Dissertations / Theses: '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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Kondo, Chiharu. "Early childhood development (ECD) programs as protective environments for children in emergencies| A case of daycare centers in Iwate, Japan during the 2011 earthquake and tsunami disaster." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690748.

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The 2011 East Japan Earthquake and Tsunami suddenly took the homes, family members, friends, and familiar neighborhoods away from the children of Iwate. In the midst of this difficult situation, early childhood development (ECD) programs provided protective environments for the young children to access continuous care and development opportunities. This case study examines how these daycare centers in Iwate prepared for, responded to, and coped with the severe natural disaster, providing physical, cognitive, and psychosocial protections to these children.

The study re-affirmed that daycare centers in Iwate had integrated the national standards for disaster risk reduction (DRR). On the day of the disaster, personnel safely evacuated the children while practicing monthly drills. Despite the challenges, the daycare programs quickly re-established normalcy in children’s lives, ensuring continuous access to care. Not only did daycare personnel act in loco parentis for these children, but also re-installed daycare programs during the recovery.

The study revealed that local governments also faced serious challenges in their leadership and coordination roles. Their response capacities had been severely affected by the disaster. Governments’ appropriate and timely guidance was most beneficial for the daycare providers. Among other recommendations, I assert that in the future, local governments could take more active roles in coordinating the massive influx of humanitarian organizations.

This interpretivist research was based on my one-year fieldwork in Iwate immediately after the disaster, and employed a series of survey instruments (questionnaires and interviews). This case study contributes to the field of education and ECD in emergencies through the use of qualitative, ethnographic research. It also recognizes significant and complimentary contribution of qualitative inquiry methods, including on-site fieldwork, ethnographic analyses, and follow-up interviews, for better understanding of crisis situations.

While pre-school programs are not compulsory in Japan, the study calls attention to the valuable protection that they provide for both young children and their childhoods in emergencies. A recovery strategy that focuses on protective environments for children has great potential as a harmonizing approach, rather than as a parallel one, in the complex nature of humanitarian assistance.

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Rucker, Larra. "The Inclusion of Training on Family Engagement in State-Level ECE Workforce Policy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/32.

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The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.

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Tolson, Rebecca. "Implementation of federal and state policies for students identified with dyslexia or showing dyslexic tendencies in Ohio public schools." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1588679052569486.

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Slashcheva, Lyubov Daniilovna. "Geographic trends in severe early childhood dental caries of Native American children." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6858.

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This study investigated the effect of geographic location on Severe Early Childhood Caries (S-ECC) in Native American Children three years of age from a Norther Plains Tribal Community. Geographic location of study participants was ascertained by postal district and categorized into geographic regions as well as dental clinic accessibility, defined as dental services present or absent in that district. The association of location category and dental caries (dmfs) was evaluated cross-sectionally at 36 months of age. Descriptive statistics demonstrated differences in dental caries distribution by geographic region and accessibility category. Bivariate analysis of disease by location showed a significant difference in dmfs between 4 geographic regions (p=0.0159) but not between accessibility categories (p=0.0687). Multivariable regression modeling for geographic region demonstrated the unique effect of geographic region on dental caries experience as well as five other key risk factors. Incident Rate Ratios (IRR) were computed for each of the risk factors, including number of erupted teeth (IRR=1.89, p=0.0147), fluoride exposure from tap water (IRR=1.70, p=0.0173), annual family income (IRR=1.58, p=0.0392), maternal DMFS (IRR=1.02, p=0.0040), and Mean Adequacy Ratio (IRR=1.05, p=0.1042). This study demonstrated statistically significant variation in cumulative dental caries experience of Native American children aged 36 months among geographic regions and identified the specific unites of association through multivariate modeling. These findings can be used for local dental caries prevention programs and contribute to a broader understanding of S-ECC among very young Native American children.

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Ekong, Samuel Effiong. "Nigerian Policy on Child Labor: An Evaluation of the Education Sector Preparedness for Effective Policy Implementation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1886.

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A number of studies have been conducted about policy failures in Nigeria; however, little is known about the state of stakeholders' readiness to implement any government policy. Using the functionalist theory of Durkheim and the infrastructure theory of Frischmann, the purpose of this exploratory case study was to evaluate the level of preparedness of the education sector to implement the Nigerian policy on child labor, which was adopted on September 11, 2013, by the federal executive council of Nigeria. Preparedness in this study was conceptualized as the ability of the education sector to absorb children of school-going-age who quit all forms of child labor activities and return to formal education in schools. Open-ended interviews elicited narratives from 30 participants purposefully drawn from the Northern, Central, and Southern Uruan Local Government Areas of Akwa Ibom State. Interview data were transcribed, coded, and analyzed for emergent themes. The findings revealed that schools were evenly dispersed within the Uruan Local Government Area. However, the state of infrastructure in the schools, particularly in the rural communities, was in a condition of neglect with a high teacher-pupil ratio. There was a low incidence of child labor but a weak government enforcement strategy, particularly in the interior/riverine areas of the research population. This study leads to positive social change by creating awareness among policy makers that the various stakeholders in any public policy need to be equipped with adequate resources to minimize the incidence of policy failure in Nigeria.

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Kerns, Amanda Dr. "The Effectiveness of a Preventive Recall Strategy in Children Following Dental Rehabilitation Under General Anesthesia." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4108.

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Abstract THE EFFECTIVENESS OF A PREVENTIVE RECALL STRATEGY IN CHILDREN FOLLOWING DENTAL REHABILITATION UNDER GENERAL ANESTHESIA By Amanda Kerns, DDS A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Dentistry at Virginia Commonwealth University. Virginia Commonwealth University, 2016 Thesis Advisor: Elizabeth Berry, DDS, MPH, MSD Vice Chair, Assistant Professor, Department of Pediatric Dentistry Purpose: This was a prospective randomized controlled trial assessing the impact of a preventive strategy following full-mouth dental rehabilitation (FMDR) in children with early childhood dental caries. Methods: 130 patients completed FMDR and were included in the analysis. Caries risk assessment (CRA), dental exam, and a caregiver oral health knowledge (OHK) questionnaire was completed for each patient. Patients were randomized into two groups; intervention returned at 3 and 6 months and control returned at only 6 months post-surgery. At each recall, CRA and dental exam information was recorded, and at the six month recall, all caregivers completed the OHK questionnaire. Results: Actual recall data showed a statistically significant difference in CRA at six months, with 71.8% of patients in the control and 44.8% of patients in the intervention assessed as high caries risk. Conclusions: The actual recall data suggests this recall strategy is effective in reducing CRA level following FMDR.

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Philpott, Susan Carol. "Realising the right of children with disabilities to early childhood development in South Africa." Thesis, University of Western Cape, 2014. http://hdl.handle.net/11394/3363.

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Doctor Legum - LLD
This study sets out to establish what is required of the South African government to comply with international human rights treaties and Constitutional obligations with respect to early childhood development (ECD) for children with disabilities. This requires clarification of the nature, scope and content of ECD and conceptual frameworks for child development and childhood disability are therefore presented. Early childhood is defined as the period from birth to four years of age. It is a period (by comparison to any other phase in the life course) of accelerated growth, during which brain development can be optimally promoted. It is at the same time a highly sensitive period when permanent damage caused by toxic stress can be averted. Early childhood is an opportunity for early intervention for children with disabilities, and is ideally suited for promoting social inclusion between children with disabilities and those without disabilities, particularly in early learning settings. By virtue of its potential to promote optimal development of young disadvantaged children in particular, ECD is not only a means of working towards equity, it has been recognised as a national investment. The content of ECD, drawing from the most recent publication of the South African Child Gauge (2013), is seen as comprising an ‘essential package’ of services, including nutrition, health, social services, caregiver support and early learning opportunities. The focus of this study is on the Convention on the Rights of the Child, the African Charter on the Rights and Welfare of the Child and the Convention on the Rights of Persons with Disabilities (CRPD) all of which have provisions relating to the general context of children with disabilities as well as to the components of the ‘essential package’. In addition to the sector-related rights contained in these treaties, they impose general obligations on the State with respect to legislative and other measures which it must undertake. These are discussed together with the State obligations under the South African Constitution which provide not only for non-discrimination, dignity and equality, but also for specific socio-economic rights for children which create justiciable obligations for the State. Having established the obligations of the State under international law and the Constitution, there is analysis of current legislation and policies and the extent to which they are compliant. A brief description is given of the history of disability and ECD-related services during the apartheid era, and how these have shaped current provision. Attention is given to provisions of the Children’s Act for ECD, partial care and prevention, and early intervention, where there is a lack of a clear mandate for funding services. Further, while limited Social Security is provided to children with disabilities in the form of Care Dependency Grants, these are likely to reinforce a welfarist perspective unless viewed as part of a broader initiative for equalisation of opportunities and development of children with disabilities. In respect of the right to health, progress made in reducing maternal and child mortality rates is applauded, but the primary focus on preventive and curative care has ‘crowded out’ a comprehensive view of primary health care as also encompassing rehabilitative care. Further, mechanisms to ensure early identification and intervention for children with disabilities, through developmental screening and referral, need to be strengthened. In respect of the right to education, there has been limited attention given to children under the age of five years, including within the Inclusive Education Policy (White Paper 6). The study therefore concludes that there are various areas in which there is a lack of alignment between the State obligations under international law, and current legislation and policies. However, drawing on the CRPD in particular, and the current heightened political attention being given to ECD, evidenced by its inclusion in the National Development Plan, this study further concludes that there exists at present a tremendous opportunity to ensure the inclusion of children with disabilities such that they are able to enjoy all the benefits of ECD and thereby reach their full potential.

