International Journal of Child Care and Education Policy最新文献

{"title":"Quality and educator dispositions for indigenous families in the urban early learning and child care context: a scoping review","authors":"Chelsea Freeborn, Alvina Mardhani-Bayne, Cheyanne Soetaert","doi":"10.1186/s40723-023-00108-5","DOIUrl":"https://doi.org/10.1186/s40723-023-00108-5","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45978336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia","authors":"A. Guerrero, Marina Camargo-Abello","doi":"10.1186/s40723-023-00104-9","DOIUrl":"https://doi.org/10.1186/s40723-023-00104-9","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"1-24"},"PeriodicalIF":1.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44293192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: an observational study","authors":"J. Busch, Thimo Buchmüller, B. Leyendecker","doi":"10.1186/s40723-023-00105-8","DOIUrl":"https://doi.org/10.1186/s40723-023-00105-8","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"1-23"},"PeriodicalIF":1.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43833122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of snacks consumed by young children in child care and home settings","authors":"Amy Mireault, Linda Mann, Karen A. Blotnicky, M. Rossiter","doi":"10.1186/s40723-023-00106-7","DOIUrl":"https://doi.org/10.1186/s40723-023-00106-7","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"1-14"},"PeriodicalIF":1.9,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of Universal Teacher-Child Interaction Training on Hispanic teachers' sense of self-efficacy in early childhood education and care settings.","authors":"Alexandra Rivas,&nbsp;Angela Mooss,&nbsp;Christine Hughes Pontier,&nbsp;Jackie Romillo,&nbsp;Emma Muñoz","doi":"10.1186/s40723-023-00115-6","DOIUrl":"https://doi.org/10.1186/s40723-023-00115-6","url":null,"abstract":"<p><p>Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children's socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher-Child Interaction Training-Universal (TCIT-U) targets teachers' skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers' sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (<i>N</i> = 84) of ECEC programs across 13 unique sites serving 900 children ages 2-5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers' sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"12"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10098237/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9751834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global tracking of access and quality in early childhood care and education.","authors":"Abbie Raikes, Nirmala Rao, Hirokazu Yoshikawa, Caroline Cohrssen, Jere Behrman, Claudia Cappa, Amanda Devercelli, Florencia Lopez Boo, Dana McCoy, Linda Richter","doi":"10.1186/s40723-023-00116-5","DOIUrl":"10.1186/s40723-023-00116-5","url":null,"abstract":"<p><p>Investments in early childhood care and education (ECCE) have contributed to a growing demand for internationally comparable data. Yet data on access to quality ECCE are not routinely collected in many countries, leading to limited information on equitable access to ECCE, quality of provision, and the impact on learning and wellbeing outcomes. This paper outlines the current status of global measurement of access to quality ECCE and identifies issues with definitions, availability, and accuracy of ECCE data across countries and outlines paths forward. We argue that estimates of access to ECCE should be based on children's participation in quality ECCE across multiple program types, rather than enrollment or attendance alone, given the critical importance of dosage and participation for ensuring positive benefits from ECCE. Governments, international organizations, and researchers all have roles to play in setting standards to define and monitor ECCE, generating workable tools for measuring nationally, and globally investing in national monitoring systems and routine household surveys to obtain accurate estimates of access to quality ECCE.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"14"},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10151214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9437017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings.","authors":"Maria Hatzigianni, Tanya Stephenson, Linda J Harrison, Manjula Waniganayake, Philip Li, Lennie Barblett, Fay Hadley, Rebecca Andrews, Belinda Davis, Susan Irvine","doi":"10.1186/s40723-023-00107-6","DOIUrl":"10.1186/s40723-023-00107-6","url":null,"abstract":"<p><p>This national study explored the role of digital technologies in early childhood education and care settings and whether they could contribute to quality improvement as reported by educators and assessors of quality in Australia. In this paper, data from Stage 2 of the Quality Improvement Research Project were used, which comprised 60 Quality Improvement Plans from educators linked with 60 Assessment and Rating reports from the assessors who visited early childhood centres as part of the administration of the National Quality Standards by each of Australia's State and Territory jurisdictions. Bronfenbrenner's ecological systems theory ( Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619-647). American Psychological Association. 10.1037/10176-018; Bronfenbrenner & Ceci, Bronfenbrenner and Ceci, Psychological Review 101:568-586, 1994) was adopted to facilitate a systemic and dynamic view on the use of digital technologies in these 60 ECEC settings. References (e.g. comments/ suggestions/ examples) made by the educators about the implementation of digital technologies were counted and thematically analysed. Results revealed the strong role new technologies (e.g. documentation and management platforms, tablets, apps, etc.) play in the majority of ECEC settings and especially in relation to three of the seven Quality Areas: Educational programme and practice (Quality Area 1); Collaborative partnerships with families and communities (Quality Area 6) and Governance and leadership (Quality Area 7). Future directions for research are suggested and implications for embracing a more holistic, integrated and broad view on the use of digital technologies are discussed.