The Role of the Health Sector in Promoting Well-being in Early Childhood

2017 ◽  
pp. 384-400
Author(s):  
Mary Eming Young
Keyword(s):  
Early Childhood ◽  
Health Sector ◽  
Well Being

scholarly journals Advancing environmental public health in Latin America and the Caribbean

2021 ◽  
Vol 45 ◽  
pp. 1
Author(s):  
Marcelo Korc ◽  
Fred Hauchman
Keyword(s):  
Public Health ◽  
Latin America ◽  
Health Sector ◽  
Well Being ◽  
Leadership Role ◽  
The Public ◽  
Environmental Public Health ◽  
The Caribbean ◽  
Health And Well Being

This paper highlights the important leadership role of the public health sector, working with other governmental sectors and nongovernmental entities, to advance environmental public health in Latin America and the Caribbean toward the achievement of 2030 Sustainable Development Goal 3: Health and Well-Being. The most pressing current and future environmental public health threats are discussed, followed by a brief review of major historical and current international and regional efforts to address these concerns. The paper concludes with a discussion of three major components of a regional environmental public health agenda that responsible parties can undertake to make significant progress toward ensuring the health and well-being of all people throughout Latin America and the Caribbean.

Engaging Vulnerable Romani Youth in Provision of Early Childhood Services

2021 ◽  
pp. 29-42
Author(s):  
Stanislav Daniel
Keyword(s):  
Early Childhood ◽  
Educational Achievement ◽  
Well Being ◽  
Early Years ◽  
Community Centers ◽  
Education Policies ◽  
Network Support ◽  
Education And Care ◽  
Future Income

In this chapter, the importance of early childhood services to the later educational achievement, well-being, and future income of Romani youth is elaborated, especially from the perspective of the roles that youth can play in supporting their younger peers. Education policies may have different consequences for young Roma who sometimes choose assimilation to avoid discrimination—sometimes without success. As a result of the cross-generational neglect of Romani ethnicity, some Romani children and youth believe that success is only part of the identity of non-Roma, while performing well at school can be perceived by Romani youth as a non-Roma behavior. Involvement of young people in the provision of early childhood education and care (ECEC) may be an answer, dealing with both the youth and the absence of non-formal ECEC. There are many approaches to building positive awareness about ethnic identity. Initiatives such as the Romani Early Years Network support greater involvement of Roma and successfully promote the idea of ECEC provided in local contexts such as homes or community centers. The role of Romani youth is irreplaceable in this work.

The Role of Preschool as a Point of Intervention and Prevention for Trauma-Exposed Children: Recommendations for Practice, Policy, and Research

2018 ◽  
Vol 38 (3) ◽  
pp. 134-145 ◽  
Author(s):  
Alysse M. Loomis
Keyword(s):  
Early Childhood ◽  
Childhood Trauma ◽  
Well Being ◽  
Older Children ◽  
Poor Child ◽  
Trauma Informed ◽  
Recommendations For Practice ◽  
Early Childhood Trauma ◽  
Early Trauma

Schools are increasingly being leveraged as intervention points to address childhood trauma due to the well-established links between childhood trauma exposure and poor child well-being outcomes. However, although preschool-aged children experience higher rates of trauma, such as maltreatment and violence exposure, than their older counterparts, there is a dearth of information available related to trauma-informed preschool models. This conceptual article outlines the need for trauma-informed preschool programming and highlights key components of trauma-informed preschool models for young children. This article does so by discussing the known prevalence and impact of early trauma, exploring evidence related to early childhood trauma interventions and trauma-informed education for older children, and outlining recommendations for practice, policy, and research related to trauma-informed preschools.

scholarly journals A Mathematical and Conceptual Model Regarding Social Inclusion and Social Leverage

2018 ◽  
Vol 9 (3) ◽  
pp. 9-16
Author(s):  
Giovanni E. Reyes ◽  
Mark Govers ◽  
Dirk Ruwaard
Keyword(s):  
Public Policy ◽  
Latin American ◽  
Social Inclusion ◽  
Empirical Studies ◽  
Health Sector ◽  
Well Being ◽  
Social Investment ◽  
Theoretical Concepts ◽  
Key Aspects

