scholarly journals Strengthening the Quality of Preschool, Childcare, and Parenting

2020 ◽  
pp. 204-223
Author(s):  
Soo-Young Hong ◽  
Holly Hatton-Bowers ◽  
Lisa Knoche
Keyword(s):  
Early Childhood ◽  
Emotional Competence ◽  
Well Being ◽  
Early Childhood Educators ◽  
Early Care And Education ◽  
Positive Behavior ◽  
Collaborative Partnerships ◽  
Early Care ◽  
Preschool Childcare

Early childhood is a critical period during which children learn to regulate and manage emotions and behaviors, develop and maintain social relationships, and interact effectively with others. In this chapter, the authors describe research-based supports for young children’s emotional well-being and positive behavior, promising strategies and interventions used in early care and education settings, the well-being of early childhood educators that impacts children’s emotional competence, and the importance of engaging families in promoting children’s emotional well-being and positive behavior. This chapter uses a systemic lens and emphasizes the importance of collaborative partnerships between parents and early childhood educators in supporting young children’s emotional well-being and positive behavior.

Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy

2021 ◽  
Vol 8 (2) ◽  
pp. 119-126
Author(s):  
Caroline P. Martin ◽  
Jaclyn Russo ◽  
Hayley Goldenthal ◽  
Carmen Holley ◽  
Karen R. Gouze ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Childhood Trauma ◽  
Traumatic Events ◽  
Trauma Exposure ◽  
Well Being ◽  
Early Care And Education ◽  
Early Care ◽  
Potentially Traumatic Events ◽  
Early Childhood Trauma

Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.

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.

scholarly journals Effectiveness of early care and education center-based interventions for improving cardiovascular fitness in early childhood: A systematic review and meta-analysis

2019 ◽  
Vol 15 ◽  
pp. 100915
Author(s):  
Jacob Szeszulski ◽  
Elizabeth Lorenzo ◽  
Gabriel Q. Shaibi ◽  
Matthew P. Buman ◽  
Sonia Vega-López ◽  
...  
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Meta Analysis ◽  
Cardiovascular Fitness ◽  
Early Care And Education ◽  
Early Care

scholarly journals Occupational Well-Being in Beginning Early Childhood Educators of Hong Kong and the Prediction of Job-Related Factors: Variable-Centered and Person-Centered Approaches

2021 ◽  
Vol 12 ◽  
Author(s):  
Jian-Bin Li ◽  
An Yang ◽  
Rui Zhang ◽  
Tuen Yung Leung ◽  
Zhouxing Li
Keyword(s):  
Early Childhood ◽  
Regression Analysis ◽  
Hong Kong ◽  
Job Demands ◽  
Working Hours ◽  
Well Being ◽  
Early Childhood Educators ◽  
Job Resources ◽  
Spring Semester ◽  
Related Factors

The occupational well-being (OWB) of early childhood educators (ECEs) play a crucial role in their job performance, the development of a child, and the operation of early childhood education sectors. OWB of ECEs has been an increasing concern in recent years and this concern might be particularly salient for beginning ECEs given the multiple adaptive changes and challenges they encounter during the transition from training to teaching. However, research on the beginning ECEs’ OWB has been scarce. In this study, we employed both variable-centered and person-centered approaches to explore OWB and examined job demands and resources as predictors in 117 Hong Kong beginning ECEs (113 females, Mage = 21.71 years). They first reported job demands (i.e., class size, working hours, dealing with children with special education needs) and job resources (i.e., salary and job support) at the end of the first month of the fall semester upon working as in-service teachers. They then reported on four OWB variables (i.e., job satisfaction, work engagement, job stress, and job burnout) at the beginning of the spring semester. Results of the variable-centered analysis revealed that beginning ECEs reported medium or above-medium levels on the positive OWB indicators and medium or below-medium levels on the negative OWB indicators. Regression analysis found that despite some exceptions, job demands and job resources negatively (positively) and positively (negatively) predicted positive (negative) OWB indicators, respectively. Results of person-centered analysis suggested that the complex pattern of different OWB indicators could be categorized into two OWB profiles (medium well-being vs. relatively weak well-being – emotional exhaustion). Results of regression analysis showed that beginning ECEs with higher job demands were less likely, whereas those with more job resources were more likely, to be assigned to the medium well-being profile. These results inform which leverage points could be targeted to enhance a specific OWB indicator and identify who would be in dire need to enhance their OWB at the very beginning of their teaching career.

