Young Children and Digital Technology: Australian Early Childhood Education and Care Sector Adults’ Perspectives

2018 ◽  
Vol 43 (2) ◽  
pp. 14-22 ◽  
Author(s):  
Juliana Zabatiero ◽  
Leon Straker ◽  
Ana Mantilla ◽  
Susan Edwards ◽  
Susan Danby
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Digital Technology ◽  
Online Survey ◽  
Cross Sectional ◽  
Learning And Teaching ◽  
Childhood Education ◽  
Use Of Technology ◽  
Education And Care

THIS PAPER REPORTS ON the findings of a sector-wide survey conducted as part of a multi-component process in Early Childhood Australia's development of a national Statement on young children and digital technology for those working within early childhood education and care (ECEC) settings. The survey sought broad comment and feedback from the Australian ECEC sector regarding adult perspectives on young children and digital technology. The cross-sectional online survey included 12 Likert scale items and three open-ended questions. Five hundred and fifteen participants representing various roles, ages and locations completed the survey. Findings suggest the sector holds diverse and complex perspectives, including appreciation for the learning and teaching opportunities afforded via technology, and concerns for children's health and digital citizenship. Findings also highlight the need for evidence-based practices and sector-wide support in the pedagogical use of technology that enhances children's physical, emotional and social health and development.

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.

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 Movement Behaviors during COVID-19. A Survey among Children under Five Years of Latin American Origin or Descent from Chile, Mexico, and the US

2021 ◽  
Author(s):  
Alejandra Jauregui ◽  
Deborah Salvo ◽  
Nicolas Aguilar-Farias ◽  
Anthony Okely
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Latin American ◽  
Screen Time ◽  
Parental Education ◽  
Care Service ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care

Abstract Movement behaviors (physical activity, sedentary behavior (including screen time), and sleep) have been impacted by the COVID-19 pandemic. We aimed to report changes in and factors influencing movement behaviors during COVID-19 among Latin American/Latino children aged 1 to 5 years in Chile, Mexico, and the USA. We conducted a cross-sectional study between April and August 2020. Caregivers reported changes in movement behaviors and provided information about family and household characteristics. In total, 4,136 children (mean age [SD], 3.1 [1.4] years; 51% boys). The proportion of children who met the WHO Guidelines decreased significantly in all countries, with large declines in meeting the physical activity and screen time guidelines. Factors associated with changes were being an older child, unable to attend an early childhood education and care service, higher parental education levels, not having the opportunity to play with someone, and not having access to spaces to play. During COVID-19, Latino parents reported changes in physical activity, screen time, and sleep quality among their toddlers and preschoolers. The findings highlight the need to minimize disparities faced by families by providing access to early childhood education and care and safe places for children to play.

Language support competence and language proficiency of early years professionals in monolingual and bilingual settings: Similarities and differences

2018 ◽  
Vol 6 (2) ◽  
pp. 255-278
Author(s):  
Daniela Ofner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Proficiency ◽  
Cross Sectional Study ◽  
Early Years ◽  
Cross Sectional ◽  
Language Support ◽  
Childhood Education ◽  
Personnel Recruitment ◽  
Education And Care

AbstractEarly Childhood Education and Care (ECEC) professionals need specific knowledge and abilities to support children’s language development: language support competence (LSC). Research has shown varying levels of LSC of the personnel in early childhood education centers. However, only early childhood educators in monolingual institutions promoting the majority language were included in these studies. The growing interest in bilingual education in early childhood in many European countries raises the question whether ECEC professionals in bilingual institutions are better qualified for language-related tasks due to the evident focus on language and multilingualism. In a cross-sectional study, LSC and language proficiency of 115 ECEC professionals in monolingual and 24 ECEC professionals in bilingual early childhood education centers in Germany were assessed with standardized tests. Participants in bilingual institutions reached higher knowledge scores but did not differ from their colleagues in monolingual institutions in their abilities or language proficiency. Correlational and regression analyses revealed that LSC is related to several personal and professional background factors such as level of education or participation in professional development courses. The results are discussed with respect to language support practices in early childhood education and possible selection processes in personnel recruitment.

