Outsourcing household production: Foreign domestic workers and native labor supply in Hong Kong
We explore how the availability of affordable live-in help provided by foreign domestic workers (FDWs) in Hong Kong affected native women's labor supply and welfare. First, we exploit differences in the FDW program between Hong Kong and Taiwan. Second, we use cross-sectional variation in the cost of a FDW to estimate a model of labor force participation and FDW hire. FDWs increased the participation of mothers with a young child (relative to older children) by 10-14 percentage points and have generated a monthly consumer surplus of US$130-US$200. By reducing child care costs through immigration, this is a market-based alternative to child care subsidies. (author abstract)
Reports & Papers
Does reading to children enhance their educational success?: Short- and long-term effects of reading to children in early childhood on their language abilities, reading behavior and school marks
Drawing on two unique German datasets, we explore the possible short- and long-term effects that reading aloud in early childhood has on children's language abilities, their reading behavior, and their school marks in kindergarten and at the end of both primary and secondary school. By applying propensity score matching, we found a positive effect of reading on the language abilities of preschool children and of students at the end of primary school. Additionally, a high frequency of reading to children in early childhood positively affects their own reading behavior. However, differences in reading in early childhood appear to be unrelated to school marks in the subject of German language at the end of primary school. Furthermore, we found no long-term effects of reading among secondary school leavers. Overall, our results confirm positive immediate and mid-term effects, but hardly any long-term effects, of reading to children during their early childhood. (author abstract)
Reports & Papers
Predicting child outcomes from preschool quality in Portugal
The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N=215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through classroom observations using the ECERS-R and the Early Language and Literacy Classroom Observation. Global classroom quality although relatively low, predicted children's literacy skills and behavior but not math skills. Quality of language and literacy environment was not consistently related to child outcomes. Mother educational level stood out as consistently predicting most of child developmental outcomes. The relevance of these results is discussed considering the Portuguese educational scenario, in the realm of an international context. (author abstract)
Reports & Papers
Family policies, employment and poverty among partnered and single mothers
The risk of poverty for single mothers ranges from less than 2% in Sweden to more than 35% in the United States; less extreme cross-national variations also exist for partnered mothers. We explore which family policies are most effective at directly reducing poverty among families with children, and whether these policies indirectly reduce poverty through supporting mothers' employment. We combine microdata from the Luxembourg Income Study with the Work-Family Policy Indicators dataset, and use multilevel logistic regressions to examine the associations between policy and poverty, controlling for individual-level factors. We find significant effects of family allowances, generous parental leaves and childcare provisions, with more powerful effects for single mothers. We further show that parental leave and childcare operate through boosting mothers' employment, illustrating that work-family policies are useful for reducing poverty by enhancing mother's employment. (author abstract)
Reports & Papers
"Reality shock": New early childhood education teachers
Beginning teaching is challenging; this article examines the realities of practice for beginning early childhood teachers. Fourteen participants in their first year of teaching were interviewed; they worked in private and public early childhood education settings. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. This article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. While in college they were encouraged to start developing their philosophy of teaching, and they describe their experiences of putting their philosophy into practice. They also conveyed their opinions about working in environments where there was a lack of teaching and learning resources. The move to being a "real" teacher was a formidable experience for these participants and this should be recognized relatedly. Early childhood teachers work in a different context from teachers in general, so as beginning teachers the uniqueness of their concerns needs to be addressed. (author abstract)
Reports & Papers
Preparing classroom teachers to be cooperating teachers: A report of current efforts, beliefs, challenges, and associated recommendations
A significant, focus in the literature related to the preparation of early childhood teachers is the increasing emphasis on quality field-based experiences. Central to the effectiveness of these experiences is a cooperating teacher who is prepared with the necessary skills to provide prospective teachers with a powerful learning opportunity. Despite this recognition in the literature, research is limited on what early childhood teacher education programs are actually doing to prepare classroom teachers to function in this capacity. The nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences. Thus, the purpose of this study is to report survey results from 62 early childhood teacher education faculty regarding their efforts in preparing cooperating teachers to work with preservice teachers. Recommendations based on these findings and the professional literature are offered. (author abstract)
Reports & Papers
Beyond the walls: Conceptualizing natural environments as "third educators"
The research examined preservice early childhood educators' perceptions of outdoor settings and their intentions to use outdoor settings in their teaching practice. Students enrolled in an early childhood education program (n=110) at a university in the Great Lakes region completed surveys that assessed perceptions of natural settings, intentions to use natural settings in future teaching, knowledge of the benefits of nature for children, and personal nature relatedness. Participants reported relatively high intentions to use natural settings in future teaching, as well as knowledge of the benefits of nature for children, but moderate levels of personal nature relatedness. Participants were more likely to select "maintained" settings such as parks for educational purposes, and more "natural" settings, especially those with water, for personal purposes. Knowledge of the benefits of nature experiences, the perceived difficulty in using natural settings, and personal levels of nature relatedness each significantly predicted intention to use natural settings in future teaching. We recommend that teacher preparation programs provide: opportunities for students to observe and/or interact with children as they engage in unstructured play in natural environments; opportunities to engage in both structured and unstructured learning experiences in natural environments; and preparing students to provide appropriate supervision in natural environments. (author abstract)
