scholarly journals Politike roditeljskih dopusta, sustavi ranog i predškolskog odgoja i obrazovanja, rodne i društvene nejednakosti u postjugoslavenskim zemljama

2021 ◽  
Vol 28 (3) ◽  
pp. 415-428
Author(s):  
Ivana Dobrotić
Keyword(s):  
Early Childhood ◽  
Labor Market ◽  
Parental Leave ◽  
Matthew Effect ◽  
Parental Participation ◽  
Gender Inequalities ◽  
Childhood Education ◽  
Early Parenting ◽  
Parents And Children ◽  
Paid Parental Leave

Access is to well-paid parentsleave and affordable and quality early childhood and early childhood education (R & D) services in the early parenting phase, in order to create the preconditions for equal parental participation in labor market and care and enable equals opportunities for every child. In spite of, many parents and children do not have (adequate) access to these measures. Moreover, with gender inequalities in care and employment, studies growing indicate the so-called. the effect of St. Matthew (Matthew effect) in the use of parental leave and services of the RPOO, ie how disadvantaged familiesbenefit less from paid parental leave and RPOO services (Ghysels and van Lancker, 2011; Pavolini and van Lancker,2018; McKay et al., 2016)576 / 5.000 Rezultati prijevoda Such an outcome is primarily related to the design of parental leave policies and the RPOO system, as indicated by the analysis presented here within the InCARE project. The analysis highlights the multidimensional character and complexity of the system of parental leave and RPOO in post-Yugoslav countries. care and employment (more details in Dobrotić, 2019, 2021).

Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen

2019 ◽  
Vol 16 (3) ◽  
pp. 417-428
Author(s):  
Özgün Ünver ◽  
Ides Nicaise
Keyword(s):  
Early Childhood ◽  
Maternal Employment ◽  
Domain Specificity ◽  
Specific Context ◽  
Childhood Education ◽  
Parents And Children ◽  
Education And Care ◽  
The Relationship ◽  
The Town

This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

2021 ◽  
pp. 227-251
Author(s):  
Theresa J. Canada
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
University Campus ◽  
Childhood Education ◽  
Urban City ◽  
Parents And Children ◽  
Childhood Parenting ◽  
Early Childhood Center

This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.

scholarly journals Are there long-term benefits from early childhood education in low- and middle-income countries?

2018 ◽  
Vol 26 ◽  
pp. 122
Author(s):  
M. Najeeb Shafiq ◽  
Amanda Devercelli ◽  
Alexandria Valerio
Keyword(s):  
Early Childhood ◽  
Labor Market ◽  
Early Childhood Education ◽  
Educational Attainment ◽  
Labor Market Outcomes ◽  
Market Outcomes ◽  
Middle Income ◽  
Childhood Education ◽  
Middle Income Countries

We examine the relationship between participation in early childhood education (ECE) and various long-term outcomes: post-ECE educational attainment, the development of both cognitive and socioemotional skills, and labor market outcomes. The data are from the recent Skills Toward Employability and Productivity surveys of urban adults in 12 low- and middle-income countries. Using OLS regression and propensity score matching techniques, we find suggestive evidence of long-term benefits across countries, as well as mixed evidence within countries. Notably, we find positive and statistically significant associations between ECE participation and post-ECE educational attainment (a mean of 0.9 additional years across countries). We find relatively fewer cases of positive associations between ECE and long-term socioemotional outcomes. The evidence on ECE and labor market outcomes is varied, with positive associations for skill-use but weak associations with earnings. Such mixed results suggest that improvements in the quality of ECE programs are necessary for realizing the full range of long-term benefits. 

scholarly journals Reasons Given by ECEC Professionals for (Not) Being in Contact With Parents During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Fabian Hemmerich ◽  
Hande Erdem-Möbius ◽  
Lars Burghardt ◽  
Yvonne Anders
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Institutional Care ◽  
Nationwide Survey ◽  
Childhood Education ◽  
Parent Collaboration ◽  
Parents And Children ◽  
Education And Care ◽  
Family Based ◽  
Temporary Closure

In response to the COVID-19 pandemic, the German government took drastic measures and ordered the temporary closure of early childhood education and care services (apart from emergency care). Most pedagogical professionals in early childhood education and care (ECEC) settings were unable to provide institutional care for children during this period, and thus experienced difficulties fulfilling their legally mandated professional obligation to educate children. Building on the importance of professional–parent collaboration, this study investigates the reasons ECEC professionals gave for (not) being in contact with parents during the pandemic. The database comprises a nationwide survey conducted between April and May 2020 (n = 2,560 ECEC professionals). The results show that the vast majority of respondents were in contact with parents; their stated motives include providing informational or emotional support for parents and children, maintaining a relationship, or inquiring about family wellbeing. The explanations for not being in contact with parents include already existing contact with parents by another member of the ECEC staff, an employer-mandated contact ban, problems on the parents’ side, or personal reasons. We find some differences between managers in center-based childcare, pedagogical employes in center-based childcare, and professionals in family based childcare. Practical implications concerning professional–parent collaboration and the temporary closure of ECEC services are discussed.

