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

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Published: 4 June 2021
Last updated: 6 February 2022

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1

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

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

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

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

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

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

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Farewell, Charlotte V., Emily Maiurro, Jamie Powers, and Jini Puma. "The Healthy Environment Project: Promoting sustainable change in early childhood education settings." Health Education Journal 80, no. 4 (January 21, 2021): 472–86. http://dx.doi.org/10.1177/0017896920988754.

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Objective: The Healthy Environment Project (HEP) was designed to improve familiarity with attitudes, confidence and knowledge related to health-promoting best practices, as well as the implementation of health-promoting policy, system and environment best practice change in diverse early childhood education settings. Design: Pre–post study design to assess the outcomes of the HEP intervention. Setting: Early childhood education providers representing 14 centres ( n = 117) and 30 homes ( n = 30) in Colorado, USA. Method: The Policy, System and Environment Change Process, which is an evidence-based strategic planning process based on intervention mapping, was facilitated in a professional development training format in 44 early childhood education settings. Results: Pre–post survey data ( n = 125) suggest that early childhood education providers’ familiarity with, knowledge of, and confidence related to the implementation of health-promoting policy, system and environment change significantly increased after the professional development training ( p < .05). No significant differences in these individual-level constructs were found between centre-based and home-based providers. The HEP also resulted in significant changes in environmental-level constructs; 154 total health-promoting changes (averaging 3.5 changes/setting) were implemented in 44 early childhood education settings. Conclusion: Facilitation of a strategic planning process in a professional development training format resulted in improvements in individual- and environmental-level constructs related to healthy eating and physical activity behaviours and provides a novel way to foster sustainable health-promoting environments in early childhood education centres and homes.
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Soodak, Leslie C., Elizabeth J. Erwin, Pam Winton, Mary Jane Brotherson, Ann P. Turnbull, Marci J. Hanson, and Linda M. J. Brault. "Implementing Inclusive Early Childhood Education." Topics in Early Childhood Special Education 22, no. 2 (April 2002): 91–102. http://dx.doi.org/10.1177/02711214020220020401.

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

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

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LIST, JOHN A., ANYA SAMEK, and DANA L. SUSKIND. "Combining behavioral economics and field experiments to reimagine early childhood education." Behavioural Public Policy 2, no. 1 (January 8, 2018): 1–21. http://dx.doi.org/10.1017/bpp.2017.6.

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AbstractBehavioral economics and field experiments within the social sciences have advanced well beyond academic curiosum. Governments around the globe as well as the most powerful firms in modern economies employ staffs of behavioralists and experimentalists to advance and test best practices. In this study, we combine behavioral economics with field experiments to reimagine a new model of early childhood education. Our approach has three distinct features. First, by focusing public policy dollars on prevention rather than remediation, we call for much earlier educational programs than currently conceived. Second, our approach has parents at the center of the education production function rather than at its periphery. Third, we advocate attacking the macro education problem using a public health methodology, rather than focusing on piecemeal advances.
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Gibbons, Andrew, and Marek Tesar. "The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand." New Zealand Annual Review of Education 25 (July 20, 2021): 5–19. http://dx.doi.org/10.26686/nzaroe.v25.6911.

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When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.
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Cheeseman, Sandra. "Pedagogical Silences in Australian Early Childhood Social Policy." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 244–54. http://dx.doi.org/10.2304/ciec.2007.8.3.244.

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Growing international interest in the early childhood years has been accompanied by an expansion of public programs in Australia targeting young children and their families. This article explores some of the influences and rhetoric that frame these initiatives. It encourages critical examination of the discourses that shape the nature of early childhood programs in Australia and identifies a range of barriers that inhibit the involvement of early childhood teachers in the design and delivery of social policy initiatives for young children. As the imperatives of programs seeking to overcome social disadvantage take prominence in Australian early childhood policy initiatives, pedagogical perspectives that promote universal rights to more comprehensive early childhood experiences can easily be silenced. The article calls for pedagogical leadership to overcome these barriers and promote the democratic rights of all children to high-quality and publicly supported early childhood education and care programs.
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McAfee, James K. "Liability in Early Childhood Special Education." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 39–51. http://dx.doi.org/10.1177/027112148500500105.

