Effectiveness of an after-school English program at a community childcare center in Korea

Community childcare centers in Korea are established mainly for students from low-income family for the purpose of protecting and educating children in the community. English program is one of the most important program at the centers. This study investigated the effectiveness of an after-school English program at a community childcare center in a region of Seoul, Korea. Students registered in this English program were encouraged to participate in an online survey using a google form to fill out the questionnaire via a computer or mobile phone. Survey questions included effectiveness of the program, students’ satisfaction, and most helpful class activity for learning English. A semi-structured interview was conducted to gather students’ views on the program. Nine students among who completed online survey and volunteered for interview. Collected survey data were statistically analyzed using SAS Enterprise Guide 7.12. Final survey data set includes 11 respondents. The overall satisfaction with the after-school English program was high for both contents and effectiveness. High school students and student who participated in the program for more than six months chose the free conversation activity as the most helpful. The mean score for debates was the highest among all activities for English writing. The survey provided an opportunity for students to report their levels of satisfaction with the program. Results of this study indicate that students are satisfied with the English program at the community childcare centers overall and, that the performance of the lecturer can be categorized very well. This study provides insights into the need and direction of English education for students from low-income families. This study will serve as a basis to develop specialized and quality English programs for successful English learning of low-income students, and facilitate the continuous improvement process.

Does the Stereotypicality of Mothers’ Occupation Influence Children’s Communal Occupational Aspirations and Communal Orientation?

Career development is a lifelong process that starts in infancy and is shaped by a number of different factors during childhood, adolescence, and adulthood. Even though career development is shaped through life, relatively little is known about the predictors of occupational aspirations in childhood. Therefore, in the present work we investigate how the stereotypicality of a mother’s occupation (female-dominated/communal vs. non-female-dominated/agentic) influences her young child’s communal occupational aspirations and communal orientation. We conducted two studies with young children. Study 1 included 72 mother–child dyads recruited from childcare centers in Northern Norway (children’s age range: 4½–6 years). Study 2 included 106 mother–child dyads recruited from Norwegian elementary schools (children’s age range: 6 to 13 years). Results from Study 1 showed that the stereotypicality of mothers’ occupation was related to their children’s communal occupational aspirations and children’s communal orientation. In contrast to our predictions and results from Study 1, the stereotypicality of mothers’ occupation was not significantly related to children’s communal occupational aspirations nor their communal orientation in Study 2. In both studies, we found no relationship between mothers’ gender attitudes or share of child care and children’s communal occupational aspirations. The results are discussed in terms of parents’ influence on children’s development of occupational aspirations.

Research Design, Protocol, and Participant Characteristics of COLEAFS: A Cluster Randomized Controlled Trial of a Childcare Garden Intervention

Childcare garden interventions may be an effective strategy to increase fruit and vegetable (FV) consumption and physical activity among young children. The objective of this paper is to describe the research design, protocol, outcome measures, and baseline characteristics of participants in the Childcare Outdoor Learning Environments as Active Food Systems (“COLEAFS”) study, a cluster randomized controlled trial (RCT) examining the effect of a garden intervention on outcomes related to diet and physical activity. Fifteen childcare centers in low-income areas were randomly assigned to intervention (to receive garden intervention in Year 1), waitlist control (to receive garden intervention in Year 2), and control group (no intervention). The garden intervention comprised six raised beds planted with warm-season vegetables and fruits, and a garden activity booklet presenting 12 gardening activities. FV knowledge and FV liking were measured using a tablet-enabled protocol. FV consumption was measured by weighing FV before and after a snack session. Physical activity was measured using Actigraph GT3x+ worn by children for three consecutive days while at the childcare center. Of the 543 eligible children from the 15 childcare centers, 250 children aged 3–5 years received parental consent, assented, and participated in baseline data collection. By employing an RCT to examine the effect of a garden intervention on diet and physical activity among young children attending childcare centers within low-income communities, this study offers compelling research design and methods, addresses a critical gap in the empirical literature, and is a step toward evidence-based regulations to promote early childhood healthy habits.

Women’s Equality and the COVID-19 Caregiving Crisis

The COVID-19 pandemic revealed, but did not create, the caregiving crisis in the United States: for most people, it was already a major ordeal to provide reproductive labor. The caregiving crisis was less visible before the pandemic because it was suffered unequally, in part due to the different positions of American women. Some women paid other women to do care work, women received differing sets of benefits from federal and state governments, and some women got far more support from their employers than did others. Pandemic-induced shocks, including the closure of K–12 schools and childcare centers, and reduced access to domestic workers and elder care workers, seemed to have triggered a closer alignment of perspectives and interests among diverse women. Although women’s demands for support seem to have pushed the Biden administration to propose more expansive family policies, stereotypes and norms that marginalize care work and care workers within families and across the economy also need to change to achieve equality for women.

Portion size can be used strategically to increase intake of vegetables and fruits in young children over multiple days: a cluster-randomized crossover trial

Background Although dietary guidelines recommend that vegetables and fruits make up half the diet, it is unclear whether serving vegetables and fruits in larger portions will have sustained effects on children's intake over multiple days. Objective This study tested the effects on children's intake of 2 strategies for increasing the proportion of vegetables and fruits: either adding or substituting extra portions as side dishes at meals and snacks over 5 days. Design In a cluster-randomized crossover design with 3 periods, we provided all meals and snacks for 5 days to 53 children aged 3–5 y in classrooms in their childcare centers. In the Control condition, we served typical portions for all food groups. In the Addition condition we increased portions of low-energy-dense vegetables and fruits by 50% and in the Substitution condition we increased portions of vegetables and fruits by 50% and also reduced portions of other foods by an equivalent weight. Results For vegetables, the Addition strategy increased daily intake compared to Control by 24% (mean ± SEM 12±3 g/d; P = 0.0002) and the Substitution strategy increased intake compared to Control by 41% (22±3 g/d; P < 0.0001). For fruits, consumption increased by similar amounts: Addition by 33% (60±6 g/d) and Substitution by 38% (69±8 g/d; both P < 0.0001). Both strategies increased vegetable and fruit intakes compared to Control across all 5 days (all P < 0.004), although the increase in fruit consumption with Addition declined over time (P < 0.0001). Daily energy intake compared to Control increased by 5% with Addition (57±17 kcal; P = 0.001) but decreased by 6% with Substitution (-64±21 kcal; P = 0.004). Conclusions Both the Addition and Substitution strategies promoted increases in vegetable and fruit intake over 5 days in preschool children. When excess energy intake is a concern, substituting vegetables and fruits for other foods is a better option than simply serving more. This trial was registered as NCT03242863 at https://clinicaltrials.gov/ct2/show/NCT03242863, where the protocol is available.