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Добірка наукової літератури з теми "Early childhood education and care workforce"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Early childhood education and care workforce"

Powell, Alana, Rachel Langford, Patrizia Albanese, Susan Prentice, and Kate Bezanson. "Who cares for carers? How discursive constructions of care work marginalized early childhood educators in Ontario’s 2018 provincial election." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 153–64. http://dx.doi.org/10.1177/1463949120928433.

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In the Canadian province of Ontario, the early childhood education and care workforce continues to be undervalued, underpaid and burdened with challenging working conditions. Drawing on Fairclough and Lazar, this study employed a feminist critical discourse analysis to explore the discourses of care work present in the 2018 childcare platforms of three major parties: the Liberal Party, the New Democratic Party and the Progressive Conservative Party. This critical discourse analysis provided an opportunity to consider the absence and presence of early childhood education and care discourses in the election platforms, and the consequences this has for the advancement of the workforce. The findings indicate that the early childhood education and care workforce remained largely invisible in the 2018 childcare platforms. When present, educators were often constructed as components of the early childhood education and care system’s stability. In addition, a discourse of ‘maternal care burden’ emerged in some platforms, which initially suggested progressive recognition of the gendered reality of care and care work for women in Ontario. However, the critical discourse analysis illuminates that the maternal-care-burden discourse, while suggesting that mothers are freed to enter the paid workforce, actually reinforces notions of care as women’s work. As well, this discourse further marginalizes the early childhood education and care workforce by downloading one group’s caring responsibilities to a new group of invisible carers – early childhood educators. In light of these findings, the need to disrupt discourses that continue to devalue the early childhood education and care workforce is considered as researchers and advocates seek to assert care labour as an essential public responsibility and a critical concern in political dialogue.

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Bassok, Daphna, Maria Fitzpatrick, Susanna Loeb, and Agustina S. Paglayan. "The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns." Education Finance and Policy 8, no. 4 (October 2013): 581–601. http://dx.doi.org/10.1162/edfp_a_00114.

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Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable investments have been made to correct this, but we lack evidence about the extent to which these investments were accompanied by changes in the characteristics of the workforce. Using nationally representative data, we find that the historical characterization of the ECCE workforce continues to apply. However, we also find that the average educational attainment, compensation, and stability of ECCE workers increased substantially from 1990 to 2010. Surprisingly, the shift in the composition of the ECCE workforce toward more regulated settings and away from home-based settings is not the primary driver of these changes. Contrary to our expectations, gains within the home-based workforce are the primary drivers, though the education and wages of home-based workers remain substantially lower than among formal-care workers.

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Gibson, Megan, Amanda McFadden, Kate E. Williams, Lyn Zollo, Abigail Winter, and Jo Lunn. "Imbalances between workforce policy and employment for early childhood graduate teachers: Complexities and considerations." Australasian Journal of Early Childhood 45, no. 1 (December 9, 2019): 82–94. http://dx.doi.org/10.1177/1836939119885308.

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Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.

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Gibbs, Leanne. "Leading through complexity in early childhood education and care." Australasian Journal of Early Childhood 46, no. 4 (October 8, 2021): 335–41. http://dx.doi.org/10.1177/18369391211050139.

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Effective leadership influences the process quality of early childhood education and care (ECEC) programs and therefore the academic, health and socio-emotional outcomes for children. Yet, the cultivation of leadership is impacted by the complex nature of ECEC environments and the persistent challenges therein. Complex workforce issues, inadequate preparation for positional leadership roles and few opportunities for professional development for emerging leaders challenge the growth of effective leadership and the development of sustainable leadership for the ECEC profession. This commentary gives an insight into the challenges of leadership within ECEC and leader supply and suggests leadership emergence and enactment is potentially cultivated by broadening theoretical and pragmatic propositions. Complexity leadership theory within complex adaptive systems is presented as a framework for leadership cultivation within ECEC and opportunities for leadership development are highlighted.

