Dissertations / Theses: 'Early childhood services'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

Eberly, John Edward. "Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/260.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

8

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Knaap, Margriet. "Sustainability of early childhood development sites in selected rural areas." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51927.

Full text

Abstract:

Thesis (MPhil)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations.
AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.

APA, Harvard, Vancouver, ISO, and other styles

12

Hadley, Fay. "The 5th discourse the connectivity role for early childhood services : meaningful support for families /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/21066.

Full text

Abstract:

Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

APA, Harvard, Vancouver, ISO, and other styles

13

Middlebrooks, Jenna A. "Trends in Early Childhood Caries Rates in the Nashville Area Indian Health Services Tribes." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2607.

Full text

Abstract:

Dental caries is the most common chronic disease in children, and prevalence rates are disproportionately higher in American Indian/Alaska Native (AI/AN) populations. The Association of State and Territorial Dental Directors (ASTDD) recommends annual oral health screening for children in Head Start programs using the Basic Screening Survey (BSS). The 2014 study was a follow-up to a 2010 national survey of AI/AN children ages five and under that assessed oral health outcomes such as untreated decay, decay experience, urgent need for treatment, presence of sealants and decayed, missing and filled deciduous teeth (dmft) scores, and investigated the changes in Early Childhood Caries (ECC) prevalence from 2010 to 2014 in the Indian Health Service (IHS) Nashville Area. A gap analysis was completed comparing current recommended practices among dental clinics that participated in the IHS ECC Collaborative ASTDD Framework to Prevent and Control Childhood Tooth Decay (ASTDD Framework). Due to historical mistreatment of AI/AN populations in research, and out of respect for the sovereignty of the Tribal Nations that participated in the study, there limited data was made available for this study. In 2010, 579 children were screened in the Nashville Area; 1231 children participated in 2014. While there was a statistically significant, yet clinically small 9.36% reduction of untreated decay from 2010 (30.33%) to 2014 (27.49%), the ECC Collaborative did not reach their objective of a 25% reduction. There was also a significant increase in urgent need for treatment (3.17% in 2010 to 4.35% in 2014), and in presence of sealants (4.54% in 2010 to 10.01% in 2014). Gaps in best practices identified were related to need for increased risk assessments and enhancing policy development. Based on study findings and the limited access to data on Tribal and Area levels, development of culturally appropriate policies that are unique to individual Tribal needs, and focus on perinatal care, is recommended. Individual Tribal programs also need to be evaluated and surveillance needs to be continued to establish trend data. All program evaluations and research should be conducted in an ethical manner that is community-based and considerate of the needs of the Tribe.

APA, Harvard, Vancouver, ISO, and other styles

14

Hantak, Kelly. "An Initial Examination of Relationships Between Early Intervention Services, Family Outcomes, and Andragogical Factors." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253896.

Full text

Abstract:

This study is an examination of early intervention services for infants/toddlers with visual impairments, as related to home-based services and andragogy learning theory. Early intervention refers to therapeutic services provided to eligible infants/toddlers while andragogy emphasizes how adults learning. Research discussed the implementation of andragogical factors with parents of infants/toddlers appeared limited. The null hypotheses statements addressed four variables related to infant/toddler with visual impairments assessment scores, the number of home visit units authorized by the child’s Individualized Family Service Plan (IFSP) and implemented by the early intervention service provider, responses on the family outcome survey, and service provider responses regarding the use of andragogical factors during early intervention home visits.

The researcher examined secondary data related to assessment scores of infants/toddlers with visual impairments, the frequency of home visits implemented by a Teacher of the Visually Impaired (TVI) and/or Orientation and Mobility (O and M) specialist, comparison of early intervention units, and results of a Family Outcome Survey. The researcher co-authored the Modified Instructional Perspectives Inventory for Teachers working with Parents of Young Children (MIPI-TPC) to measure the frequency in which early intervention service providers implemented andragogical factors during home visits. Participants of this study included 30 infants/toddlers with visual impairments receiving early intervention services from a TVI and/or O and M specialist. Seventeen families completed the Family Outcome Survey and three early intervention service providers completed the MIPI-TPC. The utilization and analysis of descriptive statistics, a t-test of dependent means, and the Pearson Product Moment Correlation Coefficient, Analysis of Variance, and Chi-Square test determined relationships among the variables.

The results demonstrated limited relationships with assessment scores, frequency of home visits, units provided and authorized in the infant/toddler’s IFSP, and parent responses on the Family Outcome Survey. However, the MIPI-TPC results reported the service providers implementing andragogical factors within the category levels of above average and average. The prominent finding of the study supported the integration of andragogy learning theory during early intervention services. Future studies linking the two fields together may benefit the advocacy of early intervention service providers, empowerment of parents, and most importantly, infants/toddlers with developmental delays.

APA, Harvard, Vancouver, ISO, and other styles

15

Elliott, Roslyn, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "The book is open but you can't turn the page: parents' perceptions of early childhood service quality." THESIS_CAESS_EEC_Elliot_R.xml, 2003. http://handle.uws.edu.au:8081/1959.7/800.

Full text

Abstract:

This research examines parents’ perceptions of quality on early childhood services as they support families in the care and education of children. Data were collected from parents of under school-aged children using interviews, questionnaires and focus groups. Data analysis has enabled a determination of: the link between parents’ perceptions of quality and early childhood professionals’ views as expressed in the literature; parents’ satisfaction with services and the evaluation processes used by them; opportunities available to parents to engage with service staff to influence the quality of the services provided; and parents’ knowledge and use of the information services provided by the National Childcare Accreditation Council to assist them in their decision making regarding early childhood services. Results showed that communication between parents and staff is problematic. An accretion model of communication is developed to enhance the quality of early childhood services by promoting shared understanding and values between parents and staff, enabling parents to take part in decision making and minimising perceptions of threat to staff’s professional integrity
University of Western Sydney

APA, Harvard, Vancouver, ISO, and other styles

16

Sewell, Tamara Ann. "Family-centered practice in early intervention and early childhood special education personnel preparation : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=73&did=1400963551&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255027176&clientId=28564.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Holt, Nicole, Arsham Alamian, Deborah L. Slawson, and Shimin Zheng. "Child, Family, and Community Factors and the Utilization of Oral Health Services in Early Childhood." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/119.