Abstract This article discusses a comprehensive conceptual mathematical model to specify main theoretical concepts and their relationships, regarding social inclusion and social leverage. The particular elements of the model are related to: (i) key aspects of theoretical principles; (ii) major links among principal aspects; and (iii) interrelations regarding social and economic issues within any particular society. One of the principal aims of this research is going beyond the strictly economic elements, to complement a more holistic perspective with social aspects and public policy. This study is part of a broader research project that studies social investment in Latin America, particularly focused in the health sector. More specifically, this study will identify relationships between variables and indicators of social inclusion and social leverage, as basis for carrying out empirical studies on investments that Latin American countries make in health services. The model presented here allows the identification of elements of differentiated public policy, the role of public services aimed to assist especially the most vulnerable social sectors and the support of such services in relation to a country's competitiveness, social well-being and sustainable basis of human development.

scholarly journals Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

2020 ◽  
Vol 14 (2) ◽  
pp. 332-340
Author(s):  
Luluk Asmawati ◽  
Sholeh Hidayat
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Screen Time ◽  
Well Being ◽  
Children And Youth ◽  
Youth Services ◽  
Early Childhood Research ◽  
Childhood Parenting ◽  
Family Childcare

During COVID-19, early-childhood school closings led to higher levels of stress in parents when compared to childless adults. In addition, lack of time to prepare, as well as mental-health problems, worry, and stress in parenting, may have hampered parents' ability to support their children's educational needs. The research aims to solve the problem of early childhood parenting during learning from home and improve the quality of early childhood parenting. The research method uses the research and development stage of the Borg & Gall model. Participants are mothers who have children aged 5-6 years. The data collection technique was done through expert validation and effectiveness testing with a quasi-experimental design. The data analysis used paired t-test statistical analysis. The findings show that the validity of the results of the material expert's test is 96%, and the media expert's test is 94% in the very good category. The effectiveness test based on the pre-test and post-test results showed that Sig. (2-tailed) <0,05 (α), which means that the parenting e-book media significantly increases mothers' understanding of parenting well-being practices in early childhood. The implications of this multimedia-based anyflip e-book can be downloaded via gadgets, android, laptop, practical, easy to read and repeated to accompany childcare activities from home.  Keywords: Anyflip E-book, Early Childhood, Parenting References Banerjee, A., Hanna, R., Kyle, J., Olken, B. A., & Sumarto, S. (2019). Private Outsourcing and Competition: Subsidized Food Distribution in Indonesia. Journal of Political Economy, 127(1), 101–137. https://doi.org/10.1086/700734 Borg, W. R., & Gall, M. D. (2007). Educational Research an Introduction. Fourth Edition. Bacon Publishing. Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology Use and Sleep Quality in Preadolescence and Adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433–1441. https://doi.org/10.5664/jcsm.5282 de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 7. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739 Evans, M. A., Nowak, S., Burek, B., & Willoughby, D. (2017). The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings. Early Childhood Research Quarterly, 40, 1–12. https://doi.org/10.1016/j.ecresq.2017.02.002 Fry, A. (2020). Use patterns for ebooks: The effects of subject, age and availability on rate of use. The Journal of Academic Librarianship, 46(3), 102150. https://doi.org/10.1016/j.acalib.2020.102150 Gerber, L. A., Guggenheim, M., Pang, Y. C., Ross, T., Mayevskaya, Y., Jacobs, S., & Pecora, P. J. (2020). Understanding the effects of an interdisciplinary approach to parental representation in child welfare. Children and Youth Services Review, 116, 105163. https://doi.org/10.1016/j.childyouth.2020.105163 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Mourlam, D. J., DeCino, D. A., Newland, L. A., & Strouse, G. A. (2020). “It’s fun!” using students’ voices to understand the impact of school digital technology integration on their well-being. Computers & Education, 159, 104003. https://doi.org/10.1016/j.compedu.2020.104003 Nuñez, B., Stuart-Cassel, V., & Temkin, D. (2020). As COVID-19 spreads, most states have laws that address how schools should respond to pandemics. 66. Paredes, E., Hernandez, E., Herrera, A., & Tonyan, H. (2020). Putting the “family” in family childcare: The alignment between familismo (familism) and family childcare providers’ descriptions of their work. Early Childhood Research Quarterly, 52, 74–85. https://doi.org/10.1016/j.ecresq.2018.04.007 Rosen, L. D., Felice, K. T., & Walsh, T. (2020). Whole health learning: The revolutionary child of integrative health and education. EXPLORE, 16(4), 271–273. https://doi.org/10.1016/j.explore.2020.05.003 Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: The mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Tran, T., Hoang, A.-D., Nguyen, Y.-C., Nguyen, L.-C., Ta, N.-T., Pham, Q.-H., Pham, C.-X., Le, Q.-A., Dinh, V.-H., & Nguyen, T.-T. (2020). Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195 Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 UNESCO, U. (2020). COVID-19 impact on education. United Nations Educational Scientific and Cultural Organization. https://en. unesco.org/covid19/educationresponse Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006