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Fredericks, Rachel. "Physical Miseducation: How Public Schooling in the US is Harmful to Students’ Bodily Well-Being." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/991.

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This paper explores the history of physical education in the United States, as well as a general look into how public schooling affects how kids learn about and come to view their bodies. Theory and research by Michel Foucault, Elias Norbert, and Katy Bowman form the theoretical framework for this essay, and accounts of visits to a local elementary school to observe PE also grounds the work in present-day experiences. The work concludes that public schools in the US improperly teach students about how to listen to and care for their bodies.

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Holt, Nicole. "An Investigation of the Relationship Between Child, Family, and Community Factors and Early Childhood Oral Health and the Utilization of Dental Health Services." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3242.

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Background / Objective: Children under the age of 5 years bear a disproportionate burden of oral disease. The aim of this study is to investigate how child, family, and community determinants impact dental care utilization, and parental report of child’s oral health. Methods: Data for this study came from the 2011/2012 National Survey of Children’s Health for children aged 1 to 5 years old. Dependent variables evaluated were if the child had an oral health problem, been to a dentist in the past year, and parents description of the child’s teeth. Independent variables were selected from child, family, and community levels. Binary logistic methods were applied to each outcome and predictor variable. Stepwise logistic regression models were constructed for child, family, and community variables. Additionally the mediating effect of oral health services utilization in the association between child, family and community factors and parental perception of child’s oral health was evaluated. National results and Health Resource Service Area (HRSA) region IV results were compared. Results: In the national (n=24,875) and HRSA region IV sample (n=4,017) 9.7% and 10.2% of caregivers, reported that the child had an oral health problem in the past 12 months. Fewer than half (46.7%) of caregivers reported that their child had visited a dentist in the past 12 months. Absence of neighborhood cohesion, neighborhood amenities, and residence in metropolitan statistical area all had positive significant effects on children seeing a dentist. There was a mediating effect by utilization of oral health services between child with special health care needs (p=0.005), number of children (p=0.045) and adults (p=0.046) in the household, and tobacco use (p=0.018) and parents perception of oral health in the HRSA region IV population. Conclusion: This study identified several factors as correlates of poor oral health outcomes. Our results expand our knowledge of early childhood oral health by studying how oral health is impacted not only by child factors but also the family and community at large. Our results begin identifying the unique constellation of risk factors that contribute to early childhood oral health.

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Middlebrooks, Jenna A. "Trends in Early Childhood Caries Rates in the Nashville Area Indian Health Services Tribes." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2607.

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Dental caries is the most common chronic disease in children, and prevalence rates are disproportionately higher in American Indian/Alaska Native (AI/AN) populations. The Association of State and Territorial Dental Directors (ASTDD) recommends annual oral health screening for children in Head Start programs using the Basic Screening Survey (BSS). The 2014 study was a follow-up to a 2010 national survey of AI/AN children ages five and under that assessed oral health outcomes such as untreated decay, decay experience, urgent need for treatment, presence of sealants and decayed, missing and filled deciduous teeth (dmft) scores, and investigated the changes in Early Childhood Caries (ECC) prevalence from 2010 to 2014 in the Indian Health Service (IHS) Nashville Area. A gap analysis was completed comparing current recommended practices among dental clinics that participated in the IHS ECC Collaborative ASTDD Framework to Prevent and Control Childhood Tooth Decay (ASTDD Framework). Due to historical mistreatment of AI/AN populations in research, and out of respect for the sovereignty of the Tribal Nations that participated in the study, there limited data was made available for this study. In 2010, 579 children were screened in the Nashville Area; 1231 children participated in 2014. While there was a statistically significant, yet clinically small 9.36% reduction of untreated decay from 2010 (30.33%) to 2014 (27.49%), the ECC Collaborative did not reach their objective of a 25% reduction. There was also a significant increase in urgent need for treatment (3.17% in 2010 to 4.35% in 2014), and in presence of sealants (4.54% in 2010 to 10.01% in 2014). Gaps in best practices identified were related to need for increased risk assessments and enhancing policy development. Based on study findings and the limited access to data on Tribal and Area levels, development of culturally appropriate policies that are unique to individual Tribal needs, and focus on perinatal care, is recommended. Individual Tribal programs also need to be evaluated and surveillance needs to be continued to establish trend data. All program evaluations and research should be conducted in an ethical manner that is community-based and considerate of the needs of the Tribe.

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Riley, Katie. "Preschooler's Understanding of Food Allergies." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384695580.

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Correa-Cespedes, Blanca. "Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2453.

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Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children. There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy. A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education.

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Wolfe, Amy D. "West Virginia's Universal Preschool Program: The Relationship between Child Characteristics and Early Learning Scale (ELS) Growth." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399626124.

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Marshall, Jennifer. "Parent Pathways: Recognition and Responses to Developmental Delays in Young Children." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4534.

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The importance of early recognition and intervention for developmental delays is increasingly acknowledged, yet high rates of under-enrollment and 1-3 year delays in entry to the public early intervention system continue. Much research has examined developmental screening in health and child care settings, but less well understood is what prompts parents to identify problems and seek help for their children. This mixed methods study rooted in the Health Belief Model and Social Support Theory examined child, parent, family, and community level factors related to parent recognition (awareness and concern) and response (help-seeking and enrollment in services), including formal and informal sources of appraisal, informational, instrumental, and emotional support. Phase 1 examined responses from 27,566 parents of children ages 0-5 using the 2007 NSCH to quantify the type and number of parent concerns regarding their child's development in eight developmental domains, rates of enrollment in public intervention or private therapy, and factors associated with increased or decreased likelihood of concern or services enrollment. Regression analyses indicated that the likelihood of parent developmental concern and enrollment in public or private services differed by: child age, sex, health status, and type of developmental delay; parent and family characteristics (e.g. maternal race/primary language, reading to the child, etc.); pediatrician inquiry about concerns; insurance type; and child care type. Maternal age, education, marital status, and family structure and income were controlled for in all three models, but did not consistently contribute to likelihood of concern or services across outcomes. Phase 2 of the study utilized purposive, convenience, quota sampling via community agencies to invite 6 Spanish and 17 English speaking parents of high and low socioeconomic status to share their experiences in recognizing and responding to developmental concerns in their children (ages 2 weeks-4 ½ years) via 18 interviews and 2 focus groups. Participants also completed demographic, developmental status (PEDS), and knowledge of infant/child development (KIDI) questionnaires. About half of participants reported behavior (54%), social (50%), or speech concerns (54%); over a third had academic (38%), receptive language (42%), or self-help concerns (33%); and roughly 15% reported fine motor (17%) or gross motor (13%) concerns. Parents described in detail observations that first sparked developmental concerns, their decision-making processes in help-seeking and timelines for services; types and sources of social support; and facilitators and barriers related to recognition and help-seeking. The average score on the infant questionnaire was 50% correct and 65% on the prekindergarten questionnaire (range 32-91%). The results of this study describe child (sex, age, health status, type of delay), parent (age, education, race, ethnicity, home language, perception of susceptibility and severity of child delay), family (siblings, income, reading to the child, relative child care, social support), and community (pediatric practices, source of medical care, insurance, community support and referral coordination)factors related to early identification of developmental delays and access to public early intervention and private therapy services. Findings can be used to inform and improve community education, developmental screening, and Child Find outreach efforts. This study also contributes to our understanding of how parents interface with early intervention systems and both formal and informal parenting supports in the community, and identifies triggers for parental recognition and help-seeking for developmental delays and preferred entry points and pathways to assessment services. Recommendations include additional research on the causes, risk factors, co-morbidities, onset, and stability of diagnosis for developmental delays; continued development and universal implementation of valid and reliable screening and assessment tools, particularly for infants and toddlers; education campaigns to increase provider, parent, and public knowledge about developmental expectations, the importance of early intervention, and intervention options; further expansion of free, culturally appropriate programs to support child development for children with and without developmental delays and to strengthen formal and informal social supports for parents; improved referral coordination and timelines; and ongoing evaluation research to further demonstrate the efficacy of a variety of intervention service delivery models.

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Schweighardt, Sherry L. "Natural Play, Healthy Play: Environmental Determinants of Young Children's Outdoor Physical Activity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325946.

