scholarly journals Vaccination uptake among Australian early childhood education staff: assessing perceptions, behaviours and workplace practices

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Holly Seale ◽  
Stephanie Dwyer ◽  
Alamgir Kabir ◽  
Rajneesh Kaur
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy And Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Center Staff ◽  
Childhood Education ◽  
Staff Members ◽  
Education Centre ◽  
Mandatory Vaccination

Abstract Background Early Childhood Education Centre (ECEC) staff are strongly recommended to receive several immunizations including influenza and pertussis. However, evidence regarding the uptake is either old or lacking across all Australian States/Territories. This study aimed to explore the attitudes and barriers around ECEC staff vaccination and the immunisation policy/practices employed at their workplaces. Methods An online cross-sectional survey was undertaken of staff members (administrators and childcare center staff) in early 2017. We compared the individual’s knowledge, attitude and practices as well as the centre’s policy and practice variables between the vaccinated and unvaccinated respondents. A logistic model was used to identify the factors associated with uptake of the different vaccines. Results A total of 575 ECEC staff completed the survey. Sixty percent reported being aware of the recommendations about staff immunisation. While participants did acknowledge that they could spread diseases if unvaccinated (86%), 30% could not recall receiving a dTpa in the last 10 years. Private centres were less likely to provide free or onsite vaccination compared to other categories of centres. Less than half reported receiving any encouragement to get the influenza vaccine and only 33% reported that their centre provides onsite influenza vaccination. Regarding the introduction of mandatory policies, 69% stated that they would support a policy. Conclusion Employers should consider supporting methods to maximize vaccination of their employees including providing free onsite vaccination. Participants were open to idea of mandatory vaccination; however, this needs to be explored further to determine how vaccine costs and access issues could be resolved.

scholarly journals Perceptions of family involvement and cultural responsiveness in early childhood education

2021 ◽  
Author(s):  
Cathy Coulthard
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Involvement ◽  
Culturally Responsive ◽  
Survey Design ◽  
Family Members ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Childhood Education ◽  
Early Childhood Professionals

This study explores 30 early childhood professionals' and 31 family members' perceptions or practices associated with eliciting and fostering culturally responsive family involvement in the High/Scope approach to Early Childhood Education, and identified, research-based model of early childhood curricula. A non-experimental cross-sectional survey design was used to gather data in three different High/Scope programs related to the role of culture, the curriculum model, family involvement practices and the perceived differences of these practices by the early childhood professionals and the family members. The results suggest that both participant groups are aware of family involvement practices that strive to acknowledge the diverse contextual lives of children lending support to initiating culturally responsive practices in early childhood settings.

scholarly journals Perceptions of family involvement and cultural responsiveness in early childhood education

2021 ◽  
Author(s):  
Cathy Coulthard
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Involvement ◽  
Culturally Responsive ◽  
Survey Design ◽  
Family Members ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Childhood Education ◽  
Early Childhood Professionals

This study explores 30 early childhood professionals' and 31 family members' perceptions or practices associated with eliciting and fostering culturally responsive family involvement in the High/Scope approach to Early Childhood Education, and identified, research-based model of early childhood curricula. A non-experimental cross-sectional survey design was used to gather data in three different High/Scope programs related to the role of culture, the curriculum model, family involvement practices and the perceived differences of these practices by the early childhood professionals and the family members. The results suggest that both participant groups are aware of family involvement practices that strive to acknowledge the diverse contextual lives of children lending support to initiating culturally responsive practices in early childhood settings.

scholarly journals The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Healthy Eating ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
The Impact

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.

scholarly journals Music value and participation: An Australian case study of music provision and support in Early Childhood Education

2018 ◽  
Vol 40 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Margaret S. Barrett ◽  
Libby Maree Flynn ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Identity Development ◽  
Parenting Practices ◽  
Value Added ◽  
Childhood Education ◽  
Music Making ◽  
Education Centre ◽  
Australian Case

There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.

Food Allergy Readiness and Anaphylaxis Management in Early Childhood Education and Care in Western Australia

2018 ◽  
Vol 43 (4) ◽  
pp. 43-47 ◽  
Author(s):  
Karina Hammershaimb Jacobsen ◽  
Ros Sambell ◽  
Amanda Devine ◽  
Sandra Vale
Keyword(s):  
Early Childhood ◽  
Food Allergy ◽  
Early Childhood Education ◽  
Western Australia ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
Available Resources

WITH THE INCREASE IN prevalence of food allergy (FA) in young children, early childhood education and care (ECEC) providers are likely to have more enrolments of children who are at risk of anaphylaxis. This study examines the status of FA management in ECEC, and assesses the services’ current readiness to prevent and manage FA. A cross-sectional study comprising an online survey with multiple-choice and open-ended questions was conducted with 53 long day care services in Western Australia. Among the respondents, 83 per cent of services had at least one child enrolled with FA, 96 per cent had an FA policy, and 91 per cent required staff to undertake anaphylaxis training. A high level of self-reported confidence and skills were demonstrated; however, gaps were identified in risk-minimisation knowledge, use of adrenaline (epinephrine) autoinjectors and available resources. Extensive promotion of available resources will help improve compliance with anaphylaxis guidelines.

Deconstructing teacher quality in urban early childhood education

2018 ◽  
Vol 12 (1) ◽  
pp. 25-34
Author(s):  
Jemimah L. Young ◽  
Bettie Ray Butler ◽  
Inna N. Dolzhenko ◽  
Tameka N. Ardrey
Keyword(s):  
Early Childhood ◽  
African American ◽  
Early Childhood Education ◽  
Early Learning ◽  
Structural Quality ◽  
African American Children ◽  
Policy And Practice ◽  
Content Type ◽  
Childhood Education ◽  
American Children

Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children. Findings Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice. Originality/value Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.

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