The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis

There are two separate but related issues that have challenged advocates, researchers and practitioners in the field of early education and care work for decades : improving the quality of children’s programs and increasing the wages and benefits of the workers. The solution has been framed as a need for professionalizing the workforce – professional development training, higher education and enhanced skills. While seeking professional status is expected to improve the quality of childcare programs and worker compensation, the relationship between quality, compensation and professional development training has not been fully explored. Through in - depth interviews with 32 early childhood educators I explored the relationship between educational qualifications and experience , with teacher pay and condition s of employment. Although the majority saw their work as “valuable and meaningful” they did not intend to remain in early childhood education. They experienced poverty wages, few benefits, high work related expenses and job insecurity. Their narratives highlight a crisis in early childhood education that requires radical change within the profession of early education . To retain the most qualified and motivated early childhood educators , pay and working conditions must be improved. Obtaining professional status and credentials for early education and care workers is not enough . Substantial increases in wages and benefits must be central to this movement; anything less suggests exploitation not professionalization.

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Politics of care in the early years in Australia since the pandemic

Global Studies of Childhood ◽

10.1177/2043610620978509 ◽

2020 ◽

Vol 10 (4) ◽

pp. 395-400

Author(s):

Lisa Bryant

Keyword(s):

Early Education ◽

Early Years ◽

Human Society ◽

Early Education And Care ◽

The World ◽

Education And Care ◽

Care Systems ◽

Fault Lines ◽

The Government ◽

The Impact

Almost every part of human society have been impacted by COVID-19 and it has exposed our world’s economic and social fault lines. How each country cared for their youngest members rapidly became obvious as one of those fault lines. Many countries had inadequate early education and care systems that quickly started to buckle under the impact of lockdowns. What happened in Australia, although unique in the exact way it played out, was essentially replicated around the world. Education and care of our youngest citizens was realised to be essential, market based care systems began to crumble, the government poured more subsidies into the system, and educators and teachers watched as their roles were reduced in the public’s eye to childminders. Educators and teachers had to take on more work as they sought to engage with children at home, and sought to keep themselves safe. Eventually the government granted everybody that needed it, free ‘childcare’, a move that would see economists, feminists and families call for it to remain free once the country re-opened. The main opposition party has now joined that call and we may see a legacy of a re-imagined education and care system in Australia in the wake of the pandemic.

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QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Nauki o Wychowaniu Studia Interdyscyplinarne ◽

10.18778/2450-4491.05.13 ◽

2017 ◽

Vol 5 (2) ◽

pp. 190-198 ◽

Cited By ~ 2

Author(s):

Joana Cadima

Keyword(s):

Early Education ◽

Cross Cultural ◽

European Countries ◽

Structural Quality ◽

Activity Settings ◽

Early Education And Care ◽

Care Project ◽

Education And Care ◽

Oriented Approach

QualityMatters, an extension of a European Commission funded study, the CARE project, intends to examine whether the quality of teacher-child interactions varies as a function of particular classroom features (e.g., types of activities, content, and grouping), to answer the overarching question: how and under what conditions does quality in early education and care matter? Through a cross-cultural process-oriented approach, the researchers in QualityMatters will capitalize on the variation in the ECEC systems present in 4 European countries (Finland, Netherlands, Poland, Portugal) to examine the complex relations of teachers’ choices regarding the activity and teacher-child interactions. The project will examine the extent to which children’s classroom interactions with teachers vary across activity settings, while taking into consideration country specifications regarding structural regulations. While much of the ECEC research has examined process and structural quality as separated constructs, QualityMatters will look at aspects at the intersection of process and structure, likely to be relevant for child development and learning.

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Exercise efficacy and prescription during treatment for pancreatic ductal adenocarcinoma: a systematic review

BMC Cancer ◽

10.1186/s12885-020-07733-0 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Dominic O’Connor ◽

Malcolm Brown ◽

Martin Eatock ◽

Richard C. Turkington ◽

Gillian Prue

Keyword(s):

Quality Of Life ◽

Systematic Review ◽

Pancreatic Cancer ◽

Adjuvant Therapy ◽

Physical Function ◽

Meta Analysis ◽

Ductal Adenocarcinoma ◽

Key Stakeholders ◽

The Impact

Abstract Background Surgical resection remains the only curative treatment for pancreatic cancer and is associated with significant post-operative morbidity and mortality. Patients eligible for surgery, increasingly receive neo-adjuvant therapy before surgery or adjuvant therapy afterward, inherently exposing them to toxicity. As such, optimizing physical function through exercise during treatment remains imperative to optimize quality of life either before surgery or during rehabilitation. However, current exercise efficacy and prescription in pancreatic cancer is unknown. Therefore, this study aims to summarise the published literature on exercise studies conducted in patients with pancreatic cancer undergoing treatment with a focus on determining the current prescription and progression patterns being used in this population. Methods A systematic review of four databases identified studies evaluating the effects of exercise on aerobic fitness, muscle strength, physical function, body composition, fatigue and quality of life in participants with pancreatic cancer undergoing treatment, published up to 24 July 2020. Two reviewers independently reviewed and appraised the methodological quality of each study. Results Twelve studies with a total of 300 participants were included. Heterogeneity of the literature prevented meta-analysis. Exercise was associated with improvements in outcomes; however, study quality was variable with the majority of studies receiving a weak rating. Conclusions High quality evidence regarding the efficacy and prescription of exercise in pancreatic cancer is lacking. Well-designed trials, which have received feedback and input from key stakeholders prior to implementation, are required to examine the impact of exercise in pancreatic cancer on key cancer related health outcomes.