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Kinesiology
Ph.D.
The prevalence of obesity among young children has markedly increased over the past two decades, with more than one-third of American preschoolers now overweight or obese and at risk for lifelong health problems. Physical activity is a recommended obesity prevention strategy, yet preschoolers typically fail to meet recommended daily physical activity guidelines, spending just 15 minutes engaged in moderate to vigorous physical activity, compared to six sedentary hours daily. Unstructured play in settings with varied features, such as childcare center playgrounds, potentially plays a significant role in increasing the amount of time preschoolers spend in moderate-to-vigorous physical activity (MVPA). The purposes of this study were first, to compare the intensity and type of preschoolers' physical activity across four distinctly different outdoor play settings; second, to identify particular features in each play setting associated with MVPA and sedentary behavior; and, third, to identify, test, and evaluate environmental modifications to increase preschoolers' MVPA in outdoor play settings. Seventeen 3-5 year-old children participated in repeated unstructured play sessions featuring 16 min of play in each of 4 novel settings: a traditional climber, a wooded natural area, a garden, and an adventure, or "loose parts" playground. Interventions to increase physical activity were introduced to the adventure playground during the first two phases, and to all four settings during the third phase. Physical activity intensity was measured using ActiGraph GT3x+ activity monitors and contextual information concerning motor skills was obtained by trained observers using the System for Observing Play and Recreation in Communities (SOPARC), adapted to the age and environment of the study. Results show that both play setting design theme and the composition of specific play features within the setting impact the type of motor skills children perform and the amount of MVPA young children accumulate during unstructured play. Findings additionally demonstrate that simple, low-cost modifications to play settings can increase MVPA for targeted subgroups and individual children; outcomes were setting-specific. Study results may be useful to public health and medical workers, parents, educators, playground designers, community planners, and policy makers who focus on increasing preschool children's daily MVPA and decreasing childhood obesity.
Temple University--Theses

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Gooze, Rachel Anne. "Workplace Stress and the Quality of Teacher-Child Relationships in Head Start." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214804.

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Public Health
Ph.D.
Objective: The quality of the emotional relationship between teachers and young children affects children's social and emotional development and their academic success. Little is known, however, about whether the amount of workplace stress experienced by early childhood educators impacts the quality of their relationships with the young children in their classrooms. The purpose of this dissertation was to determine whether workplace stress was associated with poorer quality teacher-child relationships in Head Start, the nation's largest federally-funded early childhood education program. Methods: Two separate but complementary studies were conducted. In Study 1, teachers from 37 Head Start programs in Pennsylvania (PA) completed the Staff Wellness Survey, an anonymous, web-based survey about workplace stress and the levels of conflict and closeness in their relationships with children in their classrooms. Study 2 data came from an existing federal data set, the 2006 Head Start Family and Child Experiences Survey (FACES). In FACES, a nationally representative sample of Head Start teachers responded to interview questions about workplace stress and were observed and rated on the quality of their teacher-child relationships in their classrooms. In both studies, the association of poor quality teacher-child relationships was examined with the presence or absence of 3 types of perceived workplace stress: high demands, low control, and low support. Results: In Study 1, surveys were completed by 994 teachers (52.0% of teachers in the 37 PA programs), of whom 19.8% experienced 0 of the 3 types of workplace stress, and 23.3% experienced all 3 types. Teachers experiencing all 3 types of workplace stress were more likely than those experiencing 0 types to report high conflict in their relationships with children, even after controlling for teacher depressive symptoms and economic stressors (odds ratio [OR] = 1.98, 95% confidence interval [CI]: 1.19-3.29). Only low control was significantly associated with low closeness in teacher-child relationships after adjusting for covariates (OR = 1.50, 95% CI: 1.09-2.05). In Study 2, data were available from 325 teachers (89.0% of teachers participating in FACES), of whom 19.4% experienced none of the 3 types of workplace stress and 38.5% reported experiencing 2 or more types. Teachers experiencing 2 or more types of workplace stress were more likely to have poor quality teacher-child relationships (observed) than teachers reporting 0 types of workplace stress (OR = 2.68, 95% CI: 1.22-5.90). Conclusion: In both a large sample of Pennsylvania Head Start teachers and a nationally representative sample of Head Start teachers, higher perceived workplace stress was associated with poorer teacher-child relationship quality. In light of these findings, Head Start should consider more closely examining and addressing workplace stress as part of its professional development and training activities for teachers.
Temple University--Theses

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Tedesco, Maria F. "Concussion in School-aged Children: Evaluating the Effectiveness of an Online Concussion Training Program." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501166656935177.

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Silva, Isabel Cristina de Andrade Lima e. 1970. "Política nacional de educação infantil : a participação de atores não estatais na elaboração da política pública." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250808.

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Orientador: Luis Enrique Aguilar
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-23T21:40:47Z (GMT). No. of bitstreams: 1 Silva_IsabelCristinadeAndradeLimae_D.pdf: 1917395 bytes, checksum: 896d763e1998fadf17d0840cd365d525 (MD5) Previous issue date: 2013
Resumo: Analisamos nesta tese a participação de atores não estatais no processo de elaboração da Política Nacional de Educação Infantil (PNEI), tomando como referencial teórico-metodológico a abordagem de redes de políticas públicas. Problematizamos o papel do Estado em agir como o principal agente na elaboração de políticas públicas e intermediação de diferentes interesses para o enfrentamento dos problemas da educação infantil. A questão síntese envolveu saber qual o papel dos atores não estatais na elaboração da PNEI. Buscamos suporte na análise de documentos e em entrevistas semi-estruturadas e concentramos o foco na atuação de cinco atores não estatais envolvidos no processo de elaboração da PNEI (2003-2005): CNTE, CONTEE, ANPEd, MIEIB e UNESCO. Constatamos que o processo de elaboração da Política Nacional de Educação Infantil envolveu a participação de atores estatais e não estatais articulados em torno de uma rede a qual denominamos de rede de políticas públicas de educação infantil. Identificamos que essa rede foi instituída pelo Estado, como uma política de governo, caracterizando-se como um modelo de governança. As análises permitiram confirmar a hipótese de que no processo de elaboração de políticas públicas de educação infantil por meio de rede de políticas públicas os atores não estatais cooperaram entre si e estabeleceram interdependências. Ao identificar que esses atores influenciaram tanto na forma como ocorreu o processo quanto no conteúdo da política elaborada, concluímos que a participação de atores não estatais em rede potencializa o poder de influência desses atores ao mesmo tempo em que racionaliza as escolhas políticas nos processos decisórios.
Abstract: The present study analyzes the participation of non-state actors in the drafting of the National Policy on Early Childhood Education (PNEI), taking as a theoretical and methodological approach the policy networks. This study problematizes the role of the state to act as the main agent in the development of public policy and in the mediation of different interests in order to face the problems of early childhood education. The synthesis-question involves to know which is the role of non-state actors in the development of PNEI. We analyzed documents and we applied semi-structured interviews focused on the activities of five non-state actors involved in the process of drafting the PNEI (2003-2005): CNTE, CONTEE, ANPEd, MIEIB and UNESCO. We found out that the process of drafting the National Policy on Early Childhood Education involved the participation of both state and non-state actors structured around a network which we call policy network on education. This research revealed that the network was established by the state as a government policy, characterizing as a model of governance. The analysis allows to confirm the hypothesis that in the process of public policy development early childhood education by public policy network the non-state actors cooperate with each other and established some interdependences. At the same time, these analyzes have identified that these actors could influence both the form how the process occurred in the content of the policy was worked out. This study concludes that the participation of non-state actors in a policy network multiplies the power to influence these organizations while rationalizing policy choices in decision making.
Doutorado
Politicas, Administração e Sistemas Educacionais
Doutora em Educação

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Vallabh, Priya. "How policy discourses and contextual realities influence environmental teaching and learning processes in early childhood development: a case study of the Raglan Road child care centre." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003441.

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This case study considers the relationship between context, school policy and environmental teaching and learning processes at a community-based early childhood development centre in South Africa. The study recognises that educational practices in the early childhood development field are shaped by historical, cultural, economic and political realities at both local and national levels. It is from the understanding that each school is a unique composition of these shaping factors that the research was designed to consider the community-based school participating in this study. By compiling a contextual profile, this study attempts to consider dominant contextual factors affecting the school. Through the critical discourse analysis of a school policy document, this study considers local level policy, and through the literature chapter, national policy. Teacher interviews provide insight into teacher understanding of school policy in response to contextual issues, as well as providing insight into how teachers perceive their translation of policy into teaching practice. Observations of lessons in the centre provided an. opportunity to see how context and policy translated into and influenced environmental teaching and learning processes. This study looks at how environmental education is addressed in the Raglan Road Child Care Centre, and provides insight into how environmental education within the context of the school and in relation to school policy may be strengthened. It comments on the tensions and ambivalences arising from the relationships between context, policy and environmental teaching and learning processes and makes recommendations to address these ambivalences in ways that are contextually relevant. The main recommendations were designed to be practically useful for the school involved in the study and are focused around engaging the ambivalences emerging from this study to open up 'spaces' for deliberating environmental teaching and learning processes and other tensions arising out of the study at an ECD level. Recommendations included: 1) engaging with the strong development focus in school policy and the educational focus in national policy and teacher discourse; 2) deliberating the ways in which school policy and national policy respond to risk; 3) engaging with the ambivalence in the school-parent relationship; 4) the re-alignment of the explicit curriculum and broadening the contextually-based view of whole child development; and 5) engaging the ambivalence in approaches to education at the centre.

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Lee, Joon Young. "A Mixed-Method Sequential Explanatory Study of Fundamental Motor Skills Competence of Underserved Preschool Children." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752400/.