Full text

Abstract:

Access to dental care is the leading unmet health need among American children. Early access to oral health care is critical in the prevention and treatment of early childhood caries, and any barriers perceived by parents can cause delay in seeking treatment. The purpose of this study was to examine child, family, and community factors associated with the utilization of oral health services among U.S. and HRSA region IV children aged 1-5 years. The data were obtained from the 2011/2012 National Survey of Children’s Health. Descriptive statistical summaries were calculated for all independent variables grouped by child, family, and community. A caregiver was asked whether the child received dental care in the past 12 months. Multiple logistic regression analysis using an investigator driven stepwise selection methodology was conducted. Nearly half (46.7%) of caregivers in the national sample reported that their child had visited a dentist in the past 12 months, slightly fewer (46.0%; p

APA, Harvard, Vancouver, ISO, and other styles

18

Boynewicz, Kara, and Carol Trivette. "Building Capacity and Tailoring Practice with Families as Foundation for Providing Best Practices in Early Intervention Services Under IDEA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8346.

Full text

Abstract:

Serving infants and toddlers and their families is the core of Part C under IDEA. Early motor delays have an increased risk for developmental delays in visual motor perception, social-emotional, and cognitive domains. Physical therapists in early intervention can assist families understanding of their child’s strengths and abilities so that families help their children develop and learn. The Division for Early Childhood (DEC) have recommended practice areas and special monograph series that guide practitioners in working with families. These document support promotion of the active participation of families in decision-making related to their child and development of a service plan for achieving the goals they hold for their child. In this interactive session, participants will learn about tools to help engage families to focus on intervention strategies in their natural enviornment. The session will challenge providers to think about their interactions with the child's family and how those interactions strengthen a family’s ability to support learning. Family-centered practices, family capacity-building practices and family and professional collaboration will be discussed with case examples. Participants will walk away with resources and tools to build capacity and tailor practice with families in their natural environment for best practice under IDEA.

APA, Harvard, Vancouver, ISO, and other styles

19

Biar, Henry H. "A more effective use of the Early Childhood Development Center for evangelistic outreach." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Klein, Sacha Mareka. "Understanding the spatial relationship between access to early care and education services and maltreatment of young children." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872066451&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

de, Gioia Kathryn. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060511.142734/index.html.

Full text

Abstract:

Thesis (Ph.D.) -- University of Western Sydney, 2003.
"A thesis submitted to the School of Applied Social and Human Sciences, University of Western Sydney in fulfilment of the Doctor of Philosophy". Includes bibliography : leaves 248 - 270.

APA, Harvard, Vancouver, ISO, and other styles

22

Bridgewater, Shay-Coy Ra'Cal. "Assessing the perceived level of training and competence of preservice school psychologists to provide social-emotional assessment and mental health services in early childhood settings." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148335423.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Hughes, Carol Caswell. "An exploration of selected effects of circumstances which precede and surround recall of early childhood and recent adult experiences." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618444.

Full text

Abstract:

The purpose of this study was to evaluate the significance of some contextual factors suspected of having the capacity to influence the availability, content, and affective tone of recollections. One hundred and eight young adult volunteer subjects were each asked to recall six cued recent or early childhood memories. Recall latencies were noted as well as scores indicating the degree of pleasure Ss attributed to their recollections at the time of their recall and the degree of pleasure they recall having attributed to the incidents at the time they occurred. Recollections were also evaluated for the importance of others to the remembered incidents and the perceived instrumentality (activity) of the recaller in the recalled incidents.;The research design used in this study was the Pretest-Posttest Control Group Design. Statistical procedures included analyses of variance and a t test. Eight null hypotheses provided the basis for testing the significance of the impact of two different collection formats (questionnaire vs. interview), three different collection contexts (created by provision of manipulated positive, neutral of non-responsive feedback regarding performance on an anagram task, and a span of apprehension task), and type of memory requested (recent vs. early childhood recollections).;Analyses of the data revealed a significant difference between the degree of pleasure subjects in interview and questionnaire groups assigned to their memories when they were being assessed for their contemporary significance to the recaller (F/1,104/ = 5.40, p. .05).

APA, Harvard, Vancouver, ISO, and other styles

24

Elliott, Roslyn. "The book is open but you can't turn the page : parents' perceptions of early childhood service quality /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031112.153522/index.html.

Full text

Abstract:

Thesis (Ph.D.) -- University of Western Sydney, 2003.
"An investigation presented to the College of Arts, Education and Social Science, the University of Western Sydney: Penrith" Bibliography : leaves 303-343.

APA, Harvard, Vancouver, ISO, and other styles

25

Underwood, Sharon Marie. "A Qualitative Case Study of the Relationship between the Dismissal of the Young Child with Developmental Delays (YCDD) from the Individual Educational Plan (IEP) Prior to Kindergarten and Later Requalification for Special Education Services." Thesis, Evangel University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810122.

Full text

Abstract:

The current study examined the relationship between the dismissal of the young child with developmental delays (YCDD) from the individual educational plan (IEP) prior to kindergarten and later requalification for special education services. The primary purpose of the study was to provide stakeholder perceptions of current practices regarding meeting the needs of four former YCDD students. The perceptions came through interviews with former YCDD students, their parents, teachers, administrators and, additionally, data from interventions, state assessments and survey.

Data showed that the relationship between dismissal and requalification for services showed low achievement from all four former YCDD students. All four focus students did requalify for special education services. In addition, the stakeholder’s perceptions revealed recurring themes and implications for practice. Given the small sample utilized for the current study, the findings may not be generalized to all children with a former YCDD diagnosis. Results provided implications for keeping the diagnosis through kindergarten transition and researching the study on a larger scale.

APA, Harvard, Vancouver, ISO, and other styles

26

Alzahrani, Sultan. "Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2291.

