scholarly journals Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 229
Author(s):  
Ruth Wallace ◽  
Karen Lombardi ◽  
Charlotte De Backer ◽  
Leesa Costello ◽  
Amanda Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Food Sharing ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Care Services ◽  
Education And Care ◽  
Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

Learning Environments About Colombian Legends as a Didactic Strategy

2021 ◽  
pp. 187-211
Author(s):  
Yulmis Isabel Rodríguez ◽  
Pedro Gil-Madrona ◽  
Luz Marina Méndez Hinojosa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Emotional Development ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Material Resources

This chapter presents a proposal for a didactic intervention in physical education for early childhood education in a learning environment created from the Colombian legends. The purpose is to contribute to the cognitive, motor, perceptual, social, and emotional development and a progress in the knowledge of their own culture. Throughout it, the objectives of the didactic proposal, the methodological strategies, the material resources, the clusters, the environments, as well as the evaluation will be exposed.

scholarly journals PENGARUH PENDIDIKAN ANAK USIA DINI TERHADAP PERKEMBANGAN KONDISI SOSIAL-EMOSI ANAK USIA PRASEKOLAH

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Asmarita Asmarita ◽  
Abdurrahman Hamid ◽  
Agnita Utami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Sampling Technique ◽  
P Value ◽  
Social And Emotional Development ◽  
Cross Sectional ◽  
Childhood Education ◽  
Social And Emotional ◽  
Value Of Children

The social and emotional development of young children is affected by many stimulating factors, and one of those factors is early childhood education. However, not all pre-school children have the opportunity to attend early childhood education. This study was aimed at comparing children’s social and emotional development of those who attend and do not attend early childhood education. This comparative study was carried out using a cross-sectional approach among 72 participants divided into 2 groups: 36 participants who attend early childhood education and 36 participants who do not attend early childhood education. Accidental sampling technique was applied to select samples, Non-parametric statistical test employed was the Mann Whitney test.  Comparison value of children attending and not attending early childhood education was P-value 0.000; the emotional comparison value was P-value 0.040. It means there were differences in social and emotional development between children who attend early childhood education and those who do not attend early childhood education. It can be concluded that early childhood education can help stimulate the development of children. Parents should pay more attention to their children’s social and emotional development, whereas if parents cannot be the medium to support children’s social and emotional development, they should engage their children to early childhood education.

scholarly journals Rola wczesnej edukacji i opieki w ograniczaniu skutków ubóstwa wśród dzieci

2017 ◽  
Vol 38 (3) ◽  
pp. 21-33
Author(s):  
Elżbieta Subocz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Negative Consequences ◽  
Social And Emotional Development ◽  
Criminal Proceedings ◽  
Childhood Education ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.

Parent Choice of Early Childhood Education and Care Services

2007 ◽  
Vol 32 (2) ◽  
pp. 51-57 ◽  
Author(s):  
Karen Noble
Keyword(s):  
Early Childhood ◽  
Grounded Theory ◽  
Social Context ◽  
Early Childhood Education ◽  
Knowledge Bases ◽  
Theory Analysis ◽  
Parent Choice ◽  
Childhood Education ◽  
Care Services ◽  
Education And Care

THIS PAPER REPORTS ON A STUDY designed to enhance knowledge and understanding of parent choice in relation to early childhood education and care (ECEC) services. It investigates the ways parents make their choices of early childhood services and examines and interprets the meanings they ascribe to those choices. An orthodox grounded theory analysis of interviews with parents was conducted to elicit the knowledge bases parents draw on as they make judgements about the early childhood services they access for their children. This investigation informs ECEC professionals about the variations in the ways parents make choices for their young children. Specifically, there is a strong sense of the influence of social context and existing beliefs and understandings. However, equally importantly, parent choice is also strongly influenced by more pragmatic concerns. Therefore, choice of ECEC service is both complex and pragmatic.

scholarly journals Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

2018 ◽  
Vol 1 (8) ◽  
pp. e185727 ◽  
Author(s):  
Claire Blewitt ◽  
Matthew Fuller-Tyszkiewicz ◽  
Andrea Nolan ◽  
Heidi Bergmeier ◽  
David Vicary ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

Trust, Empathy and Time: Relationship Building with Families Experiencing Vulnerability and Disadvantage in Early Childhood Education and Care Services

2017 ◽  
Vol 42 (4) ◽  
pp. 4-12 ◽  
Author(s):  
Wendy Roberts
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interpretative Phenomenological Analysis ◽  
Social Inclusion ◽  
Structured Interview ◽  
Relationship Building ◽  
Childhood Education ◽  
Care Services ◽  
Starting Point ◽  
Education And Care

THIS ARTICLE IDENTIFIES some key enablers and barriers in early childhood education and care (ECEC) environments in Australia encountered by early childhood educators and professionals (ECEPs) and by the children and their families experiencing vulnerability and disadvantage. Improving educational outcomes can change the cycle of disadvantage for children and their families. This research asks both the providers and users of services concurrently about what they think is important and effective. This qualitative case study used Interpretative Phenomenological Analysis (IPA) to analyse semi-structured interview data gathered from 30 families and their children and 33 qualified ECEPs. The research focused on the enablers and barriers around social inclusion, access, participation and engagement at the different levels of system, service, children and their families, and ECEPs. The study found that the participant groups shared an understanding that empathy, trust and time proved key to relationship building as a starting point in addressing some of the key barriers. Social inclusion, access, participation and engagement are key to early learning success in early childhood—a time integral to overall health, wellbeing and future role in society. This study has led to the development of a new model for engagement and relationship building.

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