Prevention of violence, abuse and neglect in early childhood: a review of the literature on research, policy and practice

2014 ◽  
Vol 184 (9-10) ◽  
pp. 1295-1335 ◽  
Author(s):  
Roy Evans ◽  
Philip Garner ◽  
Alice S. Honig
Keyword(s):  
Early Childhood ◽  
Research Policy ◽  
Review Of The Literature ◽  
Policy And Practice ◽  
Prevention Of Violence ◽  
Abuse And Neglect

scholarly journals Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding

2019 ◽  
Vol 44 (3) ◽  
pp. 215-229
Author(s):  
Nadia Wilson-Ali ◽  
Caroline Barratt-Pugh ◽  
Marianne Knaus
Keyword(s):  
Early Childhood ◽  
Attachment Theory ◽  
Online Survey ◽  
Research Policy ◽  
Theory And Practice ◽  
Relationship Development ◽  
Multiple Perspectives ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Attachment Relationships

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships.

Towards a holistic conceptualisation of early childhood educators’ work-related well-being

2018 ◽  
Vol 20 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Tamara Cumming ◽  
Sandie Wong
Keyword(s):  
Early Childhood ◽  
Systems Theory ◽  
Empirical Research ◽  
Research Policy ◽  
Well Being ◽  
Ecological Systems ◽  
Early Childhood Educators ◽  
Policy And Practice ◽  
Work Related ◽  
Key Aspects

Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

African American Fathers: A Decade Review of the Literature

1997 ◽  
Vol 78 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Donna L. Cochran
Keyword(s):  
African American ◽  
Research Policy ◽  
Computer Search ◽  
Review Of The Literature ◽  
African American Fathers ◽  
Policy And Practice ◽  
Parental Experience ◽  
The Past ◽  
Made In

Research on African American fathers has changed dramatically during the past decade. The author seeks to understand the parental experience of African American fathers as they are portrayed in the literature. A computer search was conducted to identify articles on African American fathers published between 1986 and 1996. The author discusses theories used in research on African American fathers as well as limitations and gaps in the literature. Although significant changes have been made in the literature on African American fathers, more comprehensive research on the parenting experiences of these men is needed. Implications for research, policy, and practice are provided.

A Rights-Based Approach to Child Poverty Measurement and Child Rights Realisation in Zimbabwe

2021 ◽  
Vol 29 (1) ◽  
pp. 148-198
Author(s):  
Anthony Shuko Musiwa
Keyword(s):  
Early Childhood ◽  
Rural Areas ◽  
Early Childhood Development ◽  
Research Policy ◽  
Child Poverty ◽  
Secondary Data ◽  
Poverty Measurement ◽  
Childhood Development ◽  
Policy And Practice ◽  
Child Rights

Abstract Against the context of limited research in Zimbabwe on rights-focused child poverty research, policy and practice, this study employs the Bristol Approach to measure the extent and relationship with gender and location, respectively, of child poverty among children aged five years and below (N = 6418). Using Zimbabwe’s 2015 Demographic and Health Survey secondary data, 14 selected measures are tested for validity, reliability and additivity. Severe deprivation estimates are developed, showing the commonest deprivation forms as early childhood development (78 per cent), water (46 per cent), healthcare (44 per cent), sanitation (40 per cent), shelter (30 per cent) and nutrition (13 per cent). While boys and girls are similarly severely deprived, children in rural areas are the most severely deprived. While all deprivations are non-significantly correlated with gender, most are significantly correlated with location. Overall, the study highlights the extreme nature of child rights violations caused by poverty in Zimbabwe, and how rights-based child poverty measurement can better inform policy and practice responses.

Teachers' Experiences, Attitudes, and Perceptions Towards Early Inclusion in Urban Settings

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 222-240
Author(s):  
Sunyoung Kim ◽  
Elizabeth Cambray-Engstrom ◽  
Jing Wang ◽  
Veronica Y. Kang ◽  
Youn-Jeng Choi ◽  
...  
Keyword(s):  
Early Childhood ◽  
Special Education Teachers ◽  
Research Policy ◽  
Focus Group Interviews ◽  
Policy And Practice ◽  
Urban Settings ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Group Interviews ◽  
Method Approach

Abstract Given that inclusion benefits all children, it is important to understand why there are discrepancies in its implementation. Understanding teachers' views on inclusion may help identify ways to improve its implementation and prevent disparities. Although teachers' beliefs about inclusion have been widely explored, the beliefs and experiences of early childhood general and special education teachers in urban settings remain relatively understudied. This study explored early childhood educators' perceptions of inclusion in urban schools, using a mixed-method approach. The results from the qualitative focus group interviews (n = 13) reveal that most teachers have positive beliefs about inclusion and that there are specific benefits, challenges, and needs concerning early inclusion in urban settings. The analysis of the survey data (n = 36) shows differences in beliefs about inclusion among teachers of different ages and/or years of experience. Implications for research, policy, and practice are discussed.

Early Childhood Home Visiting

2014 ◽  
Author(s):  
Melissa Lim Brodowski ◽  
Jacqueline Counts ◽  
Aislinn Conrad-Hiebner
Keyword(s):  
Early Childhood ◽  
Home Visiting ◽  
Research Policy ◽  
Cost Benefit ◽  
Policy And Practice ◽  
Future Directions ◽  
Parents And Children ◽  
Childhood Home ◽  
Early Childhood Home Visiting ◽  
Relevant Cost

This chapter provides an overview of early-childhood home-visiting programs and offers a brief summary of the research, policy, and practice issues. The first section defines home visiting and the funding available to support it. The next section summarizes common characteristics of home-visiting programs and describes the features of several evidence-based home-visiting programs. The outcomes from home visiting for parents and children, including relevant cost-benefit studies, are briefly reviewed. The chapter concludes with implementation issues and future directions for home visiting.

Poverty in lesbian, gay, bisexual, transgender, queer, and two-spirit (LGBTQ2S+) populations in Canada: an intersectional review of the literature

2020 ◽  
Vol 28 (1) ◽  
pp. 21-54 ◽  
Author(s):  
Hannah Kia ◽  
Jenna MacKay ◽  
Lori E. Ross ◽  
Margaret Robinson
Keyword(s):  
Research Policy ◽  
Sexual And Gender Minorities ◽  
Review Of The Literature ◽  
Policy And Practice ◽  
Canadian Data ◽  
Gender Minorities ◽  
Indigenous Groups ◽  
Two Spirit ◽  
And Gender ◽  
Material Conditions

Despite the prominence of poverty in lesbian, gay, bisexual, transgender, queer, two-spirit, and other sexual and gender minorities (LGBTQ2S+) in Canada, studies that centre the material conditions of these groups as sites of inquiry remain scant. Accordingly, in this paper we present an intersectional narrative review of the limited Canadian literature on LGBTQ2S+ poverty. We examine 39 studies, published between 2000 and 2018, that report Canadian data on poverty in LGBTQ2S+ youth, older adults, racial minorities and Indigenous groups. We highlight intersectional differences reflected across these axes of social location, and consider research, policy and practice implications of our analysis.

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