scholarly journals A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts

2020 ◽  
Vol 4 (2) ◽  
pp. 84-91
Author(s):  
Sevcan Hakyemez-Paul
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Parental Involvement ◽  
Well Being ◽  
Early Childhood Educators ◽  
Point Of View ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Factors Affecting ◽  
Social And Emotional

Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.

scholarly journals Influence of malocclusion on oral health-related quality of life in children: a seven-year cohort study

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Jocelito TONDOLO JUNIOR ◽  
Jessica Klöckner KNORST ◽  
Gabriele Rissotto MENEGAZZO ◽  
Bruno EMMANUELLI ◽  
Thiago Machado ARDENGHI
Keyword(s):  
Quality Of Life ◽  
Early Childhood ◽  
Cohort Study ◽  
Oral Health ◽  
Well Being ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

ABSTRACT Objective: To assess the influence of early childhood malocclusion on oral health-related quality of life (OHRQoL). Methods: 7-year cohort study involving 639 preschoolers (1 to 5 years) who had been evaluated initially with a survey conduced in 2010. Children completed the Brazilian version of the Child Perception Questionnaire (CPQ8-10) to assess OHRQoL during the follow-up period. Exploratory variables were collected at baseline, including the presence and severity of malocclusion (overjet and lip coverage). Socioeconomic characteristics, oral health behavior, and patterns of dental attendance were also investigated. A multilevel Poisson regression model was used to fit the association between malocclusion and OHRQoL. With this approach, incidence rate ratio (IRR) and 95% confidence intervals (95% CI) were calculated. Results: A total of 449 children were re-evaluated (follow-up rate, 70.3%). The prevalence of accentuated overjet and inadequate lip coverage was 13.5% and 11.9%, respectively. The mean (±SD) CPQ8-10 score was 10.57±10.32. The presence of inadequate lip coverage was associated with higher overall mean CPQ8-10 scores (IRR 1.51; 95% CI 1.29-1.77), and social well-being, emotional well-being, and functional limitation domains. Children with accentuated overjet (>3mm) also demonstrated higher overall scores on the CPQ8-10 than their normal counterparts. The presence of this condition also influenced the oral symptom (IRR 1.29; 95% CI 1.08-1.53) and emotional well-being (IRR 1.30; 95% CI 1.02-1.66) domains. Conclusion: Results of the present study suggest that early childhood malocclusion is a risk factor for low OHRQoL in future.

scholarly journals Early childhood educators’ solidarity and struggles for recognition

2021 ◽  
pp. 183693912110501
Author(s):  
Gloria Quinones ◽  
Melissa Barnes ◽  
Emily Berger
Keyword(s):  
Early Childhood ◽  
Well Being ◽  
Analytical Framework ◽  
Early Childhood Educators ◽  
Personal Experiences ◽  
Education And Care ◽  
Societal Level ◽  
Emotional Demands ◽  
Struggle For Recognition ◽  
Depth Interviews

Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth’s (1995) as an analytical framework. The findings show ECEC educators’ struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.

scholarly journals Incomplete Early Childhood Immunization Series and Missing Fourth DTaP Immunizations; Missed Opportunities or Missed Visits?

2013 ◽  
Vol 2013 ◽  
pp. 1-4 ◽  
Author(s):  
Steve G. Robison
Keyword(s):  
Early Childhood ◽  
Early Care ◽  
Childhood Immunization ◽  
Missed Opportunities ◽  
Childhood Immunizations ◽  
The Us ◽  
Oregon Health Plan ◽  
Missed Visits ◽  
To Receive

The successful completion of early childhood immunizations is a proxy for overall quality of early care. Immunization statuses are usually assessed by up-to-date (UTD) rates covering combined series of different immunizations. However, series UTD rates often only bear on which single immunization is missing, rather than the success of all immunizations. In the US, most series UTD rates are limited by missing fourth DTaP-containing immunizations (diphtheria/tetanus/pertussis) due at 15 to 18 months of age. Missing 4th DTaP immunizations are associated either with a lack of visits at 15 to 18 months of age, or to visits without immunizations. Typical immunization data however cannot distinguish between these two reasons. This study compared immunization records from the Oregon ALERT IIS with medical encounter records for two-year olds in the Oregon Health Plan. Among those with 3 valid DTaPs by 9 months of age, 31.6% failed to receive a timely 4th DTaP; of those without a 4th DTaP, 42.1% did not have any provider visits from 15 through 18 months of age, while 57.9% had at least one provider visit. Those with a 4th DTaP averaged 2.45 encounters, while those with encounters but without 4th DTaPs averaged 2.23 encounters.

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