Relevant bibliographies by topics / Early childhood services

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Early childhood services'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Early childhood services"

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Wayman, Karen I., Eleanor W. Lynch, and Marci J. Hanson. "Home-Based Early Childhood Services." Topics in Early Childhood Special Education 10, no. 4 (January 1991): 56–75. http://dx.doi.org/10.1177/027112149101000406.

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Hennessy, Eilis, and Nóirín Hayes. "Early Childhood Services in Ireland." International Journal of Early Years Education 5, no. 3 (October 1997): 211–24. http://dx.doi.org/10.1080/0966976970050303.

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Farrell, Ann, Collette Tayler, and Lee Tennent. "Early Childhood Services: What can Children Tell us?" Australasian Journal of Early Childhood 27, no. 3 (September 2002): 13–17. http://dx.doi.org/10.1177/183693910202700304.

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This paper presents child data generated in a pilot project of the ACCESS Study of Child and Family Services, a research program of how child and family services align with the interests and needs of local families. Underpinned by social capital theories, the pilot study was undertaken by a partnership of local early childhood services within an inner urban precinct of Brisbane. These services included two child care centres, two kindergartens/preschools, one playgroup, and one primary school. Seventy-six children aged three to eight years were asked, in informal conversations with their caregivers, to comment on their experiences in the service and to consider possible advice they might give to newcomers who were to take part in the service. Theoretical perspectives from the sociology of childhood are used to examine children's accounts of their lived experience in early childhood services.
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DINNEBEIL, LAURIE A., WILLIAM F. McINERNEY, JEANETTE ROTH, and VIDYA RAMASWAMY. "Itinerant Early Childhood Special Education Services." Journal of Early Intervention 24, no. 1 (January 2001): 35–44. http://dx.doi.org/10.1177/105381510102400106.

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Moss, Peter, Charlie Owen, and June Statham. "Informing ourselves about early childhood services." Children Society 12, no. 4 (September 1998): 263–74. http://dx.doi.org/10.1111/j.1099-0860.1998.tb00080.x.

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Penn, Helen. "Policy Rationales for Early Childhood Services." International Journal of Child Care and Education Policy 5, no. 1 (May 2011): 1–16. http://dx.doi.org/10.1007/2288-6729-5-1-1.

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Moss, Peter, Charlie Owen, and June Statham. "Informing ourselves about early childhood services." Children & Society 12, no. 4 (September 1998): 263–74. http://dx.doi.org/10.1002/(sici)1099-0860(199809)12:4<263::aid-chi107>3.3.co;2-5.

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Pugh, Gillian. "Early childhood services: evolution or revolution?" Children & Society 17, no. 3 (2003): 184–94. http://dx.doi.org/10.1002/chi.762.

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Moss, Peter. "Defining objectives in early childhood services." European Early Childhood Education Research Journal 4, no. 1 (January 1996): 17–31. http://dx.doi.org/10.1080/13502939685207821.

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Llewellyn, Gwynnyth, Kirsty Thompson, and Mathew Fante. "Inclusion in Early Childhood Services: Ongoing Challenges." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 18–23. http://dx.doi.org/10.1177/183693910202700305.

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Inclusion for children with disabilities is well-established in Australia and receives commonwealth and state government funding. The international literature describes potential service models for which there is mounting empirical evidence. Typically these models are developed in university affiliated programs, which have access to funding and personnel not generally available in the Australian context. This paper provides a brief report of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.
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Dissertations / Theses on the topic "Early childhood services"

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Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.

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xv, 244 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Adviser: Jane Squires
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Dannenberg, Sally. "Southern Minnesota Initiative Foundation Early Childhood Initiative Grant /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006dannenbergs.pdf.

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Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16112/.

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This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate. Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as: Demographically convenient, Safe, secure and hygienic, Providing a routine, Caring and nurturing, Having trained and qualified staff, Valuing parents and keeping them informed, Preparing for further learning, Providing socialisation. These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment. In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by: Relationship with child; Influence of significant others; Understandings of childhood; Maximising the child's potential. The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts. An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
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Nelson, Donna Elizabeth. "Family Satisfaction with Early Intervention Services as it Relates to Family Functioning." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1217.