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Hanson, Marci J. "Administration of Private versus Public Early Childhood Special Education Programs." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 25–38. http://dx.doi.org/10.1177/027112148500500104.

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Pardo, Marcela, and Christine Woodrow. "Improving the Quality of Early Childhood Education in Chile: Tensions Between Public Policy and Teacher Discourses Over the Schoolarisation of Early Childhood Education." International Journal of Early Childhood 46, no. 1 (February 25, 2014): 101–15. http://dx.doi.org/10.1007/s13158-014-0102-0.

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Wolery, Mark. "Editorial Policy. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION. Information for Authors." Topics in Early Childhood Special Education 12, no. 2 (July 1992): xv—xix. http://dx.doi.org/10.1177/027112149201200202.

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Wolery, Mark. "Editorial Policy. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION. Information for Authors." Topics in Early Childhood Special Education 12, no. 3 (October 1992): xv—xix. http://dx.doi.org/10.1177/027112149201200303.

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Wolery, Mark. "Editorial Policy. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION. Information for Authors." Topics in Early Childhood Special Education 12, no. 4 (December 1992): xiv—xviii. http://dx.doi.org/10.1177/027112149201200402.

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Wolery, Mark. "Editorial Policy Topics In Early Childhood Special Education Information For Authors." Topics in Early Childhood Special Education 13, no. 3 (July 1993): 396–99. http://dx.doi.org/10.1177/027112149301300314.

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Carta, Judith J. "Editorial Policy Topics in Early Childhood Special Education Information for Authors." Topics in Early Childhood Special Education 16, no. 1 (January 1996): 127–31. http://dx.doi.org/10.1177/027112149601600110.

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22

Busemeyer, Marius R., and Lina Seitzl. "The partisan politics of early childhood education in the German Länder." Journal of Public Policy 38, no. 2 (February 6, 2017): 243–74. http://dx.doi.org/10.1017/s0143814x16000313.

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AbstractThis article analyses the role of partisan politics in the recent expansion of early childhood education and care in the German Länder. In contrast to recent work in comparative public policy that often diagnoses a waning of partisan effects, we find broad support for the notion that partisan differences continue to matter in this policy field. The government participation of left-wing parties is positively and significantly associated with changes in public spending on early childhood education, independent of whether this is measured as a percentage of gross domestic product or in terms of per-capita spending. In contrast, left-wing partisanship is not associated with changes in the share of public spending devoted to independent (private) institutions. Coalition status, particularly governing in a Grand Coalition, somewhat mediates these effects. Our empirical analysis is based on the findings from a cross-sectional time-series analysis based on an original data set of spending data for the 16 Länder for the time period between 1992 and 2010.
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23

Young, Gabrielle, David Philpott, Emily Butler, Kimberly Maich, and Sharon Penney. "Exploring the Impact of Quality Early Child Education on Special Education." Exceptionality Education International 29, no. 3 (December 20, 2019): 6–21. http://dx.doi.org/10.5206/eei.v29i3.9384.

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This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.
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Langford, Rachel, Brooke Richardson, Patrizia Albanese, Kate Bezanson, Susan Prentice, and Jacqueline White. "Caring about care: Reasserting care as integral to early childhood education and care practice, politics and policies in Canada." Global Studies of Childhood 7, no. 4 (December 2017): 311–22. http://dx.doi.org/10.1177/2043610617747978.