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This dissertation investigated the roles of early childhood fundamental motor skills (FMS) competence on physical, cognitive, and psychosocial health outcomes among underserved preschoolers in Head Start, and examined parental influence on their children's FMS competence. An explanatory sequential mixed methodology was used to examine the predictive strength of FMS competence on physical, cognitive, and psychosocial health outcomes among 216 underserved preschoolers from six Head Start centers (Mage = 4.32, SD = 0.63; girls 56.5%). This methodology allowed for a follow-up qualitative aspect to explore the influence of parents' perceptions and behaviors on their child's FMS competence and health outcomes in a subsample of eight parent–child dyads who demonstrate high or low FMS competence in the quantitative data. The results of this dissertation suggest that preschoolers' FMS competence, especially locomotor skills, were associated with and predicted various health outcomes in sedentary behavior (β = -0.21), light physical activity (β = 0.23), executive function (β = -0.21), and perceived motor competence (β = 0.34). No significant influences of FMS competence on moderate-to-vigorous, body fatness, HRQoL were found (p > 0.05). We also found that positive parental influences (role modeling, support, and facilitation) were observed more often among preschoolers in the high FMS competence group. In addition, preschoolers with single, divorced, or young parents (age range 18–24) tended to show low FMS competence. The analysis of children's drawing pictures also indicated differences in images related to the moments when they played games or sports with parents based on their FMS competence levels. Practical implications and future research direction are discussed.

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Possebon, Camila Moresco. "MATRÍCULA OBRIGATÓRIA NA EDUCAÇÃO INFANTIL: IMPACTOS NO MUNICÍPIO DE SANTA MARIA RS." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/7288.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation presents results of a research carried out in the Master s Degree in Education Course, linked to the LP2 line of research: School Practice and Public Policy, of Education Graduate Program at the Federal University of Santa Maria (UFSM). This study presents as theme early childhood education public policiy of the municipality of Santa Maria, Rio Grande do Sul (RS), based on the 59th Amendment of the Constitution of Brazil, enacted on November 11th, 2009 (BRASIL, 2009a), which has modified its Article 208 (BRASIL, 1988), extending compulsory education from 4 to 17 years old. The main objective of this research is to analyze the expansion process of early childhood education vacancy in the Municipal Public Education System of Santa Maria RS, considering the compulsory school enrollment from 4 years old, in the period from 2009 to 2016. The specific objectives are: a) to describe the process of early childhood education in Brazil; b) to understand the development movements of public policy in early childhood education context; and c) to analyze the developed actions by the Municipal Public Education System of Santa Maria, in order to operationalize policies of compulsory school enrollment of basic education of children from 4 years old. The methodology used is the qualitative approach, from the case study type. It has used as analytical sources data from School Census, available on the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) plataform, and systematized data from State Audit Court of Rio Grande do Sul (TCE/RS), besides the education laws and legislation of Santa Maria RS, documents from Municipal Education Department of Santa Maria and semi-structured interview with the Municipal Council of Education. The theoretical background is guided by studies on childhood and early childhood education in Brazil, using articles by Kramer (1987), Rosemberg (2002), Campos (2010), among others, and studies on educational policies and their development in educational management, discussing researches by Dourado; Oliveira; Santos (2007), Cury (2002), Lück (2006), Vieira (2001), among others. This study indicates that the public education system of Santa Maria has expanded its offer in nursery and pre-school classes in the last seven years, but it has not reached the goal of universalizing pre-school. The actions of Santa Maria s City Hall to expand access to early childhood education are guided by vacancy purchase in private educational institutions of Santa Maria, strengthening, therefore, the public-private partnership.
Esta dissertação apresenta os resultados da pesquisa realizada no Curso de Mestrado em Educação, vinculada à Linha de Pesquisa LP2: Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM). O estudo apresenta como tema as políticas de educação infantil do município de Santa Maria, Rio Grande do Sul (RS), a partir da Emenda Constitucional Nº 59, de 11 de novembro de 2009 (BRASIL, 2009a), que alterou o Art. 208 da Constituição Federal (BRASIL, 1988) ampliando a escolaridade obrigatória dos 4 aos 17 anos de idade. O objetivo geral da pesquisa é analisar o processo de expansão da oferta de educação infantil na Rede Pública Municipal de Ensino de Santa Maria RS, considerando a matrícula obrigatória a partir dos 4 anos de idade, no período de 2009 a 2016. Os objetivos específicos são: a) descrever o processo de construção da educação infantil no Brasil; b) compreender os movimentos de construção de políticas públicas no contexto da educação infantil; e c) analisar as ações desenvolvidas pela Rede Pública Municipal de Ensino de Santa Maria, RS, para operacionalizar as políticas de implementação da obrigatoriedade do ingresso da educação básica a partir dos 4 anos de idade. A metodologia adotada é de abordagem qualitativa do tipo estudo de caso e utilizou como fontes de análise os dados estatísticos do Censo Escolar, disponíveis na plataforma do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e dados sistematizados pelo Tribunal de Contas do Estado do Rio Grande do Sul (TCE/RS), a legislação da educação municipal de Santa Maria, RS, documentos da Secretaria Municipal de Educação de Santa Maria (SMED) e entrevista semiestruturada com o Conselho Municipal de Educação (CME). A fundamentação teórica está pautada em estudos sobre a infância e a educação infantil no Brasil, com obras de Kramer (1987), Rosemberg (2002), Campos (2010), entre outros, e estudos sobre políticas educacionais e seus desdobramentos na gestão da educação, com obras de Dourado; Oliveira; Santos (2007), Cury (2002), Lück (2006), Vieira (2001), entre outros. A pesquisa demonstra que a rede pública municipal de ensino de Santa Maria expandiu a sua oferta em turmas de creche e pré-escola nos últimos 7 anos, porém não atingiu a meta de universalizar a pré-escola. As ações da Prefeitura para expandir o acesso à educação infantil estão pautadas na compra de vagas em instituições privadas de ensino do Município, fortalecendo, assim, a parceria público-privada.

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Silva, Vania Maria Almeida da. "A TRAJETÓRIA DA EDUCAÇÃO INFANTIL NA UFSM: 23 ANOS DE HISTÓRIA DO IPÊ AMARELO." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7017.

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This study sought to understand the history of the establishment and development of the Center for Early Childhood Education Ipê Amarelo at the Federal University of Santa Maria, seeking evidence of its recent history, for, as appropriate, to analyze the identity of this space in the University. In the theoretical framework was aimed the contextualize the childhood History the Child and Early Childhood Education as well as the contributions of Public Policy and Legislation for the advancement of early childhood education in the country. It was also to demonstrate the route of the College Creches in Federal Universities, discussion of its role and academic identity, and in particular the creation of the Center for Early Childhood Education Ipê Amarelo and the prospects of maintaining this space at the University. The methodology adopted was based on the approach of historical-cultural, based on the concepts of interaction Vygotskyanas subject-world. Research in this approach allowed us to understand the phenomenon as part of a larger historical process, relating it with the social and cultural transformations produced by mankind. Was used as data collection techniques to document analysis, through institutional documents and legislation, semi-structured interviews with individuals involved in the implementation and establishment of the institute audio recording. The research results led to conclude that throughout the process of formation and development of the Ipê Amarelo in the University, many were trodden paths, different conceptions permeated the managements of the Center, who followed the historical evolution of Early Childhood Education in Brazil, and Public Policy Legislation. It was noticed over the years significant changes in conceptions of Children, Child and Early Childhood Education, and the pursuit of his teachers at the University by a space that allied education and care of children with training, because it is historically an area of educational practices. Through the constant struggle of the current management team for the recognition and consolidation of their identity, won the acknowledgment of the Ipê Amarelo as a Unit of Early Childhood Education, character education, where the child is seen as subjects of rights, the protagonist of his time and its history. The Unit is currently seeking to make the link between education, research and extension in line with the objectives of the University, thus consolidating its academic role and identity.
Este estudo procurou compreender a história da constituição e desenvolvimento do Núcleo de Educação Infantil Ipê Amarelo na Universidade Federal de Santa Maria, buscando elementos de sua história recente, para, a partir disso, analisar a identidade deste espaço na Universidade. No referencial teórico buscou-se contextualizar a história da Infância, da Criança e da Educação Infantil, bem como as contribuições das Políticas Públicas e Legislação para o avanço da Educação Infantil no país. Tratou-se também de demonstrar o percurso das Creches Universitárias nas Instituições Federais de Ensino, a discussão de seu papel e sua identidade acadêmica e, em especial, a criação do Núcleo de Educação Infantil Ipê Amarelo e as perspectivas de manutenção deste espaço na Universidade. A Metodologia adotada pautou-se pela abordagem de caráter histórico-cultural, tendo por base as concepções Vygotskyanas de interação sujeito-mundo. A pesquisa nesta abordagem possibilitou a compreensão do fenômeno como parte de um processo histórico maior, relacionando-o com as transformações sociais e culturais produzidas pela humanidade. Utilizou-se como técnicas de coleta de dados a análise documental, através dos documentos institucionais e legislação vigente, entrevistas semi-estruturadas com os sujeitos envolvidos na implementação e constituição do Núcleo e gravação em áudio. Os resultados da investigação levaram a concluir que durante todo o processo de constituição e desenvolvimento do Ipê Amarelo na Universidade, muitos caminhos foram trilhados, diferentes concepções perpassaram as gestões do Núcleo, que acompanharam a evolução histórica da Educação Infantil no Brasil, das Políticas Públicas e da Legislação. Percebeu-se no decorrer dos anos mudanças significativas nas concepções de Infância, Criança e Educação Infantil, e a busca de seus educadores por um espaço na Universidade que aliasse a educação e o cuidado das crianças com a formação, por ser historicamente um espaço de práticas educativas.Através da luta constante da atual equipe gestora pelo reconhecimento e consolidação de sua identidade , conquistou-se o reconhecimento do Ipê Amarelo como uma Unidade de Educação Infantil, de caráter educativo, no qual a criança é vista como sujeito de direitos, protagonista de seu tempo e de sua história. A Unidade atualmente busca fazer a articulação entre o ensino, a pesquisa e a extensão em consonância com os objetivos da Universidade, consolidando assim seu papel e identidade acadêmica.

