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BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e047618
Author(s):  
Dorota Zarnowiecki ◽  
Shabnam Kashef ◽  
Astrid AM Poelman ◽  
Maeva O Cochet-Broch ◽  
Jennifer C Arguelles ◽  
...  

IntroductionGlobally, children do not eat enough core foods, with vegetable intakes persistently low. Early life is critical for establishing vegetable acceptance and intake. Increased usage of formal childcare has led to the importance of childcare settings shaping children’s food intake. This study will use the multiphase optimisation strategy to develop, optimise and evaluate the effectiveness of a multicomponent initiative package to increase 2-to-5-year-old children’s vegetable intake in long day care centres.Methods and analysisThe preparation phase will use existing literature and best practice guidelines to develop three initiatives aiming to: (1) increase vegetable provision at mealtimes, (2) deliver a vegetable-focused sensory curriculum and (3) use supportive mealtime practices encouraging children’s tasting of vegetables. The optimisation phase (N=32 centres) will use a 12-week, eight-condition factorial experiment to test main and synergistic effects of the initiatives. The optimum combination of initiatives producing the largest increase in vegetable intake will be identified. The evaluation phase (N=20 centres) will test the effectiveness of the optimised package using a 12-week waitlist randomised controlled trial. Primary outcomes are children’s vegetable intake and food group intake at long day care. Secondary outcomes are menu guideline compliance, cook and educator knowledge and skills, and reach. Process evaluation will include fidelity, acceptability, barriers and facilitators, and compatibility with practice. Repeated measures ANOVA with interaction effects (optimisation phase) and linear mixed modelling (evaluation phase) will test effects of the initiatives on vegetable intake.Ethics and disseminationThis study has received ethics approval from the Flinders University Research Ethics Committee (Project No: 1873) for the optimisation phase. Approval for the evaluation phase will be obtained following completion of optimisation phase. Findings will be disseminated to stakeholders, including long day care centres and childcare organisations; and to researchers via peer-reviewed journals and conferences.Trial registration numbersACTRN12620001301954, ACTRN12620001323910p.


Author(s):  
María Gómez-Gallego ◽  
Juan Cándido Gómez-Gallego

Nowadays, there are plenty of programs and resources to prevent caregiver burden of patients with Alzheimer’s disease. In spite of that, many caregivers suffer high levels of burden and stress, which leads to an earlier institutionalization of patients. This study aimed to explore the predictors of burden in relative caregivers of patients attending day-care centers and the moderating role of caregiver kinship in these associations. A sample of a hundred and two patient–caregiver dyads was recruited. Burden was measured with a Zarit Burden Interview. Measures of patients’ cognition, insight, depression, behavioral disturbances, functional ability and overall physical health were considered as predictors. We found that apathy, irritability and delusions and, patients’ mobility are the main determinants of caregivers’ burden. The strength of relationship between delusions and irritability was higher in spouse caregivers. Interventions to reduce burden should be adapted to the specific needs of a particular type caregiver.


2021 ◽  
Vol 600 (5) ◽  
pp. 81-92
Author(s):  
Anna Rurka

The article focuses on the cooperation between the school, parents and educational day care centres operating in the child protection system in Paris. It takes into account the way children and parents participate in this collaboration. In the range of services offered under the child protection system, day care centres are recognized as innovative due to the cross-sectoral nature of the support offered. The data was collected through two stages of interviews with parents and children. 23 children and young people aged 8 to 16 and 22 families participated in the study. Research interviews were also conducted with interdisciplinary teams and specialists involved in the collaboration. Documents on the situation of all 23 examined children were analysed. The presented study received positive opinions from the Ethics Committee of the Faculty of Psychology and Educational Sciences of Paris Nanterre University. The study was funded by the National Observatory for Child Protection and the four associations participating in the study.


Author(s):  
Rita Raudeliunaite

The article presents the study, the purpose of which is to reveal the experience of social pedagogues and social workers when promoting positive behaviour in children at day-care centres. The qualitative type of research was chosen when applying the method of semi-structured inteview. The data of the study were processed by applying the method of data content analysis. 3 social pedagogues and 5 social workers, who work at children day- care centres, participated in the study. The data of the study revealed that when promoting positive behaviour in children at day-care centres social pedagogues and social workers create positive relationships with children and strengthen positive interrelationships between children, have individual conversations with children. Meaningful use of children’s leisure time plays an important role when promoting positive behaviour in children. In this case, it is important that the activities, which are organised for children, would be personally and socially meaningful, that they would encourage independence and responsibility in children and humane relationships. When promoting positive behaviour in children social pedagogues and social workers encourage the culture of teamwork and cooperation in order to maintain partnership relationships with parents of the child and other specialists by sharing their experience and rendering assistance to other.


2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Clarissa Giebel ◽  
Kerry Hanna ◽  
Hilary Tetlow ◽  
Kym Ward ◽  
Justine Shenton ◽  
...  