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Care and education have deep historical divisions in the Canadian policy landscape: care is traditionally situated as a private, gendered, and a welfare problem, whereas education is seen as a universal public good. Since the early 2000s, the entrenched divide between private care and public education has been challenged by academic, applied and political settings mainly through human capital investment arguments. This perspective allocates scarce public funds to early childhood education and care through a lens narrowly focused on child development outcomes. From the investment perspective, care remains a prerequisite to education rather than a public good in its own right. This chapter seeks to disrupt this neoliberal, human capital discourse that has justified and continues to position care as subordinate to education. Drawing upon the feminist ethics of care scholarship of philosopher Virginia Held, political scientist Joan Tronto, and sociologist Marian Barnes, this chapter reconceptualizes the care in early childhood education and care rooted through four key ideas: (1) Care is a universal and fundamental aspect of all human life. In early childhood settings, young children’s dependency on care is negatively regarded as a limitation, deficit and a burden. In contrast, in educational settings, older children’s growing abilities to engage in self-care and self-regulate is viewed positively. We challenge this dependence/independence dichotomy. (2) Care is more than basic custodial activities. The premise that care is focused on activities concerned with the child’s body and emotions, while education involves activities concerned with the mind, permeates early childhood education and care policy. Drawing on Held’s definition of care as value and practice, we discuss why this mind-body dualism is false. (3) Care in early childhood settings can be evaluated as promoting well-being or, in contradiction to the meaning of care, as delivering poor services that result in harm to young children. We will explore the relevancy of Barnes’s contention that parallel to theorizing about good care in social policy, “we need to be able to recognize care and its absence” through the cultivation of “ethics sensibilities and skills applied in different practices in different contexts.” (4) Care must be central to early childhood education and care policy deliberation. Using Tronto’s concept of a “caring democracy,” we discuss how such deliberation can promote care and the caring responsibilities of educators in early childhood settings, thereby redressing long standing gendered injustices. We argue that these four ideas can be framed in advocacy messages, in ways that bridge the silos of care and education as separate domains and which open up the vision of an integrated early childhood education and care system. A feminist ethics of care perspective offers new possibilities for practitioners, advocates, researchers, and decision-makers to reposition and reclaim care as integral to the politics and policies of early childhood education and care.
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Katims, David S. "Emergent Literacy in Early Childhood Special Education." Topics in Early Childhood Special Education 11, no. 1 (April 1991): 69–84. http://dx.doi.org/10.1177/027112149101100108.

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Davis, Carol Ann, Michael P. Brady, and Nella B. Anderson. "Special Education Dissertation Research in Early Childhood." Topics in Early Childhood Special Education 13, no. 2 (April 1993): 202–15. http://dx.doi.org/10.1177/027112149301300208.

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Robson, Jennifer van Krieken, and Estelle Martin. "How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?" Contemporary Issues in Early Childhood 20, no. 1 (February 6, 2019): 93–103. http://dx.doi.org/10.1177/1463949119827031.

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Early childhood education settings can be understood as public forums where adults and children engage together in the implementation of national policy. The authors reflect on ethical dilemmas for leaders in early childhood education arising from the implementation of national policy. Dilemmas can be problematic in the sense that they are unresolved or routine-like as they pervade practice. Inspired by Shapiro and Stefkovich’s framework of multiple ethical paradigms, the authors analyse complex dilemmas arising for leaders in early childhood education as they implement national policy in the micro system with children, families and the community. Leaders are positioned in these contexts as principally concerned with the positive exploration of ethical dilemmas. The authors’ analysis gives visibility to the ways in which leaders may draw on theory and experience in the early childhood education setting to navigate ethical dilemmas within a marketised system. Knowledge of ethics and practice may be tacit, partial and incomplete; however, fragments are pieced together as ethical praxis.
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Farewell, Charlotte V., Jini Puma, Emily Bergling, Julie Webb, Jennie Quinlan, Puja Shah, and Emily Maiurro. "An exploration of constructs related to dissemination and implementation of an early childhood systems-level intervention." Health Education Research 35, no. 6 (October 1, 2020): 574–83. http://dx.doi.org/10.1093/her/cyaa038.

