A Fact-finding Survey on Sex Education for Early Childhood in Day Care Centers

ABSTRACT Aim To assess the prevalence, distribution, and associated risk factors of severe early childhood caries (S-ECC) among 12- to 36-month-old children of district Sirmaur, Himachal Pradesh, India. Materials and methods The present study was conducted on a random sample of 510 children, both boys and girls, between 12 and 36 months of age randomly selected from various government-sponsored day-care centers, private day-care centers, and vaccination centers. Caries was recorded using World Health Organization criteria. Statistical analysis was done by using chi-square test and Mann–Whitney test. A two-sided p value was calculated for each statistical test. Multiple logistic regressions were done to calculate the risk of S-ECC from independent variables. Results In the present study, S-ECC was found in 21% of 510, 12 to 36 months old children of Sirmaur district, Himachal Pradesh. The S-ECC was found to be significantly higher in 25 to 36 months old children's age group and was 27.8% in them as compared with 8% in 12 to 24 months old children. Conclusion Providing anticipatory guidance and education to parents is essential for the promotion of optimal oral health of their children. There is a need for moving upstream to propose and implement policies and programs to improve the oral health of the very young, especially in a developing country like India, which lacks much data on S-ECC. How to cite this article Mangla RG, Kapur R, Dhindsa A, Madan M. Prevalence and associated Risk Factors of Severe Early Childhood Caries in 12- to 36-month-old Children of Sirmaur District, Himachal Pradesh, India. Int J Clin Pediatr Dent 2017;10(2):183-187.

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Ages & Stages Questionnaire–Brazil–2011

Global Pediatric Health ◽

10.1177/2333794x15610038 ◽

2015 ◽

Vol 2 ◽

pp. 2333794X1561003 ◽

Cited By ~ 1

Author(s):

Cristina M. T. Santana ◽

Alberto Filgueiras ◽

J. Landeira-Fernandez

Keyword(s):

Early Childhood ◽

Psychometric Properties ◽

Internal Consistency ◽

Day Care ◽

Early Childhood Development ◽

Childhood Development ◽

Social Domain ◽

Day Care Centers ◽

Future Studies ◽

Characteristics Method

Introduction. Professionals who assess early childhood development highly benefit from reliable development screening measures. The Ages & Stages Questionnaire was adapted Brazil in 2010 and named ASQ-BR. Modifications in some items were required to improve the instrument’s psychometric properties. The present study modified the ASQ-BR to verify if those changes increase its characteristics. Method. This study researched 67 522 children from 972 public day care centers and preschools. Changes in items were made considering Cronbach’s α and item-to-total correlations. Reliability, dimensionality, and item-to-total correlations were calculated. Results. Regarding dimensionality, 86.2% of the scales in ASQ-BR-2011 were unidimensional. Internal consistency showed improvement from 2010 to 2011: 53.8% of the scales increased the α statistics against 41.2% that decreased, and 5.0% remained the same. Finally, 65.2% of the modified items showed improvement. Conclusions. Overall, the instrument’s psychometrics improved from 2010 to 2011, especially in the personal/social domain. However, it still leaves room for improvement in future studies.

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Evaluation of the Ages and Stages Questionnaire-Brazil by Early Childhood professionals

Estudos de Psicologia (Campinas) ◽

10.1590/1982-02752016000200011 ◽

2016 ◽

Vol 33 (2) ◽

pp. 293-301 ◽

Cited By ~ 4

Author(s):

Ana Carolina Monnerat FIORAVANTI-BASTOS ◽

Alberto FILGUEIRAS ◽

Maria Lucia Seidl de MOURA

Keyword(s):