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Daye, Eureka Capri. "Correlations Between Childhood Obesity and Obesogenic Environmental Variables Within Durham County, North Carolina." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/233.

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The application of geographic information systems was used to map obesogenic conditions by zip code tabulation areas in Durham County, North Carolina and evaluated associations between those conditions and the understudied area of early childhood obesity. Of the thirty one percent of the children in Durham County, North Carolina who were considered obese in 2010, four hundred and thirty three (1:5) 2 - 4 year old children who received supplemental nutrition services for women, infants and children were obese with BMI levels greater or equal to the 95th percentile and were used as the criterion variable in the study (N=433). The study's research questions examined conditions of the neighborhood that impeded the weight status of young children. The theoretical framework included the environmental stress, socioeconomic, multiple exposures-multiple effects, and attachment theories. The twenty - six variables used in this secondary quantitative study included demographics on socioeconomic and education levels, home occupancy and vacancy rates, age of homes, and neighborhood accessibility features: access to parks; recreation facilities; grocery stores verses convenience stores; fast food restaurants; medical facilities; schools; day cares; and neighborhood incivilities such as numbers of reported crimes. The t - test were configured as Grouping Variables with the cut-point of 18.7% and with an Alpha of .05 and produced statistical significance on five of twenty - six variables. A mean rate of 19.3% yielded statistical significance on ten of twenty - six variables. The Levene's Test for Equality of Variances expressed assumptions on scores met for statistical significance on t-test at the Alpha = 0.05 level for twenty - four of the twenty - six variables. The results of this study would possibly increase the use of the innovative geographic information systems to inform policy decisions, environmental interventions and environmental design on obesogenic correlates between the understudied area of early childhood obesity and the built environment.

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Fan, Shengjie. "Food safety practices in childcare centers in Kansas." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15760.

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Master of Science
Department of Hospitality Management and Dietetics
Kevin R. Roberts
The Centers for Disease Control and Prevention estimated that one in six Americans become ill,128,000 are hospitalized, and 3,000 die each year due to foodborne illness. Children are at a higher risk of acquiring foodborne illness than adults for several reasons, including: an immune system that has yet to fully develop, limiting their ability to fight infections; a lack of control over the food they consume because their meals are usually provided by others; and the lack of awareness of food safety risks. Thus, it is critical to ensure that childcare center employees practice safe food handling. The purpose of this study was to explore the food safety knowledge, practices, and barriers to safe food handling practices of childcare center employees. Observations were conducted in 10 childcare centers in Manhattan, Kansas. Each childcare center was observed for two days during lunch preparation and service. Observations of foodservice employees were conducted in the kitchen using a structured observation form. Teacher observations were conducted in the classroom using detailed notes. A questionnaire was used to collect demographic, food safety training, and food safety knowledge information. SPSS (v. 20.0) was used to analyze data. Childcare center employees had high average scores on the safety knowledge assessment. The majority of employees received some type of food safety training. Time pressures, availability of equipment, and small food preparation space were found as the main barriers to implementing safe food handling. Childcare center foodservice workers and teachers were knowledgeable about handwashing and time/temperature control, but failed to utilize on the job. Results of this study will help childcare educators to develop materials to improve food safety practices and encourage owners/managers of childcare centers to enhance their food safety behaviors.

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Alves, Alesandra Maia Lima. "Trajetória das políticas públicas de educação infantil no município de Juiz de Fora no período de 1996 a 2013." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3604.

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Constituem-se objeto deste trabalho acadêmico as políticas públicas de Educação Infantil do Município de Juiz de Fora no período de 1996 a 2013. Nestes dezoito anos, políticas educacionais foram desenvolvidas, tanto no âmbito nacional quanto no âmbito local, visando a propiciar condições necessárias ao atendimento às crianças de 0 a 5 anos na primeira etapa da Educação Básica, como prescrito nas legislações federais. Nesse sentido, busquei compreender como o Município de Juiz de Fora se organizou para elaborar e implementar as políticas públicas municipais a favor da Educação Infantil após 1996. Para tanto, a escolha metodológica foi a abordagem denominada Ciclo de Política, formulada pelo sociólogo inglês Stephen Ball e por seus colaboradores (Bowe, Ball e Gold, 1992; Ball, 1994), que consiste em investigar os processos pelos quais as políticas educacionais são formadas, implementadas e experimentadas. Foram realizadas análises de documentos; entrevistas semiestruturadas com sujeitos protagonistas das políticas públicas e leitura de notícias de jornais locais. Os estudos sobre Educação Infantil, políticas públicas, regime de colaboração, financiamento da educação, embasados nos seguintes autores: Jamil Cury, Marcelino Pinto, Sônia Kramer, Maria Malta Campos, Moises Kuhlmann Jr, FulviaRosemberg, Fernando Abrúcio,Zilma Oliveira, entre outros. Foi possível perceber que as ações do poder público municipal foram influenciadas pelo contexto nacional e se concentraram na elaboração de legislações que regulamentassem a Educação Infantil no município de Juiz de Fora, na instituição de políticas de formação e da elaboração da proposta curricular. Outras demandas como a expansão do número de vagas e a construção de novos prédios são condicionadas, também, pelo financiamento, o que se torna um complicador, quando os recursos aplicados para essa etapa educacional são insuficientes. São ações que exigem decisões políticas e financeiras que vão além dos limites da ação municipal. Percebi a fragilidade da política pública quando explicitei a relação da SE-JF com as Creches Comunitárias, antes situadas no campo da Assistência. Percebemos que as concepções presentes a partir de 1996, nas legislações municipais, pautaram-se na EI como um direito da criança pequena e responsabilidade municipal. Os espaços pensados para atender às necessidades das crianças, os eventos de formação e o aumento do investimento público na Educação Infantil, evidenciam a centralidade do processo na criança. Infere-se que esse processo de organização de uma oferta pública é formador de uma nova mentalidade sobre a educação das crianças pequenas e sobre o papel propositivo e realizador do poder público.
It has been object of this academic work the public policies for Early Childhood Education in Juiz de Fora County from 1996 to 2013. In these eighteen years, educational policies have been developed, both nationally and locally, in order to provide conditions needed to 0-5 year-old children for the first stage of Basic Education, as it is required by the federal legislation. In this sense, I have tried to understand how the Juiz de Fora County organized itself to elaborate and implement municipal public policies in favor to the early Childhood Education after 1996. Therefore, the methodological choice was the approach called Cycle Policy, formulated by the British sociologist Stephen Ball and by his employees (Bowe, Ball and Gold, 1992; Ball, 1994), consisting of investigating the processes by which educational policies are formed, implemented and experienced. It was carried out analysis of available documents, semi-structured interviews with subjects protagonists of public policy; and reading of the news from local newspapers. We have used in this thesis, the study on Early Childhood Education, public policy, collaborative arrangements, education funding, founded on the following authors: Jamil CuryMarcelino Pinto, Sonia Kramer, Maria Malta Campos,MoisesKuhlmannJr,FulviaRosemberg, Fernando Abrucio,Zilma Oliveira, among others. It was possible to realize that the actions of the municipal government focused on drafting laws regulating the Early Childhood Education at Juiz de Fora municipality;on the institution of training policies and on the elaboration of curriculum proposal. Other demands such as expanding the number of places and the construction of new buildings are conditioned also by the funding, which becomes a complication when the resources used for this educational stage are insufficient. They are actions that require financial and political decisions that go beyond the limits of action municipal. I have noticed the fragility of public policy when I have explained the relationship of SE-JF with the Community Kindergartens, before situated in the field of assistance. We have perceived that the present conceptions from 1996 in municipal legislation were based on EI as a right of the small child and a municipal responsibility. The spaces designed to meet the needs of children, the training events and the increased public investment in Early Childhood Education, highlighting the centrality of the process in children. It is inferred that this process of organizing a public offering is forming a new mentality on the education of young children and on the propositional and director role of the government.

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SOUZA, Rosiris Pereira de. "Educação Infantil: Políticas Públicas e Práticas Educativas na Pré-escola de Escolas Municipais de Ensino Fundamental em Goiânia." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tde/2032.