Full text

Abstract:

This survey-based, quantitative research investigated Early Intervention teachers' perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on three dimensions of Early Intervention including attitude toward Early Intervention services, the cultural influences in the provision of services, and the recommended practices that were used by professionals. Two options were offered to subjects to complete the survey: 1) an online survey and 2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data was collected and analyzed. The results showed that the teachers in Mecca Region in Saudi Arabia did not follow recommended practices. However, they had positive attitudes about Early Intervention services and indicated that they considered the culture of the children and families when determining curriculum and services in their programs.

APA, Harvard, Vancouver, ISO, and other styles

27

Lederer, Nicole. "Parent/guardian Satisfaction with Early Head Start Services in Lucas County." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544565465681181.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Veena, Sargoor. "Cognitive performance during childhood and early adolescence in India : relationships to birth size, maternal nutrition during pregnancy and postnatal growth." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/385138/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Sackey, Margaret Mary. "An Examination of Preschool Services in Selected Communities in Tema Municipality (Ghana)." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242414831.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Barrow, Donna Marie. "A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education Services." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641446.

Full text

Abstract:

Over the past two decades reported rates of autism have steadily risen. The current incidence is 1 in 68 children. While autism can be reliably diagnosed at 18 months in most children with the condition, specialized autism treatment rarely begins before a child’s third or fourth birthday. As screening and diagnosis procedures improve so does the need for effective early interventions for autism. Researchers and professionals have expressed a growing concern over the need for effective early interventions for infants and toddlers with autism. At the same time, there is a dearth of qualitative research exploring the needs and experiences of parents with a very young child with autism. Employing a phenomenological framework, the purpose of this study was to investigate the lived experiences of parents of a young child with autism receiving early special education services. Unstructured interviews and photo elicitation were used to generate rich, detailed descriptions of the phenomenon. Data analysis from photographic images and narrative dialogues illuminated six essential themes across participants: (a) parents as pioneers: forging the way for future families; (b) making the journey as a family; (c) navigating uncharted service systems; (d) overcoming challenges and obstacles; (e) resilience, ingenuity and hope; and (f) reflecting on the first three years and looking forward. Participants expressed that they felt this study gave them a “voice” in the research literature. This study is one of the first to investigate the lived experiences of parents as they seek and secure autism services for their child under five with autism.

APA, Harvard, Vancouver, ISO, and other styles

31

Jordan, Dorothy Elizabeth Alexandra. "The ecology of infant and toddler care during nonstandard hours in licensed childcare centers." Diss., Connect to online resource - MSU authorized users, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

32

Im, J., S. Han, and Kwangman Ko. "The Trajectory of Parenting Stress Across Early Childhood Among First-Time Korean Mothers and the Role of Maternal Employment Status." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2968.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hennessey, Ann Laureen. "Reducing California's special education costs by improving access to early childhood intervention: A policy review." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2156.

Full text

Abstract:

This project addressess the importance of early childhood intervention for California's infants and toddlers and how the managed care trends are affecting families' ability to obtain help for their children.

APA, Harvard, Vancouver, ISO, and other styles

34

Marini, Bruna Pereira Ricci. "As práticas de intervenção precoce no estado de São Paulo." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/8832.

Full text

Abstract:

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-06-05T17:11:25Z No. of bitstreams: 1 Autorização.pdf: 127395 bytes, checksum: a332f9735c0ea41c73872df294e95d20 (MD5)
Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T17:56:44Z (GMT) No. of bitstreams: 1 Autorização.pdf: 127395 bytes, checksum: a332f9735c0ea41c73872df294e95d20 (MD5)
Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T17:56:51Z (GMT) No. of bitstreams: 1 Autorização.pdf: 127395 bytes, checksum: a332f9735c0ea41c73872df294e95d20 (MD5)
Made available in DSpace on 2017-06-05T18:00:55Z (GMT). No. of bitstreams: 1 Autorização.pdf: 127395 bytes, checksum: a332f9735c0ea41c73872df294e95d20 (MD5) Previous issue date: 2017-02-10
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Early Intervention is constituted as an important tool for prevention, identification and intervention in conditions that offer risks to child development. Since the emergence of the first programs dating back to the 1960s, there were a number of conceptual and theoretical developments which culminated in the recognition of the systemic, ecological and family-centered model, as it produces better effects. In Brazil, the Early Intervention practices appear to develop highly focused on the needs of children, prioritizing interventions guided in their problems and developed from a rehabilitative model. It also observes that, despite the relevance of the theme, the scientific literature is scarce, which points to the need for further investigation. In this context, this study aimed to identify the practices developed by the Early Intervention services for children from zero to five years, in the state of São Paulo. This is a cross-sectional, descriptive and exploratory study with a qualitative approach. Participants were selected through non-probability sampling for convenience, in the case of professional staff working in services for children between zero and five years, located in the area covered by the Programa São Paulo pela Primeiríssima Infância. The study was developed in two stages, the first identification and characterization of early intervention services and the second identification of early intervention practices developed for services previously selected from the first stage. Data were collected through questionnaires (first stage) and interview (second stage). For the analysis of data from the questionnaires was used the methodology of descriptive statistics and analysis of the interviews content analysis methodology, the thematic analysis mode. The results of this study corroborate with the descriptions in the national scientific literature showing that Early Intervention practices remain being developed within the rehabilitation model, geared to the deficits presented by the children. In this context, the participation of families in the services proved to be limited because of the hegemonic role played by professionals in relation to the intervention process. It also revealed the existence of differences between the recommended practices in the child care networks and those that, in fact, are developed by the services. Regarding the existence of practices implemented in the natural context of the child, the results showed that these have been limited to observations and guidelines. Finally, the study identified a number of gaps in the process of training and continuing education of professionals that working in Early Intervention, a factor that can directly impact on the quality and the implemented practice model. From these results, the possibilities and challenges for the approximation between current practices and those recommended internationally are discussed, based on IP literature and national child care policies.
A Intervenção Precoce constitui-se como uma importante ferramenta para prevenção, identificação e intervenção sobre condições que ofereçam riscos ao desenvolvimento infantil. Desde o surgimento dos primeiros programas, datados da década de 1960, ocorreram uma série de transformações conceituais e teóricas, que culminaram no reconhecimento do modelo sistêmico, ecológico e centrado na família, como o que produz melhores efeitos. No Brasil, as práticas de Intervenção Precoce parecem desenvolver-se eminentemente centradas nas necessidades das crianças, priorizando intervenções pautadas em suas problemáticas e desenvolvidas a partir de um modelo reabilitativo. Observa-se ainda que, apesar da relevância da temática, a literatura científica é escassa, o que aponta para a necessidade de maiores investigações. Nesse contexto, o presente estudo teve por objetivo identificar as práticas desenvolvidas pelos serviços de Intervenção Precoce destinados a crianças de zero a cinco anos, no estado de São Paulo. Trata-se de um estudo transversal, descritivo e exploratório, com abordagem quali-quantitativa. Os participantes foram selecionados por meio de amostragem não-probabilística por conveniência, tratando-se de equipes de profissionais que atuam em serviços destinados a crianças entre zero e cinco anos, localizados na área de abrangência do Programa São Paulo pela Primeiríssima Infância. O estudo desenvolveu-se em duas etapas, sendo a primeira de identificação e caracterização dos serviços de Intervenção Precoce e a segunda de identificação das práticas de Intervenção Precoce desenvolvidas por serviços previamente selecionados a partir da primeira etapa. Os dados foram coletados por meio de questionários (primeira etapa) e entrevista (segunda etapa). Para a análise dos dados dos questionários foi empregada a metodologia de estatística descritiva e para análise das entrevistas a metodologia de análise de conteúdo, na modalidade análise temática. Os resultados desse estudo corroboram com as descrições apresentadas na literatura científica nacional, evidenciando que as práticas de Intervenção Precoce permanecem sendo desenvolvidas dentro do modelo de reabilitação, mais claramente voltado aos déficits/diagnósticos apresentados pelas crianças. Nesse contexto, a participação das famílias nos serviços mostrou-se limitada em virtude do papel hegemônico assumido pelos profissionais em relação ao processo de intervenção. Evidenciou-se ainda a existência de divergências entre as práticas preconizadas no âmbito das redes de atenção à criança e aquelas que, de fato, são desenvolvidas pelos serviços. Em relação à existência de práticas implementadas nos contextos naturais da criança, os resultados demonstraram que essas têm se limitado à observações e orientações. Finalmente, o estudo identificou algumas lacunas existentes no processo de formação e formação continuada dos profissionais que atuam em Intervenção Precoce, fator que pode impactar diretamente sobre a qualidade e o modelo de prática implementado. A partir desses resultados, discute-se, com base na literatura da IP e nas políticas nacionais de atenção à criança, as possibilidades e desafios para a aproximação entre as práticas atualmente desenvolvidas e aquelas recomendadas internacionalmente.

