scholarly journals Maternal education and early childhood education across affluent English-speaking countries

2021 ◽  
pp. 016502542199591
Author(s):  
Robert L. Crosnoe ◽  
Carol Anna Johnston ◽  
Shannon E. Cavanagh
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Attainment ◽  
Maternal Education ◽  
Relative Advantage ◽  
Data Sets ◽  
Childhood Education ◽  
Country Level ◽  
English Speaking ◽  
Nationally Representative

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).

scholarly journals Are there long-term benefits from early childhood education in low- and middle-income countries?

2018 ◽  
Vol 26 ◽  
pp. 122
Author(s):  
M. Najeeb Shafiq ◽  
Amanda Devercelli ◽  
Alexandria Valerio
Keyword(s):  
Early Childhood ◽  
Labor Market ◽  
Early Childhood Education ◽  
Educational Attainment ◽  
Labor Market Outcomes ◽  
Market Outcomes ◽  
Middle Income ◽  
Childhood Education ◽  
Middle Income Countries

We examine the relationship between participation in early childhood education (ECE) and various long-term outcomes: post-ECE educational attainment, the development of both cognitive and socioemotional skills, and labor market outcomes. The data are from the recent Skills Toward Employability and Productivity surveys of urban adults in 12 low- and middle-income countries. Using OLS regression and propensity score matching techniques, we find suggestive evidence of long-term benefits across countries, as well as mixed evidence within countries. Notably, we find positive and statistically significant associations between ECE participation and post-ECE educational attainment (a mean of 0.9 additional years across countries). We find relatively fewer cases of positive associations between ECE and long-term socioemotional outcomes. The evidence on ECE and labor market outcomes is varied, with positive associations for skill-use but weak associations with earnings. Such mixed results suggest that improvements in the quality of ECE programs are necessary for realizing the full range of long-term benefits. 

Early Childhood Education as an Evolving ‘Community of Practice’ or as Lived ‘Social Reproduction’: Researching the ‘taken-for-granted’

2003 ◽  
Vol 4 (1) ◽  
pp. 64-79 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Reproduction ◽  
Best Practice ◽  
Good Practice ◽  
Childhood Education ◽  
Perspective Drawing ◽  
English Speaking ◽  
Western View ◽  
Shed Light

Early childhood education within many English-speaking countries has evolved routines, practices, rituals, artefacts, symbols, conventions, stories and histories. In effect, practices have become traditions that have been named and reified, evolving a specialist discourse. What has become valued within the profession of early childhood education is essentially a Western view of childhood. Documents abound with statements on what is constituted as ‘good’ practice or ‘quality’ practice or even ‘best’ practice. But for whom is this practice best? This article examines early childhood education from a ‘communities of practice’ perspective, drawing upon the work of Goncu, Rogoff and Wenger to shed light on the levels of agency inherent in the profession.

scholarly journals Sensory-based food education in early childhood education and care, willingness to choose and eat fruit and vegetables, and the moderating role of maternal education and food neophobia

2018 ◽  
Vol 21 (13) ◽  
pp. 2443-2453 ◽  
Author(s):  
Kaisa Kähkönen ◽  
Anna Rönkä ◽  
Mika Hujo ◽  
Arja Lyytikäinen ◽  
Outi Nuutinen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Maternal Education ◽  
Cross Sectional Study ◽  
Education Level ◽  
Cross Sectional ◽  
Food Neophobia ◽  
Childhood Education ◽  
Food Education ◽  
Education And Care

AbstractObjectiveTo investigate the association between sensory-based food education implemented in early childhood education and care (ECEC) centres and children’s willingness to choose and eat vegetables, berries and fruit, and whether the mother’s education level and children’s food neophobia moderate the linkage.DesignThe cross-sectional study involved six ECEC centres that provide sensory-based food education and three reference centres. A snack buffet containing eleven different vegetables, berries and fruit was used to assess children’s willingness to choose and eat the food items. The children’s parents completed the Food Neophobia Scale questionnaire to assess their children’s food neophobia.SettingECEC centres that provide sensory-based food education and reference ECEC centres in Finland.SubjectsChildren aged 3–5 years in ECEC (n 130) and their parents.ResultsSensory-based food education was associated with children’s willingness to choose and eat vegetables, berries and fruit. This association was stronger among the children of mothers with a low education level. A high average level of neophobia in the child group reduced the children’s willingness to choose vegetables, berries and fruit. No similar tendency was observed in the group that had received sensory-based food education. Children’s individual food neophobia had a negative association with their willingness to choose and eat the vegetables, berries and fruit.ConclusionsChild-oriented sensory-based food education seems to provide a promising method for promoting children’s adoption of vegetables, berries and fruit in their diets. In future sensory food education research, more focus should be placed on the effects of the education at the group level.

Early Childhood Education and Later Educational Attainment and Socioeconomic Wellbeing Outcomes to Age 30

2018 ◽  
Vol 53 (2) ◽  
pp. 257-273 ◽  
Author(s):  
Geraldine F. H. McLeod ◽  
L. John Horwood ◽  
Joseph M. Boden ◽  
David M. Fergusson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Attainment ◽  
Childhood Education

scholarly journals Context Matters for Preschool Discipline: Effects of Distance Learning and Pandemic Fears

2021 ◽  
Author(s):  
Brita Bookser ◽  
Michael Ruiz ◽  
Ayomide Olu-Odumosu ◽  
Moonhawk Kim ◽  
Shoshana N Jarvis ◽  
...  
Keyword(s):  
Early Childhood ◽  
Distance Learning ◽  
Early Childhood Education ◽  
Black Boys ◽  
Exclusionary Discipline ◽  
Learning Context ◽  
Childhood Education ◽  
Nationally Representative

The COVID-19 pandemic transformed the context and delivery of early childhood education, yet little is known about its impact on exclusionary discipline (e.g., suspension, expulsion), which nationally representative evidence has shown disproportionately impacts Black boys. Using one experiment, we test how preschool providers respond to three hypothetical vignettes about a Black boy’s behaviors. Participants (N = 60) were randomly assigned to read vignettes set in either distance learning or in-person classroom contexts. Then, participants completed measures about discipline and COVID-19. Results indicated there was an interaction between context and the sequence of vignettes on providers’ troubled feelings and endorsements of discipline. Providers showed heightened troubled feelings and endorsements of discipline severity in the distance learning context, as compared to an in-person context, as vignettes progressed. Additionally, the more providers feared COVID-19, the more they felt troubled over the course of the vignettes across conditions. Practitioners can use this research to inform consultative interventions that mitigate discipline by directly addressing providers’ pandemic fears and classroom contexts.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Sign in / Sign up

Export Citation Format

Share Document