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"5"},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9899662/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9275806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Regional and socioeconomic inequalities in access to pre-primary education in India: evidence from a recent household survey.","authors":"Pradeep Kumar Choudhury,&nbsp;Radhika Joshi,&nbsp;Amit Kumar","doi":"10.1186/s40723-023-00117-4","DOIUrl":"https://doi.org/10.1186/s40723-023-00117-4","url":null,"abstract":"<p><p>In India, the National Education Policy 2020 recommends ensuring universal access to high-quality early childhood care and education for children aged 3-6 years by 2030. Using the 75th round of National Statistical Office data (2017-2018), this paper analyses the regional and socioeconomic inequalities in access to pre-primary education. Also, we investigate the specific role of households' economic status and educational attainment in explaining these inequalities. We find considerable regional (rural/urban) and socioeconomic inequalities in access to pre-primary education in India, with girls and children belonging to historically disadvantaged social groups (scheduled castes and scheduled tribes) less likely to attend early childhood education, particularly in rural areas. We find that a substantial portion of the rural-urban gap in access to pre-primary education can be removed by controls for households' economic condition and household head's educational status. In addition, we find gender and socioeconomic inequalities in the household investment in early years education. These findings highlight the need to put policy efforts and commitments to reducing barriers to accessing pre-primary education for children in disadvantaged conditions in India.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"13"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10123015/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9745634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring impact of New Mexico prekindergarten on standardized test scores and high school graduation using propensity score matching.","authors":"Jon R Courtney,&nbsp;Janelle Taylor Garcia,&nbsp;Jacob Rowberry,&nbsp;Nathan Eckberg,&nbsp;Sarah M Dinces,&nbsp;Clayton S Lobaugh,&nbsp;Ryan T Tolman","doi":"10.1186/s40723-023-00112-9","DOIUrl":"https://doi.org/10.1186/s40723-023-00112-9","url":null,"abstract":"<p><p>The long-term impact of prekindergarten programs is an important consideration given the trend of dedicating more resources to these programs. However, long-term impact of prekindergarten programs is not well-understood and recent studies have shown preschool effectiveness can vary across states and programs. A state run prekindergarten program in New Mexico was examined using propensity score matching to minimize selection bias. The research revealed a number of long-term impacts corresponding with prekindergarten participation for the cohort including a 9.7 percentage point increase in high school graduation rates and improved reading and math proficiency at third, sixth, and eighth grades. Considerations for future research and challenges in implementing prekindergarten programs are discussed.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"9"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10024794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9244428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"<i>We're going on a virtual trip!</i>\": a switching-replications experiment of 360-degree videos as a physical field trip alternative in primary education.","authors":"Manuel B Garcia,&nbsp;Louis S Nadelson,&nbsp;Andy Yeh","doi":"10.1186/s40723-023-00110-x","DOIUrl":"https://doi.org/10.1186/s40723-023-00110-x","url":null,"abstract":"<p><p>Field trips are steadily declining due to limited funding, time constraints, safety concerns, and other logistical issues. Many schools are resorting to a virtual field trip (VFT), especially when education is disrupted due to public health concerns, natural disasters, or other unforeseen significant events. Virtual reality as a common form of VFT is likely not an option for many schools due to cost and other barriers. The purpose of our study was to explore the potential of going in a VFT using 360-degree (360°) videos as an alternative to a physical field trip in primary education. We recruited third-grade pupils (aged 8-9) from two private elementary schools to experience VFTs using 360° videos (360V) and regular videos (REGV). Using a switching-replications experimental design, we compared their content recall (assessment tests) and VFT experience (attitude, perceived usefulness, involvement, inquiry, video engagement, and virtual guide) across four-time points. Our results show that the increase in content recall scores of 360V groups after VFTs was consistently higher compared to REGV groups at all time points, although it was only significant in one quarter. We also found pupils' video engagement, involvement, and attitude as significant factors in their VFT experience. These results call attention to a possible implementation of VFTs and continue the long-standing tradition that has been acknowledged as a student-centered, interactive instructional method.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"17 1","pages":"4"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9875167/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10584919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}