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Abstract Obesity and overweight in early childhood have detrimental impacts on children’s health and development. Changing policy, system and environmental features focused on physical activity and healthy eating behaviors as part of health promotion interventions can play a key role in prevention strategies in early childhood education settings. These types of changes can have broad reach and are often sustained over time, which allows for impact on children who enter the early childhood education setting year after year. However, there is currently a gap between the generation of evidence for health promotion programs and their application into practice. This study used qualitative methods to evaluate intervention-, organizational- and individual-level factors within a dissemination and implementation framework that may be related to the implementation of a health-promoting intervention in early childhood education settings. Intervention-level factors, including feasibility and adaptability, organizational-level factors, including staff and leadership engagement, and individual-level factors, including attitudes, skills and knowledge, were identified as constructs that impacted the successful implementation of the intervention. These findings provide insight into core dissemination and implementation constructs that should be targeted by obesity prevention interventions in early childhood education settings to ensure maximum impact on sustainable behavior change.
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Ndijuye, Laurent Gabriel, and Pambas Basilius Tandika. "STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania." Journal of Childhood, Education & Society 1, no. 1 (February 17, 2020): 29–42. http://dx.doi.org/10.37291/2717638x.20201128.

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For about a decade, Tanzania has intensely focused on developing literacy and numeracy skills in pre-primary and early grades programs. Recently, the attention has shifted towards the significance of teaching Science, Mathematics, Technology and Science (STEM) in the early years. To enhance the 21st century skills necessary for building a middle income and knowledge-based economies, the existing empirical evidence emphasizes the need for STEM education starting from pre-primary level. This paper aims to unpack the state of the STEM education in pre-primary education in Tanzania. By using homogenous purposive sampling, two policy-makers, three ECE academics, eight school principals, and eight pre-primary teachers from rural and urban public schools were recruited. Data were collected by interviews, semi-structured survey questionnaires, and documentary analyses. Though there was consensus among ECE stakeholders that children should be exposed to STEM environments as early as possible, findings indicated that even among ECE practitioners, there is a very vague understanding of what entails of STEM education in ECE. Further, while teachers were aware and guided to facilitate science and mathematics education, they were not aware and there were no specific policy briefs/circular instructions on how to facilitate Technology and Engineering education in ECE. The paper concludes with suggestions on how to integrate STEM in early childhood education, especially for Tanzania.
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Bruder, Mary Beth. "The Provision of Early Intervention and Early Childhood Special Education Within Community Early Childhood Programs." Topics in Early Childhood Special Education 13, no. 1 (January 1993): 19–37. http://dx.doi.org/10.1177/027112149301300105.

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31

Williams-Breault, Beth D. "Education Policy: Addressing Racial Health Disparities in Educational Contexts." Education, Society and Human Studies 1, no. 1 (May 9, 2020): p43. http://dx.doi.org/10.22158/eshs.v1n1p43.

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Race, ethnicity, and Socioeconomic Status (SES) influence physical and mental health throughout the life course. Institutional and interpersonal discrimination is particularly detrimental, especially for children, and is associated with poor health outcomes. One of the most important determinants of long-term health is lifelong educational attainment. Center-based Early Childhood Education (ECE) and School-Based Health Centers (SBHCs) can help overcome educational obstacles and increase medical services in disadvantaged populations while fostering health equity. Educators involved in ECE programs and SBHCs for poor and minority youth must be involved in the policy making process in order to ensure that educational quality is considered essential to the long-term effects of health equity.
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Park, Seen-young, and Eun-hye Park. "An analysis on periods and characteristics of policy networks for public early childhood education." korean Jouranl of Early Childhood Education 21, no. 1 (April 30, 2019): 155–80. http://dx.doi.org/10.15409/riece.2019.21.1.8.

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Wincott, Daniel. "Reshaping public space? Devolution and policy change in British early childhood education and care." Regional & Federal Studies 15, no. 4 (December 2005): 453–70. http://dx.doi.org/10.1080/13597560500230573.

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Park, Seenyoung. "An analysis of policy networks for public early childhood education using social networks analysis." Journal of Educational Studies 50, no. 2 (June 30, 2019): 93–131. http://dx.doi.org/10.15854/jes.2019.6.50.2.93.

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Tesar, Marek. "New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi." Journal of Pedagogy 6, no. 2 (December 1, 2015): 9–18. http://dx.doi.org/10.1515/jped-2015-0010.

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Abstract This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
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Rothenberg, Dianne. "Recent International Documents added to the ERIC Database on Early Childhood Education and Public Policy." International Journal of Early Years Education 4, no. 3 (October 1996): 75–80. http://dx.doi.org/10.1080/0966976960040307.