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This study examined the perceived impact and satisfaction levels of early intervention services of families living in the Appalachian region of northeast Tennessee. Families living in Hawkins and Johnson counties in the northeast region of Tennessee whose children with disabilities had recently exited an early intervention program participated in the study. The primary sources of data collection were personal interviews based on the Beach Center Family Quality of Life (FQOL) Scale (Beach Center on Disability, 2003), the Family Functioning Style Scale (FFSS) (Deal, Trivette, & Dunst, 1998), and member checks. The FQOL contains 5 subscales: Family Interaction, Parenting, Physical or Material Well-Being, Emotional Well-Being, and Disability-Related Supports. Each subscale includes items unique to the subscale that participants examined and ranked (Low, Medium, or High) as to how important, how satisfied, and the priority for support regarding each item. The study focused on and addressed 1 of the 4 categories of family-based practices; strengthening family functioning (Trivette & Dunst, 2000). The findings of this study revealed that families, overall, were highly satisfied with the early intervention services received. The findings suggest that families in Hawkins and Johnson counties valued and found the need for family interaction important. The levels of support regarding individual subscales revealed some variations but maintained consistency within group majority expectations and family requirements. It can be concluded that the perceived impact of early intervention services met the needs of each individual participant in the area of family interaction and the satisfaction level was ranked high.
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Eberly, John Edward. "Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/260.

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The purpose of this single case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a western United States community college. The conceptual frameworks used in the investigation included critical theory related to human emancipation, social learning theory aligned to second language acquisition, and contemporary adult learning theories. The goal of the investigation was to understand how students used and perceived the developmental education services to transition from Spanish language instruction to English coursework. Research questions focused on how the developmental education services contributed to the successful completion of the child development practicum for Latino Spanish-speaking English learners. The primary data collection method was in-depth individual interviews of a purposeful sample of 9 successful students. Data were transcribed, coded, and themes were developed based on the components of the conceptual frameworks. Findings indicated that participants relied on Spanish instruction for comprehensible context, but needed consistent education support services and information from a culturally responsive institution in a language they understood. The results prompted the development of a multicultural introduction to college course designed to facilitate access to developmental education services. Implications for social change include developing curriculum to inform Spanish-speaking English learners in the community college system and remediating the shortage of qualified Latino preschool teachers in the community, thereby providing positive role models for young Latino children.
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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
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Foulkes, J. D. "Fundamental movement skills, physical activity and obesity from early to late childhood." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6500/.

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Fundamental movement skills (FMS) are a vital part of a child’s development, which allow them to advance on to more complex movements, resulting in them functioning successfully in their daily lives and when participating in sports and physical activity. Despite the importance of FMS, previous studies have routinely found children to have low competency levels. Further research on competency levels in this area is required, specifically among UK children, as data on FMS proficiency and FMS interventions is dominated by research from Australia and North America. As such, the aims of this thesis were to a) document the level of FMS competency of preschool children from a highly deprived area of Northwest England, b) determine the effectiveness of a six-week Active Play intervention on FMS competency among preschool children from a highly deprived area of Northwest England, c) examine the relationship between FMS competency, physical activity and weight status over a five-year period between preschool and late primary among children from a highly deprived area of Northwest England and finally, d) gain the thoughts and opinions of experts and practitioners in order to help inform the development of an appropriate intervention to increase the physical literacy of preschool children.
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Ealy, Barbara Smith. "Parental Level of Satisfaction Regarding Early intervention Services for Children Who Are Deaf or Hard of Hearing." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600986.

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This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses.

The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.

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Kridler, Jamie Branam, M. Wyatt, and C. A. Peters. "Early Childhood Reading Enhanced through University, College, and Childcare Facilities Partnership." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5856.

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Books on the topic "Early childhood services"

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Duncan, Judith, and Sarah Te One, eds. Comparative Early Childhood Education Services. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782.

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Foundation, Ford. Early childhood services: A national challenge. New York, N.Y: Ford Foundation, 1989.

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Quality measurement in early childhood settings. Baltimore, Md: Paul H. Brookes Pub. Co., 2011.

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Early childhood systems: Transforming early learning. New York: Teachers College, 2012.

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Comparative early childhood education services: International perspectives. New York: Palgrave Macmillan, 2012.

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Dinnebeil, Laurie A. A guide to itinerant early childhood services. Baltimore: Paul H. Brookes Pub. Co., 2011.

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Auditor-General, Victoria Office of the. Early childhood development services: Access and quality. Melbourne, Vic: Victorian Government Printer, 2011.

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Hospital, Helen Hayes. Early Childhood Development Program. West Haverstraw, NY: Helen Hayes Hospital, 1986.

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Montana, State University (Bozeman Mont ). Early Childhood Project. Early childhood resource directory. Bozeman, Mont. (Herrick Hall/Home Economics, Montana State University, Bozeman 59717): The Project, 1986.

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Goffin, Stacie G. Speaking out: Early childhood advocacy. Washington, D.C: National Association for the Education of Young Children, 1988.

