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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last 90 days [remove]; Classification:Single-Country Studies [remove];
117 results found.|
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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 |
Reports & Papers
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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 |
Reports & Papers
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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 |
Reports & Papers
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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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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 |
Reports & Papers
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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) |
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Australian early childhood educators: From government policy to university practice This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological approach, this preservice curriculum reform is designed to address the growing need for teachers who recognize the importance of a child's physical, emotional, and cognitive development from birth to 8 years as significant in preparing young children for entry into "formal learning." (author abstract) |
Other
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Basic factors that affect general academic motivation levels of candidate preschool teachers An investigation of personal and familial factors associated with both intrinsic and extrinsic motivation levels of preservice early care and education teachers, based on data from 285 students in Turkey at Selcuk University Faculty of Vocational Education in the 2007-2008 academic year |
Reports & Papers
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Behavior regulation and early math and vocabulary knowledge in German preschool children An examination of gender differences in the development of behavior regulation and of the relationship between behavior regulation and children's early math and vocabulary knowledge, based on data from 60 German children in early care and education centers in Germany |
Reports & Papers
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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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The challenges of evaluation: Assessing Early Talk's impact on speech language and communication practice in children's centres Findings from a qualitative evaluation of the Early Talk intervention, designed to improve speech, language, and communication outcomes in children aged birth through 5 by enhancing the knowledge and skills of early years' practitioners, based on data collected in 14 Sure Start Children's Centres in five regions of England |
Reports & Papers
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Change or paradigm shift in the Swedish preschool? A discussion of the relationship between both social investment policy starting in the 1970s and policy work of the 2000s, and a possible paradigm shift in Swedish early care and education (ECE), with a consideration of the goals of Swedish early care and education, funding mechanisms, governance and organization, attendance patterns, and changes in ECE settings due to policy changes, illustrated with examples from two evaluation studies of center-based care settings in Sweden after the introduction of a national curriculum in 1998, and with reference to a study based on interviews with parents and center-based early care and education teachers |
Other
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Child care and child births: The role of grandparents in the Netherlands A study of grandparent involvement in the care of young children and its relationship to subsequent child births in dual-earner families, based on data from 898 18- through 49-year-old Dutch men and women from the Netherlands' Kinship Panel Study |
Reports & Papers
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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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Childcare costs survey 2013 A study of child care prices and their geographic distribution across England, Scotland, and Wales by care type and child age, as well as an examination of child care supply, based on a survey of 208 local authorities |
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Child care: Implications for overweight / obesity in Canadian children? Introduction: Over recent decades, two prominent trends have been observed in Canada and elsewhere: increasing prevalence of childhood overweight and obesity, and increasing participation of women (including mothers) in the paid labour force and resulting demand for child care options. While an association between child care and children's body mass index (BMI) is plausible and would have policy relevance, its existence and nature in Canada is not known. Methods: Using data from the National Longitudinal Survey of Children and Youth, we examined exposure to three types of care at age 2/3 years (care by non-relative, care by relative, care in a daycare centre) in relation to change in BMI percentile (continuous and categorical) between age 2/3 years and age 6/7 years, adjusting for health and sociodemographic correlates. Results: Care by a non-relative was associated with an increase in BMI percentile between age 2/3 years and age 6/7 years for boys, and for girls from households of low income adequacy. Conclusion: Considering the potential benefits of high-quality formal child care for an array of health and social outcomes and the potentially adverse effects of certain informal care options demonstrated in this study and others, our findings support calls for ongoing research on the implications of diverse child care experiences for an array of outcomes including those related to weight. (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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Childcare subsidies and labor supply: Evidence from a large Dutch reform A study of the relationship of an increase in the generosity of child care subsidies in the Netherlands to maternal labor force participation and hours worked, based on 1995-2009 data from the Dutch Labour Force Survey, an annual cross-sectional survey of approximately 80,000 individuals |
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Child-initiated learning, the outdoor environment and the 'underachieving' child The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be 'underachieving' within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers' perceptions of 'underachievement'. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see 'underachievement' as being distributed across people, place and activity; and that through constructing the outdoor 'space' as a 'place' embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as 'underachieving' pupils. (author abstract) |
Reports & Papers
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Can Niagara families afford child care? A discussion of the availability and affordability of child care in the Niagara region of Ontario, Canada |
Fact Sheets & Briefs
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