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This research is one of several sub-projects within the broader project Public Policy and Early Childhood Education in Goiás: History, Conceptions, Projects and Practices, being carried out by the Center for Studies and Research into Early Childhood and Education in Different Contexts (NEPIEC) within the line of research Formation, Teacher Professionalization, Educational Practices of the Post-Graduate Program in Education at the Faculty of Education, Federal University of Goiás. It analyzes a theme of significance for school education: the relationship/connection between the pre-school and primary school and highlights policies implemented in recent decades and educational practices. The research focused on policies and educational practices and the relationship between the pre-school and the elementary school in the Municipal Education Network in Goiania. The dialectical materialist method for undertaking a bibliographic, documentary and empirical research was used as a reference. Tools for data collection included observations, field diaries, audio recordings and interviews. The theoretical reference for critical reflection and analysis of the object under study was based on authors with considerable scientific output, such as Azevedo (1964), Nagle (2001), Romanelli (1993), Shiroma (2011), Germano (1993) and Dourado (2010) in the field of educational policies; and Barbosa I. (2011), Barbosa M. (2006), Alves (2007), Arce (2008), Kramer (2003), Kuhlmann Jr. (2000), Schultz (1995), Rosemberg (1992), Haddad (2006), Cerisara (1999), Faria (1999) and Souza (2008) in the area of policies and educational practices for early childhood education. For the documental analysis, official documents on early childhood education prepared by the Education Ministry, the Education Secretariat and the Municipal Education Council of Goiânia were used. The empirical research was conducted in two phases. The first consisted of observations and records in five primary schools with pre-school classes while the second involved interviews and observations in one of the five schools selected in the first phase. From the data analysis, it could be said that, from a historical standpoint, in the drawing up of policies for children and early childhood education, the institutions (crèche, nursery, kindergarten and pre-school) distinguished themselves both in terms of this assistance, and in the way they followed paths different from those of compulsory schooling. At times, the foundation and maintenance of these institutions is justified, especially the pre-schools, precisely because of their connection with the later stages of education. Based on the field research, it was established that pre-schools set up within the schools take on the model of anticipating the content and practice of the elementary school. It was seen that to a certain extent educational policies for children are causing four-to-six-year-olds to move to primary schools in order to meet goals of expansion and universal attendance and to respond to the compulsory enrollment of children from the age of four and the requirement of literacy for children up to the age of eight. Finally, what stands out in the relationship established between pre-school and school is a preparation for future stages, the prevention of failure and anticipation of practices and the content of elementary school.
A presente pesquisa compõe um dos vários subprojetos em desenvolvimento dentro do projeto Políticas Públicas e Educação da Infância em Goiás: História, Concepções, Projetos e Práticas, desenvolvido pelo Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos (NEPIEC), ligado à linha de pesquisa Formação, Profissionalização Docente, Práticas Educativas do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Investigamos um tema que expressa uma problemática significativa para a educação escolar: a relação/articulação entre pré-escolas e escolas de Ensino Fundamental, destacando-se as políticas implementadas nas últimas décadas e as práticas educativas. A investigação teve como objetivo compreender a relação entre as políticas públicas e as práticas educativas em turmas de pré-escola de escolas de ensino fundamental na rede municipal de Goiânia. Tivemos como referência o método materialista dialético para desenvolver a pesquisa bibliográfica, documental e empírica. Os instrumentos para a obtenção dos dados abrangeram observações, registros em diário de campo, questionários, gravações em áudio e entrevistas. O referencial teórico utilizado para a análise e reflexão crítica do objeto de estudo foi constituído a partir de autores com produção significativa tanto no campo das políticas educacionais, tais como Azevedo (1964), Nagle (2001), Romanelli (1993), Shiroma (2011), Germano (1993) e Dourado (2010), quanto na área das políticas e práticas educativas para Educação Infantil, como Barbosa I. (2011), Barbosa M. (2006), Alves (2007), Arce (2008), Kramer (2003), Kuhlmann Jr. (2000), Schultz (1995), Rosemberg (1992), Haddad (2006), Cerisara (1999), Faria (1999) e Souza (2008). Na análise documental, trabalhamos com documentos oficiais, voltados para a Educação Infantil, elaborados pelo MEC, pela SME e pelo Conselho Municipal de Educação de Goiânia. A pesquisa empírica foi realizada em duas etapas, sendo a primeira constituída por observações e registros em cinco escolas de Ensino Fundamental com turmas de pré-escola e a segunda por realização de entrevistas e observações em uma das cinco escolas selecionadas na primeira etapa. A partir das análises dos dados, foi possível afirmar que, do ponto de vista histórico, na constituição das políticas para a infância e para a Educação Infantil, as instituições (creche, maternal, jardim de infância e pré-escola) se distinguiram quanto à destinação desse atendimento, assim como seguiram caminhos distintos do processo de escolarização obrigatória, mas, em determinados momentos, sua criação e manutenção se justificaram, sobretudo quando se trata das pré-escolas, justamente na articulação com as etapas posteriores de ensino. Foi possível constatar, com base na pesquisa de campo, que as pré-escolas inseridas nas escolas assumem o modelo de antecipação de conteúdos e práticas do Ensino Fundamental. Observamos que as políticas educacionais para a infância, de certo modo, estão provocando um deslocamento das crianças de quatro a seis anos para as escolas de Ensino Fundamental, para cumprir metas de ampliação e universalização do atendimento, para atender à obrigatoriedade de matrículas das crianças a partir dos quatro anos de idade e à exigência da alfabetização de crianças até os oito anos de idade. Por fim, o que se destaca na relação que se estabelece entre pré-escola e escola é a preparação para as etapas posteriores, a prevenção de insucessos e a antecipação de práticas e conteúdos do Ensino Fundamental.

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Santiago, Vanessa L. "ASSESSMENT OF TIME SPENT IN GREEN SPACES AND PERCEIVED STRESSORS AMONG HIGH SCHOOL YOUTH." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563883356033913.

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Bunner, Kristen Elizabeth. "A Global Snapshot of Sexual Health Education: Insights from International Students at BGSU." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428940209.

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Andreetto, Valéria Gonçales 1970. "Reggio Emilia e San Miniato : experiência em política pública para a qualidade da infância." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319177.

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Orientador: José Roberto Rus Perez
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente estudo tem como objetivo investigar a implementação de políticas públicas de formação de professores que trabalham com crianças de 0-6 anos, explorando as cidades de Reggio Emilia e San Miniato, na Itália, analisando a proposta italiana e seus efeitos na década atual. Para entender esse processo, utilizamos como referência autores italianos. Com base nesses autores, foram analisadas as políticas públicas na formação de professores em seus contextos de influência, produção de textos, práticas e efeitos sobre a comunidade. Nesta pesquisa, trabalhamos com várias ferramentas para coletar dados, tais como: literatura e documentos em obras de referência, documentação oficial, leis, observações e entrevistas sobre o tema. O uso de ferramentas teóricas e metodológicas torna possível determinar um espaço analítico em que os campos da ética e da política se unem de forma permanente, permitindo que instituições de educação infantil possam ser, principalmente, um lugar de prática política
Abstract: The present study aims at investigating the implementation of public policies in teacher education of those who work with 0-6 year olds, exploring the cities of Reggio Emilia and San Miniato, in Italy, analyzing the Italian proposal and its effects in the current decade. To understand this process, we used as reference Italian authors. Based on these authors, we analyzed public policy in teacher education in their contexts of influence, text production, practices and effects on the community. In this research, me worked with various tools to collect data such as: literature and documents in reference works, official documentation, laws, observations and interviews on the topic. The use of theoretical and methodological tools make it possible to determine an analytical space in which the fields of ethics and politics come together permanently, enabling early childhood institutions to be primarily a place of political practice
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestra em Educação

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Pinho, Francisca Francineide de. "A crianÃa como sujeito de direitos: notas para uma avaliaÃÃo da polÃtica de educaÃÃo infantil do MunicÃpio de Fortaleza." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12898.

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nÃo hÃ
A presente pesquisa teve como finalidade apresentar notas avaliativas sobre a gestÃo da PolÃtica Municipal de EducaÃÃo Infantil de Fortaleza quanto Ã efetivaÃÃo da garantia do direito das crianÃas de 0 a 5 anos Ã educaÃÃo. Para tanto, foi realizado um resgate histÃrico da polÃtica, tanto em Ãmbito nacional, quanto em Ãmbito municipal, considerando que o contexto social Ã relevante na avaliaÃÃo de uma polÃtica pÃblica. A referÃncia do processo histÃrico da EducaÃÃo Infantil no Brasil permitiu analisar como isso refletiu na inserÃÃo desse nÃvel de ensino nos processos polÃticos e sociais do paÃs e tambÃm na configuraÃÃo da polÃtica municipal. AtravÃs da escuta de representes de instituiÃÃes da sociedade civil, que trabalham com o direito da crianÃa Ã educaÃÃo, e profissionais ligados a gestÃo e execuÃÃo da polÃtica municipal, busquei identificar as concepÃÃes que norteiam sociedade e Estado na definiÃÃo da polÃtica. Como fundamentaÃÃo teÃrica, utilizei-me principalmente dos estudos de Browne & Wildavsky (1983), Minayo (1993), HÃfling (2001), Kramer (2003) e Oliveira (2005). Por meio de uma abordagem qualitativa, embasada numa proposta de avaliaÃÃo compreensiva, com aplicaÃÃo de entrevistas abertas e utilizaÃÃo de recursos midiÃticos, foi centrada a anÃlise deste estudo, partindo da premissa de que o contexto Ã um elemento definidor para a avaliaÃÃo e que o lugar que cada um ocupa permite um ponto de vista diferenciado sobre o que se estÃ avaliando. Constatou-se que os dados e documentos oficiais refletem um diagnÃstico que, muitas vezes, nÃo dialoga com a realidade e que aspectos muito especÃficos, como as metas da polÃtica e os resultados alcanÃados, nem sempre mantÃm uma relaÃÃo com os anseios sociais. A escuta dos sujeitos relacionados na pesquisa demonstrou que existem lacunas entre o que prescreve a legislaÃÃo, as demandas sociais e a proposiÃÃo e execuÃÃo da polÃtica.

