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Peer Reviewed JournalCurrent Filters: New in last year [remove]; Classification:International Child Care & Early Education [remove];
559 results found.|
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2012 London childcare report An examination of child care supply, demand, and prices in London, United Kingdom |
Other
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2012 preschool education: Australia An examination of preschool program enrollment, attendance, and fees in Australia in 2012, based on an analysis of administrative data |
Reports & Papers
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2013 survey on attitudes towards child care An examination of public attitudes toward and preferences for the child care delivery system in Nova Scotia, Canada, based on survey responses from 704 randomly-selected Nova Scotia residents |
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4Children children's centres interim impact report: What impact do our centres have on the lives and outcomes of children and families? An examination of service provision in and outcomes for communities served by 4 children's centers, which offer integrated, comprehensive early childhood and family services in England, based on analyses of administrative data and inspection reports |
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The ABC Daycare disaster of Hermosillo, Mexico On June 5, 2009, the ABC Daycare facility in Hermosillo, Mexico, caught on fire with an estimated 142 children and 6 adult caregivers inside. The purpose of this article is to describe the factors contributing to the disaster including care of the survivors, tertiary burn center triage, patient transport, and treatment for this international mass casualty event. Finally, the results of an investigation performed by the Mexican Government are reviewed. A summary of the Mexican Government's investigation of the circumstances of fire and an examination of prevention lapses in other Mexican daycare centers was obtained from their public Web site. The demographic and clinical characteristics of the children transported to the burn center were obtained from the patients' medical records and transport data sheets. The ABC Daycare had many fire safety breaches that contributed to the severity of the tragedy. Twenty-nine children died at the scene and more than 35 children were hospitalized throughout Mexico. A total of 12 children were transported to two Shriners Hospitals, 9 to Sacramento, and 3 to Cincinnati. The mean age of patients sent to the Shriners Hospitals was 2.9 +/- 0.16 years (2-4 years), with 5 being male and 7 female. The mean duration between injury and arrival was 9.2 +/- 2.1 days, the burn size was 43.0 +/- 6.8% TBSA (6.5-80%), and there were 3.75 operations per patient. Four had fourth-degree burns requiring finger amputations (2), flaps to cover bone (1), or a through-knee amputation (1). Ten patients were admitted to the intensive care unit, and nine patients (seven with inhalation injury) required mechanical ventilation for a mean of 23.6 +/- 10.3 days. All the surviving children were discharged after a mean length of stay of 45.9 +/- 8.7 days. In the first year postinjury, seven children were readmitted a total of 11 times for reconstructive surgery, wound care, or rehabilitation. Ultimately, a total of 49 children died. A review of other daycare centers in Mexico revealed similar safety lapses that could lead to future major disasters. This burn disaster in Hermosillo was potentially preventable with adherence to standard prevention principals. The young age of the victims and the need for an international medical response posed special problems. Prevention efforts need to be improved to prevent future disasters in Mexico. (author abstract) |
Reports & Papers
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Accelerating the early numeracy development of kindergartners with limited working memory skills through remedial education A comparison of the impact of a remedial numeracy education program on the early numeracy development of two groups of kindergarteners with either limited or typical working memory skills, based on data from 933 children in the Netherlands followed over a period of 1.5 years |
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Accelerometer measured level of physical activity indoors and outdoors during preschool time in Sweden and the United States A comparison of young children's physical activity and sedentary behavior during indoor and outdoor time for both boys and girls in Swedish and United States settings, based on data from 50 children with an average age of 52 months, at two sites in Malmo, Sweden and two sites in Raleigh, North Carolina |
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Access to early childhood education in Australia An examination of the concept and measurement of access to early childhood education in Australia, and a study of variation in access to early childhood education by child characteristics, based on consultations with key stakeholders, a literature review, and secondary analyses of four national data sets |
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Access to early childhood education in Australia [Executive summary] A summary of an examination of the concept and measurement of access to early childhood education in Australia, and of a study of variation in access to early childhood education by child characteristics, based on consultations with key stakeholders, a literature review, and secondary analyses of four national data sets |
Executive Summary
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Access to preprimary education and progression in primary school: Evidence from rural Guatemala Evidence on the impacts of a large-scale expansion in public preprimary education is limited and mostly circumscribed to high and middle-income countries. This paper estimates the effects of such an expansion on progression in primary school in rural communities of Guatemala. Combining administrative and population census data in a difference-in-difference framework, the paper examines a large-scale construction program that increased the number of preprimaries from around 5,300 to 11,500 between 1998 and 2005. The results indicate that the program increased by 2.1 percentage points the fraction of students that progress adequately and attend sixth grade by age 12. These positive effects are heavily concentrated among girls. (author abstract) |
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Access to preschool education in the year before full-time school An examination of variations in child care arrangements in Australia by child sociodemographic characteristics, based on data for 5,872 4- and 5-year-old children from two cohorts of the nationally representative Longitudinal Study of Australian Children |
