Parenting Contributions to Latinx Children’s Development in the Early Years

2021 ◽  
Vol 696 (1) ◽  
pp. 158-178
Author(s):  
Natasha J. Cabrera ◽  
Angelica Alonso ◽  
Yu Chen
Keyword(s):  
Early Childhood ◽  
Early Years ◽  
Policy Recommendations ◽  
Positive Outcomes ◽  
Social Stressors ◽  
Demographic Groups ◽  
Demographic Heterogeneity ◽  
Strength Based ◽  
Family Level ◽  
The Individual

Despite comparatively high levels of poverty, Latinx parents, on average, provide their children with early home experiences that promote development at rates that at least equal that of other demographic groups. From a strength-based perspective, we describe the demographic heterogeneity among Latinx children during early childhood (zero to eight years), given that these years are critical for later development. We then discuss the individual- and family-level factors that promote positive outcomes in Latinx children despite the presence of economic and social stressors. We synthesize these findings to generate policy recommendations that support Latinx families and children by addressing their specific needs and building on the strengths they already possess.

scholarly journals HOW TO ACHIEVE QUALITY EARLY CHILDHOOD EDUCATION FOR ALL: GOAL 4 OF THE UNITED NATIONS SUSTAINABLE DEVELOPMENT

2019 ◽  
Vol 3 (1) ◽  
pp. 71 ◽  
Author(s):  
Ali Kemal Tekin
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
United Nations ◽  
Development Program ◽  
Early Years ◽  
Childhood Education ◽  
Time Period ◽  
The United Nations ◽  
The Individual

Obtaining a quality education is essential to creating sustainabledevelopment. The overarching Goal 4 of the United NationsSustainable Development Program (UNSDP) ensures that allgirls and boys complete free primary and secondary schoolingby 2030. However, the early years represent the most importantand vulnerable time period in the individual life-span and earlyeducation sets the fundamentals of achieving the overarchinggoal of SDG4. It is regarded as the golden time for ensuringstrong foundations for life chances. Early Childhood Education(ECE) supports children’s survival, growth, development andlearning, including health, nutrition and hygiene, and cognitive,social, physical and emotional development D from birth toeight years old in formal, informal and non formal settings.Therefore, the United Nations (UN) set a sub goal underthis notion exclusively for the early childhood education; By2030, ensure that all girls and boys have access to quality earlychildhood development, care and preprimary education so thatthey are ready for primary education (SDG 4.2). Following theUnited Nations’ notions, The dedicated member countries planactions to achieve the necessities of the Goal 4 by 2030. Theseactions generally fall under eight categories: (1) Access andequity, (2) ECE governance, (3) Curriculum and pedagogy, (4)Teacher training, (5) Nutrition, (6) Family-School-Communitypartnerships, (7) Standards for learning environment, (8) Useof technology and digital materials. The presenter will provideinformation about these domains of improvement in order tomeet the United Nations Sustainable Development Goal (SDG)4.2.

Emotional–behavioral resilience among children of first-time mothers with and without depression across the early childhood period

2017 ◽  
Vol 42 (2) ◽  
pp. 214-224 ◽  
Author(s):  
Rebecca Giallo ◽  
Deirdre Gartland ◽  
Hannah Woolhouse ◽  
Fiona Mensah ◽  
Elizabeth Westrupp ◽  
...  
Keyword(s):  
Early Childhood ◽  
Depressive Symptoms ◽  
Maternal Depression ◽  
Tertiary Education ◽  
Early Years ◽  
Positive Outcomes ◽  
Factors Associated ◽  
Home Learning ◽  
First Time Mothers ◽  
First Time

The deleterious effects of maternal depression on child emotional and behavioral development are well documented, yet many children exposed to maternal depression experience positive outcomes. The aim of this study was to identify psychosocial factors associated with the emotional–behavioral resilience of four-year-old children of first-time mothers experiencing depressive symptoms across the early childhood period. Data were from 1085 mother–child dyads in the Maternal Health Study collected prospectively at five time-points from pregnancy to child age four. Longitudinal trajectories of maternal depressive symptoms were identified, and children were regarded as resilient or competent if they scored in the normal range on the Total Difficulties subscale of the Strengths and Difficulties Questionnaire. We found that 22% of women had a pattern of moderate to high depressive symptoms, and within this group 78% of their children were identified as resilient. Maternal tertiary education and maternal involvement in home learning activities were unique predictors of children’s resilience. Higher maternal age at the time of pregnancy and financial security were factors associated with positive outcomes for all children. The findings highlight the importance of policy and intervention efforts to strengthen the quality of maternal–child interactions and the home learning environment to promote the emotional and behavioral functioning of children whose mothers are experiencing mental health difficulties in the early years of parenting.