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Sullivan, Victoria, Laetitia Coles, Yuwei Xu, Francisco Perales, and Karen Thorpe. "Beliefs and attributions: Insider accounts of men’s place in early childhood education and care." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 126–37. http://dx.doi.org/10.1177/1463949120929462.

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Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.

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Jones, Charlotte Estella. "‘… For the love of children and the joy of childhood’: The reported values, beliefs and practices of male practitioners in England." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 407–30. http://dx.doi.org/10.1177/1476718x15577005.

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Increased attention has been paid to qualifications and training of early childhood education and care staff in order to improve the quality of the service they provide. However, less attention has been paid to the demographics of the workforce itself. Men have consistently made up 2 per cent of the early childhood education and care workforce. Research on their experiences within the workforce is lacking and therefore their work with young children largely unreported. Drawing on data collected from an online questionnaire, this article will explore the reported values, beliefs and experiences of male practitioners working with children aged 0–5 years. Bourdieu’s theories on habitus, capital and field were utilised as a means of interrogating data gathered to consider influences shaping life chances and practices of men working with young children. Participants shared extremely positive experiences of their current work; however, the findings reflected the need to reconsider the extent to which our cultural conceptions of gender roles and identities have changed in the sphere of early childhood education and care in the 21st century.

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Park, Seenyoung, and Eunhye Park. "Issues and Tasks for Early Childhood Education and Care Workforce in Korea." Asia-Pacific Journal Of Research In Early Childhood Education 9, no. 2 (May 24, 2015): 23–50. http://dx.doi.org/10.17206/apjrece.2015.9.2.23.

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Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.

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RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms and achieve high-quality outcomes for children. Yet research on early childhood leadership remains sparse and inadequately theorised, while the voice of the early childhood profession remains marginalised (Woodrow & Busch, 2008). In this paper I draw on my previous research in leadership and change management which investigated principals', early childhood teachers' and teacher-aides' conceptual and behavioural positions on educational changes in work contexts. I present a model of leadership that connects to practice, builds professional capacity and capability, and recognises the importance of relationship building and quality infrastructure. The model calls for robust constructions of leadership and improved professional identity that will reposition the profession so that it keeps pace with the critical needs of early childhood professionals. Within this model, tertiary educational institutions and professional organisations will play their role in guiding the profession forward as new paradigms evolve and federal and state initiatives begin to surface.

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Ayling, Natasha J., Kerryann Walsh, and Kate E. Williams. "Factors influencing early childhood education and care educators’ reporting of child abuse and neglect." Australasian Journal of Early Childhood 45, no. 1 (December 16, 2019): 95–108. http://dx.doi.org/10.1177/1836939119885307.

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Mandatory reporting of child abuse and neglect is a complex yet essential responsibility tasked to many professional groups working with children, including the early childhood education and care (ECEC) workforce. This paper provides a narrative review synthesising the empirical literature on factors influencing ECEC educators’ reporting of child abuse and neglect, including knowledge and training, attitudes, thresholds for reporting, work experience and context, inter-organisational co-operation and self-efficacy. These factors can act as barriers and facilitators to effective reporting practice and are likely to interact in dynamic yet modifiable ways. Findings from the review may be useful for informing future education and training initiatives for the ECEC workforce. Further research is warranted in this area.

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

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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Дисертації з теми "Early childhood education and care workforce"

McKinlay, Sharon. "Building a sustainable workforce in early childhood education and care: What keeps Australian early childhood teachers working in long day care?" Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98507/4/Sharon_McKinlay_Thesis.pdf.

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The case study research of five early childhood teachers drew upon the theoretical framework of social constructivism to investigate what keeps early childhood teachers working in long day care. Examining the ecology of long day care in light of the national reform agenda for Early Childhood Education and Care, the research identified the individual and contextual factors that enabled and challenged the teachers’ work in long day care. The study contributes empirically-based insights and offers practical strategies to support the recruitment and retention of early childhood teachers in long day care.

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Van, Dyke Melissa Kay. "Creating a Professional Pathway for the Women who Care for our Children: An Anthropological Study of an Early Childhood Workforce Development Policy." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5594.