Abstract Background Social support services such as day care centres are important in post-diagnostic dementia care to enable people living with dementia stay at home for longer. Little research has addressed potential inequalities in access, with no research on variations before and since COVID-19. The aim of this study was to explore inequalities in social support service usage before and since the pandemic. Methods Unpaid carers and people living with dementia were interviewed over the phone about their experiences of accessing social support services before and since the COVID-19 pandemic. Transcripts were analysed for key themes using inductive and deductive thematic analysis. Results Fifty participants (42 unpaid carers; eight people living with dementia) were interviewed, and five themes identified: (1) Service issues; (2) Access issues; (3) Relying on own initiative; (4) New inequalities due to COVID-19; and (5) Missing out on the benefits of support services. Participants reported transport, finances, and location as factors reducing their ability to access support service pre-COVID, with inequalities remaining and at times exacerbated since. Carers and people living with dementia also reported struggling with accessing basic necessities during COVID, including food and medicines. Conclusions Considering the benefits of accessing support services, resourced procedures and facilities are needed to maintain access to support services with more accessible remote support provision, enabling people from all backgrounds to access the care they need.


Author(s):  
Anja Schoeps ◽  
Dietmar Hoffmann ◽  
Claudia Tamm ◽  
Bianca Vollmer ◽  
Sabine Haag ◽  
...  

AbstractBackgroundThe lack of precise estimates on transmission risk hampers rational decisions on closure of educational institutions during the COVID-19 pandemic.MethodsSecondary attack rates (SARs) for schools and day-care centres were calculated using data from state-wide mandatory notification of SARS-CoV-2 index cases in educational institutions and information on routine contact tracing and PCR-testing.FindingsFrom August to December 2020, every sixth of overall 784 independent index cases caused a transmission in educational institutions (risk 0·17, 95% CI 0·14–0·19). In a subgroup, monitoring of 14,594 institutional high-risk contacts (89% PCR-tested) of 441 index cases revealed 196 secondary cases (SAR 1·34%, 1·16–1·54). Transmission was more likely from teachers than from students/children (incidence risk ratio [IRR] 3·17, 1·79–5·59), and from index cases in day-care centres (IRR 3·23, 1·76–5·91) than from those in secondary schools. In 748 index cases, teachers caused four times more secondary cases than children (1·08 vs. 0·25 secondary cases per index, IRR 4·39, 2·67–7·21). This difference was mainly due to a large number of teacher-to-teacher transmissions in day-care centres (mean number of secondary cases 0.66) and a very low number of student/child-to-teacher transmissions in schools (mean number of secondary cases 0.004).InterpretationIn educational institutions, the risk of infection for contacts to a confirmed COVID-19 case is one percent, but varies depending on type of institution and index case. Hygiene measures and vaccination targeting the day-care setting and teacher-to-teacher transmission are priorities in reducing the burden of infection and may promote educational justice during the pandemic.FundingNo particular funding was received for this study.Research in contextEvidence before this studyWe searched PubMed on Jan 27, 2021, without any language restrictions for all articles in which the title or abstract contained the search terms “COVID 19” or “corona”, and “school”, “education*”, or “daycare”, and “transmission”, and “risk”, “attack rate”, or “SAR”, and screened 175 results for original research or reviews on COVID-19 transmission risk in the educational setting. Following a similar strategy, we also searched Google Scholar, SSRN, medRxiv, and the reference lists of identified literature. We found five cohort studies on transmission risk looking at overall 171 index cases and their 6,910 contact persons in Australian, Italian, Irish, Singaporean, and German schools and reporting attack rates between 0% and 3% percent. These five studies were conducted before October 2020 and thus looked at COVID-19 transmission risk in schools before the second wave in Europe.A number of modelling studies from the first wave of COVID-19 provide inconclusive guidance to policy makers. While two publications, one from several countries and one from Switzerland, concluded that school closures contributed markedly to the reduction of SARS-CoV-2 transmission and individual mobility, two other studies, one using cross-country data and one from Japan rated school closures among the least effective measures to reduce COVID-19 incidence rates.Added value of this studyBased on a large data set that emerged from the current public health practice in Germany, which incorporates routine PCR-testing during active follow-up of asymptomatic high-risk contacts to index cases, this study provides a precise estimate of the true underlying SARS-CoV-2 transmission risk in schools and day-care centres. Its analysis also allows for a meaningful examination of differences in the risk of transmission with respect to the characteristics of the index case. We found that the individual risk of acquiring SARS-CoV-2 among high-risk contacts in the educational setting is 1.3%, but that this risk rises to 3.2% when the index case is a teacher and to 2.5% when the index case occurs in a day-care centre. Furthermore, we could show that, on average, teacher index cases produced about four times as many secondary cases as student/child index cases. Despite the relatively small proportion of teachers among index cases (20%), our study of transmission pathways revealed that the majority of all secondary cases (54%), and the overwhelming majority of secondary cases in teachers (78%) were caused by teacher index cases. Of note, most cases of teacher-to-teacher transmission (85%) occurred in day-care centres.Implications of all the available evidenceIn this setting, where preventative measures are in place and COVID-19 incidence rates were rising sharply in the population, we found a low and stable transmission risk in educational institutions over time, which provides evidence for the effectiveness of current preventative measures to control the spread of COVID-19 in schools. The identification of a substantial teacher-to-teacher transmission risk in day-care, but a clearly mitigated child/student–to-teacher transmission risk in schools, indicates the need to shift the focus to hygiene among day-care teachers, including infection prevention during staff-meetings and in break rooms. These findings also strongly support the re-prioritization of vaccination against SARS-CoV-2 to educational staff in day-care.


2021 ◽  
Vol 11 (1) ◽  
pp. 32
Author(s):  
Helen Adam

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.


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