scholarly journals Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers

Nutrients ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 1984 ◽  
Author(s):  
Jeanette Rapson ◽  
Cathryn Conlon ◽  
Ajmol Ali
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Common Knowledge ◽  
Nutrition Knowledge ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
Nutrition And Physical Activity

Caregivers’ nutrition and physical activity knowledge is recognised as being important for children’s health and body size. Identifying knowledge gaps amongst caregivers may inform professional development and obesity-prevention strategies in childcare settings. This cross-sectional validated online questionnaire aimed to measure current early childhood education and care (ECEC) teachers’ nutrition knowledge for pre-schoolers (2–5-year-olds) and related perspectives. Teachers’ (n = 386) knowledge of nutrition was lacking: The overall score was 22.56 ± 2.83 (mean ± SD), or 61% correct. Increased years of experience significantly predicted an increase in knowing that national nutrition and physical activity guidelines exist (B = 0.02 [95% CI, 0.00–0.03], r2 = 0.13, p = 0.033). Teachers’ increased agreement in feeling they were confident talking about nutrition to parents significantly predicted an increase in overall nutrition knowledge scores (B = 0.34 [95% CI, 0.06–0.63], r2 = 0.15, p = 0.019). The belief that ECEC teachers play a vital role in promoting pre-schoolers’ healthy eating and physical activity was widespread. Common knowledge barriers included a lack of staff training, confidence, and resources. ECEC teachers may lack nutrition knowledge for pre-schoolers, particularly in regard to basic nutrition recommendations (servings, food/beverage choices, and portion sizes).

scholarly journals When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

2020 ◽  
Vol 45 (4) ◽  
pp. 336-347
Author(s):  
Hem Chand Dayal ◽  
Lavinia Tiko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Small Island ◽  
Research Approach ◽  
Childhood Education ◽  
Education And Care

In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their personal lives, but also about their professional lives as teachers. The findings also reveal how the two early childhood education and care centres innovate in delivering education in a time of severe crisis. Glimpses of success are visible in terms of making teaching and learning possible and meaningful even with very young children. These findings provide useful insights into teaching and learning during a pandemic.

Civic Action and Learning with a Community of Aboriginal Australian Young Children

2017 ◽  
Vol 42 (4) ◽  
pp. 87-96 ◽  
Author(s):  
Louise Gwenneth Phillips ◽  
Kerryn Moroney
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Cultural Values ◽  
Collective Responsibility ◽  
The United States ◽  
Civic Action ◽  
Civic Learning ◽  
Childhood Education ◽  
Education And Care

CIVICS AND CITIZENSHIP ARE increasingly used in early childhood education policy, but what citizenship and civic learning can be for young children is under-researched and lacking definition. Drawing from the Australian findings of the major study Civic action and learning with young children: Comparing approaches in Australia, New Zealand, and the United States, this article shares evidence of civic capacities that a community of young Aboriginal Australian children demonstrate in an early childhood education and care centre. Communitarian citizenship theory provides a framework for citizenship that is accessible for young children by focusing on families, communities and neighbourhoods. Cultural readings of illustrative examples on how young Aboriginal children express civic identity, collective responsibility, civic agency, civic deliberation and civic participation are discussed, highlighting how cultural values shape civic action. Links to state and national early childhood curricula are provided to guide others to further support civic learning in early childhood education.

scholarly journals Theatrical Scrawls. The Aesthetic Creations of Young Girls and Young Boys Scribble the Scene

2021 ◽  
Vol 19 (2) ◽  
pp. 169-177
Author(s):  
Flávio Santiago ◽  
Ana Lúcia Goulart de Faria
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching Methods ◽  
Aesthetic Movement ◽  
Childhood Education ◽  
The Arts ◽  
Education And Care ◽  
The Aesthetic ◽  
Ways Of Being

The paper discusses the purpose of early childhood theater, as a possibility to establish horizontal relationships between children and adults. The article thus explores the potential solutions offered by the aesthetic movement of the arts, in the creation of “theatrical scribbles” by tiny young children. In this paper, it is highlighted the training work carried out by the theater Company “La Baracca” together with Early Childhood Education and Care (ECEC) educators from Bologna, Italy. Much emphasis it is also given to how imaginative approaches through arts are proposed, thus shaping new ways of being an educator, without making use of formal teaching methods.

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