Addressing the Impact of COVID-19 on the Early Care and Education Sector

2022 ◽  
Author(s):  
Keyword(s):  
Early Care And Education ◽  
Education Sector ◽  
Early Care ◽  
The Impact

scholarly journals The Impact of Responsive Feeding Practice Training on Teacher Feeding Behaviors in Tribal Early Care and Education: The Food Resource Equity and Sustainability for Health (FRESH) Study

2019 ◽  
Vol 4 (Supplement_1) ◽  
pp. 23-32
Author(s):  
Kaysha Sleet ◽  
Susan B Sisson ◽  
Dipti A Dev ◽  
Charlotte Love ◽  
Mary B Williams ◽  
...  
Keyword(s):  
Native American ◽  
Eating Habits ◽  
Food Resource ◽  
Feeding Practices ◽  
Early Care And Education ◽  
Feeding Practice ◽  
Early Care ◽  
Total N ◽  
Healthy Eating Habits ◽  
The Impact

ABSTRACT Background Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma. Methods Nine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions: 1) a 1.5-h teacher-focused responsive feeding practice training (TEACHER; n = 4) and 2) TEACHER plus an additional 3-h training to implement a 15-wk classroom nutrition curriculum (TEACHER + CLASS; n = 5). Feeding practice observations were conducted during lunch at 1 table in 1 classroom for 2- to 5-y-olds at each program before and 1 mo after the intervention. The Mealtime Observation in Child Care (MOCC) organizes teacher behaviors into 8 subsections. Descriptive statistics and the Shapiro–Wilk test for normality were calculated. Paired t tests were calculated to determine change in each group. Results A mean ± SD of 5.2 ± 2.0 (total n = 47) children and 1.7 ± 0.5 (total n = 14) teachers/center were observed at baseline, and 5.6 ± 1.7 (total n = 50) children and 1.7 ± 0.7 teachers (total n = 14) were observed/center postintervention. Total MOCC scores (max possible = 10) improved for TEACHER (6.1 ± 0.9 compared with 7.5 ± 0.3, t = 4.12, P = 0.026) but not for TEACHER + CLASS (6.5 ± 0.8 compared with 6.4 ± 1.0, t = −0.11, P = 0.915). No other changes were observed. Conclusions Teacher intervention–only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950.

Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School

2018 ◽  
Vol 34 (2) ◽  
pp. 377-407 ◽  
Author(s):  
Clara G. Muschkin ◽  
Helen F. Ladd ◽  
Kenneth A. Dodge ◽  
Yu Bai
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Early Childhood ◽  
Reading Skills ◽  
Early Care And Education ◽  
Early Care ◽  
Education Programs ◽  
Childhood Experiences ◽  
The Impact

Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.

The status of early care and education in Wisconsin

2004 ◽  
Author(s):  
Jeannine Love ◽  
Erica Williams ◽  
Anne W. Mitchell
Keyword(s):  
Early Care And Education ◽  
Early Care ◽  
The Status

scholarly journals Digital Inclusion: Its Impact and Parents Perspective in Education Sector

2021 ◽  
pp. 097226292098839
Author(s):  
Amandeep Kaur
Keyword(s):  
Online Education ◽  
Paradigm Shift ◽  
Education Sector ◽  
Downward Trend ◽  
Digital Inclusion ◽  
New Name ◽  
The Impact

Novel COVID-19 has turned the whole world upside down. Each industry is showing a downward trend. At the same time, digitalization, which got its birth in 2015, got its growth and is having a paradigm shift. Experts have given it a new name ‘digital inclusion’. This article studies the impact of online education imparted to children during the pandemic period through various applications.

Sign in / Sign up

Export Citation Format

Share Document