Development and destruction of the liberal prison system in Spain: a general framework for studying the topic

2019 ◽  
Vol 5 (10) ◽  
pp. 424
Author(s):  
Luis Gargallo Vaamonde
Keyword(s):  
Civil War ◽  
20Th Century ◽  
General Framework ◽  
Belief System ◽  
Prison System ◽  
Early Years ◽  
Second Republic ◽  
Social Harmony ◽  
The Government ◽  
The Individual

During the Restoration and the Second Republic, up until the outbreak of the Civil War, the prison system that was developed in Spain had a markedly liberal character. This system had begun to acquire robustness and institutional credibility from the first dec- ade of the 20th Century onwards, reaching a peak in the early years of the government of the Second Republic. This process resulted in the establishment of a penitentiary sys- tem based on the widespread and predominant values of liberalism. That liberal belief system espoused the defence of social harmony, property and the individual, and penal practices were constructed on the basis of those principles. Subsequently, the Civil War and the accompanying militarist culture altered the prison system, transforming it into an instrument at the service of the conflict, thereby wiping out the liberal agenda that had been nurtured since the mid-19th Century.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

scholarly journals Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

2021 ◽  
Vol 41 (1) ◽  
pp. 18-30
Author(s):  
Xigrid T. Soto-Boykin ◽  
Anne L. Larson ◽  
Arnold Olszewski ◽  
Veena Velury ◽  
Anna Feldberg
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Early Childhood Special Education ◽  
Children And Families ◽  
Research And Practice ◽  
Strength Based ◽  
Multiple Languages ◽  
Linguistic Backgrounds ◽  
Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia

2021 ◽  
pp. 183693912110185
Author(s):  
Caroline Cohrssen
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Quality Standard ◽  
Early Years ◽  
National Guidelines ◽  
Form And Function ◽  
Learning Framework ◽  
National Quality ◽  
Planning Cycle ◽  
Standard Quality

An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.

scholarly journals Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education

2021 ◽  
Vol 18 (4) ◽  
pp. 2007
Author(s):  
Verónica Schiariti ◽  
Rune J. Simeonsson ◽  
Karen Hall
Keyword(s):  
Early Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Early Years ◽  
Early Child Development ◽  
Developmental Potential ◽  
Developmental Functioning ◽  
Global Cycles ◽  
Global Initiatives

In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.

scholarly journals Geographic and demographic heterogeneity of SARS-CoV-2 diagnostic testing in Illinois, USA, March to December 2020

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tobias M. Holden ◽  
Reese A. K. Richardson ◽  
Philip Arevalo ◽  
Wayne A. Duffus ◽  
Manuela Runge ◽  
...  
Keyword(s):  
Diagnostic Testing ◽  
Case Fatality ◽  
The United States ◽  
Test Volume ◽  
Demographic Groups ◽  
Demographic Heterogeneity ◽  
Large Expansion ◽  
Matched Case ◽  
Geographic Regions ◽  
Hispanic White

Abstract Background Availability of SARS-CoV-2 testing in the United States (U.S.) has fluctuated through the course of the COVID-19 pandemic, including in the U.S. state of Illinois. Despite substantial ramp-up in test volume, access to SARS-CoV-2 testing remains limited, heterogeneous, and insufficient to control spread. Methods We compared SARS-CoV-2 testing rates across geographic regions, over time, and by demographic characteristics (i.e., age and racial/ethnic groups) in Illinois during March through December 2020. We compared age-matched case fatality ratios and infection fatality ratios through time to estimate the fraction of SARS-CoV-2 infections that have been detected through diagnostic testing. Results By the end of 2020, initial geographic differences in testing rates had closed substantially. Case fatality ratios were higher in non-Hispanic Black and Hispanic/Latino populations in Illinois relative to non-Hispanic White populations, suggesting that tests were insufficient to accurately capture the true burden of COVID-19 disease in the minority populations during the initial epidemic wave. While testing disparities decreased during 2020, Hispanic/Latino populations consistently remained the least tested at 1.87 tests per 1000 population per day compared with 2.58 and 2.87 for non-Hispanic Black and non-Hispanic White populations, respectively, at the end of 2020. Despite a large expansion in testing since the beginning of the first wave of the epidemic, we estimated that over half (50–80%) of all SARS-CoV-2 infections were not detected by diagnostic testing and continued to evade surveillance. Conclusions Systematic methods for identifying relatively under-tested geographic regions and demographic groups may enable policymakers to regularly monitor and evaluate the shifting landscape of diagnostic testing, allowing officials to prioritize allocation of testing resources to reduce disparities in COVID-19 burden and eventually reduce SARS-CoV-2 transmission.

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