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Mattos, Clarice da Silva. "A implementação do proinfância em Juiz de Fora e seus desdobramentos." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/445.

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Este trabalho analisa a implementação do Programa Nacional de Reestruturação e Aquisição de Equipamentos para a Rede Escolar Pública de Educação Infantil (Proinfância) em Juiz de Fora. Este município possui dez projetos aprovados pelo Ministério da Educação (MEC) para a construção de instituições de Educação Infantil com recursos do Proinfância. No entanto, de 2009, quando o primeiro projeto foi aprovado, até junho de 2014, nenhuma obra foi ainda concluída. Entre os projetos aprovados, quatro são referentes à mudança de sede devido às condições inadequadas para seu funcionamento. O objetivo geral desta dissertação é analisar as dificuldades enfrentadas durante a implementação deste Programa por membros da Secretaria de Educação visando identificar possíveis falhas neste processo. Os objetivos específicos estão assim delineados: resgatar a trajetória da Educação Infantil nesta localidade, abordando as formas de atendimento e as concepções que a vem caracterizando a partir da década de 1970 e identificar os principais personagens, instituições e movimentos que marcaram a sua história, tendo por base a política nacional, os documentos publicados pelo MEC e as legislações que fundamentam a sua oferta, destacando a Constituição Federal de 1988. Tendo por foco a importância atribuída ao Proinfância, conforme os depoimentos apresentados pelos participantes desta pesquisa sobre a expansão do atendimento de crianças de 0 a 5 anos, buscamos apontar mecanismos para viabilizar a implementação desta política em Juiz de Fora, em que estão previstos uma participação mais efetiva de outros sujeitos sociais como gestores e representantes das comunidades contempladas. Os procedimentos adotados para efetuar esta investigação foram: análise documental e bibliográfica e realização de entrevistas semiestruturadas. Entre os autores que apoiaram a sua elaboração estão Sônia Kramer, Moysés Kuhlmann Jr. e Fúlvia Rosemberg, os quais possuem vasta produção sobre a temática da Educação Infantil. Para um melhor entendimento do ciclo de políticas públicas, recorreu-se a Henrique Saravia, Eduardo S. Condé e Jefferson Mainardes. Também foram referenciados os autores Henry Mintzberg, Heloísa Lück, Fernando L. Abrucio e Fernando G. Tenório. Os resultados demonstram pouca articulação entre os membros da Secretaria de Educação e sujeitos sociais relevantes para o sucesso da política no município de Juiz de Fora. Desta forma, este trabalho contribui como um instrumento de apoio e efetivação da implementação do programa, principalmente nos locais onde ocorrerão transferência de sede.
This work analyzes the implementation of the National Programme for Restructuring and Acquisition of Equipment for Children´s Public School Network (Proinfância) in Juiz de Fora. This municipality has ten projects approved by the Ministry of Education (MEC) for the construction of Childhood Education institutions using Proinfânciaresources.However, from 2009, when the first project was approved until June 2014, no work had been completed. Among the approved projects, four are related to the change of venue due to inadequate conditions for its operation. The overall objective of thisresearch is to analyze the difficulties faced during the implementation of this program by members of the Department of Education due to identify possible flaws in this process. The specific objectives are as outlined: to redeem childhood education trajectory in this locality, addressing forms of care and conceptions that has characterized, from the 1970s and identify the main characters, institutions and movements that have marked its history, based on national policy, documents published by MEC and the laws that support your offer, highlighting the 1988 Federal Constitution. Focusing on the importance assigned to Proinfância, according to testimony presented by the participants of this research about the expansion of services for children 0-5 years old, we seek to indicate mechanisms to facilitate the implementation of this policy in Juiz de Fora, in which are provided a more effective participation of other social actors, such as managers and coveredcommunitiesrepresentatives. The adopted procedures for performing this research were: documental and bibliographic analysis and conducting semi-structured interviews. Among the authors who supported its formulation are Sonia Kramer, MoysésKuhlmann Jr. and FulviaRosemberg, which have extensive literature on this subject of Childhood Education. For a better understanding of the public policy cycle we used Henrique Saravia, Eduardo S. Condé e Jefferson Mainardes. The authors were also referenced Henry Mintzberg, HeloísaLück, Fernando L. Abrucio e Fernando G. Tenório. The results show little coordination between the members of the Department of Education and socially relevant subjects for the success of the policy in the city of Juiz de Fora. Thus, this work contributes as a tool to support program implementation and execution especially where changes of venue will occur.

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Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.

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McLaren, Stuart Joseph. "Noise in early childhood education centres: the effects on the children and their teachers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/977.

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Although the effects of noise on children’s learning in school classrooms is well documented, there is very little on the effects of noise on preschool children. There are strict legal requirements for the daily noise exposure an adult worker can received in the workplace but nothing to control the noise children can receive in school and early education. There is also little or no data on how sound affects a child, compared to an adult. The early years of life are critical for the development of speech, hearing and auditory processes, as well as being the most vulnerable time for middle ear infections. This work sets out to determine the typical noise levels in early childhood centres and the effects on a range of children and their teachers. Reverberation times in most centres were found to well exceed the 0.6 seconds prescribed by the Australasian standard for schools and learning spaces. Very high levels of noise were recorded in a number of centres with a significant number of children and staff members, exceeding the maximum daily sound exposure of 100% permitted for workers in industry. A range of special needs children were identified as being particularly at-risk to noise, with the most adverse outcomes reported for those experiencing sensory integration disorder. Yet, even though high levels of noise were recorded, the majority of respondents in a survey of teachers rated the lack of sufficient space for the number of children present as the main issue, and inclement weather as the greatest environmental condition contributing to noise (by confining children indoors, especially over long periods of time). Hearing tests on the children were not permitted under the strict human ethics criteria to which this study had to conform, but simple hearing tests on a small group of teachers, revealed that hearing loss could be a serious occupational health issue. The legal issues of noise control and management in early childhood education have been addressed in this thesis, current legal frameworks reviewed, and recommendations presented for future consideration.

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Treiber, Danielle N. "Is It Who Am I or Who Do You Think I Am? Identity Development of Adolescents With Substance Use Disorders." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1561825820386228.

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Faulkner, Jamie. "Pre-teenage Transgender Children: Their Families and Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435244358.

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Jackson, Douglene. "A Mixed Method Study of Diagnostic and Adaptive Functioning Challenges in African American Preschool-Aged Children with Autism Spectrum Disorders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1851.

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Children with Autism Spectrum Disorder (ASD) are known to experience performance and participation challenges, with early diagnosis being critical for improved outcomes. Children from ethnic minority backgrounds tend to receive their diagnoses later, even when symptomatology is similar. This mixed methods study explored symptom severity, functional difficulties, and age at diagnosis for ASD and to describe the functional challenges encountered by preschool-aged children with ASD of African American descent. The International Classification of Functioning, Disability, and Health along with the Model of Human Occupation were the theories used for this study to conceptualize functional challenges and other potential factors. Research questions addressed symptom severity, degree of functional challenges, and age of diagnosis, and to gather family perspectives regarding functional challenges for preschool-aged children of African American descent. Data consisted of subpopulation responses from the 2009-2010 National Survey for Children with Special Healthcare Needs (N = 224) and locally-conducted interviews with parents (N = 3). No significant relationships were found using general linear model between age at diagnosis and symptom severity or degree of functional challenges. Qualitative themes included the diagnosis process, routines and transitions, communication, family and home environment, and school and community environments. Educators and health care providers need to enhance screening for early signs of ASD and consider racial and cultural implications related to performance and participation challenges. Social change implications include the development of effective and targeted awareness campaigns and improved diagnostic and intervention services for children with ASD from minority backgrounds and their families.

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Méliga, Laura Luvison. "Educação infantil do campo : a educação das crianças pequenas nas proposições do Movimento dos Trabalhadores Rurais Sem Terra." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/107989.

