Mind-mindedness in infant child-care: Associations with early childhood practitioner sensitivity and stimulation

2012 ◽  
Vol 27 (2) ◽  
pp. 253-265 ◽  
Author(s):  
Sheila Degotardi ◽  
Naomi Sweller
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Infant Child Care

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

Early Childhood Education and Child Care in Arizona : Is Availability Alone Sufficient?

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Kathryn Chapman ◽  
◽  
Margarita Pivovarova ◽  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Value Of Information ◽  
Household Level ◽  
Childhood Education ◽  
Quality Rating ◽  
The Relationship ◽  
Do So

With many states increasingly adopting Quality Rating and Improvement Systems (QRIS) to rate their early childhood education (ECE) and child care programs, researchers question the use of these systems. Specifically, they are trying to understand the value of information provided by QRIS ratings and the implications QRIS ratings have on the quality of and access to ECE and child care programs for families. In this study, we attempt to understand the value of QRIS ratings when they are provided for families at the household level. To do so we take a close look at the relationship between availability of programs rated by the Quality Improvement and Rating System (QIRS) in Arizona and demographics of the communities they serve, and compare the utilization of the programs in communities with varying demographic compositions. While we find that more high-quality ECE and child care programs are available for children that are Hispanic, Black, and eligible for free and reduced-price lunch, we also find that families underutilized those programs. We argue that this underutilization might be due to a variety of barriers that the families are experiencing and believe that efforts should be directed to work with families and assist them in understanding their enrollment options.

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