Parents and Technology

2016 ◽  
pp. 63-93
Author(s):  
Sean W. Mulvenon ◽  
Sandra G. Bowman
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Early Childhood Development ◽  
Well Being ◽  
Childhood Development ◽  
The Internet ◽  
Resource Model ◽  
Health And Nutrition ◽  
Use Of Technology ◽  
Parents And Technology

The use of technology to improve the health and nutrition outcomes of children has been improving in recent years with many resources available online. Additionally, the expansion and continued growth of the Internet allows a method of access to information that transcends the traditional geographical obstacles in providing educational resources to parents in rural communities. A review of research and resources online to support parents with early childhood development is presented. A challenge identified in use of technology is the “silo” mentality of resources and the integration of education, health, nutrition, and social well-being information as a single resource for parents. Based on the research a comprehensive resource model is presented that integrates essential maturational and academic development for children. Additionally, the use for improved metrics and their development is provided.

Parents and Technology

2019 ◽  
pp. 610-641
Author(s):  
Sean W. Mulvenon ◽  
Sandra G. Bowman
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Early Childhood Development ◽  
Well Being ◽  
Childhood Development ◽  
The Internet ◽  
Resource Model ◽  
Health And Nutrition ◽  
Use Of Technology ◽  
Parents And Technology

The use of technology to improve the health and nutrition outcomes of children has been improving in recent years with many resources available online. Additionally, the expansion and continued growth of the Internet allows a method of access to information that transcends the traditional geographical obstacles in providing educational resources to parents in rural communities. A review of research and resources online to support parents with early childhood development is presented. A challenge identified in use of technology is the “silo” mentality of resources and the integration of education, health, nutrition, and social well-being information as a single resource for parents. Based on the research a comprehensive resource model is presented that integrates essential maturational and academic development for children. Additionally, the use for improved metrics and their development is provided.

scholarly journals Implementation of Blended Learning For Early Children in Kindergarten Bina Kebajikan

2021 ◽  
Vol 1 (8) ◽  
pp. 765-770
Author(s):  
Luli Andriany
Keyword(s):  
Early Childhood ◽  
Blended Learning ◽  
Early Childhood Development ◽  
Active Role ◽  
Childhood Development ◽  
Face To Face ◽  
Parental Assistance ◽  
Use Of Technology ◽  
Role Of Parents

The covid 19 pandemic that has hit the whole world has caused changes in various aspects of life, one of which is the world of education from the PAUD/TK, SD, SLTP, SLTA to tertiary levels must take online learning to break the chain of the spread of the covid 19 virus. This research uses the method qualitative (Classroom Action Research) which refers to observations and interviews. The learning carried out for early childhood uses the Blended-Learning method which is an approach using a mixed method between face-to-face and the use of technology for distance learning. Learning using blended-learning is suitable for the development of early childhood learning because teachers can directly interact or face-to-face through online media such as videocall, zoom, and google meet. Where this learning can also increase children's enthusiasm, school from home with parental assistance. The goal is that learning can run effectively and children can understand what the teacher is saying. The results showed that children can interact well, and are enthusiastic about doing activities that will be carried out the same as in schools in general, teachers can see the active role of students in activities, the active role of parents accompanying children at home during activities, teachers can assess directly how the role of the child during the activity, whether it is capable enough or still being helped. So that an assessment is achieved according to aspects of early childhood development.

scholarly journals MENCERDASKAN ANAK BANGSA MELALUI PENDEKATAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Zaenab ◽  
I Nyoman Sueca
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Communities ◽  
Rural Areas ◽  
Cognitive Theory ◽  
Early Childhood Development ◽  
Central Government ◽  
Childhood Development ◽  
Childhood Education ◽  
Early Childhood Learning