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Yunita Murdiyaningrum and Novrian Satria Perdana. "Operational Cost Requirements Analysis in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 58–70. http://dx.doi.org/10.21009/jpud.141.05.

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The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). 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Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. Educational Evaluation and Policy Analysis, 31(1), 3–29. https://doi.org/10.3102/0162373708327524 Hasan, A., Jung, H., Kinnell, A., Maika, A., Nakajima, N., & Pradhan, M. (2019). Built to Last Sustainability of Early Childhood Education Services in Rural Indonesia. Retrieved from http://www.worldbank.org/prwp. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114– 128. https://doi.org/10.1016/j.jpubeco.2009.11.001 Hollands, F., Bowden, A. B., Belfield, C., Levin, H. M., Cheng, H., Shand, R., ... Hanisch-Cerda, B. (2014). Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion. Educational Evaluation and Policy Analysis, 36(3), 307–326. https://doi.org/10.3102/0162373713511850 Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009 Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press. Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004 Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition. Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017). Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication. Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12 Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6 Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. 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Smith, Barbara J. "The Federal Role in Early Childhood Special Education Policy in the Next Century." Topics in Early Childhood Special Education 20, no. 1 (January 2000): 7–13. http://dx.doi.org/10.1177/027112140002000102.

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39

Walker, Deborah Klein. "Chronically III Children in Early Childhood Education Programs." Topics in Early Childhood Special Education 5, no. 4 (January 1986): 12–22. http://dx.doi.org/10.1177/027112148600500403.

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40

Smith, Barbara J., and Phillip S. Strain. "Early Childhood Special Education in the Next Decade." Topics in Early Childhood Special Education 8, no. 1 (April 1988): 37–47. http://dx.doi.org/10.1177/027112148800800105.

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41

Miller, Patricia S. "Segregated Programs of Teacher Education in Early Childhood." Topics in Early Childhood Special Education 11, no. 4 (January 1992): 39–52. http://dx.doi.org/10.1177/027112149201100406.

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42

Carta, Judith J., Jane B. Atwater, Ilene S. Schwartz, and Scott R. McConnell. "Developmentally Appropriate Practices and Early Childhood Special Education." Topics in Early Childhood Special Education 13, no. 3 (July 1993): 243–54. http://dx.doi.org/10.1177/027112149301300303.

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43

Reyes, Jessica Wolpaw. "Lead Policy and Academic Performance: Insights from Massachusetts." Harvard Educational Review 85, no. 1 (March 18, 2015): 75–107. http://dx.doi.org/10.17763/haer.85.1.bj34u74714022730.

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In this article, Jessica Wolpaw Reyes investigates the link between lead exposure and student achievement in Massachusetts. Childhood exposure to even low levels of lead can adversely affect neurodevelopment, behavior, and cognitive performance. Using a panel dataset of cohorts of children born in the 1990s who were third and fourth graders in the 2000s, Reyes finds that elevated blood lead levels in early childhood adversely impact performance on later standardized tests. Accordingly, the Massachusetts state policy to reduce lead levels effectively lowered the share of children scoring unsatisfactory on standardized tests by 1-2 percentage points. Reyes shows that public health policy targeting lead has clear potential to improve academic performance and urges policy makers to give it serious consideration in this larger context.
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44

Marinsek, Miha, and Marjeta Kovac. "Beliefs of Slovenian early childhood educators regarding the implementation of physical education." European Physical Education Review 25, no. 3 (March 14, 2018): 659–74. http://dx.doi.org/10.1177/1356336x18761538.