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Historically, the early childhood workforce has been described as undereducated, poor, and disproportionately comprised of women of color. The EDUCATE workforce development policy was designed to advance the professional development of under-paid and under-valued child care workers. This study focuses on the history, intent, and impact of this policy at the intersection between the grantees, the State, the various organizational contexts, and the broader structural forces. More broadly, complex issues and challenges related to the early childhood workforce are surfaced. Finally, through a critical analysis of the findings, the hidden and dominating forces that maintain the current level of inequity for the early childhood workforce are revealed. From an applied anthropological perspective, the findings from this study can inform the design, adjustment, and implementation of the EDUCATE workforce development policy, as well as other policies and practices at state, county, community college, and child care center levels.

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Binstadt, Michele. "Growing and sustaining a professional early years workforce: The role of multidisciplinary networks in supporting professional practice." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208270/1/Michele_Binstadt_Thesis.pdf.

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This thesis generated practical insights into how membership of a multidisciplinary network supported the professional practice of a small group of service leaders working in long day care in a Queensland community characterised by complexity. Nested within an Australian Research Council funded national Early Childhood Education and Care Workforce Study, this study contributes to the identification of effective strategies to grow and sustain a professional early years workforce.

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Belcher, Kimberlee A. "Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.

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Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obtain scores that count. This is exacerbated by narrow definitions regarding national versus regional accreditation in teacher preparation programs. U

sing a transformative, mixed-methods approach, this study asks, “What is the role and relevance of alternative pedagogy teacher preparation to the professional development system, and where does it fit in the current policy landscape nationwide?” As a follow up question, the study seeks to answer, “What is the process for change?” Through the use of surveys, interviews, and a cultural context model, a way forward is mapped.

Registry policy makers in 28 states and 46 teacher preparation directors, across three types of alternative-pedagogy teacher preparation programs, assisted in data collection, resulting in a recognition baseline. Public sources were used to triangulate a composite snapshot of this national policy situation, demonstrating appropriate policy inclusion in six out of 17 states’ career pathways and/or data collection in ECE workforce registries. Cumulative data revealed alternative pedagogy teacher recognition levels across the country and revealed how relevant policies evolved to become system inclusive. The study concludes by inviting community representatives to respond and to share their experiences and thoughts. Actionable study outcomes, community-developed recommendations, and an advocacy map were circulated in three of four alternative pedagogy communities.

Using a cultural equity paradigm, the study elucidates power relationships between alternative pedagogy teacher preparation and national/state efforts towards ECE professional development and quality improvement policy systems, illuminating where federal and state policy/initiatives are shaping, responding to, and limiting the alternative-pedagogy teacher preparation pipeline in the United States. Recommended courses of action encourage policy collaboration and a cultural shift from policy power over, to power with policy.

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Maple, Theodore L. "The relationship between professionalism and practice in the early childhood workforce." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317746.

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Penning, Allise M. "Self-care and Burnout in Early Childhood Educators." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807955.

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Previous research indicates that burnout leads to issues such as attrition and poor practitioner health in early childhood education and other helping professions. This study examined self-care as a potential buffering factor against burnout in preschool teachers. Maslach’s three-dimension construct of burnout, trauma stewardship, and the coping reservoir model formed the theoretical foundations for this research. This study used semi-structured, open-ended interviews to collect qualitative data from four preschool teachers at different points in their careers to understand how early childhood educators conceptualize and practice self-care, experience burnout, and perceive the relationship between self-care and well-being. The findings show that preschool teachers experience multiple levels of work-related stress, that several types of factors can increase resilience to stress and burnout, and that self-care is highly complex and dynamic. These results point to the necessity of promoting self-care at the individual and organizational levels, treating self-care as a professional imperative, providing burnout interventions at the individual, organizational, and societal levels, and encouraging teachers to practice self-care in dynamic, adaptive ways to best support their unique needs and situations. The field would benefit from further studies exploring the relationship between self-care and burnout specifically in early childhood education, ways in which organizations can promote self-care practices in employees, and what characteristics or practices exist among teachers who have demonstrated resilience in the face of chronic work-related stressors.