<p>Abstract<br />Government policy in a program with education care, and early childhood development (PAUD) as a concrete manifestation of the government’s commitment is in the document “National Program for Indonesian Children (PNBAI). The important value of early childhood (early childhood) period for the growth and development ofchildren in the future, is increasingly realized by parents. This growing awareness raises an escalation of interest for quality early childhood education that can meet their expectations. The intelligence that occurs in children, cognitive theory and psychoanalytic theory is very important in supporting children play a reference in determining the stage of child development in terms of cognitive, afktif, psikomotorik, language, and social emotional. Early childhood learning approach as the main arena in instilling knowledge of Indonesian children aged 4-5 years is done with various setrategi as a skill in mengartur appropriate learning, in order to achieve maximum results which is the hope of society. In some rural communities, many still do not take advantage of their early childhood education opportunities, many factors affect the economy, parents, and the distance to school. During this education from tingkan PAUD to kindergarten in rural areas almost mostly built by the party suwasta in the form of the foundation. This is something that needs to get the attention of the central government to the district level.<br /> <br />Keywords: To hatch the nation’s children<br />Abstrak<br />Kebijakan pemerintah dalam sebuah program dengan pengasuhan pendidikan, dan pengembangan anak usia dini (PAUD) sebagai wujud nyata komitmen pemerintah adalah yang temuat dalam dokumen berupa “Program Nasional Bagi Anak Indonesia (PNBAI). Nilai penting periode anak usia dini (PAUD) bagi pertumbuhan dan perkembangan anak dimasa yang akan datang, semakin disadari oleh orang tua. Kesadaran yang terus tumbuh tersebut menimbulkan eskalasi/pertambahan minat terhadap pendidikan anak usia dini yang berkualitas yang bisa memenuhi harapan mereka. Kecerdasan yang terjadi pada anak-anak, teori kognitif dan teori psikoanalitis sangat penting dalam menunjang main anak menjadi acuan dalam menentukan tahap perkembangan anak baik dari segi kognitif, afktif, fisikomotorik, bahasa, maupun sosial emosional. Pendekatan pembelajaran anak usia dini sebagai ajang utama dalam penanamkan pengetahuan terhadap anak Indonesia yang berumur 4-5 tahun dilakukan dengan berbagai setrategi sebagai sebuah ketrampilan dalam mengartur pembelajaran yang sesuai, agar mencapai hasil maksimal yang merupakan harapan masyarakat. Di beberapa masyarakat daerah pedesaan masih banyak belum memanfaatkan kesempatannya untuk membeikan pendidikan usia dini terhadap anak-anak mereka, hal ini banyak faktor yang mempengaruhi misalkan, ekonomi, kesibukan orang tua maupun jarak</p>

Early childhood service development and intersectoral collaboration in rural Australia

2010 ◽  
Vol 16 (1) ◽  
pp. 40 ◽  
Author(s):  
Susan Johns
Keyword(s):  
Social Capital ◽  
Early Childhood ◽  
Rural Communities ◽  
Environmental Factors ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Service Development ◽  
Intersectoral Collaboration ◽  
Health And Wellbeing ◽  
Early Childhood Health

There is a paucity of research into the development of intersectoral collaborations designed to support early childhood development in rural communities. Drawing on findings from a qualitative study conducted in three small rural communities in Tasmania, this paper will examine community-based intersectoral collaborations involving government and non-government organisations from the health and allied health, education and community service sectors. The paper analyses the process of developing intersectoral collaborations from the perspective of early childhood health and wellbeing. The specific focus is on collaborations that build family and community capacity. Findings indicate that three groups of factors operate interdependently to influence collaborations: social capital, leadership and environmental factors. Each community has different leadership sources, structures and processes, shaped by levels of community social capital, and by environmental factors such as policy and resources. Effective models of early childhood development require strong local and external leadership. Rural communities that are able to identify and harness the skills, knowledge and resources of internal and external leaders are well positioned to take greater ownership of their own health and wellbeing. The paper provides guidelines for developing and enhancing the capacity of rural communities at different stages of collaborative readiness.

scholarly journals Tablet Nuff but Life Still Rough: Technology for Early Childhood Sustainable Development in Jamaica

2017 ◽  
Vol 8 (1) ◽  
pp. 5-18
Author(s):  
Suzette Kelly-Williams ◽  
Ilene R. Berson ◽  
Michael J. Berson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Childhood Education ◽  
Technology Innovations ◽  
Use Of Technology ◽  
Development Agenda ◽  
Infant School ◽  
Teacher Professional

Abstract Early childhood education has a role to play in constructing a sustainable society. In particular, increasing global attention has focused on how early childhood may help alleviate poverty among children and their families and promote economic growth. Part of this discourse involves the use of technology as a means to improve the quality of early childhood education and optimize the potential for information and communication technology (ICT) to serve as an agent of development. Jamaica’s appropriation of technology as part of the early childhood development agenda has emulated Western notions of success. However, the introduction of technology innovations has cultural implications. This study describes and explains perceptions, beliefs and practices about technology among four early childhood teachers in a Jamaican infant school. The findings consider issues for capacity building, including teacher professional development in Jamaica.

scholarly journals Multisector governance for nutrition and early childhood development: overlapping agendas and differing progress in Pakistan

2018 ◽  
Vol 3 (Suppl 4) ◽  
pp. e000678 ◽  
Author(s):  
Shehla Zaidi ◽  
Zulfiqar Bhutta ◽  
Syed Shahzad Hussain ◽  
Kumanan Rasanathan
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Well Being ◽  
Capacity Constraints ◽  
Childhood Development ◽  
Tracking Systems ◽  
Effective Implementation ◽  
Policy Window ◽  
Policy Windows ◽  
Document Review

