Is educators’ years of experience in early childhood education and care settings associated with child outcomes? A systematic review and meta-analysis

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

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Nature-based early childhood education for child health, wellbeing and development: a mixed-methods systematic review protocol

Systematic Reviews ◽

10.1186/s13643-020-01489-1 ◽

2020 ◽

Vol 9 (1) ◽

Author(s):

Avril Johnstone ◽

Paul McCrorie ◽

Rita Cordovil ◽

Ingunn Fjørtoft ◽

Susanna Iivonen ◽

...

Keyword(s):

Systematic Review ◽

Early Childhood ◽

Early Childhood Education ◽

Child Health ◽

Emotional Health ◽

Meta Analysis ◽

Grey Literature ◽

Random Effect ◽

Random Effect Model ◽

Childhood Education

Abstract Background Several systematic reviews have reviewed the evidence relating to nature on aspects of children and adolescent’s health and wellbeing; however, none have looked at the associations or effectiveness of attending nature-based early childhood education (ECE). The main objective is to systematically review and synthesise the evidence to determine if nature-based ECE enhances children’s health, wellbeing and development. Methods We will search the following electronic databases (from inception onwards): MEDLINE, Scopus, PsycINFO, ERIC, SportDiscus, Australian Education Index, British Education Index, Child Development and Adolescent studies, and Applied Social Sciences Index and Abstracts. Grey literature will be identified searching dissertations and reports (e.g. Open Grey, Dissertations Theses Database [ProQuest], and Google Scholar). All types of studies (quantitative and qualitative) conducted in children (aged 2–7 years old) attending ECE who had not started education at primary or elementary school will be included. The exposure of interest will be nature-based ECE settings that integrate nature into their philosophy and/or curriculum and environment. The outcomes of interest will be all aspects of the child’s physical, cognitive, social and emotional health wellbeing and development. Two reviewers will independently screen full-text articles. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, a meta-analysis will be conducted using a random-effect model for studies similar in exposure and outcome. Where studies cannot be included in a meta-analysis, findings will be summarised based on the effect directions and a thematic analysis will be conducted for qualitative studies. Discussion This systematic review will capture the state of the current literature on nature-based ECE for child health, wellbeing and development. The results of this study will be of interest to multiple audiences (including researchers and policy makers). Results will be published in a peer-reviewed journal. Gaps for future research will be identified and discussed. Systematic review registration PROSPERO CRD42019152582

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Risk Burden, Participation in Early Childhood Education and Care, and Child Outcomes

Australasian Journal of Early Childhood ◽

10.23965/ajec.42.1.06 ◽

2017 ◽

Vol 42 (1) ◽

pp. 49-59 ◽

Cited By ~ 2

Author(s):

Nicholas Biddle ◽

Heather Crawford ◽

Robyn Seth-Purdie

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Universal Access ◽

Child Outcomes ◽

Baseline Risk ◽

Full Time ◽

Preschool Program ◽

Childhood Education ◽

Education And Care ◽

National Partnership

IN 2008, AUSTRALIAN COMMONWEALTH and state and territory governments signed a National Partnership Agreement on Early Childhood Education, committing to provide universal access to quality early childhood education in the year before full-time schooling. The agreement noted that early childhood is a critical development period and quality early childhood education programs particularly benefit children at risk of poorer outcomes. Using the Longitudinal Study of Australian Children, we show that for children aged four to five years in 2008, baseline risk factors were significantly associated with a range of poorer outcomes in the early school years and these associations were not offset by participation in a preschool program or attendance at day care without a preschool program. These results serve as a benchmark for the success of subsequent initiatives to provide children with universal access to quality preschool programs.

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