Welfare families' use of early childhood care and education programs, and implications for their children's development

1998 ◽  
Vol 13 (4) ◽  
pp. 535-563 ◽  
Author(s):  
Martha J. Zaslow ◽  
Erin Oldham ◽  
Kristin A. Moore ◽  
Ellen Magenheim
Keyword(s):  
Early Childhood ◽  
Education Programs ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Welfare Families ◽  
Children's Development ◽  
Children’S Development

Challenges in the provision of early childhood care and education services in rural areas of Botswana

2021 ◽  
Vol 9 (3) ◽  
pp. 753-761
Author(s):  
Christina Mwaipopo ◽  
Keyword(s):  
Early Childhood ◽  
Rural Areas ◽  
Relevant Information ◽  
Education Programs ◽  
Education Services ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The World ◽  
University Archives ◽  
The Way

Quality Early Childhood Care and Education programs are beneficial to children in numerous ways. Consequently, from time immemorial, various stakeholders not only in Botswana, but the world over, has embarked on various efforts to try to provide such services. However, several challenges in the provision of Early Childhood Care and Education services prevail in various countries. This paper explores such issues in the context of Botswana. It also maps the way forward in relation to addressing the challenges. Desktop research using existing sources such as newspapers, University archives, and published citations was used to gather relevant information for this paper.

Development of Quality Early Childhood Care and Education (QECCE) Scale: Factor Structural and Psychometric Properties

2019 ◽  
Vol 18 (11) ◽  
pp. 385-396
Author(s):  
Wong Kung-Teck ◽  
Jamilah Omar ◽  
Sopia Md Yassin ◽  
Mazlina Che Mustafa ◽  
Norazilawati Abdullah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Scale Factor ◽  
Early Childhood Care ◽  
Childhood Care

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

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