scholarly journals Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability

2004 ◽  
Vol 75 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Susanna Loeb ◽  
Bruce Fuller ◽  
Sharon Lynn Kagan ◽  
Bidemi Carrol
Keyword(s):  
Child Care ◽  
Early Learning ◽  
Learning Effects ◽  
Poor Communities

scholarly journals Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability

10.3386/w9954 ◽  
2003 ◽  
Author(s):  
Susanna Loeb ◽  
Bruce Fuller ◽  
Sharon Lynn Kagan ◽  
Bidemi Carrol ◽  
Judith Carroll
Keyword(s):  
Child Care ◽  
Early Learning ◽  
Learning Effects ◽  
Poor Communities

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

Parentsʼ awareness of disaster plans in childrenʼs early learning settings

2018 ◽  
Vol 13 (2) ◽  
pp. 85-95
Author(s):  
Andrew Hashikawa, MD, MS ◽  
Megan Chang, MD ◽  
Alan Sielaff, MD ◽  
Stuart Bradin, DO ◽  
Dianne C. Singer, MPH ◽  
...  
Keyword(s):  
Child Care ◽  
Special Needs ◽  
Household Survey ◽  
Early Learning ◽  
Special Needs Children ◽  
Power Outage ◽  
Car Seats ◽  
Parental Awareness ◽  
Nationally Representative ◽  
Disaster Training

Objective: Children in early learning settings are vulnerable to site-specific emergencies because of physical and developmental limitations. We examined parents’ knowledge of disaster plans in their child’s early learning settings.Methods: In May 2015, we conducted a nationally representative online household survey, including parents of children ages 0-5 years in child care settings. Parents were asked about their center’s disaster plans and key components: evacuation, special needs children, and disaster supplies. Bivariate analyses and logistic regression were conducted to identify factors associated with parental awareness of disaster plans.Results: Overall, 1,413 of 2,550 parents responded (rate = 55 percent). Sample included 1,119 parents of children 0-5 years old, with 24 percent (n = 264) requiring child care. Parents’ reported knowledge of five types of disaster plans: evacuation (66 percent), power outage (63 percent), severe weather (62 percent), lock-down (57 percent), and delayed parent pick-up (57 percent). Only 21 percent reported if plans included all four key components of evacuation (child identification, parent identification, rapid communication, and extra car seats). One-third (36 percent) reported plans accommodating special needs children. Parents’ knowledge of disaster supplies varied: generator (31 percent), radio (42 percent), water (57 percent), food (60 percent), and first aid (82 percent). Parents attending any disaster training events (34 percent) were more likely to be aware of all five types of disaster plans compared with parents who had not attended.Conclusions: Many parents were unaware of disaster plans at their children’s early learning settings. Although few parents attended training events, such participation was associated with higher levels of parental awareness.

scholarly journals Impact of early learning and child care on the parents of children pre-school children: results of a rapid systematic review

The Lancet ◽  
2017 ◽  
Vol 390 ◽  
pp. S72
Author(s):  
Jan Pringle ◽  
Graeme Scobie ◽  
Julie Arnot ◽  
Lawrence Doi ◽  
John McAteer ◽  
...  
Keyword(s):  
Systematic Review ◽  
Child Care ◽  
School Children ◽  
Early Learning

scholarly journals Differences in Child Care Participation Between Immigrant and Nonimmigrant Families

2021 ◽  
pp. 46-58
Author(s):  
Mila Kingsbury ◽  
Leanne Findlay ◽  
Rubab Arim ◽  
Lan Wei
Keyword(s):  
Child Care ◽  
Positive Impact ◽  
Immigrant Families ◽  
Early Learning

This study used data from the Survey on Early Learning and Child Care Arrangements (SELCCA) and the Longitudinal Immigration Database (IMDB) to examine patterns of child care use among Canadian immigrant and nonimmigrant families. Overall, children from immigrant backgrounds were less likely to be in child care. When considering only those in child care, children from immigrant families were more likely to be in licensed care than those from nonimmigrant families. Parents of children with immigrant backgrounds indicated various reasons for not enrolling their child in child care. Ensuring access to child care may have a positive impact on immigrant families.

scholarly journals Encounters with Reggio Emilia: Relationships, Equality, and Citizenship in Our Early Learning Setting

2019 ◽  
pp. 13-23
Author(s):  
Valerie Trew ◽  
Kimberly Squires
Keyword(s):  
Child Care ◽  
School Context ◽  
Early Learning ◽  
Reggio Emilia ◽  
Laboratory School ◽  
Pedagogical Approach ◽  
Reggio Emilia Approach

In this paper, we discuss what it has meant for us to be inspired by Reggio Emilia’s pedagogical approach within our licensed child care and laboratory school context in Ontario, Canada. We focus on three aspects of the Reggio Emilia approach—relationships, equality, and citizenship—which we believe are interpretable across many different contexts. We speak about the importance of these aspects and offer narratives of how we have been inspired to reconceptualize our own relationships, use of language, and concept of citizenship to construct new aspirations in the early learning field.

