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Journal articles on the topic 'Early childhood services'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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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2

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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3

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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5

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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6

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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7

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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8

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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9

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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10

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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Theresa, Mignone, Klostermann Keith, and Mahadeo Melissa. "Early Intervention in Schools: Recommendations for Enhanced Psychological Services." Journal of Clinical Cases & Reports 2, no. 4 (October 31, 2019): 94–95. http://dx.doi.org/10.46619/joccr.2019.2-1046.

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Childhood and adolescence are times of adjusting to change and increasing demands in one’s life. As such, it is perhaps not surprising that in the United States alone, approximately 13% to 20% of children experience a mental disorder each year, or that 20% of adolescents experience a diagnosable mental health disorder.

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12

Sims, Margaret, and Karl Brettig. "Early childhood education and early childhood development: Do the differences matter?" Power and Education 10, no. 3 (May 8, 2018): 275–87. http://dx.doi.org/10.1177/1757743818771986.

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In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education – i.e. that education’s key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the ‘right’ attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators’ work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to effective service delivery and present examples of work from the Global South, demonstrating how an early childhood development focus facilitates a holistic approach to early childhood service delivery. The authors demonstrate how that development focus can be operationalised in the Global North and suggest that, as the sector proceeds towards professionalisation, it needs to consider its direction.

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13

Koops, Lisa Huisman. "Community Partners and Early Childhood Music." General Music Today 32, no. 1 (August 10, 2018): 36–37. http://dx.doi.org/10.1177/1048371318793149.

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In this column, I share the experience of learning about community partnerships in early childhood in my region and consider how music educators might play a role in a range of outreach services to children in the area. I encourage readers to reach beyond their current settings to engage in culturally sensitive service learning and community engagement.

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14

Noble, Karen. "Parent Choice of Early Childhood Education and Care Services." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 51–57. http://dx.doi.org/10.1177/183693910703200209.

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THIS PAPER REPORTS ON A STUDY designed to enhance knowledge and understanding of parent choice in relation to early childhood education and care (ECEC) services. It investigates the ways parents make their choices of early childhood services and examines and interprets the meanings they ascribe to those choices. An orthodox grounded theory analysis of interviews with parents was conducted to elicit the knowledge bases parents draw on as they make judgements about the early childhood services they access for their children. This investigation informs ECEC professionals about the variations in the ways parents make choices for their young children. Specifically, there is a strong sense of the influence of social context and existing beliefs and understandings. However, equally importantly, parent choice is also strongly influenced by more pragmatic concerns. Therefore, choice of ECEC service is both complex and pragmatic.

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15

Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.

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16

Wong, Sandie, Jennifer Sumsion, and Frances Press. "Early Childhood Professionals and Interprofessional Work in Integrated Early Childhood Services in Australia." Australasian Journal of Early Childhood 37, no. 1 (March 2012): 81–88. http://dx.doi.org/10.1177/183693911203700110.

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17

McCall, Robert B., Ethel Tittnich, and Pamela Snyder. "Supply and demand in early childhood services." Journal of Applied Developmental Psychology 15, no. 4 (October 1994): 619–40. http://dx.doi.org/10.1016/0193-3973(94)90026-4.

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18

Myers, Robert G. "Financing early childhood education and care services." International Journal of Educational Research 33, no. 1 (January 2000): 75–94. http://dx.doi.org/10.1016/s0883-0355(99)00044-0.

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19

David, Tricia. "Managing ‘quality’ early childhood services in England." Education 3-13 30, no. 3 (October 2002): 4–8. http://dx.doi.org/10.1080/03004270285200281.

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20

Whitington, Victoria. "Independence and Interdependence in Early Childhood Services." Australasian Journal of Early Childhood 29, no. 1 (March 2004): 14–21. http://dx.doi.org/10.1177/183693910402900104.

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21

Purcal, Christiane, and Karen Fisher. "Affordability Funding Models for Early Childhood Services." Australasian Journal of Early Childhood 31, no. 4 (December 2006): 49–58. http://dx.doi.org/10.1177/183693910603100408.

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22

Kampmann, Jan. "Societalisation of early childhood education and services." European Early Childhood Education Research Journal 21, no. 1 (March 2013): 1–4. http://dx.doi.org/10.1080/1350293x.2012.760335.

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23

Penn, Helen. "Who Influences Policy in Early Childhood Services?" International Journal of Early Years Education 4, no. 3 (October 1996): 5–17. http://dx.doi.org/10.1080/0966976960040301.

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24

Wellisch, Mimi. "Ceilinged Out: Gifted Preschoolers in Early Childhood Services." Journal of Advanced Academics 30, no. 3 (May 29, 2019): 326–54. http://dx.doi.org/10.1177/1932202x19851276.

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A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended.

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25

Press, Frances, Linda Harrison, Sandie Wong, Megan Gibson, Tamara Cumming, and Sharon Ryan. "The hidden complexity of early childhood educators’ work: The Exemplary Early Childhood Educators at Work study." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 172–75. http://dx.doi.org/10.1177/1463949120931986.