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Austin, Lea J. E. "Early Care and Education Leadership| Toward a Theory of Essential Experiences, Skills and Knowledge for Effective Early Care and Education Change Agents." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630410.

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This dissertation examines the ways in which mid-career intermediary early care and educations leaders, "change agents among change agents," have prepared themselves for leadership roles given the lack of articulated competencies and pathways to ECE leadership. Thousands of ECE leadership roles in which persons are responsible for informing, developing and implementing policy and practice standards for the ECE field, and working in politically charged settings, are being filled across the country. Yet little is known about those filling these roles and scant attention has been paid the educational and professional development needs of these leaders. This study used a constructivist grounded theory methodological approach to learn about the lived experiences of nine mid-career intermediary leaders, and from this derive a contribution to a theory of essential skills, knowledge, and experiences for effective ECE leadership. Findings indicate that participants in this study, regardless of whether they had prior experience in the ECE field, identified a need for leadership development focused on developing subject matter expertise about the ECE system, political strategies, and communication skills. Findings also indicate that participants experienced a range of challenges as leaders based on age, and that participants of color also experienced leadership challenges because of their race. Findings further indicate that participation in in-depth ECE-based leadership programs and relationships with mentors helped to fill in some knowledge gaps and mitigate some of the challenges experienced because of age or race. The results suggest that a lack of attention to the development of a diverse cadre of field leaders has led to a knowledge gap in the acquisition of leadership competencies, and has undergirded generational and racial tensions among field leaders, amplifying the need for further research to inform policies, programs, and practices to support the development and promotion of a diverse, well-prepared leaders.

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Blackmon, Lisa. "The Efficacy of the Chickasaw Nation Early Care and Education Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500000/.

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The purposes of this research were to explore the effectiveness of the Chickasaw Nation early care and education program in promoting school readiness while infusing tribally relevant values in children from birth through age five; engaging parents in all aspects of their children’s learning; and supporting children and families through the transitioning to kindergarten. The study used qualitative methods to examine the experiences and perceptions of ten parents, ten teachers, and five administrators within Chickasaw Nation’s early care and education system regarding the four basic areas of school readiness, parent engagement, transition, and culturally relevant pedagogy. Four primary themes emerged from the semi-structured interviews: 1) socialization, school readiness, and transition, 2) learning, curriculum, and assessment, 3) the role of parents, and 4) cultural integrity. Data were collected through semi-structured interviews, transcribed, and analyzed based on four research questions. Findings indicated parents, teachers, and administrators were satisfied that the program was successful with assisting children in making progress toward achieving developmental and school readiness goals and that the children were physically, socially, emotionally, and cognitively prepared to enter kindergarten. The program provided activities to encourage and promote parental involvement; however, parents did not indicate active involvement or participation in the activities. There was little evidence to support culturally relevant pedagogy alignment with curriculum and practices. Implications for additional research focusing on American Indian children in preschool programs and the importance of instilling pride and culture are recommended.

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Reinke, Stephanie L. "Accreditation Facilitation Projects: Supporting High Quality Early Childhood Education and Care." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271887/.

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High-quality early childhood education and care (ECEC) are linked to positive developmental outcomes for children. Systems have been created to define, measure and promote high-quality ECEC. National accreditation status is deemed the gold standard of a high-quality program, yet many centers are unable to achieve this without assistance. With the help of Accreditation Facilitation Projects (AFPs), many low-income centers are able to achieve accreditation. Centers collaborating with an AFP reap many benefits including financial support, ongoing training and mentoring, and guidance through the accreditation process. AFPs invest greatly in the centers they collaborate with and the longer the center takes to achieve accreditation, the more resources an AFP must expend. The purposes of this study were to understand if the educational level of center director, the total enrollment of a center, or the percentage of children receiving government subsidies could predict the time it takes for a center to complete the accreditation process while receiving assistance from an AFP, and to determine if there are differences in attitudes about program accreditation between center directors and early learning specialists who serve as accreditation mentors to the directors. Findings revealed that a) the higher educational level of program directors is associated with a quicker time to program accreditation, b) both the total enrollment of the center and the percentage of children receiving government subsidies do not predict time to accreditation, c) the number of total staff in a center is associated with a quicker time to accreditation, and d) there is no significant difference between the directors' attitudes and early learning specialists' attitudes toward accreditation and accreditation facilitation projects. AFPs looking to streamline their accreditation process and provide accountability to their stakeholders regarding their investments over time can use these findings to choose to collaborate with centers that have directors who have at least a bachelor's degree in order to shorten the time to accreditation.