APA, Harvard, Vancouver, ISO, and other styles

35

Fang, Ching-Shu J. "THE EFFECTS OF IDEA PART C EARLY INTERVENTION SERVICES ON THE WELL-BEING OF CHILDREN AND FAMILIES IN CHILD WELFARE." UKnowledge, 2017. http://uknowledge.uky.edu/csw_etds/15.

Full text

Abstract:

There is ample evidence indicating that maltreatment has deleterious effects on the development of infants and toddlers. The Child Abuse Prevention and Treatment Act of 2003 requires referrals from child welfare (CW) to IDEA Part C Early Intervention services to provide developmental assessments and services for children younger than three with substantiated cases of child abuse or neglect. Thus, this study aims to examine the effects of Part C services on the well-being of young children and their families in CW. This study used a secondary dataset, the National Survey of Children and Adolescent Well-Being II, to examine the research questions. The study results indicate that Part C services can help to decrease the decline and have greater improvement in the well-being outcomes of young children with and without substantiated cases in CW. Also, Part C services can enhance language and adaptive skills for children who are in need of developmental and learning services. However, the developmental and learning needs of those young children are under-identified and under-addressed by CW professionals. Ample research has emphasized that Part C services can lead to positive outcomes for children who are at risk for developmental delays or dysfunction. If those children and their families are not offered timely and appropriate early interventions, their difficulties can become more severe, which often leads to lifelong consequences. To address the developmental needs of those children as early as possible, this study’s findings indicate an urgent need to enhance CW professionals’ knowledge of early childhood development and intervention as well as to improve their capabilities to identify young children’ developmental needs. State administrators and policymakers should reexamine the existing relationship between CW and Part C to further establish a better referral-making system in response to the mandated referrals under CAPTA of 2003 and IDEA of 2004.

APA, Harvard, Vancouver, ISO, and other styles

36

Hashim, Raghad, and n/a. "A quantitative and qualitative study of early childhood caries among young children in the Emirate of Ajman, United Arab Emirates." University of Otago. School of Dentistry, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080521.144521.

Full text

Abstract:

Objectives: The objective of the quantitative research was to estimate the prevalence of Early Childhood Caries (ECC) and severe Early Childhood Caries (s-ECC) and the severity of Early Childhood Caries (ECC) in the primary dentition of young children in Ajman, UAE, and investigate their association with child and family characteristics, dietary habits, fluoride use, oral hygiene practices and dental services utilization. The purpose of the qualitative research was to obtain information that could explain some of the findings of the quantitative stage in order to progress towards determining a strategy to control ECC in this population. Methods: A two-stage cluster sample was used to randomly select children aged 5 or 6 years old who were enrolled in public or private schools in Ajman, UAE. Clinical examinations for caries were conducted by a single examiner using WHO criteria. Parents completed questionnaires seeking information on child and family characteristics, dietary habits, oral hygiene, fluoride use and dental service utilization. Bivariate and multivariate analyses were used to identify risk markers and risk indicators for caries experience. To complement the quantitative findings, the second (qualitative) stage of the research was conducted with six chosen groups of mothers from different educational backgrounds and different nationalities. Each group contained between six and ten mothers - some of whose children had been examined in the quantitative section of the project. The mothers were invited to comment on the significance for them of those risk indicators identified in the earlier section of the research. The manual thematic coding method of analysis was used. Problems concerning the dental health of children were identified based on the results of both stages. Results: The total number of children sampled was 1297. Dental examination and questionnaire data were obtained for 1036 (79.9%), of whom 50.0% were female. The prevalence of ECC in 5- and 6-year-old children was 72.9% (95% CI, 61.8, 83.9) and 80.0% (95% CI, 76.0, 84.4) respectively, with mean dmft scores of 4.0 (sd, 4.1) and 4.9 (sd, 4.3) respectively (P<0.05). The overall prevalence of s-ECC was 31.1% (95% CI, 23.6, 38.9). Multivariate analysis indicated that frequency of snacking between meals per day, snack consumption level and the frequency of brushing had a significant effect on the severity of ECC, while only the snack consumption level and the frequency of brushing had a significant effect on plaque score. There was a strong association between plaque score and the severity of ECC. The total number of mothers who contributed to the qualitative study was 42. The findings of the qualitative stage showed that some mothers had a negative perception toward the primary dentition and unhelpful attitudes towards their children�s diets (through promoting a high consumption of cariogenic food), while the use of fluoride (other than in toothpaste) was rare. However, many mothers were in favor of bottled water fluoridation once they understood the benefits of such a scheme and supported the idea of a dental preventive program beng provided through their children�s schools. Conclusions: The prevalence and severity of ECC in young children in Ajman is high, with child and family characteristics, dietary habits, oral hygiene practices and dental utilization being important determinants. Young children in Ajman would benefit from health promotion strategies directed towards appropriate dietary practices and oral hygiene measures framed within culturally specific guidelines.

APA, Harvard, Vancouver, ISO, and other styles

37

ALMEIDA, Renato Barros de. "Concepção de infância e criança em Goiânia sob o olhar da assistência social." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/1988.

Full text

Abstract:

Made available in DSpace on 2014-07-29T16:10:27Z (GMT). No. of bitstreams: 1 Dissertacao Renato Barros de Almeida 2010.pdf: 598546 bytes, checksum: 33ff69faea2ef40c45b5da2165cb06bb (MD5) Previous issue date: 2010-08-26
This work, linked to the Teachers Training and Professionalization Research Line, of the School of Education (Post-Graduation Department), of the Federal University of Goiás, is also integrated into the Research Project "Public Policies and Education of Children in India: History, concepts and practical projects "developed by the Group for Study and Research for Children and their Education in Different Contexts (GEPIED). Our aim, based on an socio-historical dialectics approach, discuss the concepts of Childhood and Child, from the perspective of social assistance from its managing agency in Goiania, the Municipal Foundation for Community Development - FUMDEC from its facility in May, 1974 to 1997, when their actions aimed at children from zero to six years under LDBEN 1996 was transferred to the City Department of Education. We analyzed six programs and their projects in the period of 1987 to 1997. When basing the reflections in the f races of historical and social Brazil and Goiás reality, we got to childhood and child, and their presence in the Brazilian education as resulting of a socio-historical construction. We sought to reveal and analyze their meanings in Western society and yet how it was the formation of different senses of child / s: form helpless under ages and vulnerable to social child exclusion, as an individual bearer of rights. For this interpretation we resorted to policies for early childhood education in Brazil, and their contact with the Social Assistance and Educational School. Finally, we discuss the diversity of a more terminological than conceptual idea, Childhood and Children in Goiania under the assistance view we were able to demonstrate the great difficulty imposed on poor under ages to be, in fact, recognized as citizens children, people of rights and respect. The research also revealed that even with the advent of legal formulations of structural character as the Constitution of 1988, ECA, and LOAS LDBEN, which advocated a new conception of Childhood and Child, programs and projects analyzed incorporate only the formality of these new conceptions maintaining the essential concepts expressed in their justifications, aims and goals, remnants of a paternalistic tradition, which denotes the need for educational training of new habitus able to internalize culturally not only new conceptual classifications, but above all, the unfolding senses they desire.
Este trabalho, vinculado à Linha de Pesquisa Formação e Profissionalização Docente, do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás, e integrado ao Projeto de Pesquisa Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas , desenvolvido pelo grupo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos (GEPIED). Tivemos como objetivo, aportado em uma abordagem sócio-histórico-dialética, problematizar as concepções de Infância e Criança, sob o olhar da assistência social a partir do seu órgão gestor em Goiânia, a Fundação Municipal de Desenvolvimento Comunitário - FUMDEC -, da sua instalação, em maio de 1974, ao ano de 1997,quando suas ações destinadas às crianças de zero a seis anos, por força da LDBEN de 1996, transferiram-se para a Secretaria Municipal de Educação. Foram analisados seis programas e seus respectivos projetos no período de 1987 a 1997. Fundamentando as reflexões nos traços históricos e sociais da realidade brasileira e goiana, concebeu-se a infância e a criança, bem como a sua presença na educação brasileira, como decorrentes de uma construção sócio-histórica. Procurou-se revelar e analisar as suas significações na sociedade ocidental e ainda como se deu a constituição dos diferentes sentidos de criança/s: de menor desvalido e vulnerável à marginalização social à de criança como sujeito de direitos. Para esta interpretação, recorremos às políticas para Educação Infantil no Brasil, e suas mediações com as de Assistência Social e Educacionais Escolares. Por fim, discutimos a diversidade, de cunho mais terminológico que conceitual, de Infância e Criança em Goiânia sob o olhar da assistência, quando pudemos comprovar a grande dificuldade imposta ao menor pobre de ser, de fato, reconhecido como criança cidadã, sujeito de direitos e respeito. A pesquisa revelou ainda que, mesmo com o advento de formulações legais de caráter estruturante como a Constituição de 1988, ECA, LOAS e a LDBEN, que preconizam outra concepção de Infância e Criança, os programas e projetos analisados incorporam apenas na formalidade estas novas conceituações, mantendo, nas suas justificativas, objetivos e metas, resquícios de uma tradição assistencialista, que denota a necessidade de formação educativa de novos habitus capazes de internalizar culturalmente não somente as novas nomenclaturas conceituais, mas, acima de tudo, os desdobramentos de sentido que elas ensejam.

APA, Harvard, Vancouver, ISO, and other styles

38

French, Max Nealon. "Achieving outcomes in complex public service systems : the case of the Early Years Collaborative." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27308.