Reports & Papers
Exploring bilingual pedagogies in dual language preschool classrooms
In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and strategic use of each language to support children's developing bilingual competencies as well as to negotiate several communicative, academic, and management functions. Findings further illuminate the utility of bilingual speech/interaction as a communicative and academic resource and suggest that a strict language separation approach, as traditionally implemented in DL programs, may be at odds with the natural social interactions of bilinguals who draw on a number of communicative strategies, including codeswitching and tandem talk, to construct meaning. (author abstract)
Reports & Papers
Politics of childcare policy beyond the left-right scale: Post-industrialisation, transformation of party systems and welfare state restructuring
Childcare policy has become an integral part of social and economic policy in post-industrial democracies. This article explores how the transformation of party systems structures the politics of childcare policy. It reveals that political parties contend with each other over childcare and female employment policy on the social-value dimension as well as the redistributive dimension. Assuming that different party policies have distinct impacts on public childcare policy, it is hypothesised in this article that a government's policy position-composed of the governing parties' policy positions - affects changes in public spending for childcare services. Through an analysis of the pooled time-series and cross-section data of 18 advanced industrialised countries from 1980 until 2005 using multivariate regression methods, it is revealed that a government's redistributive left-right policy position interacts with its social liberal-conservative policy position, and that a left-liberal government raises its budget for childcare services while a left-conservative government does not. (author abstract)
Reports & Papers
The influence of professional development on educators' instructional conversations in preschool classrooms
This study investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2-to 5-year-old children. Instructional conversation is a small group discussion that builds on children's prior knowledge to assess and assist conceptual understanding. Over a 3-year period, the educators participated in professional development designed to increase their use of the strategy in their classrooms. Each teacher was video-recorded six times annually while teaching. Two coders rated the video recordings, and the data were analyzed using a longitudinal multilevel model. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers. Results suggest that those who taught older children tended to use instructional conversation to a greater degree, indicating that the strategy may be easier to implement with older preschoolers. (author abstract)
Reports & Papers
Providing quality early care and education to young children who experience maltreatment: A review of the literature
The current paper highlights the few studies that examine the role of early care and education on the developmental and early academic outcomes of children who experience maltreatment. First, we argue that children who experience maltreatment are at significant risk for poor developmental outcomes as a result of the chronic exposure to stress that is typical of this population. Recent evidence emphasizing the effects of stress on brain development is discussed. Next, the role of quality early care and education (ECE) experiences for children receiving services from child protective agencies are explored, underscoring three particular studies that examine the early educational experiences of children who receive child protective services as a result of maltreatment or exposure to violence. Finally, we focus on current approaches to improve the outcomes of children who experience maltreatment, within the context of ECE, and the implications for future research. Overall, this review serves as a call for international research efforts to explore the role of ECE on the developmental and early educational outcomes of this vulnerable population of children. (author abstract)
Other
Children's voices: Providing continuity in transition experiences in Singapore
The issue about when children should begin primary schooling continues to be an area for discussion amongst educators, parents, and children who indeed have some views about this. The compulsory entry age of children into formal schooling is different in many countries. It is not only the starting age that has invoked discussion, but also the types of practices that occur to facilitate transition and minimise stress in young children. In this regard the 'ready school concept' has grown in acceptance and provides for the needs of children of diverse backgrounds, knowledge and experiences. This paper examines what is happening in transition experiences in Singapore and presents the voices of a small sample of children who wanted primary school to be a place for both work and play. (author abstract)
Reports & Papers
Motivation for attending higher education from the perspective of early care and education professionals
The field of early care and education has been challenged to raise the level of quality for young children by increasing the number of practitioners with college degrees. The purpose of this study was to explore the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes, about the benefits of attending classes, and the factors that motivated them to pursue a college degree. The majority of the participants were not attending college for the first time and previously attempted to return to school to complete a certificate or an associate degree. Motivational factors and perceived benefits, which varied by teachers and directors, were influenced by the number of years that the practitioners worked in the field. Personal goals and professional development were main motivator, but younger teachers also valued the degree for their future careers Directors played a pivotal role in motivating teachers to enroll in college, while scholarship assistance made it possible to act on desires to go to college. These findings point to differentiated, targeted marketing and recruitment for teachers and directors, relevant early childhood college coursework, and continuous available funding to complete degrees. (author abstract)
Reports & Papers