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A Educação Infantil do Campo vem se situando, como área de militância e pesquisa, na intersecção de outras duas áreas que construíram, até muito recentemente, trajetórias distintas: a Educação Infantil e a Educação do Campo. Ambas protagonizaram nas últimas décadas processos de lutas e conquistas no âmbito das políticas públicas de educação. Ainda assim, o compromisso do Estado brasileiro com as crianças pequenas de 0 a 6 anos, bem como com as populações camponesas, traduz-se em uma série de lacunas. Nesse sentido, a atenção institucionalizada às crianças pequenas do campo se constitui em uma das principais dimensões desta ausência de políticas e o cenário atual aponta para a consolidação do debate, político e acadêmico, em torno de uma Educação Infantil no campo e do Campo. Considerando a relevância da experiência dos movimentos sociais na construção das trajetórias que agora se encontram, os objetivos deste estudo se voltam à compreensão das concepções e práticas do Movimento dos Trabalhadores Rurais Sem Terra (MST), no que diz respeito à organização da educação das crianças pequenas, tomando-a como a constituição de uma educação infantil própria dos sujeitos do campo. A metodologia utilizada na pesquisa sustenta- se principalmente na análise documental, tomando como referência três grupos de publicações do MST referentes à educação: os Boletins da Educação; os Cadernos de Educação; e a Coleção Fazendo Escola; como fontes complementares foram realizadas visitas a algumas Cirandas Infantis. A sistematização das análises está organizada em duas partes principais. Inicialmente, busca-se caracterizar as concepções de educação e infância no MST; em um segundo momento, a análise retoma a trajetória de constituição da escola moderna no Brasil, sugerindo a constituição da Ciranda Infantil do MST como projeto educativo contra-hegemônico. Por fim, procura-se visualizar o quadro das políticas públicas atuais para a infância e o campo, problematizando a consolidação de uma Educação Infantil do Campo e lançando alguns questionamentos frente aos direcionamentos das políticas públicas e as relações da educação infantil no MST diante deste cenário.
The Countryside Early Childhood Education comes to stand as an area of research and militancy at the intersection of two other areas that built until very recently, distinct trajectories: Early Childhood Education and Countryside Education. Both staged, in recent decades, processes of struggles and achievements in the field of public education policies. Still, the commitment of the Brazilian state with small children of 0-6 years as well as with the peasant population, can be translated into a significant number of gaps. In this sense, the institutionalized attention to the small peasant children constitutes one of the main dimensions of this lack of policies and the current scenario points to the consolidation of the debate, political and academic, around an Early Childhood Education in the countryside and of the countryside. Considering the relevance of the experience of social movements in the construction of those trajectories that are now together, the objectives of this study turn to understanding the concepts and practices of the Movimento dos Trabalhadores Rurais Sem Terra (MST), with regard to the organization of small children education, taking it as the establishment of an early childhood education that is proper of the peasant population. The methodology used in the research is grounded mainly on documentary analysis, with reference to three groups of MST’s publications about education: Boletins da Educação; Cadernos de Educação; and Coleção Fazendo Escola; complementary sources as visits to some Cirandas Infantis were performed. The systematization of the analysis is organized into two main parts. Initially, we seek to characterize the conceptions of education and childhood in MST; in a second stage, the analysis takes the path of construction of modern school in Brazil, suggesting the establishment of the Ciranda Infantil of MST as an educational counter-hegemonic project. Finally, we try to visualize the table of current public policies for children and countryside, discussing the consolidation of the Countryside Early Childhood Education and throwing some questions facing the directions of public policies and the relationships of early childhood education in the MST on this scenario.

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48

Bassok, Daphna. "Three essays on early childhood education policy /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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49

Fulcher, Dawson Rachel. "Early childhood education origins, theories and policy realities /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Education Policy, 2008.
Dissertation committee: Gary Sykes, Barbara Schneider, Peter Youngs, Sandra Schneider, and Larry Schweinhart--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 151-158). Also issued in print.

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50

Marchetti, Rafaela. "Obrigatoriedade da educação infantil a partir de quatro anos de idade: percepções de educadores e familiares." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2751.

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Made available in DSpace on 2016-06-02T19:39:52Z (GMT). No. of bitstreams: 1 6580.pdf: 799427 bytes, checksum: 2c4c8d916807e26509e84b0292017747 (MD5) Previous issue date: 2015-01-23
This writing addresses three important perspectives: the cycle of Public Policy in Early Childhood Education, in order to understand how it was constituted in Brazil; the reflection on some of the conceptions about Children and Child, intending to understand how the contemporary society conceptualizes them; and investigate how was the process of discussion, drafting and enactment of the Law 12,796 / 13, which obligates children of four years old to be in a school, highlighting issues on the right and the obligation concerning Education. Such perspectives served to trace the research objective, which was to identify the vision of these professionals (managers, teachers, staff) and some families who has children in public schools, and their theoretical conceptions and practices about the implementation of the Law 12,796 / 13. The research has an empirical part performed through semi-structured interviews in three municipal schools of the State of São Paulo. For the analysis, we chose two categories: the professionals and family´s view of education, after the Law 12,796 / 13. In this case, the theoretical concepts were divided into two subcategories: "conceptions of childhood and child"; and "public policies for early childhood education: law and obligation . In a second instance, it refers to a professional view of education and family, in relation to the existence of possible changes in Early Childhood Education, after the Law 12,796 / 13. This was also divided into two subcategories: "Pedagogical Work: teaching and learning" and "Relations between school and family." The participants were not so surprised by the Law 12,796 / 13, and with the issue of right and obligation at the same time, they were not informed about everything that involved a mixture of agreement with the changes in society and the lack of further discussion. Presented on the social function, the concepts were analyzed, such as the child's socialization and the possibility of their autonomy, with a view of the socially accepted behavior, or limits. For the interviewed ones, the child's social life only begins at the moment that enters the school environment, and as soon as that happens, it will have less difficulty in teaching and learning process and in their schooling. For teachers, the improvement of the education quality was centered on family activities with their young children. In this way, the solution to their improvement was intrinsically related to the family.The school being exempted from this commitment. However the family puts their hopes in school education as something that changes the future of their children, which can improve their economic conditions such as work or employment, without questioning their educational and pedagogical actions, as something normal or "natural" . Calls out our attention to the omission of the participants regarding children 0-3 years of age, that is, the babies were not remembered, and not even mentioned, as if the Early Childhood Education started only 4 years old (due to mandatory) and the concernn was restricted mainly to those who were completing 6 years of age due to proximity to the elementary school of the initial series.
Esta dissertação aborda três perspectivas importantes: o ciclo das Políticas Públicas na Educação Infantil (EI), com a finalidade de compreender como esta foi se constituindo no Brasil; reflexão sobre algumas concepções a respeito da Infância e Criança, com a intenção de entendermos como a sociedade contemporânea as conceitua; e averiguação como se deu o processo de discussão, elaboração e promulgação da Lei 12.796/13 que tratada da obrigatoriedade de crianças a partir dos quatro anos de idade estar na escola, evidenciando questões sobre o direito e a obrigatoriedade. Tais perspectivas serviram para traçarmos o objetivo desta pesquisa, que foi identificar na visão destes profissionais (gestores, professoras, funcionárias) e familiares de escolas municipais no interior do estado de São Paulo, as concepções teóricas e práticas no contexto da implementação da lei 12.796/13 que trata sobre a obrigatoriedade escolar. A pesquisa contou com uma parte empírica realizada por meio de entrevistas semiestruturadas em três escolas municipais. Para a análise, elegemos duas categorias: visão de profissionais da educação e familiares com relação a mudanças na EI, ou não, depois da Lei 12.796/13: conceitos teóricos, que foi dividida em duas subcategorias: concepções de infância e criança ; e políticas públicas para Educação Infantil: direito e obrigatoriedade . E, a segunda, refere-se a visão de profissionais da educação e familiares com relação a mudanças na EI, ou não, depois da Lei 12.796/13: aspectos práticos, também divida em duas subcategorias: Trabalho Pedagógico: ensino e aprendizagem ; e Relações entre escola e família . Os participantes não estavam tão surpresos com a Lei 12.796/13, nem com a questão do direito e da obrigatoriedade, ao mesmo tempo não estavam informados com relação a tudo que a envolvia, uma mistura de concordância com as mudanças ocorridas na sociedade, com falta de reflexões mais aprofundadas. Foram analisadas concepções apresentadas sobre a função social da EI, como: a socialização da criança e a possibilidade de sua autonomia, com vistas a comportamentos socialmente aceitos (limites). Para os entrevistados a vida social da criança só começa no momento em que esta adentra o âmbito escolar, e o quanto antes isso acontecer, menos dificuldade terá no processo de ensino e aprendizagem e em sua escolarização. Para os professores a melhoria da qualidade da educação estava centrada na atuação da família com seus filhos pequenos, desta forma, a solução para sua melhoria estava intrinsecamente relacionada à família, sendo a escola isenta deste compromisso. Em contrapartida a família deposita na escola suas esperanças na educação como algo que muda o futuro de seus filhos, que pode melhorar suas condições econômicas como o trabalho ou emprego, sem questionar suas ações educativas e pedagógicas, como se fosse algo normal, natural . Chama-nos a atenção a omissão dos participantes em relação as crianças de 0 a 3 anos de idade, isto é, os bebês não foram lembrados, e nem se quer citados, como se a EI começasse apenas aos 4 anos de idade (devido a obrigatoriedade) e a preocupação estivesse reservada, principalmente, para as que estivessem completando 6 anos de idade, devido a aproximação com o Ensino Fundamental das séries iniciais.

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

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