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Early education and care in Jamaica: A grassroots effort

International Journal of Early Childhood ◽

10.1007/bf03174487 ◽

1997 ◽

Vol 29 (2) ◽

pp. 51-57 ◽

Cited By ~ 1

Author(s):

J. W. Morrison ◽

V. Milner

Keyword(s):

Early Education ◽

Early Education And Care ◽

Education And Care

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The impact on quality of life in patients with burning mouth syndrome: a systematic review and meta-analysis

Oral Surgery Oral Medicine Oral Pathology and Oral Radiology ◽

10.1016/j.oooo.2020.11.019 ◽

2020 ◽

Author(s):

Juliana Vianna Pereira ◽

Ana Gabriela Costa Normando ◽

Carla Isabelly Rodrigues-Fernandes ◽

César Rivera ◽

Alan Roger Santos-Silva ◽

...

Keyword(s):

Quality Of Life ◽

Systematic Review ◽

Meta Analysis ◽

Burning Mouth Syndrome ◽

Burning Mouth ◽

The Impact

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Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care

Policy Insights from the Behavioral and Brain Sciences ◽

10.1177/23727322211032258 ◽

2021 ◽

Vol 8 (2) ◽

pp. 200-207

Author(s):

Emily C. Hanno ◽

Stephanie M. Jones ◽

Nonie K. Lesaux

Keyword(s):

Quality Improvement ◽

Early Education ◽

Future Research ◽

Social And Emotional Development ◽

Healthy Development ◽

Social And Emotional ◽

Early Education And Care ◽

Education And Care ◽

Developmental Domains

Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.

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Early Education and Care: Beginnings

Journal of Education ◽

10.1177/002205749517700301 ◽

1995 ◽

Vol 177 (3) ◽

pp. 1-7 ◽

Cited By ~ 2

Author(s):

Judith A. Schickedanz

Keyword(s):

Early Childhood ◽

Early Education ◽

First Century ◽

Religious Leaders ◽

Early Childhood Programs ◽

Level Of Education ◽

Early Experiences ◽

Education Leaders ◽

Early Education And Care ◽

Education And Care

The importance of the earliest years of life has been recognized throughout history. Many philosophers and religious leaders have commented on the power of early experiences to affect the rest of a child's life. Early education leaders sometimes provided manuals and other materials to assist parents in educating their children at home, but schools for children under six are a very recent phenomenon. During the twentieth century, education for young children under six has become increasingly common, but this level of education is still not an integral part of most school systems. Perhaps the twenty-first century will see the development of seamless early childhood programs, preschool through third grade.

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Impact of eating disorders on paid or unpaid work participation and performance: a systematic review and meta-analysis protocol

Journal of Eating Disorders ◽

10.1186/s40337-021-00525-2 ◽

2022 ◽

Vol 10 (1) ◽

Author(s):

Fatima Safi ◽

Anna M. Aniserowicz ◽

Heather Colquhoun ◽

Jill Stier ◽

Behdin Nowrouzi-Kia

Keyword(s):

Systematic Review ◽

Eating Disorders ◽

Meta Analysis ◽

Experimental Studies ◽

Work Participation ◽

Unpaid Work ◽

Cochrane Library ◽

And Performance ◽

The Impact

Abstract Background Eating disorders (ED) can reduce quality of life by limiting participation and performance in social and occupational roles, including paid or unpaid work. The association between ED pathologies and work participation and performance must be well understood to strengthen vocational rehabilitation programmes and prevent occupational disruptions in the ED population. The aims of this study are: (1) to examine the degree of association between ED pathologies and work participation and performance in 15-year-olds and older; (2) to highlight the specific ED symptoms that are most correlated with changes in work performance and participation; (3) to compile the most common metrics and assessments used to measure work participation and performance with ED. Methods Medline, Embase, CINAHL, Web of Science, PsycINFO, and Cochrane Library will be searched for observational and experimental studies that meet the following criteria: (1) a clinical sample of typical or atypical ED; (2) paid or unpaid employment or training; (3) an association between ED pathologies and work participation or performance. Unpublished data will also be examined. Title and abstract, and full-text screening will be conducted in duplicate. Risk of bias and quality of evidence assessments will be completed. A random-effect meta-analysis will be performed. Discussion This synthesis can clarify knowledge and gaps around the impact of ED on work functioning, thereby allowing better evaluation, improvements and development of current workplace assessments, interventions, and policies. Trial registration The registration number for this systematic review on PROSPERO is CRD42021255055.

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