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Andersson, Karin. "A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

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Книги з теми "Early childhood education and care workforce"

Kagan, Sharon Lynn. The early care and education teaching workforce at the fulcrum: An agenda for reform. New York: Teachers College Press, 2008.

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Brody, David L., Kari Emilsen, Tim Rohrmann, and Jo Warin, eds. Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473.

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A golden opportunity: Advancing California's early care and education workforce professional development system. Santa Monica, CA: Rand, 2012.

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United States. Congress. House. Committee on Education and the Workforce. The foundation for success: Discussing early childhood education and care in America : hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Thirteenth Congress, second session, hearing held in Washington, DC, February 5, 2014. Washington: U.S. Government Publishing Office, 2015.

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Na, Chŏng. Early childhood education and care policy. Seoul, Korea: Korean Educational Development Institute, 2010.

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Vanuatu early childhood care & education policy. [Port Vila, Vanuatu]: Government of Vanuatu, Ministry of Education, 2010.

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Harju-Luukkainen, Heidi, Jonna Kangas, and Susanne Garvis, eds. Finnish Early Childhood Education and Care. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95512-0.

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Mohanty, J. Early childhood care and education (ECCE). New Delhi: Deep & Deep Publications, 1994.

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Handbook of early childhood education. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Botswana. Department of Primary Education. Division of Pre-School, ed. Early childhood care and education policy, 2001. Gaborone]: Division of Pre-School, Dept. of Primary Education, 2001.

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Частини книг з теми "Early childhood education and care workforce"

Dyer, Mary A., and Samantha McMahon. "Professionalisation and the early years workforce." In Professionalism and Leadership in Early Childhood Education and Care, 17–31. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367815387-2.

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Mitchell, Linda, Michel Vandenbroeck, Joanne Lehrer, Sonja Arndt, Donella Cobb, Nicole Cummings-Morgan, Lisa Johnston, et al. "Resisting the Alienation of the Workforce." In The Decommodification of Early Childhood Education and Care, 147–213. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218104-5.

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Bogovac, Tijana, and Lidija Miškeljin. "Early childhood workforce in Serbia as a policy issue." In Policification of Early Childhood Education and Care, 192–201. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-15.

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Westbrook, Fiona, Bridgette Redder, and E. Jayne White. "A ‘Quint-Essential(ised)’ ECE Workforce." In Early Childhood Education and Care in a Global Pandemic, 196–210. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003257684-15.

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Oberhuemer, Pamela. "Radical Reconstructions? Early Childhood Workforce Profiles in Changing European Early Childhood Education and Care Systems." In Early Childhood Grows Up, 119–29. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2718-2_8.

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Ackerman, Debra J. "Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies." In The Wiley Handbook of Early Childhood Care and Education, 537–66. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119148104.ch24.

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Plaisir, Jean-Yves, Thordis Thordardottir, and Yuwei Xu. "Societal factors impacting male turnover in ECEC." In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 98–110. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-10.

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Kedar, Yarden, Markus Andrä, and Victoria Sullivan. "Intrinsic motivations as a factor in men’s career decisions in ECEC." In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 111–23. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-11.

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Brody, David L., Markus Andrä, and Yarden Kedar. "Agency as a determinant of men’s decisions to leave or stay." In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 124–37. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-12.

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Bhana, Deevia, Yuwei Xu, and Kari Emilsen. "Masculinity, sexuality, and resistance." In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 138–50. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-13.