Full text

Abstract:

Governments around the world have been increasingly adopting an ‘outcomes-focus’ in the design of policy and the management of public services, the implications of which have been subjected to increasing scrutiny within public administration (Boyne and Law 2005; Elvidge 2012; Heinrich 2002; Housden 2016; Lowe 2013; Lowe 2017; Wimbush 2011). Yet wherever an outcomes-based approach has been applied, be it within performance management (Bevan and Hood 2006; Lowe 2013; van Thiel and Leeuw 2002), budgeting (Perrin 2006; Ryan 2003), or commissioning, its achievements have fallen short of expectation (Wimbush 2011). Outcomes have predominantly been conceptualised and operationalised within what this thesis calls a ‘Rationalist’ approach, linked to the New Public Management context within which an outcomes-focus was popularised. This approach assumes we can understand the factors which drive outcomes, plan appropriate service interventions, harness the resources and commitment needed to put such interventions into practice, and manage such interventions towards their expected end points. Outcomes however are inherently complex phenomena – they are always transboundary, always co-produced by the individuals who experience them, and always impacted by a large number of unpredictable and uncontrollable factors in their external environment. Public management theory and practice finds itself at a crossroads: an imperative to improve outcomes, and a paradigmatic inability to do so – a challenge which scholarship is just beginning to respond to (Housden 2016; Lowe et al. 2016). This thesis contributes an alternative ‘Complex Systems’ theoretical framework which responds to (rather than simplifies or externalises) the inherent complexity which outcomes present. This theoretical framework draws on complex adaptive systems theory to enable a ‘Complex Systems’ approach to the management of outcomes. The framework is based on the conception of outcomes as emergent products of complex systems, and integrates three defining components of complex adaptive systems (self-organisation, distributed agentic learning, and attractor states) to enable an endogenous process of service transformation in conditions of uncertainty. This theoretical framework provides public management with more solid footing for understanding, analysing and designing outcomes-focussed interventions, with distinct advantages relative to existing outcomes-based approaches, in pursuing complex public service outcomes. The thesis applies this framework through a multiple embedded case study analysis (Yin 2009) of the Early Years Collaborative, a large-scale multi-agency Quality Improvement Collaborative operating across Scottish local authorities, as it seeks to improve a set of population-level child development outcomes.

APA, Harvard, Vancouver, ISO, and other styles

39

Pratoommas, Plern. "The Lived Experience of Parents Who Have a Child Diagnosed with a Developmental Disability Who Received Early Intervention Services in Thailand| A Phenomenological Study." Thesis, Fielding Graduate University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810255.

Full text

Abstract:

The purpose of this study was to explore the lived experience of parents who have a child diagnosed with a developmental disability who received Early Intervention services in Thailand. A phenomenological approach was used in the design of the study. Open-ended interviews were conducted with eight participants who lived in Thailand and had a child with a developmental disability. Only participants whose children were 5 years old or younger at the time of the study were interviewed. Five themes emerged from the data, including the journey, helpful versus unhelpful attitudes and actions, systems and services in Early Intervention, challenges, and positive outcomes. Implications for professionals, policy-makers, and society are discussed, including areas for future research on Early Intervention in Thailand.

APA, Harvard, Vancouver, ISO, and other styles

40

Roantree, Anne Elizabeth, and n/a. "Policy changes, the impact on preschool staff and a way forward in the provision of early childhood services : a case study in the ACT." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061107.141351.

Full text

Abstract:

In recent years Australia has seen a national change in policy focus for the provision of early childhood services. The change has been from delivery of a discrete education model of sessional preschool to a diverse range of services to families. This policy focus is reflected in the Australian Capital Territory (ACT). There has been a move from a discrete preschool provision by the Department of Education and Training to a more cohesive early childhood approach by Children's Services Branch within the expanded Department of Education and Training and Children's, Youth and Family Services Bureau. The purpose of the study is to investigate reasons for, and nature of, the shift in policy focus and the impact on preschool staff in the ACT. The review of literature reveals that implementation of a more cohesive provision of early childhood services in Australia has not been without difficulties. These difficulties are investigated. The research is undertaken at an ACT Government preschool site. At this site the sessional government preschool and a community long day care centre are located in a purpose built shared facility. The research traces the values and practices of preschool staff in the sessional government preschool as they work in the shared facility in the first year of operation. Action research is employed in the form of a single case study, and guided by principles of Problem Based Methodology to clarify the issues involved and develop strategies to address a positive way forward in the ACT. The reflective, qualitative research provides the government preschool staff and the researcher with opportunities to develop and implement strategies to address difficulties. These difficulties are discussed in the context of the review of literature. Drawing on conclusions and recommendations from the case study, the investigation provides management insight into a way forward for more cohesive provision of early childhood services in the ACT.

APA, Harvard, Vancouver, ISO, and other styles

41

Arcila-Knortz, Cassandra Marie. "The Relationship Among ESOL Services, Vocabulary, and Reading Comprehension in Primary Grades." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1334.

Full text

Abstract:

With the growing English for speakers of other languages (ESOL) population in the United States, English instruction is becoming vitally important in schools. Despite this growing need, many schools are eliminating ESOL support services that promote English learning, and some schools are eliminating ESOL support services in primary grades. The purpose of this quantitative study was to determine whether providing ESOL support in kindergarten improved students' reading level, vocabulary, and reading comprehension. Vygotsky's social learning theory and theory of proximal development provided the theoretical framework of the study. The research questions concerned differences in comprehension scores, vocabulary scores, and reading levels between students who were provided ESOL support services (n = 55) and those who were not (n = 51). A quasi-experimental pre/posttest control group design was used. Due to violations in homogeneity of variance and normality, the Kruskall-Wallis test, the nonparametric equivalent of the 1-way ANOVA, was conducted. Results indicated no statistically significant differences between the groups. Recommendations include replicating the study with a larger sample size to increase statistical power. This study may promote positive social change, as leaders in the local school district may use the findings and recommendations to make decisions on future services and continued evaluations to contribute toward ESOL student achievement.