Who benefits from social investment? The gendered effects of family and employment policies on cardiovascular disease in Europe

2019 ◽  
Vol 73 (3) ◽  
pp. 206-213 ◽  
Author(s):  
Katherine Ann Morris ◽  
Jason Beckfield ◽  
Clare Bambra
Keyword(s):  
Cardiovascular Disease ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Government Spending ◽  
Parental Leave ◽  
Mortality Rates ◽  
Social Investment ◽  
Investment Policies ◽  
Childhood Education ◽  
Cvd Mortality

BackgroundIn the context of fiscal austerity in many European welfare states, policy innovation often takes the form of ‘social investment’, a contested set of policies aimed at strengthening labour markets. Social investment policies include employment subsidies, skills training and job-finding services, early childhood education and childcare and parental leave. Given that such policies can influence gender equity in the labour market, we analysed the possible effects of such policies on gender health equity.MethodsUsing age-stratified and sex-stratified data from the Global Burden of Disease Study on cardiovascular disease (CVD) morbidity and mortality between 2005 and 2010, we estimated linear regression models of policy indicators on employment supports, childcare and parental leave with country fixed effects.FindingsWe found mixed effects of social investment for men versus women. Whereas government spending on early childhood education and childcare was associated with lower CVD mortality rates for both men and women equally, government spending on paid parental leave was more strongly associated with lower CVD mortality rates for women. Additionally, government spending on public employment services was associated with lower CVD mortality rates for men but was not significant for women, while government spending on employment training was associated with lower CVD mortality rates for women but was not significant for men.ConclusionsSocial investment policies were negatively associated with CVD mortality, but the ameliorative effects of specific policies were gendered. We discuss the implications of these results for the European social investment policy turn and for future research on gender health equity.

Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?

2016 ◽  
Vol 17 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Qilong Zhang
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
Emergent Literacy ◽  
National Curriculum ◽  
Childhood Education ◽  
Parents And Children ◽  
Te Whāriki

A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

HUMAN CAPITAL PRODUCTION WITH PARENTAL TIME INVESTMENT IN EARLY CHILDHOOD

2017 ◽  
Vol 23 (4) ◽  
pp. 1504-1527
Author(s):  
Xiaoyan Youderian
Keyword(s):  
Human Capital ◽  
Early Childhood ◽  
Government Spending ◽  
Parental Education ◽  
Parental Leave ◽  
Education Expenditure ◽  
Time Investment ◽  
Us Economy ◽  
Parental Time ◽  
Paid Parental Leave

This paper considers parental time investment in early childhood as an education input and investigates its relationships with other inputs in their contribution to human capital. I develop a 12-period overlapping generations model where human capital formation is a multistage process. The model is calibrated to the US economy so that the generated data matches patterns in parental education spending and child care time. The estimation results show that time input is complementary to education expenditure. I apply the model by implementing three early education policies. The first two involve more government spending and the third is paid parental leave. The policy experiments show that adopting paid parental leave is the most costly means of increasing human capital. An education subsidy is more effective than a direct increase in government spending at promoting human capital; however, its impact on earnings inequality and persistence is smaller.

scholarly journals The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers

2021 ◽  
Author(s):  
Janice H. Kim ◽  
Mesele Araya ◽  
Belay Hagos Hailu ◽  
Pauline M. Rose ◽  
Tassew Woldehanna
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Limited Attention ◽  
School Closures ◽  
Childhood Education ◽  
Parents And Children ◽  
Phone Survey ◽  
Using Data ◽  
Parents And Caregivers

AbstractRecent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early childhood education (ECE). To address this gap, we identify the extent to which parents and caregivers with pre-primary school-aged children were engaged in their children’s learning during school closures in Ethiopia. Our focus on Ethiopia is of particular relevance given that ECE provision has expanded dramatically in recent years, aimed at ensuring children are prepared for primary school. Using data collected through a phone survey with 480 parents and caregivers, the results revealed that learning disruption due to COVID-19 school closures is likely to be substantial and will probably widen existing inequalities further. Many poorer households and those where parents or caregivers are not literate, are less likely to have child-oriented learning resources, and home learning activities between parents and children in these households are limited. The study highlights that greater attention needs to be paid to mitigate the threats of COVID-19 on Ethiopia’s recent gains in ECE, to prevent the pandemic from further reinforcing inequalities between children from advantaged and disadvantaged households.

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