scholarly journals Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators

2018 ◽  
Vol 42 (4) ◽  
pp. 37-52
Author(s):  
Japji Anna Bas
Keyword(s):  
Early Childhood ◽  
Positive Impact ◽  
Well Being ◽  
Kindergarten Children ◽  
Full Day Kindergarten ◽  
Phase Study ◽  
Three Phase ◽  
The Impact ◽  
Full Day

In Ontario, kindergarten children haverecently begun to eat lunch at school with theimplementation of the full-day kindergartenprogram. To date, there are no regulations toaddress the particular needs of young childrenin the school eating environment. Drawing ona year-long three-phase study that followed acohort of 21 children as they transitioned fromfull-day childcare to full-day kindergarten,this study explores the impact of staff trainingand staff relationships on the well-being ofkindergarten students. Findings suggest that thepresence of an early childhood educator (ECE),a minimum staffing of two adults per room, anda collaborative approach between teacher andECE have a positive impact on child well-being.

The Role of Administrators in Recruiting, Retaining, and Respecting Early Childhood Educators

2020 ◽  
pp. 71-91
Author(s):  
Vicki L. Luther
Keyword(s):  
Early Childhood ◽  
School Administrators ◽  
Well Being ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
School Environments ◽  
Quality Teachers ◽  
High Quality ◽  
Early Childhood Professionals

This chapter focuses upon the role of school administrators in protecting and preserving the well-being of early childhood educators. The author discusses the importance of recruiting and retaining high-quality teachers who work with children to the age of eight. It is essential that the youngest students receive the skills necessary for success in later grades, and there is great need for early childhood professionals to be recognized for the valuable skillsets that they bring to the field. Developing and maintaining school environments that recognize the significance of the early childhood educator can promote more respectful school climates and can retain professionals in the field.

scholarly journals Демографический дайджест

2017 ◽  
Vol 4 (3) ◽  
pp. 190-207
Author(s):  
Илья Кашницкий ◽  
Данил Аракелян ◽  
Софья Ахманаева ◽  
Анна Бежанишвили ◽  
Никита Ганжа ◽  
...  
Keyword(s):  
Early Childhood ◽  
Labor Market Outcomes ◽  
Well Being ◽  
Toxic Stress ◽  
Market Outcomes ◽  
Long Run ◽  
Democratic Change ◽  
Multiple Domains

Leopold T., M. Kalmijn. Is divorce more painful when couples have children? Evidence from Long-term panel data on multiple domains of well-being Billari F.C., A.C. Liefbroer. Why still marry? The role of feelings in the persistence of marriage as an institution Beaujouan E. Second unions now more stable than first? A comparison of separation risks by union order in France Napierała J., A. Wojtyńska. Trapped in migrants’ sectors? Polish women in the Icelandic labour market Bonenkamp J., L. Meijdam, E. Ponds, E. Westerhout. Ageing-driven pension reforms Cools S., S. Markussen, M. Strøm. Children and careers: how family size affects parents’ labor market outcomes in the long run McEwen C.A., B.S. McEwen. Social structure, adversity, toxic stress, and intergenerational poverty: an early childhood model Auer D., G. Bonoli, F. Fossati. Why do immigrants have longer periods of unemployment? Swiss evidence Glaeser E.L., B.M. Steinberg. Transforming cities: does urbanization promote democratic change?

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