This paper compares the policy trajectories of Nutrition and Early Childhood Development (ECD) in Pakistan, identifying enablers that led to better multisector progress for Nutrition over ECD. Specifically, it deliberates on (1) multisector policy adoption in terms of instigation, construct and stakeholder coalitions; and (2) horizontal coordination in terms of capacity, incentives and structures. The analysis builds on existing work of the authors, supplementing this with further document review and expert insights. Nutrition and ECD initiatives in Pakistan, while overlapping agendas, differed in terms of buy-in and structural grounding. A favourable policy window for Nutrition was successfully managed through coordinated advocacy, programmatic support and investment in networks, while capture of policy opportunities was not seen in case of ECD. A vague construct for ECD confined its activities narrowly to the education sector while a Nutrition discourse specifying roles for other sectors resulted in a broader coalition and expanded activities. Both Nutrition and ECD faced powerful disincentives to coordination, but Nutrition overcame this through cofinancing of different sectors and creation of structural platform in supraplanning ministries. Both Nutrition and ECD share common capacity constraints for horizontal coordination, raising concerns for effective implementation. We conclude that multisector action for child well-being requires deliberative action and investment to unlock opportunities. The analysis from Pakistan highlights four governance areas for progressing multisector action: (1) opportune management of policy windows; (2) a clear and inclusive menu of actions for stakeholder coalitions; (3) availability of cofinancing and structural platforms for catalysing coordination; and (4) investment in horizontally placed human resource and integrated tracking systems.

scholarly journals Green space and early childhood development: a systematic review

2020 ◽  
Vol 35 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Mohammad Zahirul Islam ◽  
Jessika Johnston ◽  
Peter D. Sly
Keyword(s):  
Early Childhood ◽  
Birth Weight ◽  
Plant Species ◽  
Psychological Health ◽  
Green Space ◽  
Early Childhood Development ◽  
Well Being ◽  
Childhood Development ◽  
The Impact ◽  
Health And Well Being

AbstractBackgroundThe urban environment presents significant health challenges for children, such as discouraging physical exercise and increasing exposure to air pollution, excessive noise and higher temperatures. Reducing exposures to these negative environmental factors can have great benefits on a child’s well-being and lower their risk of developing chronic diseases later in life. There is increasing evidence that suggests that the presence of urban green space can offer benefits to human health and well-being. While studies have reported the impact green space exposure has on the individual health outcomes of children, few have paid attention to the link between green space and the child’s development. This review aims to synthesise the evidence of the effect green space exposure has on early childhood development.ObjectivesTo explore the relationship between green space and early childhood development.MethodsAn online search was conducted using pre-identified keywords related to green space and early childhood development using search engines such as PubMed, MEDLINE, Web of Science, MeSH and PsycINFO. Peer-reviewed papers published in the past 10 years were included in this review. Papers were selected, extracted, analysed and interpreted based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.ResultsFifty-one papers were identified, of which 28 were excluded due to duplications or irrelevance, yielding a total of 23 papers to be reviewed. Articles were categorised based on reported outcomes: perinatal health, physical health, psychological health and respiratory health. An increase in green space during pregnancy was associated with increased birth weight and a decreased risk for low birth weight (LBW). Further, higher greenness exposure during childhood was associated with increased levels of physical activity and a lower risk of obesity and neurodevelopmental issues such as inattentiveness. While green space exposure was negatively associated with wheezing and bronchitis in some cohorts, certain plant species increase asthmatic symptoms during childhood, indicating that plant species type is an important determinant.ConclusionThe extant literature on green space exposure and early childhood development is small. Regardless, the existing research provides promising insights into the benefits of green space exposure on children’s health and well-being in an ever-increasing urban world. Further research is needed on the causal relationships between both quantity and quality of green space to early childhood development.

scholarly journals Comparative analysis of policies and programs to support families and children during COVID-19

2021 ◽  
Author(s):  
Joanne Kearon ◽  
Mark Cachia ◽  
Sarah Carsley ◽  
Meta van den Heuvel ◽  
Jessica Hopkins
Keyword(s):  
Public Health ◽  
Early Childhood ◽  
Child Health ◽  
Early Childhood Development ◽  
Grey Literature ◽  
Well Being ◽  
Childhood Development ◽  
Manual Search ◽  
The Usa ◽  
Policies And Programs

