Early childhood education and care educators supporting parent-child relationships: a systematic literature review

2016 ◽  
Vol 37 (4) ◽  
pp. 400-422 ◽  
Author(s):  
Amanda O’Connor ◽  
Andrea Nolan ◽  
Heidi Bergmeier ◽  
Merrilyn Hooley ◽  
Craig Olsson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Childhood Education ◽  
Education And Care ◽  
Parent Child Relationships ◽  
Parent Child

scholarly journals Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

2020 ◽  
Vol 17 (3) ◽  
pp. 1049
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Aya Mousa ◽  
Heidi Bergmeier ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Social And Emotional Learning ◽  
Teaching Quality ◽  
Social Emotional ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed.

Ethnography and Bush Kinder Research: A Review of the Literature

2021 ◽  
pp. 183693912110112
Author(s):  
Christopher Speldewinde ◽  
Anna Kilderry ◽  
Coral Campbell
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Research Literature ◽  
Review Of The Literature ◽  
Teacher Pedagogy ◽  
Childhood Education ◽  
Education And Care ◽  
Forest Schools ◽  
Review Reports

Bush kindergarten programmes (known as bush kinders), where preschool children learn in, about and with nature, are proliferating in Australian early childhood education. This scoping review reports on, and analyses, the research literature pertaining to how ethnography has been applied to the bush kinder context. We included studies conducted in related contexts, such as forest schools, and other programmes that focus on nature pedagogy, as these contexts assist us to better understand bush kinders. The findings from our literature review illustrate and confirm that empirical research in bush kinder settings is in its early stages. Consequently, bush kinders present opportunities for piloting research methodologies. After a review of the research literature, it was found that ethnography as a research methodology is valuable to understand teacher pedagogy, young children’s learning, the implications of researcher positionality, the context and the place of bush kinders in early childhood education and care.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

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