APA, Harvard, Vancouver, ISO, and other styles

42

Holt, Nicole. "An Investigation of the Relationship Between Child, Family, and Community Factors and Early Childhood Oral Health and the Utilization of Dental Health Services." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3242.

Full text

Abstract:

Background / Objective: Children under the age of 5 years bear a disproportionate burden of oral disease. The aim of this study is to investigate how child, family, and community determinants impact dental care utilization, and parental report of child’s oral health. Methods: Data for this study came from the 2011/2012 National Survey of Children’s Health for children aged 1 to 5 years old. Dependent variables evaluated were if the child had an oral health problem, been to a dentist in the past year, and parents description of the child’s teeth. Independent variables were selected from child, family, and community levels. Binary logistic methods were applied to each outcome and predictor variable. Stepwise logistic regression models were constructed for child, family, and community variables. Additionally the mediating effect of oral health services utilization in the association between child, family and community factors and parental perception of child’s oral health was evaluated. National results and Health Resource Service Area (HRSA) region IV results were compared. Results: In the national (n=24,875) and HRSA region IV sample (n=4,017) 9.7% and 10.2% of caregivers, reported that the child had an oral health problem in the past 12 months. Fewer than half (46.7%) of caregivers reported that their child had visited a dentist in the past 12 months. Absence of neighborhood cohesion, neighborhood amenities, and residence in metropolitan statistical area all had positive significant effects on children seeing a dentist. There was a mediating effect by utilization of oral health services between child with special health care needs (p=0.005), number of children (p=0.045) and adults (p=0.046) in the household, and tobacco use (p=0.018) and parents perception of oral health in the HRSA region IV population. Conclusion: This study identified several factors as correlates of poor oral health outcomes. Our results expand our knowledge of early childhood oral health by studying how oral health is impacted not only by child factors but also the family and community at large. Our results begin identifying the unique constellation of risk factors that contribute to early childhood oral health.

APA, Harvard, Vancouver, ISO, and other styles

43

Moynahan, Kelly C. "Adaptive Behavior Assessment of Ethnically Different Children Referred for Special Education Services." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4748.

Full text

Abstract:

According to the Centers for Disease Control and Prevention, approximately 1 in 6 children are diagnosed with a developmental disability or with developmental delays, which are associated with impairments in physical, language, cognitive, and/or adaptive behaviors. To fill a gap in the literature, the adaptive profile of young children initially served as developmentally delayed (DD) were analyzed to explore adaptive differences between different ethnicities and placement settings of children at the time of the initial referral prior to DD assessment. Archival data included 333 preschool aged children. The independent variables of eligibility status (DD or not DD eligible), ethnicity (White, Black, or Hispanic), and placement setting prior to testing (home, daycare, or school) and the dependent variable of Adaptive Behavior Assessment Scale-II Parent/Primary Caregiver Form General Adaptive Composite (GAC) standard scores were used. Three 1-way ANOVAs indicated a significant difference between the 2 levels of eligibility status. There was no difference for the 3 levels of ethnicity. There was a significant difference in GAC scores between public school setting versus home setting but not between daycare setting versus public school and home settings. To effect positive social change, knowledge from this study highlights the need to increase professional and public awareness of early identification of DD children; the importance in mandating competent care by highly trained individuals; and the impact of educating parents, daycare professionals, educators, and other providers about the role of social learning on development and mastery of functional life skills for all young children.

APA, Harvard, Vancouver, ISO, and other styles

44

Cassidy, Kimberly S. "Determining if Custodial Grandparents of Pre-K - Third Grade Students Perceive Delivery of Information and Services Offered as Effective in Decreasing Early Chronic Absence." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2590.

Full text

Abstract:

This study examined the delivery of information and services offered to grandparents who had become the primary caregivers of pre-k through third grade students to determine if the information and services were effective in decreasing chronic early absence as defined by Chang and Romero (2008). This mixed-method, multi-case study focused on the perceived needs of custodial grandparents and examined if the school system was meeting their needs through delivery of information and services. The researcher sought participation from 5 custodial grandparents who had grandchildren in pre-k, kindergarten, first, second, or third grades in a Northeast Tennessee school system and whose grandchildren had accumulated absences that met the definition of chronic early absenteeism (10% or more absences) as defined by Chang and Romero (2008). Skyward Database provided a list of families who met the aforementioned criteria. The average age of this group of grandparents was 51.8 with a range of ages from 48 to 54.The comparison group, also retrieved from the Skyward Database, included 4 custodial grandparents whose grandchildren had the highest attendance rates (top 5%). The average age of this group was 53 with a range of ages from 48 to 59. Researcher-developed questionnaires and interviews were used to determine outcomes and major findings. [a1] Major findings included 1) A Chi Squared Test determined that children in grandparent-led households were significantly more likely to meet the criteria of chronic early absence than children from parent/other guardian-led households; 2) 100% of grandparents in both groups had not heard of chronic early absence, 33% of teachers had not heard of chronic early absence, and 50% of Family Resource Center Staff had not heard of chronic early absence; 3) 47% of grandparent-led households met the criteria of chronic early absence while only 18% of parent/other guardian-led households met criteria of chronic early absence; 4) 0% of the parents were involved in the child’s life or education in the grandparent-led households while 50% of the parents were involved in the child’s life or education in parent/other guardian-led households; 5) 20% of children in grandparent-led households with chronic early absence had disciplinary actions while 100% of children in grandparent-led households with high attendance had significant disciplinary actions; and 6) Sickness was the primary reason for absences in grandparent-led families with chronic early absence; 7) A majority of grandparents in both groups used verbal communication with teachers and school staff, but written communication was preferred by each group.

APA, Harvard, Vancouver, ISO, and other styles

45

Lindsey, Gail. "Building a baseline for the future taking a look at the condition of child care services for low-income children in Mississippi in 2001 /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11082004-145026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Mason, Robert. "Burnout Among Head Start Social Services Coordinators in Region IV." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2580.