Early Childhood ◽

Internal Consistency ◽

Day Care ◽

Screening Tool ◽

Fine Motor ◽

Day Care Centers ◽

Ages And Stages Questionnaire ◽

Good Internal Consistency ◽

Developmental Domains ◽

Children Development

Child development assessment is important for the development of action plans for early childhood problem prevention. There are few instruments that are systematically used in day care centers. The Ages and Stages Questionnaire-Brazil, which consists of 18 questionnaires, was adapted and used in the public day care system of Rio de Janeiro. However, studies on the user's evaluation of this screening tool have not yet been conducted. A total of 28 childhood educators who work in 6 different day care centers participated in this study. They completed two different versions of the Ages and Stages Questionnaire-Brazil: a version to Assess Beliefs of Educators about children Development and another one about the Characteristics of this screening tool. The internal consistency for 504 questionnaires was calculated and compared to the original sample. Analysis of Variance was performed to identify differences between the importance given by educators to the five developmental domains assessed in the Ages and Stages Questionnaire: gross motor, fine motor, communication, problem solving, and personal-social. Results indicated good internal consistency and the need for changes in the questionnaire to ensure clarity and adequacy to day care centers.

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Quality Monitoring in Day Care Centers and Preschools: Discourses, Concepts and Experiences from German Early Childhood Education and Care

10.1007/978-3-030-73182-3_9 ◽

2021 ◽

pp. 163-180

Author(s):

Stefan Faas ◽

Sabrina Dahlheimer

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Day Care ◽

Quality Monitoring ◽

Day Care Centers ◽

Childhood Education ◽

Education And Care

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Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147633 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7633

Author(s):

Angelica Arace ◽

Laura Elvira Prino ◽

Donatella Scarzello

Keyword(s):

Early Childhood ◽

Day Care ◽

Infant Development ◽

Attachment Security ◽

Emotional Competence ◽

Peer Interactions ◽

Care Center ◽

Early Childhood Educators ◽

Emotional Wellbeing ◽

Day Care Centers

Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD = 11.02) took part in this study. The educators completed: CEESQ—Crèche Educator Emotional Style Questionnaire, Information Sources Questionnaire, two sub-scales of KIDI—Knowledge of Infant Development Inventory, QRS-F—Questionnaire on the Relationship between Services and Families, QPI—Questionnaire on Peer Interactions, and AQS—Attachment-Q-Sort. Results: Results showed that the educator’s coaching style has a relationship with attachment security and social skills and is positively correlated with the educators’ emotional self-efficacy and with the level of communication between day-care centers and families, while the correlation with knowledge of parenting is weak. Conclusions: These findings highlight the importance of enhancing not only educators’ knowledge about educative strategies, but above all their emotional competence to promote children adaptation to day-care centers.

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Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative approach

10.31124/advance.12981881.v1 ◽

2020 ◽

Author(s):

John Forkuor ◽

Belinda Lebene Ami Bamezor ◽

Theophilus Quaicoe ◽

Frances Dufie Azumah

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Day Care ◽

Tertiary Education ◽

Structured Interviews ◽

Day Care Centers ◽

Childhood Education ◽

Poor Households ◽

Feeding Program ◽

Definition Of

<p>In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semi-structured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills and leadership abilities were emphasized as some of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education. </p>

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Quebec Parents’Representationsof Social and Educational Intervention in Pre-school Education

Brock Education Journal ◽

10.26522/brocked.v15i2.75 ◽

2006 ◽

Vol 15 (2) ◽

Author(s):

François Larose ◽

Bernard Terrisse ◽

Johanne Bédard

Keyword(s):

Early Childhood ◽

Educational Intervention ◽

School Environment ◽

Day Care ◽

School Education ◽

Socioeconomically Disadvantaged ◽

Day Care Centers ◽

Childhood Education ◽

Official Policy ◽

Kindergarten Classroom

This article presents findings of a larger SHHRC-funded study (1998-2002) on competencies expected of and exhibited by educational and social professionals working with young children from socioeconomically disadvantaged environments. After describing the context of socioeducational interventions in early childhood education in Quebec, the authors present the duality and the potential complementarity of the values underlying this intervention by comparing the kindergarten classroom with day-care environments for children aged 4 and 5. Then, the authors present the findings of a survey based on a random sample of parents of young Quebecois children enrolled in or having attended day-care centers or kindergarten classrooms. The article highlights the differences in parents’ expectations according to the types of pre school environment and according to socioeconomic levels. These expectations are compared to the purposes of each environment as defined by their respective curriculum articulated in official policy. Finally, the issues resulting from the debate on the educational or non-educational nature of pre-school education are examined in light of the needs of society as reflected by Quebecois parents.

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