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Book chapters on the topic "Early childhood services"

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Calvo de Mora, Javier. "Integrated Services at Early Childhood Education." In School and Community Interactions, 237–50. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_15.

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Ansari, Humaira, and Supriya K. Nikam. "Early Childhood Intervention Services in India." In Birth Defects in India, 297–314. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1554-2_13.

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Duncan, Judith, and Sarah Te One. "Early Childhood Education Services: The Heart and Hearth of Communities; International Perspectives." In Comparative Early Childhood Education Services, 1–12. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_1.

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Goelman, Hillel, and Jayne Pivik. "Collaborative Play as New Methodology: Co-constructing Knowledge of Early Child Development in the CHILD Project in British Columbia, Canada." In Comparative Early Childhood Education Services, 187–212. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_10.

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Te One, Sarah, and Judith Duncan. "Conclusion: Reconceptualizing Early Education; Crossing Borders to Build Community." In Comparative Early Childhood Education Services, 213–24. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_11.

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Duncan, Judith, Sarah Te One, and Maureen Thomas. "Mapping Parents’ Movements and Interaction: Reconceptualizing Parent Support." In Comparative Early Childhood Education Services, 13–31. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_2.

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Sumsion, Jennifer, Frances Press, and Sandie M. Wong. "Theorizing Integrated Service Provision in Australia: Policies, Philosophies, Practices." In Comparative Early Childhood Education Services, 33–55. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_3.

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Munford, Robyn, Jackie Sanders, and Bruce Maden. "Building Strengths in Families and Communities." In Comparative Early Childhood Education Services, 57–77. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_4.

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Duncan, Judith. "Building Communities: Begins in the Early Years." In Comparative Early Childhood Education Services, 79–100. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_5.

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Joanou, Jamie Patrice, Dawna Holiday, and Beth Blue Swadener. "Family and Community Perspectives: Voices from a Qualitative Statewide Study in the Southwest United States." In Comparative Early Childhood Education Services, 101–23. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_6.

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Conference papers on the topic "Early childhood services"

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Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Alizamar, Alizamar, Afdal Afdal, and Ifdil Ifdil. "Guidance and Counseling Services for Kindergarten Students." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.43.

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Syukur, Yarmis. "Early Childhood from a Developmental Perspective and Counseling Services." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.22.

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Puspitasari, Cindi Ambar, and Puji Yanti Fauziah. "Threat of Stunting in Early Childhood." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.10.

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Yetti, Rivda. "Children's Problem in Kindergarten and Services by Teacher (Studies in Kindergarten Dharmawanita UNP)." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.40.

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Míguez, Rubén, Juan M. Santos, and Luis Anido. "Supporting High-quality Early Childhood Education Services throught ICTs." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.166.

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Arma, Nur Ambia. "How Will Indonesia Pay For Early Childhood Education Services?" In International Conference on Public Policy, Social Computing and Development 2017 (ICOPOSDev 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icoposdev-17.2018.21.

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Adhe, Kartika Rinakit, Wagino, Muchamad Arif Al Ardha, and Muhammad Syahidul Haq. "Digital Parenting Services: University Integrated With Society." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.030.

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Solihatun, Solihatun, Sisca Folastri, Itsar Bolo Rangka, Evi Fitriyanti, and Burju Ruth. "Effectivity of Mastery Content Services in Counseling to Improved Creativity for Early Childhood Parents at BKB PAUD Al-Fath." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.8.

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Reports on the topic "Early childhood services"

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Wills, Gabrielle, Janeli Kotzé, and Jesal Kika-Mistry. A Sector Hanging in the Balance: Early Childhood Development and Lockdown in South Africa. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/055.

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New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector was likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38 percent of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12 percent indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen. Using these findings, we estimate that just 13 percent of children aged 0-6 were attending ECD programmes by mid-July to mid-August compared to 47 percent in 2018. The last time that ECD attendance rates were as low as this was in the early 2000s. At this point it is not yet clear what proportion of these declines are only temporary, or whether there will be a lasting impact on ECD enrolment in the country. This dramatic contraction in the ECD sector relates to prohibitive costs to reopening ‘safely’ imposed by the regulatory environment, coupled with shocks to the demand side for ECD programmes (both in terms of reduced household incomes and parent fears of children contracting COVID-19). When viewed from a broader socio-economic lens, the threat of ECD programme closures across the nation will have impacts beyond ECD operators to the lives of millions of children, millions of households and millions of adults who rely on these ECD services. A swift intervention by government is necessary to save this important sector and limit the ripple effect of programme closures on multiple layers of society.
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2

Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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3

Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6522.

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