What Guides Pre-K Programs?

2018 ◽  
Vol 120 (8) ◽  
pp. 1-36
Author(s):  
Elizabeth Graue ◽  
Sharon Ryan ◽  
Bethany Wilinski ◽  
Kaitlin Northey ◽  
Amato Nocera
Keyword(s):  
Child Care ◽  
Head Start ◽  
Child Outcomes ◽  
Early Learning ◽  
Local Context ◽  
Comparative Case Study ◽  
Learning Standards ◽  
Early Learning Standards ◽  
K 12 ◽  
Day Program

Background/Context Early childhood education joined the standards movement in 2002 with the Good Start, Grow Smart initiative, with advocates arguing that standards were a tool for creating more continuity and coherence in Pre-K systems. Critics posed concerns about a perceived poor fit between standards-based and developmentally appropriate practices, pointing to standardization and pressure from the K–12 system. With growth in public Pre-K programs guided by state early learning standards, we set out to understand what guides Pre-K programs. Setting We sampled two states with mature Pre-K programs: New Jersey (NJ), a targeted, highly regulated full-day program for 3- and 4-year-olds and Wisconsin (WI), a universal, local control half-day program for 4-year-olds. Both programs implement Pre-K programs in schools, Head Start, and child care classrooms. Purpose/Focus of Study The purpose of the project was to compare the role of standards in Pre-K programs in NJ and WI, analyzing standards conceptualization and enactment by district administrators and teachers. Research Design We designed a multi-state, comparative case study including interviews with state actors who identified rural, midsize, and urban districts for fieldwork, weekly observations of Pre-K classrooms in elementary schools, Head Start, and childcare centers and interviews with the teachers in these sites. Conclusions Policy and standards alone were not very good predictors of the Pre-K programs’ enacted practices. The logic of practice embedded in standards evolved through policy enactment in the local context, through the work of actors, like local child care advocates, the administrative designs of district leaders, and the policies of the adjacent K–12 system. The nonlinear implementation of early learning standards in this study shows the importance of looking beyond policy inputs and child outcomes and the need to include the administrative and instructional practices between if we are to understand how to best support young learners and their teachers.

scholarly journals An Anishinaabe Perspective on Children’s Language Learning to Inform “Seeing the Aboriginal Child”

2017 ◽  
Vol 19 (2) ◽  
pp. 4
Author(s):  
Sharla Peltier
Keyword(s):  
Child Care ◽  
Language Learning ◽  
Early Learning ◽  
Truth And Reconciliation Commission ◽  
Learning Needs ◽  
Knowledge Mobilization ◽  
Generative Process ◽  
Cultural Mismatch ◽  
Aboriginal Child ◽  
Professional Development Training

This paper critically examines attitudes and professional practices based on Western-European epistemologies that perpetuate the socio-cultural mismatch between many Aboriginal children’s home and school. In the spirit of the Calls to Action by Canada’s Truth and Reconciliation Commission, an Anishinaabe[1] collaborator on the NOW Play interdisciplinary collaborative research project advocates for social responsibility and cultural competency in research and educational praxis within the context of the early learning and child care environments of Aboriginal[2] children. Culturally sensitive approaches for “seeing the Aboriginal child” are illustrated for moving forward in supportive relationships to promote research and learning in early learning and child care settings. This paper underscores and illustrates the first priority for researchers and educators: to take the time in research and pedagogical encounters to really “see” the Aboriginal child through appreciation of the sociocultural, philosophical, and linguistic distinctiveness of Aboriginal families.Discovery of new knowledge in novel contexts and refinement of understandings with new insights, once consolidated are foundational to knowledge mobilization strategies that include professional development training. A generative process uncovers more effective strategies that honour Indigeneity[3] and meet Aboriginal children’s learning needs.[1] The term Anishinaabe refers Anishinaabemowin-speaking people and the group includes the Algonquin, Chippewa,Delaware,Mississauga, Odawa, and Ojibway and Potawatomi people of the Great Lakes Region.[2] The term Aboriginal is commonly used inCanada and is used in this paper to refer specifically to the Indigenous people inCanada (Helin, 2006). “Aboriginal” is the term used in the Canadian Constitution to refer to Indian, Inuit and Metis”.[3] According to the International Labour Organization of the United Nations, the concept of indigeneity refers to: tribal peoples whose social, cultural and economic conditions distinguish them from other sections of the national community and whose status is regulated wholly or partially by their own customs or traditions or by special laws or regulations, and to peoples who are regarded as Indigenous on account of their descent from the populations which inhabit the country at the time of conquest or colonisation. (Indigenous and Tribal Peoples Convention, 1989 (No. 169). Article. 1.

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