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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last 30 days [remove]; Classification:Single-Country Studies [remove];
31 results found.|
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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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CCHRSC Child Care Administrator Standards Update and ECE-School-Age Care Profile Development Project: Inclusion from the perspective of diversity: Snapshot report An examination of the concepts of diversity and inclusion as they relate to early childhood education (ECE) practice and policy in Canada, based on 31 key informant interviews with practitioners and experts in the ECE sector |
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Childcare and overweight or obesity over 10 years of follow-up Objective: To investigate the predictive association between preschool childcare arrangements and overweight/obesity in childhood. Study design: Children were enrolled in a prospective birth cohort in Quebec, Canada (n = 1649). Information about childcare obtained via questionnaires to the mothers at ages 1.5, 2.5, 3.5, and 4 years was used to compute a main childcare arrangement exposure variable (center-based/family-based/care by a relative/nanny). Body mass index was derived from measured weights and heights at ages 4, 6, 7, 8, and 10 years and children were classified as overweight/obese versus normal weight. Generalized estimating equations were used to model the effect of main childcare arrangement (center-based/family-based/relative/nanny) (vs parental care) on overweight/obesity adjusting for several potential confounding factors. Results: Compared with parental care, children who attended a center-based childcare (OR: 1.65, 95% CI: 1.13-2.41) or were cared for by a relative (OR: 1.50; 95% CI: 0.95-2.38, although with greater uncertainty) had higher odds of being overweight/obese in childhood (4-10 years). Analyses of number of hours additionally suggested that each increment of 5 hours spent in either center-based or relative childcare increased the odds of overweight/obesity in the first decade of life by 9%. Associations were not explained by a wide range of confounding factors, including socioeconomic position, breastfeeding, maternal employment, and maternal body mass index. Conclusion: Overweight/obesity was more frequently observed in children who received non-parental care in center-based settings or care by a relative other than the parent. "Obesogeonic" features of these childcare arrangements should be investigated in future studies. (author abstract) |
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Child care policy and the experiences of employed Albertan families with pre-school children: Final report A study of the child care decision-making and perspectives of working parents in Alberta, Canada, based on seven focus groups with 42 participants |
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Child care policy and the experiences of employed Albertan families with pre-school children: Final report [Executive summary] A summary of a study of the child care decision-making and perspectives of working parents in Alberta, Canada, based on seven focus groups with 42 participants |
Executive Summary
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Daycare children of divorce and their helpers Caring for children of divorce may prevent emotional and behavioural problems. This study investigates daycare staff's beliefs about caring for young children who have experienced parental divorce. Q methodology was applied for this purpose, and 33 participants sorted 40 subjective statements. The Q factor analyses resulted in four factors or viewpoints: (1) child-sensitive helpers, (2) insecure helpers, (3) confident helpers, and (4) distant child helpers. The results show both coherence and diversity between the daycare staff's viewpoints. Practical implications of the four main views regarding daycare staff and children of divorce are discussed. Education and counselling for daycare staff in dealing with children of divorce are suggested. (author abstract) |
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Delivering quality early learning in low-resource settings: Progress and challenges in Ethiopia A summary of a study of Ethiopian children's educational experiences during their preschool years and their transitions to primary school, based on longitudinal survey data from cohorts of approximately 1,000 older and 2,000 younger children and on qualitative data for a subsample of 40 children |
Fact Sheets & Briefs
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Early childhood care and education in Peru: Evidence from Young Lives Early childhood care and education (ECCE) programmes are increasingly recognised as being important in achieving a number of social, cultural and economic goals which are vital in the fight against poverty. Significant investments in ECCE have been made across Latin America, and the Peruvian government is committed to increasing and improving existing services. Research from Young Lives in Peru finds that four out of five boys and girls among a sample of nearly 2,000 children accessed early education between the ages of 3 and 6. But it also shows that access is unequal. Gender, ethnicity, place of residence and mother tongue all have a significant effect on attendance. Furthermore, ECCE attendance by children under the age of 3 is very low. These findings suggest the need to target investment in ECCE to overcome unequal access, and to increase investment in services designed for children under 3. (author abstract) |
Fact Sheets & Briefs
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Early childhood education and development in poor villages of Indonesia: Strong foundations, later success: Conference edition An examination of the development of children in poor rural communities in Indonesia and its relationship to child, family, and community characteristics, and preliminary findings from an evaluation of the impact of an early childhood education and development (ECED) project to promote children's development through high-quality ECED services on children's ECED services enrollment, their development, and on parenting practices, all based on data collected in 310 villages |
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The Early Education Pilot for Two Year Old Children: Age five follow-up: Research report A comparison of the child developmental outcomes at age 5 of children who participated in a pilot program in England offering 2-year-old children 7.5 hours of early education for 38 weeks with the outcomes of a matched group of children who did not participate, based on data from a national education database for 959 pilot and 1,080 comparison children |
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The effects of pre-school attendance on the cognitive development of urban children aged 5 and 8 years: Evidence from Ethiopia This paper, using data from the Young Lives longitudinal survey in Ethiopia, examines the effects of pre-school attendance on the cognitive development of urban children at the ages of 5 and 8 (measured by the Peabody Picture Vocabulary Test (PPVT) and the Cognitive Development Assessment - Quantitative test (CDA-Q)). We used propensity score matching techniques in order to estimate the impact of pre-school. We also substantiated the analysis using various empirical approaches including ordinary least squares and instrumental variable estimation methods. Our results show that pre-school attendance has a statistically significant positive impact on the cognitive development of children at the ages of both 5 and 8 years, with the bigger impact at the latter age. Moreover, pre-school attendance has also a positive and statistically significant effect on primary school enrolment and progression through grades. Despite the fact that early childhood education has immense importance for children's cognitive development, public investment in pre-school education is currently limited in Ethiopia, with the private sector taking the key role, which may exacerbate the inequality that exists between rich and poor (and between urban and rural areas). Therefore, given the relatively low rate of pre-school attendance and the low quality of basic education, the Government needs to reconsider its education priorities so as to invest more in early childhood education. (author abstract) |
