Research, policy, and practice in early childhood literacy

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.

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

Contemporary Issues in Early Childhood ◽

10.1177/1463949118772573 ◽

2018 ◽

Vol 20 (3) ◽

pp. 265-281 ◽

Cited By ~ 3

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.

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The Research, Policy and Practice Triangle in Early Childhood Education and Care

Early Childhood Studies: An Introduction to the Study of Children's Lives and Children's Worlds ◽

10.4135/9781473922310.n17 ◽

2014 ◽

pp. 234-247

Author(s):

Verity Campbell-Barr

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Research Policy ◽

Policy And Practice ◽

Childhood Education ◽

Education And Care

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

The International Journal of Children s Rights ◽

10.1163/15718182-29010007 ◽

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.

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

Inclusion ◽

10.1352/2326-6988-8.3.222 ◽

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.

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Early Childhood Home Visiting

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.907 ◽

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.

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Language, Learning, and Disability in the Education of Young Bilingual Children

10.21832/castro1845 ◽

2021 ◽

Keyword(s):

Early Childhood ◽

Language Development ◽

Language Learning ◽

Children With Disabilities ◽

Research Policy ◽

Current Knowledge ◽

Learning Processes ◽

Bilingual Children ◽

Policy And Practice ◽

Critical Issues

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities.

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