayutitah@gmail.com. Mobile: +628116119511. DOI: https://doi.org/10.26911/the7thicph.03.107
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Wahyuni, Desvi, and Rudiyanto. "A Critical Policy Analysis of Early Childhood Education (ECE) in Indonesia." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.002.

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Maisyaroh, Juharyanto, Ibrahim Bafadal, Bambang Budi Wiyono, Maulana Amirul Adha, Bagus Rachmad Saputra, and Nova Syafira Ariyanti. "Implementation of Principal Instructional Leadership in Facilitating Learning Independency Policy on 4.0 Industrial Era Orientation in Indonesia." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.037.

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Somantri, Cecep, and Yohan Rubiyantoro. "Preventing Terrorism Through Early Childhood Education in Indonesia: A Policy Analysis." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.013.

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Sagala, Anita Chandra Dewi, and Muniroh Munawar. "Analysis of Holistic Environmental Approach to Health, Nutrition, and Safety in Early Childhood Education." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.63.

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Reports on the topic "Early childhood education|Public policy|Health education"

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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26880.

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DeCicca, Philip, and Justin Smith. The Long-Run Impacts of Early Childhood Education: Evidence From a Failed Policy Experiment. Cambridge, MA: National Bureau of Economic Research, May 2011. http://dx.doi.org/10.3386/w17085.

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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6522.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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