Full text

Abstract:

The project was designed to study the nature of the burnout phenomenon among Head Start Social Services Coordinators in eight southeastern states. The association of age, sex, marital status, years employed, program size, caseload, race, education and perceived level of stress to the three subscales of the Maslach Burnout Inventory (MBI) were correlated on a population of 59 coordinators representing 25% of the total population. Years employed was shown to be negatively correlated to the Emotional Exhaustion subscale. Perceived stress levels due to workload were most strongly associated with emotional exhaustion. Relationship to the other factors studied was not significant. The findings provide support for the contention that burnout does exist among members of this population and that steps need to be taken at the individual and agency levels to combat the stressful conditions related to burnout. While emotional exhaustion and lack of personal accomplishment were shown to exist, the subjects showed little to no evidence of depersonalization in working with their clients.

APA, Harvard, Vancouver, ISO, and other styles

47

Muswala, Kapalu. "An exploratory study of the challenges and opportunities that early childhood development centre principles experience in providing services to children in Gugulethu Township, Cape Town." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6821.

Full text

Abstract:

This research project, entitled 'An exploratory study of the challenges and opportunities that early childhood development centre principals experience in providing services to children in Gugulethu Township, Cape Town? adopted a qualitative research design using a semistructured interview schedule for face-to-face interviews with participants. It comprised of 20 participants, all female aged between 44 and 74 years, who had worked as principals in a registered ECD centre for three years and above. The sample was arrived at using a purposive sampling method. The study revealed that principals are faced with a number of challenges. Key among them are burglary;; poor communication coupled with inadequate subsidies often paid late by the Department of Social Development;; poor salaries and infrastructure;; lack of fundraising skills and trained teachers;; and inadequate funds, food, educational equipment, blankets and mattresses for children. To address these challenges, principals receive support from the government, namely, the provincial Departments of Social Development and Education, and the City of Cape Town, in the form of subsidies. In addition, they receive various forms of support from the private sector, non-governmental organisations, ECD centres, parents and their communities. The study proposed a set of recommendations to the government (national, provincial and the City of Cape Town), private sector, non-government organisations, the Gugulethu community and principals with an aim to provide support to address the challenges that principals faced. Among the main recommendations were for the national government to take a proactive and bold decision to improve the conditions of service for ECD principals as a matter of urgency as they play a crucial role in building the learning foundation for children. It was also recommended that the private sector should develop sustainable partnerships with ECD centres in Gugulethu. They could, for instance, contribute to the establishment of a community fund to support the operation of ECD centres. In addition, the study recommends that NGOs should support ECD principals to lobby and advocate not only for improved conditions of service but also increased government funding to the ECD sector. Furthermore, the research study unearthed some issues which need answers. It is recommended that further research be conducted to explore the practicality of government employing principals and teachers in the ECD sector. Collective capacity is essential in solving some of the challenges experienced by principals when providing services to children in Gugulethu. It is recommended that the community, working in collaboration with the government, NGOs and the private sector, should be involved in improving ECD centres. For example, parents who do not work could volunteer during the week to assist with the maintenance of ECD centre grounds and buildings while those who work could do the same over the weekends. For principals, it was recommended that, with the support of NGOs and other stakeholders, they should lobby and advocate strongly for improved working conditions and for inclusion in decision making at local, provincial and national government levels.

APA, Harvard, Vancouver, ISO, and other styles

48

Zanetti, Janet J. "An extension of dyadic counseling to multi-family group training with application for Head Start families." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618448.

Full text

Abstract:

The purpose of this study was to investigate the effects of one short-term training model, Parents and Children Together (PACT), on parent stress and child behavior for families enrolled in the Head Start program. PACT is a program of structured play activities designed to replicate the interactions between parents and children during the first developmental stage of life. PACT has been adapted, by the researcher, from a program called Theraplay developed for Head Start children by Ann Jernberg (1967).;Thirty families completed the study. Experimental and Control groups were formed from volunteer participants. Only Experimental subjects received training. Sessions were held weekly for one hour on site. Parents and children participated together for the first thirty minutes and parents met without children for the second thirty minutes.;Pre and post treatment assessment with Abidin's Parent Stress Index/Short Form and the Connors' Parent Rating Scale - 48 were administered to each group. The results of this study did not find statistical significance on measures of parent stress and child behavior; however, structured interviews with Experimental subjects indicated high satisfaction with the program.;This study offers an examination of one short term preventive model for community-based mental health services. Implications for multi-disciplinary service delivery are examined.

APA, Harvard, Vancouver, ISO, and other styles

49

Hastings, Alcee L. II. "An Instrumental Case Study on Declining Enrollment Conditions for an Associate of Arts in Early Childhood Degree Program W ithin a Private University." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/17.

Full text

Abstract:

This study addresses the declining enrollment conditions for an Associate of Arts Program at a private university. The problem this dissertation will address involves a need for increasing enrollment in the Associate of Arts (AA) in Early Childhood Education. The information about the program is currently not reaching the targeted population in order to raise awareness and in turn increase the enrollment in the program. The purpose of this project is to enable the enrollment service representatives, with the aid of their knowledge of recruiting the potential student population and information about the Associate of Arts in Early Childhood Education Degree (AA/ECE). The enrollment services representatives should be able to recruit and enroll new students in the program. The recommendations to effect dramatic enrollment changes in the program consist of the following: registration initiatives designed to focus on prospective students interested in the program, such as, recruiting calls from staff and offering direct assistance with registration, the development of a new database specially targeting prospective students, and a marketing and advertising campaign using traditional and social media to find new applicants. It also seeks to assess the impact the marketing and recruiting training will have on the staff and on the AA/ECE program.

APA, Harvard, Vancouver, ISO, and other styles

50

Fernandez, Mary Elizabeth Poteet. "A survey study of entry transition practices used by teachers of infants and toddlers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4710/.

Full text

Abstract:

This study identified transition practices used by teachers and/or primary caregivers of infants and toddlers when entering child care programs across Dallas , TX . Participants completed the Program Entry Transition Practices Survey regarding their use of transition practices in fall 2003 and perceived barriers to entry transition practices. Results show frequency tallies, percentages of use for each transition practice, and the mean number of practices used for the entire sample and with the sample split according to participants from profit and non-profit programs. Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Early childhood services'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles