Expelled from Childcare: Suspension and Expulsion Practices in One State’s Community Childcare Centers

Abstract Background The Republic of Korea has the highest incidence rate of tuberculosis (TB) among members of the OECD, reported as 78.8/100,000 population in 2016. In response, a state-run intensive contact investigation for TB is being conducted. More effective TB control requires an epidemiologic emphasis on the diagnosis and treatment of latent TB infections in children and adolescents, compared with other age groups. Here we present an analysis of data from the childcare center and school contact investigation by the Korea Centers for Disease Control and Prevention (CDC) in 2013–2015. Methods Data collected from index patients included age, sex, occupation, disease status, results of AFB smear/culture, and chest x-ray. Data collected from contacts included age, sex, results of serial tuberculin skin test (TST), and chest x-ray. Congregate settings included childcare centers, kindergartens, elementary and secondary schools, and age groups were stratified as follows: 0–4 years, 5–12 years, and 13–18 years. TSTs were considered positive if induration ≥10 mm on the first test (TST1) or demonstrated an increase ≥6 mm over the induration of TST1 on repeat testing after 8 weeks (TST2). Results Of the 197,801 subjects with data collected, 173,998 were eligible and included in our analysis. TST1 results were available for 159,346 (91.6%) and when results were positive, induration was 10–14 mm in 7.6% and ≥15 mm in 1.5%. TST2 results were available for 119,797 (82.7%) of the 144,904 with negative TST1, and conversion rate was 9.0%. Altogether considering TST1 and TST2, 17.3% contacts had latent TB infections. Positive rates of TST significantly decreased with age: 20.3% in 0–4 years, 18.8% in 5–12 years, 17.1% in 13–18 years. Conclusion In this 3-year school-setting contact investigation, 17.3% contacts were diagnosed with latent TB infection, as demonstrated by TST reactions. Positive rates of TST significantly but mildly decreased with age. Disclosures All authors: No reported disclosures.

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Implementation Adherence and Perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy: A Process Evaluation

Health Education & Behavior ◽

10.1177/1090198121996285 ◽

2021 ◽

pp. 109019812199628

Author(s):

Monika Szpunar ◽

Andrew M. Johnson ◽

Molly Driediger ◽

Shauna M. Burke ◽

Jennifer D. Irwin ◽

...

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Sedentary Time ◽

Controlled Trial ◽

Early Childhood Educators ◽

Policy Document ◽

Childcare Centers ◽

Policy Interventions ◽

Cluster Randomized ◽

Verbal Prompts

The Childcare PhysicaL ActivitY (PLAY) policy was an evidence-informed, eight-item institutional-level policy document targeting children’s physical activity, outdoor play, and sedentary time. Nine childcare centers in London, Ontario, participated in this cluster, randomized controlled trial. Early Childhood Educators allocated to the experimental group, from five childcare centers in London, Ontario, implemented the policy for young children (18 months to 4 years) for 8 weeks and documented adherence to each policy item (i.e., dose) in daily logs. Program evaluation surveys ( n = 21) and interviews ( n = 10) were completed postintervention to assess Early Childhood Educators’ perspectives of feasibility, context, enjoyment, communication between researchers and childcare staff, and likelihood of future implementation. Descriptive statistics were calculated, and thematic analysis was conducted. Adherence to policy items ranged from 16.5% (for delivery of shorter, more frequent outdoor periods) to 85.9% (for delivery of unstructured/child-directed play). Participants reported effective communication between the research team and childcare centers (0 = not at all effective to 5 = very effective; M = 4.20; SD = 0.83) but noted that they were unlikely to continue the implementation of more frequent outdoor periods (0 = not at all likely to 5 = extremely likely; M = 2.19; SD = 1.21). Interview themes included weather as a prominent barrier and the use of verbal prompts as a solution for implementing the policy. As this was a small and short-term intervention, this pilot study offers important insight on larger scale policy interventions aimed at increasing physical activity and minimizing sedentary time among children enrolled in childcare.

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Out-of-School Suspension and Expulsion

PEDIATRICS ◽

10.1542/peds.112.5.1206 ◽

2003 ◽

Vol 112 (5) ◽

pp. 1206-1209 ◽

Cited By ~ 69

Author(s):

Keyword(s):

School Suspension ◽

Out Of School ◽

Suspension And Expulsion

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Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers

Child & Youth Care Forum ◽

10.1007/s10566-021-09599-0 ◽

2021 ◽

Author(s):

Benjamin L. Bayly ◽

Karen L. Bierman ◽

Linda Jacobson

Keyword(s):

Neighborhood Characteristics ◽

Childcare Centers ◽

Preschool Quality ◽

Teacher Center

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An Action Research on Early Identification and customized parenting Support for Young Children at Risk in Childcare Centers

Journal of Special Education ◽

10.31863/jse.2021.02.37.1.227 ◽

2021 ◽

Vol 37 (1) ◽

pp. 227-264

Author(s):

Seung Hyeun Kim ◽

Byoung IN Lee

Keyword(s):

At Risk ◽

Action Research ◽

Young Children ◽

Early Identification ◽

Children At Risk ◽

Childcare Centers ◽

Parenting Support

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Teachers’ Conversational Style and Children’s Language Development in German Childcare Centers: A Culture-Sensitive Intervention

Journal of Cross-Cultural Psychology ◽

10.1177/0022022118812174 ◽

2018 ◽

Vol 50 (2) ◽

pp. 164-184 ◽

Cited By ~ 2

Author(s):

Lisa Schröder ◽

Anna Dintsioudi ◽

Marit Kristine List ◽

Heidi Keller

Keyword(s):

Language Development ◽

Intervention Group ◽

Control Group ◽

Childcare Centers ◽

Language Programs ◽

Age Related ◽

Limited Effectiveness ◽

Conversational Style ◽

Psychological Autonomy ◽

Instructional Language

Instructional language programs in German childcare centers have shown limited effectiveness. Two reasons may be that (a) the training is unconnected with everyday situations in which children typically acquire language and (b) the programs adopt a cultural model of psychological autonomy, a model that may be inconsistent with some children’s background. In the present study, we implemented an everyday-based language intervention in four German childcare centers. In a prepost design, teachers ( N = 37, M = 32.97 years) were first trained to adopt an elaborative, socially oriented style. Their language behavior, videotaped and analyzed during daily routines over 1 year, demonstrated significant changes (e.g., asking more open-ended questions, referring to social content and decontextualized content more often). Independent of their families’ cultural orientation. children’s ( N = 85, M = 3.42 years) language competencies significantly increased beyond age-related development norms. In comparison with a control group of children who visited childcare centers implementing instructional language programs, children of the intervention group performed significantly better in nonword repetition (an indicator of lexical knowledge) after 1 year. The results demonstrate that, in a brief intervention, teachers’ conversational style could be effectively changed toward promoting language development in a culture-sensitive way. Although the direct link to children’s language development remains to be proven, results indicate that children with different cultural backgrounds could profit from this everyday-based approach without using extra settings, materials, or instructions.

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Discipline Provisions of IDEA: Misguided Policy or Tacit Reform Initiatives?

Behavioral Disorders ◽

10.1177/019874290202700405 ◽

2002 ◽

Vol 27 (4) ◽

pp. 408-422 ◽

Cited By ~ 2

Author(s):

Susan Etscheidt

Keyword(s):

Problem Behavior ◽

Teacher Effectiveness ◽

Behavioral Disorders ◽

Educational Equity ◽

Systemic Reform ◽

Reform Initiatives ◽

Exclusionary Practices ◽

Disabilities Education Act ◽

Education Act ◽

Suspension And Expulsion

The author examines the controversy surrounding the discipline provisions of the 1997 Individuals with Disabilities Education Act (IDEA) and suggests that the provisions may serve to encourage systemic reform capable of dramatically impacting the educational and postschool careers of students with emotional or behavioral disorders. The IDEA discipline provisions may assist in curbing traditional exclusionary practices and in developing alternatives to suspension and expulsion. Thus, they may fortify a pedagogically sound and efficacious approach to addressing problem behavior, enhance teacher effectiveness, and improve the schools’ accountability for all students. Such reform is capable of reconciling the competing goals of educational equity and excellence.

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