scholarly journals The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

AbstractThree to seven percent of preschoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2008, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyze bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model. In the adjusted analysis, preschoolers with special educational assistance had on average by 0.1 (0.03-0.16) standardized mean deviation weaker psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes. We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for preschoolers with developmental or behavior problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

scholarly journals The Effect of Special Educational Assistance In Early Childhood Education And Care On Psycho-Social Difficulties In Elementary School Children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

Abstract Background: Three to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. Methods: We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyse bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model.Results: In the adjusted analysis, pre-schoolers with special educational assistance had on average by 0.1 (0.04-0.16) standardised mean deviation fewer psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes.Conclusion: We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

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.

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

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