Development and results of a new methodology to perform focus group with preschool children on their beliefs and attitudes on physical activity
The aim of this study is to develop and test a method to perform focus groups (FGs) and to elicit the subjective views of preschool-age children on physical activity and perceived kindergarten barriers to practice it. FGs have been held in three different kindergarten classes with 49 children who were 4-5 years old. Children were asked to draw themselves in their preferred way of playing and were asked few questions about their drawings to understand their behaviours and ideas. In class A and B, 67% and 75% of the children, respectively, drew sedentary plays (table and impersonation games). Children referred that the main obstacle to perform active games outside home/kindergarten was the parents' and teachers' perceived risk that they could be hurt or catch a cold. The children would like to have more table games in the kindergarten. 81% of children in class C drew active group games. All these children were well satisfied with their kindergarten environment and did not refer to any adults' fear regarding active play. This class teacher spent a lot of time to develop children's motor abilities through active games and often used the garden to let the children to play freely. The use of drawings to understand children's habits on physical activity has turned out to be a reliable and easy tool in preschool children. The different results obtained in the two children groups show the need to change the beliefs and the behaviours of teachers and parents who seem to be non-architectural "invisible" barriers to be knocked down. This protocol has been developed by ASL Brindisi within the framework of PERISCOPE's objective to develop new methodologies. (author abstract)
Reports & Papers
Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed?
Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool instruction, and children's growth and outcomes in typical programs (i.e., Pre-K, Title 1, Head Start, Tuition-Based) using a response to intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying sociodemographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. (author abstract)
Reports & Papers
Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors
The present study investigated whether the complementarity principle (mutual interactive behaviors are opposite on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. Furthermore, it was examined whether interactive behaviors and complementarity depended on children's externalizing and internalizing behaviors, interaction time, and interaction frequency. A total of 48 teachers and 179 selected kindergartners with a variety of externalizing and internalizing behaviors were observed in a small group task setting in the natural ecology of the classroom. Teachers' and children's interactive behaviors were rated by independent observers. Teachers reported about children's externalizing and internalizing behaviors. Multilevel analyses indicated that both teachers and children reacted complementarily on the control dimension but not on the affiliation dimension. Teachers showed more control and more affiliation toward children with higher levels of internalizing behavior. In addition, teachers displayed less affiliation toward children with higher levels of externalizing behavior, whereas those children did not show less affiliation themselves. Teachers' and children's complementarity tendencies on control were weaker if children had higher levels of externalizing behavior. (author abstract)
Reports & Papers
Noise disturbances in daycare centers before and after acoustical treatment
The authors' aim was to study noise-related problems in personnel at Swedish daycare centers. The authors' study comprised staff (N = 81) who completed a questionnaire (noise, illumination, indoor climate, hearing problems) at five daycare centers with noise problems. After basic and activity sound measurements, absorbers were attached to the ceilings and to two adjacent walls in the playing and dining rooms. Thereafter, basic and activity sound measures were repeated and the questionnaire was also repeated six months later. The acoustical treatment reduced the sound pressure levels by 2 to 6 dB in the playing rooms and by 0 to 3 dB in the dining rooms. The reverberation time was reduced by 20% to 50%. After the treatment the perceived noise disturbance level decreased slightly but not significantly and the proportion of the staff who often or very often planned the daily activities to reduce the noise level had decreased from about 39% to 25%. Similarly, the percentage that often or very often had a need for silence after work had decreased from 42% to 37%. (author abstract)
Reports & Papers
Fertility, female labor supply, and family policy
The present paper develops an overlapping generations general equilibrium model for Germany in order to study the impact of public policy on household labor supply and fertility decisions. Starting from a benchmark equilibrium which reflects the current German family policy regime we introduce various reforms of the tax and child benefit system and quantify the consequences for birth rates and female labor supply. Our simulations indicate three central results: First, higher transfers to families (either direct, in-kind or via family splitting) may increase birth rates significantly, but they may come at the cost of lower female employment. Second, the introduction of individual taxation (instead of joint taxation of couples) would increase female employment but might further reduce current birth rates in Germany. Third, it is possible to increase birth rates and female employment rates simultaneously if the government invests in child care facilities for children of all ages. (author abstract)
Other
Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers' reading-related skills
Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool children. Participants included 204 preschool children (M age = 56 months, 50.9% female, 79.8% European American). Behavioral rating scales were completed by teachers, and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy were completed by the preschoolers. Across measures, inattention was a unique correlate of emergent literacy skills, whereas hyperactivity/impulsivity was not. Both rating scales and the CPT indices of inattention were uniquely associated with emergent literacy skills. These results suggest that these measures are assessing different manifestations of inattention that are both unique correlates of early reading skills. (author abstract)
Reports & Papers
The Australian first-time grandparents study: Time spent with the grandchild and its predictors
Aim: This paper presents data on the amount of contact a large cohort of first-time Australian grandparents have with their grandchild, and the amount of child care they provide. It compares these with grandparents' expectations and desired levels.