AbstractBackgroundPolicies and programs that promote positive social environments for young children and their families have the potential to improve early childhood development and long-term health. However, due to the community-wide public health measures implemented to reduce transmission of COVID-19, many families are experiencing health and socio-economic challenges and pre-existing supports and services may no longer be available. In this study, we compared the policies and programs countries have implemented to support maternal and child health during the first wave of COVID-19.MethodsWe compared the policies and programs implemented to support child health and well-being during the first wave of COVID-19 in Australia, Canada, the Netherlands, Singapore, the UK, and the USA. A grey literature review was performed to identify policies, announcements, and guidelines released from governmental and public health organizations within each country related to children, parents, families, early childhood development, adverse childhood experiences, child welfare, pre-school, or daycares. We also performed a manual search of government websites. Both provincial and federal government policies were included for Canada.ResultsThe main policies identified were focused on prenatal care, well-baby visit and immunization schedules, financial supports, domestic violence and housing, childcare supports, child protective services, and food security. All of the included countries implemented some of these policies, but there was a large variation in the number, size, and barriers to access these supports. None of the countries implemented supports in all of the potential areas identified.ConclusionPolitical legacy and previous redistributive policies might have influenced the variation in policies and programs introduced by governments. As the COVID-19 pandemic continues, further opportunity for governments to implement supportive programs and policies for children and families exists.

scholarly journals Immigrant and ethnic neighbourhood concentration and reduced child developmental vulnerability

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Daphne N. McRae ◽  
Nazeem Muhajarine ◽  
Magdalena Janus ◽  
Eric Duku ◽  
Marni Brownell ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Developmental Outcomes ◽  
Well Being ◽  
Childhood Development ◽  
Median Income ◽  
Structural Disadvantage ◽  
Neighbourhood Level ◽  
Neighbourhood Characteristics ◽  
Ethnic Homogeneity

IntroductionStudies have consistently demonstrated a gradient between median neighbourhood income and child developmental outcomes. By investigating statistical outliers—neighbourhoods with children exhibiting less or more developmental vulnerability than that predicted by median neighbourhood income—there is an opportunity to identify other neighbourhood characteristics that may be enhancing or impeding early childhood development. ObjectiveTesting a variety of neighbourhood factors, including immigrant or ethnic concentration and characteristics of structural disadvantage (proportion of social assistance recipients, homes in need of major repair, residents with high school education only, lone parent families, and residents moving in the last year) we sought to identify factors associated with more or less developmental vulnerability than that predicted by median neighbourhood income, for young children. MethodsFor this cross-sectional study we used validated Early Development Instrument (EDI) data (2003-2013) linked to demographic and socioeconomic Census and Tax Filer data for 98.3% of Canadian neighbourhoods (n=2,023). The purpose of the instrument is to report, at a population-level, children’s school readiness. Children’s developmental vulnerability was assessed in five domains (physical health and well-being, emotional maturity, social competence, language and cognitive development, and communication and general knowledge) in relation to the 10th percentile from a national normative sample. Levels of children’s neighbourhood vulnerability were determined per domain, as percent of children vulnerable at a given domain. Neighbourhoods were grouped into three cohorts, those having lower than predicted, as predicted, or higher than predicted children’s vulnerability according to neighbourhood median income. Using multivariable binary logistic regression we modelled the association between select neighbourhood characteristics and neighbourhoods with lower or higher than predicted vulnerability per domain, compared to neighbourhoods with predicted vulnerability. This allowed us to determine neighbourhood characteristics associated with better or worse child developmental outcomes, at a neighbourhood-level, than that predicted by income. ResultsIn neighbourhoods with less child developmental vulnerability than that predicted by income, high or low immigrant concentration and ethnic homogeneity was associated with less vulnerability in physical (adjusted odds ratio (aOR) 1.66, 95% CI: 1.43, 1.94), social (aOR 1.30, 95% CI: 1.11, 1.51), and communication domains (aOR 1.24, 95% CI: 1.03, 1.47) compared to neighbourhoods with vulnerability concordant with income. Neighbourhood ethnic homogeneity was consistently associated with less developmental vulnerability than predicted by income across all developmental domains. Neighbourhood-level structural disadvantage was strongly associated with child developmental vulnerability beyond that predicted by median neighbourhood income. ConclusionCanadian neighbourhoods demonstrating less child developmental vulnerability than that predicted by income have greater ethnic and ethnic-immigrant homogeneity than neighbourhoods with child developmental vulnerability concordant with income. Neighbourhood social cohesion and cultural identity may be contributing factors. Neighbourhood structural disadvantage is associated with poorer early childhood development, over and above that predicted by neighbourhood income. Neighbourhood-level policy and programming should address income and non-income related barriers to healthy child development.

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