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Тези доповідей конференцій з теми "Early childhood education and care workforce"

Kaur, Anantdeep. "Quality Early Childhood Care and Education in India." In 2nd International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.2nd.icate.2019.12.838.

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Dem, Kinzang. "An Early Childhood Care and Development Policy of Bhutan." In International Conference on Future of Education. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/26307413.2019.2103.

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Barnová, Silvia, Zuzana Geršicová, Slávka Krásna, Beáta Mačová, and Martina Masáriková. "PARENTS’ PREPAREDNESS FOR EARLY CHILDHOOD UPBRINGING, EDUCATION, AND CARE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1412.

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Abawi, Zuhra. "Equity as Praxis in Early Childhood Education and Care." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691937.

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Mussini, Ilaria. "CARE IN EARLY CHILDHOOD EDUCATION AND CARE: A REVIEW OF THE INTERNATIONAL LITERATURE." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2309.

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Lazăr, Emil. "Concepts Of Early Childhood Care For Development In Romanian Education." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.8.

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Fitria, Nila, Fidesrinur, and Vitasya Putri Zahrawanny. "The Influence of Parents’ Perceptions About Early Childhood Education on the Support of Sending Their Children to Early Childhood Education Institutions." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.092.

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Tyilo, Nonzukiso, and Thobeka Matshoba. "QUALITATIVE EQUITABLE EARLY CHILDHOOD CARE AND EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SELECTED EARLY CHILDHOOD DEVELOPMENT CENTRES IN SOUTH AFRICA." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2259.

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Zulminiati, Zulminiati. "Visual Sensory Stimulation for Toddlers in Hikari Kids Club Children Care Padang." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.30.

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Montpetit, Meagan. "Care and Conviviality: Reconfiguring Everyday Place Encounters in Early Childhood Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438573.

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Звіти організацій з теми "Early childhood education and care workforce"

Curristan, Sarah, Frances McGinnity, Helen Russell, and Emer Smyth. Early childhood education and care in Ireland and Northern Ireland. Economic and Social Research Institute, January 2023. http://dx.doi.org/10.26504/rs157.

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Krafft, Caroline. Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits. Population Council, 2012. http://dx.doi.org/10.31899/pgy1.1008.

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Krafft, Caroline. Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits [Arabic]. Population Council, 2012. http://dx.doi.org/10.31899/pgy2.1086.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.

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Quak, Evert-jan. Lessons Learned from Community-based Management of Acute Malnutrition (CMAM) Programmes that Operate in Fragile or Conflict Affected Settings. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.133.

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This rapid review synthesises the literature on how community-based management of acute malnutrition (CMAM) programmes could be adapted in settings of conflict and fragility. It identifies multiple factors affecting the quality and effectiveness of CMAM services including the health system, community engagement and linkages with other programmes, including education, sanitation, and early childhood development. Family MUAC (Mid-Upper Arm Circumference) is a useful tool to increase community participation and detect early cases of moderate acute malnutrition (MAM) and severe acute malnutrition (SAM) more effectively and less likely to require inpatient care. The literature does not say a lot about m-Health solutions (using mobile devises and applications) in data collection and surveillance systems. Many of the above-mentioned issues are relevant for CMAM programmes in settings of non-emergency, emergency, conflict and fragility. However, there are special circumstance in conflict and fragile settings that need adaptation and simplification of the standard protocols. Because of a broken or partly broken health system in settings of conflict and fragility, local governments are not able to fund access to adequate inpatient and outpatient treatment centres. NGOs and humanitarian agencies are often able to set up stand-alone outpatient therapeutic programmes or mobile centres in the most affected regions. The training of community health volunteers (CHVs) is important and implementing Family MUAC. Importantly, research shows that: Low literacy of CHVs is not a problem to achieve good nutritional outcomes as long as protocols are simplified. Combined/simplified protocols are not inferior to standard protocols. However, due to complexities and low funding, treatment is focused on SAM and availability for children with MAM is far less prioritised, until they deteriorate to SAM. There is widespread confusion about combined/simplified protocol terminology and content, because there is no coherence at the global level.

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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).

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