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Strategic report to the governor on the status of early childhood An overview of early childhood services in Nebraska related to parent education and family support, socioemotional development and mental health, early care and education, and medical and dental homes, with an examination of the system of public supports for early care and education in the state |
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Afterschool in action: Innovative afterschool programs supporting middle school youth A compendium of issue briefs on the role that after school programs can play in supporting middle school students through arts education, parental engagement, school improvement efforts, and digital media and technology |
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Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of FACES and EHSREP We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs. (author abstract) |
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Do preschool programs affect social disadvantage?: What social workers should know An overview of research on early care and education intervention program outcomes for those who are socially disadvantaged, and a discussion of the implications of the research for social work policy advocates and practitioners |
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Quality matters in early childhood education and care: Sweden 2013 A profile of policies in Sweden related to the design and implementation of curricula and standards in early childhood education and care, and a comparison of Sweden's policies to those of New Zealand, Norway, and Portugal |
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The morality of daycare An increasing number of parents are electing to use daycare to assist them with their parenting from infancy onward. Strikingly, there is scant discussion of whether or not such a practice is morally permissible. In this paper, I shall discuss three different arguments that I believe are implicitly thought to support the use of daycare. I shall argue that the current widespread use of daycare, particularly with respect to infant children, often involves arbitrarily subjugating the needs of children in favor of the desires of parents, and thus is often morally wrong. Finally, I consider a possible fourth argument; one that I believe stands a better chance of justifying the use of daycare, though in the final analysis I argue that it also fails to justify the current widespread use of daycare. (author abstract) |
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Quality matters in early childhood education and care: Norway 2013 A profile of policies in Norway related to the design and implementation of curricula and standards in early childhood education and care, and a comparison of Norway's policies to those of New Zealand and Sweden |
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Investing in a bright future for all of Colorado's kids: The importance of providing early childhood care and education to children in immigrant families An examination of the characteristics of children in immigrant families in Colorado and their participation in early childhood education programs |
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies A synthesis of: 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); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
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Case studies: Appendix II to the final report of the study Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion An examination of early childhood education and care policy developments in England from 1997 through 2010, and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
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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 |
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The new kindergarten A discussion of universal prekindergarten policy and differing political perspectives surrounding the issue, including commentary on the effects of prekindergarten for both disadvantaged and middle class children and families |
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Queering early childhood studies: Challenging the discourse of developmentally appropriate practice A discussion of approaches to early childhood training and practice in Ontario and their relationship to normative forms of gender identity and sexual orientation, and an argument for a more inclusive conceptualization of gender identity and sexual orientation as it relates to the concept of developmentally appropriate practice (DAP) and both early childhood training and practice |
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Why the evidence-based paradigm in early childhood education and care is anything but evident Praxeological research is a necessary contribution to the research field in early childhood education and care, which is currently dominated by an evidence-based paradigm that tends to consider the measurement of predefined outcomes as the most valid form of research. We analyse the history of the evidence-based paradigm in the field of medicine and psychology and address the emerging insights learnt, indicating that ?what works? is not always valid evidence. We ask critical questions about the alleged superiority of quasiexperimental designs, and suggest that the evidence-based paradigm may be fundamentally undemocratic. The analysis provides a rationale for the unique contribution of praxeological research to the early childhood field. An experiment with participative research on early childhood with five groups of parents in Flanders illustrates that praxeological research is both very complex and rather unpredictable. Yet, it also sheds some light on what democratic research may be about. (author abstract) |
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Sustaining ECEC quality through continuing professional development: Systemic approaches to practitioners' professionalisation in the Italian context A description and analysis of continuing professional development initiatives that have been implemented within municipal early childhood services in Italy, based on select data from documentary sources and interviews with local experts |
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Connecticut early care & education progress report, 2012 An overview of early care and education in Connecticut, including public spending on early care and education, children served by child care subsidies and other publicly-funded programs, the quality of care in publicly-funded settings, and the school readiness and elementary school outcomes of children from low income areas |
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Participation in early childhood education: Evidence booklet An overview of rates of enrollment and hours spent in early childhood education in New Zealand, in the country as a whole and by region |
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Tying early childhood education more closely to schooling: Promise, perils and practical problems Purpose/Objective: One specific framework for bringing ECE and schooling closer together is "prek-3rd." The broad goal of prek-3rd is to encapsulate formal learning experiences in the 3-8 years age period and create a distinct, coherent whole out of them. In this article, I use prek-3rd as a vehicle for exploring the implications of more closely linking ECE and schooling, focusing especially on philosophical and practical issues raised by this objective. I will examine the reasoning of proponents and raise questions about their assumptions. Research Design: Analytic essay. Conclusions/Recommendations: The example of prek-3rd suggests that there are many positive aspects to the idea of bringing ECE and early schooling closer together. These include an extended time frame for holding on to a developmental orientation; a complex view of the child, and sensitivity to individual differences; the longitudinal perspective on learning and mastery; the balance in attention to teaching and learning; and the broadened time frame for considering the transition to school. Yet, at least in the American context, it is not such a good idea to bring ECE and schooling closer together. Initiatives like prek-3rd will provide one more opening for downward pressures on early childhood providers. The schools (as a whole) have a history of failing to respect the integrity of other institutions that join them in efforts to better meet children's needs. Thus far, all that has been accomplished by tying ECE more closely to schools making ECE less early-childhood-like. The needs of schools are just too powerful and end up overwhelming the identity of institutional partners. Ultimately, the risk in binding ECE and schooling more closely together derives from a set of related cultural problems. The first can best be described as losing the present to the future--the very problem with school readiness as the central goal of ECE. The second problem is a misunderstanding of the processes at the heart of child development. Children are not raw human capital to be carefully developed through schooling to meet the demands of a globalized labor force. Americans urgently have to rethink how they wish to account for children, the virtues that are important to nurture, and the role of adult institutions in the process. There is a clear risk in extending the line that already connects schooling to global competitiveness down into early childhood, asking ECE to address not only the achievement gap but the global achievement gap as well. (author abstract) |
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Report to Congress on dual language learners in Head Start and Early Head Start programs: Appendix: Tables Supplemental tables from a study that examines: the characteristics of dual language learner Head Start and Early Head Start children and their families; the services they receive; the qualifications of staff that serve them; the languages that staff use to communicate with them; and dual language learner children's developmental progress, based on Head Start Program Information Report data, Head Start Family and Child Experiences Survey 2006 (FACES 2006) data, and Early Head Start Family and Child Experiences Survey (Baby FACES) data |
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Design and methods in the Early Head Start study An overview of the design, measures, and response rates of the Early Head Start Research and Evaluation Project, a study of the impact of Early Head Start on 3,001 randomly-assigned low income families |
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Complexities in managing the child care industry: An observation on challenges and potentials A discussion of challenges to the provision of child care that include the coexistence of public, private, and non-profit agencies in the child care industry, the operation of legal and non-legal services within the same market segment, the diversity of the work force and resulting instability, various governmental provisions such as grants and loans, and preferences of ethnic clientele, with an argument for a public-private partnership where financial and human resources are pooled together so that every family has equal access to quality child care |
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Conclusions and implications A summary and discussion of implications from a special issue of the Monographs of the Society for Research in Child Development focusing on the impacts of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for 3,001 randomly-assigned low income families |
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Higher education articulation agreements project: Deliverable 1: Review of higher education articulation agreements and stakeholder survey data An overview of issues related to the coordination of early childhood education degree programs at two- and four-year colleges in Texas |
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