Method: Prospective grandparents were assessed on multiple measures before the birth of their grandchild, and at 6, 12, 24 and 36 months thereafter.
Results: At the 12-month assessment, grandmothers had approximately 15 hours per week contact, and provided approximately 7.5 hours per week of child care. The corresponding figures for grandfathers were 9.5 hours and 5 hours respectively. Approximately 10% of grandparents reported no contact with their grandchild, and 30-40% reported undertaking no child care. Almost half the grandparents desired more contact than they were actually getting.
Conclusion: Accurate quantification of contact and care is a prerequisite for investigation of the impact of the transition to grandparenthood on health and well-being. (author abstract)
Reports & Papers
Young children's musical explorations: The potential of using Learning Stories for recording, planning and assessing musical experiences in a preschool setting
This article focuses on the early childhood years and describes research that has examined children's music experiences in formal care and education settings in Melbourne, Australia. This research uses a contextual view of children and their learning and is based on an assumption that learning is social, involves engagement with others and is appropriated by children as protagonists in their own learning and development. The children's experiences have been recorded using Learning Stories. These have become an increasingly popular method of recording and analyzing children's activities for both practitioners and researchers. Learning Stories are a sociocultural analytic tool that emphasize children's dispositions for engaging in relationships with the social and physical context. The concept is derived from Bruner's notion of story to record and interpret children's emerging narratives about their learning. The authors have investigated the use of Learning Stories as a way of sharing children's explorations of music with early childhood educators in a setting where there was little evidence of musical activity and staff felt they lacked expertise and confidence in this area of practice. (author abstract)
Reports & Papers
The role of executive functions in numerical magnitude skills
Executive functions (EF) are closely related to math performance. Little is known, however, about the role of EF in numerical magnitude skills (NS), although these skills are widely acknowledged to be important precursors of math learning. The current study focuses on the different roles of updating, shifting, and inhibition in NS. EF and NS were assessed in 47 five-year old children. Furthermore, 21 children were presented with six training sessions aimed at improving NS. Both pre-test and improvement scores were used to investigate the role of EF in NS. Bayesian analyses show that updating is a more important predictor of individual differences in NS than shifting and inhibition. Moreover, children with better updating skills showed more improvement in number line estimation after the training. It is argued that NS rely on the processing of multiple sources of information and, therefore, may be dependent on updating skills. (author abstract)
Reports & Papers
Effects of a multifocused prevention program on preschool children's competencies and behavior problems
This study was designed to assess the effectiveness of a multifocused (child-, teacher- and parent-focused) prevention program for Romanian preschoolers, targeting social-emotional competence development, as well as reduction of behavior problems. Fourteen classrooms were randomly assigned to the intervention and control conditions. Subsequent hierarchical linear analyses indicated that intervention-group children performed better on experimental tasks measuring emotion knowledge and social problem-solving strategies, and received higher assessments by their teachers and parents on measures of social-emotional competencies and externalizing problems. These results indicate that a prevention program combining intervention strategies for both high- and low-risk children is effective across a wide range of adaptive and maladaptive behaviors. Moreover, a short four-session parent group training employed to attract parent participation elicited an acceptable overall attendance rate (54%), indicating the sustainability of parent intervention in the context of community-based interventions. (author abstract)
Reports & Papers
The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage
A review of evidence on the use of information and communication technologies (ICT) in the early years was commissioned by the British Educational Communications and Technology Agency. Views of practitioners, parents and children were obtained and practitioner ICT audits completed. Most young children grow up in media-rich digital environments in which they actively engage. Family members and practitioners are positive and actively promote use of ICT through ongoing socio-cultural practices. There appears to be a gap between children's access to and use of ICT at home and in early years settings, and between state-maintained and non-maintained sectors. Training implications are marked. Cost of purchase, maintenance and replacement of age-appropriate digital technology remains a challenge and the development of active pedagogy to maximize benefits of technological advances must generate imaginative solutions. (author abstract)
Reports & Papers
Home Visit Observation Form
Instruments