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Examining the Human Resource Implications of Emerging Issues in Early Childhood Education and Care (ECEC)/Communications Strategy Development: Family child care An examination of issues related to family child care in Canada, and a discussion of their implications for the early childhood education and care profession, based on stakeholder surveys, 30 key informant interviews, and a literature review |
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Examining the Human Resource Implications of Emerging Issues in Early Childhood Education and Care (ECEC)/Communications Strategy Development: Inclusion An examination of issues related to inclusion in early childhood education and care (ECEC) in Canada, and a discussion of their implications for the ECEC profession, based on stakeholder surveys, 30 key informant interviews, and a literature review |
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Examining the Human Resource Implications of Emerging Issues in Early Childhood Education and Care (ECEC)/Communications Strategy Development: School-age child care An examination of issues related to school-age child care in Canada, and a discussion of their implications for the early childhood education and care profession, based on stakeholder surveys, 30 key informant interviews, and a literature review |
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Exploring a methodology with young children: Reflections on using the Mosaic and Ecocultural approaches This paper critically reflects on the appropriateness of the methodological framework adopted in an exploratory study of young children's experiences of participation in their early childhood centre and home environments. The Mosaic and Ecocultural approaches informed the study's methodological framework as these approaches were seen to be complementary and child-friendly. While some of the data collection tools were not as successful in the current study as they have been reported in previous research, there was support for the usefulness of the Mosaic approach as an effective, adaptable and child-focused research methodology. Further, the Ecocultural approach was found to provide an appropriate and meaningful way of talking with young children about their daily routines and everyday home life. (author abstract) |
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Growing Up in Scotland: Birth cohort 2: Patterns of childcare use amongst families with 10 month-old children Findings from a longitudinal study of children in Scotland on the child care arrangements and expenses of families with 10-month-old children |
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How we view Australian early childhood education practice: Indian migrant parents' perspectives This qualitative case study investigates Indian migrant parents' perspectives of early childhood education (ECE) in Melbourne, Australia. The study focuses on exploring parents' understanding of the structure, pedagogy and curriculum practices in early childhood settings. We selected a sample of six Indian parents, who had migrated to Melbourne not more than five years ago and had children attending Australian ECE. To gather their perspectives and experiences, in-depth, face-to-face interviews were conducted. A framework analysis of the data (Ritchie & Spencer, 1994) points to the preference of Australian ECE to Indian ECE Their preference of Australian ECE is contingent on curriculum flexibility, opportunity for parent participation and active involvement of children in planning and learning. However, participatants, particularly the mothers, missed the academic aspect of Indian ECE and believed that the Australian curriculum and pedagogy distanced their children from their culture. Based on these findings, we argue for early childhood teachers to include the experiences of Indian migrant parents in their children's ECE in Australia to help sustain purposeful partnerships and incorporate culturally relevant activities into the curriculum. (author abstract) |
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The Indonesia early childhood education and development (ECED) project: Findings and policy recommendations A summary of an evaluation of the impact of an early childhood education and development (ECED) project to promote children's development through high-quality ECED services on children's ECED services enrollment, their development, and on parenting practices, all based on data collected in 310 villages |
Fact Sheets & Briefs
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More great childcare: Raising quality and giving parents more choice A presentation and discussion of policy proposals in England to improve the availability of high-quality child care |
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More great childcare: Raising quality and giving parents more choice [Executive summary] A summary of a presentation and discussion of policy proposals in England to improve the availability of high-quality child care |
Executive Summary
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Public perceptions of child care in Alberta, Canada: Evidence for policies and practice from a cross-sectional survey Research Findings: This study assessed public perceptions of child care and its providers in a Canadian province where government funding for child care includes subsidies and a voluntary accreditation process. In 2007-2008, 1,443 randomly selected adults in Alberta, Canada, completed a telephone survey. Individuals were eligible to participate if they had had interactions with a child younger than 14 years of age in the past 6 months. A total of 52% indicated that the government should cover about half of child care costs, and 72% indicated that child care providers at day care centers should have at least a college diploma. Between 80% and 90% indicated that child care providers were as central to children's development as elementary school teachers. One third of parents sought information on child development from child care providers. These parents were more likely to have children in care for more than 6 hr per week, have children younger than 6 years old, and be unmarried. Practice or Policy: The majority of Alberta adults were in favor of substantial public funding of child care. Adults who interacted with children valued the role of child care providers in supporting children's development, which may be encouraging news for providers. Because parents sought information about child development from child care providers, it is important to ensure that providers have both the training and the content expertise to provide parents with current information that will optimize development and support parents in their role. Policymakers, educators, and program planners may consider this information useful in allocating resources to promote child development. (author abstract) |
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Report of the operations of community kindergartens in Western Australia An examination of the provision of publicly-funded preschool for 4-year-old children in community-based settings in Western Australia, based on data collected from 243 participants at 16 community meetings |
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Report of the operations of community kindergartens in Western Australia [Executive summary] A summary of an examination of the provision of publicly-funded preschool for 4-year-old children in community-based settings in Western Australia, based on data collected from 243 participants at 16 community meetings |
Executive Summary
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Report on the Feasibility Study into the Provision of Preschool in Childcare Settings An examination of the costs and benefits associated with four models for the provision of publicly-funded preschool for 4-year-old children in Western Australia, based on 100 stakeholder interviews |
Reports & Papers
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