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Accompaniment and quality in childcare services: The emergence of a culture of professionalization A case study of a professional development initiative that takes into consideration freedom of movement for children birth through 3 years as a quality indicator in daily educational practice, based on data from a rural setting in the French Community of Belgium in Luxembourg Province from 2004 to 2009 |
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Action research to address the transition from kindergarten to primary school: Children's authentic learning, construction play, and pretend play An identification of transition issues of concern to both parents and their children who were transitioning from kindergarten to first grade, based on data from 10 parents and their 5 children in a suburban kindergarten in Singapore who had graduated, an action research project on the development of a learning experience to prepare children to purchase food at the primary school cafeteria where they were transitioning to, and an account of an action plan to implement the project that included a field trip to the primary school where they purchased food in the cafeteria, based on data from 14 5- to 6-year-old children and their 11 parents |
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Active engagement, emotional impact and changes in practice arising from a residential field trip An examination of the learning experiences of early years practitioners undertaking a residential field trip to Sweden as part of their Early Childhood Studies degree, based on data from 50 undergraduate students from the University of Gloucestershire, England |
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Adapting Western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools A comparison of the amounts of both Eastern and Western cultural teaching practices in Chinese-language literacy instruction at 18 preschools in China, Hong Kong, and Singapore, all serving middle-class families |
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Addendum: The costs of childcare after housing costs in London An analysis of the role of child care expenses in the disposable income of families in London, United Kingdom, based on a model of child care and housing expenses |
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The advocacy of educators: Perspectives from early childhood A phenomenological study of early childhood educators' perceptions of the relationship between advocacy and professional status among multiple stakeholders in diverse contexts, based on data from 12 educators working full time in child care settings across Sydney, New South Wales, Australia |
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Affordable quality: New approaches to childcare An overview of child care policy and provision in the United Kingdom, with a discussion of lessons for the United Kingdom from child care policy reform in the Netherlands |
Other
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Alberta Aboriginal Head Start in Urban and Northern Communities: Longitudinal study pilot phase A pilot longitudinal evaluation study in one Alberta Head Start (AHS) site to assess outcomes for participants compared to age-matched non-AHS peers on literacy, achievement in school, prosocial skills and receptive vocabulary, the feasibility of the longitudinal method used, and its applicability to future longitudinal evaluative studies of AHS programs in Alberta, based on data from 48 children at one school in a small rural off-reserve aboriginal community northwest of Edmonton, Alberta |
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Analysis of breastfeeding policies and practices in childcare centres in Adelaide, South Australia A study of director or director designee perceptions towards breastfeeding practice and support within child care centers and the relationship of those perceptions to policy, based on data from 15 child care centers in Adelaide, South Australia, Australia |
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Anchoring in 4- to 6-year-old children relates to predictors of reading Two studies of anchoring--a process that allows individuals to implicitly benefit from contextual information embedded in sequences of stimuli--one that examines the relationship between anchoring and rapid naming and phonological short-term memory in children prior to the onset of formal reading instruction, and a second study that examines the unique contribution that anchoring makes to performance in two early predictors of reading--letter knowledge and phonological awareness--with the first study based on data from 55 children attending municipal preschools in and around Haifa, Israel, and the second study based on data from 69 native Hebrew-speaking children attending municipal preschools in Northern Israel |
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Appendix I: Literature review: Literature review of the participation of disadvantaged children and families in ECEC services in Europe A review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC) and on the relationship of ECEC participation to children's cognitive and socioemotional outcomes |
Literature Review
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Approaches to assessing the language and literacy skills of young dual language learners: A review of the research A summary of a review of the procedures used to assess the language and literacy development of young dual language learners, based on 80 studies from Canada and the United States |
Fact Sheets & Briefs
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Assessing the prevalence of mental health disorders and mental health needs among preschool children in care in England An identification of the prevalence of mental health and developmental disorders along with the corresponding need for interventions for children in care in England, based on data from 43 birth- through 5-year-olds removed from their families and placed in local authority care in England and their caregivers |
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Assessing wellbeing at school entry using the Strengths and Difficulties Questionnaire: Professional perspectives Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected. Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and 'partnership' establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically. Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognized potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labeling a child at an early stage of formal education. (author abstract) |
Reports & Papers
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