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This cross-sectional study was designed to identify Slovenian early childhood educators’ beliefs concerning the importance of the competencies required to carry out physical education (PE), to identify which of those competencies early childhood educators might lack and to identify which competencies should be developed in the process of continuous professional development. For this purpose, a self-administered questionnaire was designed to examine belief statements regarding a wide scope of PE competencies among 183 early childhood educators. The participants evaluated the importance of individual competencies and reported their current and desired levels of competencies using a four-level scale. The results showed that early childhood educators believe that competencies to teach PE are an important part of early childhood education and that they need to improve in such competencies to carry out PE above the existing level. In particular, early childhood educators would like to improve in knowledge, skills and abilities that will enable them to implement PE efficiently and effectively to change children’s health-related behaviours. We suggest that the gap between the self-reported beliefs about the current level of PE competencies and the desired level of PE competencies is vital for policy-makers, who aim to create unitary early childhood education and care systems in which similar qualifications and competencies among early childhood educators are needed. It seems that a lack of policy, curriculum development and educators’ expertise in PE contributes to the considerable variation in the understanding of the educational role of early childhood educators within PE.
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45

Martin, Caroline P., Jaclyn Russo, Hayley Goldenthal, Carmen Holley, Karen R. Gouze, and Amanda Williford. "Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy." Policy Insights from the Behavioral and Brain Sciences 8, no. 2 (September 11, 2021): 119–26. http://dx.doi.org/10.1177/23727322211033880.

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Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.
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46

Gomez, Grace Felix. "Early Childhood Dental Caries: A Rising Dental Public Health Crisis." Contemporary Issues in Early Childhood 14, no. 2 (January 2013): 191–94. http://dx.doi.org/10.2304/ciec.2013.14.2.191.

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MORABITO, CHRISTIAN, MICHEL VANDENBROECK, and RUDI ROOSE. "‘The Greatest of Equalisers’: A Critical Review of International Organisations’ Views on Early Childhood Care and Education." Journal of Social Policy 42, no. 3 (April 26, 2013): 451–67. http://dx.doi.org/10.1017/s0047279413000214.

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AbstractThere is a large consensus among international organisations (e.g., United Nations and the World Bank) in considering Early Childhood Care and Education a prominent policy to equalise opportunities. Moreover, it is common opinion that interventions in early childhood aiming at equalising ‘opportunities’ rather than ‘outcomes’ will overcome political dissent. These two claims draw upon a particular interpretation of the work of contemporary egalitarian philosophers, as well as a number of studies in both developed and developing countries, finding higher benefits for disadvantaged children. Despite the tradition of analysing welfare provision from an equality perspective, the shift towards early childhood education as an equality policy has not yet fully been analysed. We critically examine the consensus advocated by international organisations regarding Early Childhood Care and Education as key to ‘levelling the playing field’ and suggest that the first claim (early childhood as greatest equaliser) should be considered with caution. We also argue that the alleged consensus on this claim may lead to a depoliticisation of social policy.
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Bronteng, Joyce Esi, Ilene R. Berson, and Michael J. Berson. "Public perception of early childhood language policy in Ghana: an exploratory study." Early Years 39, no. 3 (June 18, 2019): 310–25. http://dx.doi.org/10.1080/09575146.2019.1631759.

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Nagasawa, Mark. "An “old fight”: A case study of enduring struggle in early childhood education." Contemporary Issues in Early Childhood 21, no. 3 (January 14, 2019): 224–41. http://dx.doi.org/10.1177/1463949118822052.

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This is a case study of political struggles over early care and education in the USA using a combination of archival, interview, and observational data from a study conducted in the US state of Arizona. This case analysis illustrates how a combination of the episodic nature of public attention paid to early care and education in the USA, internal tensions within US early care and education between its educational and caring purposes, and competition over scarce resources has worked to undermine the development of universal early care and education in the USA. The study is framed by Dorothy Holland and Jean Lave’s ideas of enduring struggles and locally contested practice, and uses an analytic strategy informed by Bakhtinian theory to illustrate how understanding the cultural logics involved in locally contested practice can be of use to the practice of policy advocacy, specifically engaging adversaries with what Bakhtin called an “excess of seeing” - understanding beneath the surface. While focused on one state in one national context, this analysis may have transnational relevance by raising comparative questions about early care and education policies and policy practice in other localities.
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Blewitt, Claire, Heather Morris, Amanda O'Connor, Amalia Ifanti, David Greenwood, and Helen Skouteris. "Social and emotional learning in early childhood education and care: a public health perspective." Australian and New Zealand Journal of Public Health 45, no. 1 (January 18, 2021): 17–19. http://dx.doi.org/10.1111/1753-6405.13058.

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