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A considerable body of research suggests that knowledgeable and skilled educators are key to the quality of early childhood services. However, the skills and knowledge of educators is subject to being underestimated and contested. In response, the Exemplary Early Childhood Educators at Work Study has been designed to bring to light the distinctive nature of the work of early childhood educators and its complexity. The study draws its sample from centre based early childhood services that are rated as high quality by the Australian Children's Education and Care Quality Authority (ACECQA).

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26

Manning, Suzanne. "Struggling to maintain diversity: The marginalisation of Playcentre in government early childhood education and care policy." New Zealand Annual Review of Education 23 (December 30, 2018): 96. http://dx.doi.org/10.26686/nzaroe.v23i0.5286.

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Playcentre is a parent cooperative early childhood service where parents are trained and supported as the educators in the service. Once considered a ‘mainstream’ service, policy has increasingly marginalised Playcentres in favour of supporting teacher-led services. This article gives a background of parent cooperative services, and then reviews policies of the fifth National government from 2008, with an emphasis on how these policies have accommodated or excluded Playcentre. This review is presented as an argument for maintaining diversity in the early childhood education and care sector by developing policy which accommodates parent cooperative services.

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27

Moss, Peter. "Time to Say Farewell to ‘Early Childhood’?" Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 435–38. http://dx.doi.org/10.2304/ciec.2002.3.3.9.

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The time may have come for adopting a broader perspective than early childhood, looking across childhood, or even sometimes across the life course: early childhood services should be seen in relation to other provisions for children and young people, including compulsory school. One consequence might be to find a new and shared way of thinking about these services, for example, as ‘children's spaces’. To adopt a wider perspective entails risks for early childhood, but there are, equally, risks from not changing.

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28

Rohmat, Rohmat. "MANAJEMEN PENDIDIKAN ANAK USIA DINI." YINYANG: Jurnal Studi Islam, Gender dan Anak 12, no. 2 (December 29, 2017): 299–325. http://dx.doi.org/10.24090/yinyang.v12i2.2017.pp299-325.

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Abstract: Early childhood education management aims to make the organization’s management work well. One of the indicators of good early childhood education management is to provide effective services for early childhood education. The things above greatly affect the performance of early childhood education services. In its development, pragmatic aspects such as competition, institutional imaging and the like, became the decisive factors in the management of early childhood education institutions. As a result, many early childhood educational institutions no longer function in accordance with their objectives.In early childhood education management has a service orientation in the form of health and nutrition services, growth, intelligence and psychological services, social services and attitudes (Emotional), religious services and spiritualization. It aims at early childhood to have learning experience, optimal developing brain, healthy physical growth, and positive psychosocial development. The substance of early childhood education management includes: the competence of educators, the pattern of coaching, development, and dismissal of educators and education as well as human resource management.Keywords: Education management, early age Abstrak: Manajemen pendidikan anak usia dini bertujuan agar penggelolaan lembaga dapat berlangsung dengan baik. Salah satu indikator manajemen pendidikan anak usia dini yang baik adalah dapat memberikan pelayanan yang efektif bagi pendidikan anak usia dini. Halhal tersebut diatas sangat mempengaruhi kinerja pelayanan pendidikan anak usia dini. Dalam perkembangannya, aspek-aspek pragmatis seperti persaingan, pencitraan lembaga dan sejenisnya, menjadi faktor-faktor penentu dalam manajemen lembaga pendidikan anak usia dini. Akibatnya, banyak lembaga pendidikan anak usia dini tidak lagi berfungsi sesuai dengan tujuan pendiriannya.Dalam manajemen pendidikan anak usia dini mempunyai orientasi layanan berupa layanan kesehatan dan gizi, pertumbuhan, layanan kecerdasan dan psikologis, layanan sosial dan sikap (Emosional), layanan keagamaan dan spiritualisasi. Hal ini bertujuan agar anak usia dini memiliki pengalaman belajar, otak berkembang optimal, pertumbuhan fisik sehat, dan perkembangan psikososial positif. Substansi manajemen pendidikan anak usia dini meliputi : kompetensi pendidik, pola pembinaan, pengembangan, dan pemberhentian tenaga pendidik dan kependidikan serta manajemen sumber daya manusia.Kata Kunci: Manajemen pendidikan, usia dini

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29

Fitriawati, Mia, and R. H. Lestari. "INFORMATION SYSTEMS DESIGN FOR EARLY CHILDHOOD EDUCATION SERVICES." Jurnal Teknologi Informasi dan Pendidikan 13, no. 2 (September 17, 2020): 33–36. http://dx.doi.org/10.24036/tip.v13i2.336.

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Parents are working harder due to the increase needs of necessities of life. This causes mothers to work so that they meet these necessities. As a result, mothers leave their children aged 2 (two) to 4 (four) years in the play group. However, the children development is often out of hand because it is not properly recorded. Recording children development manually has several weaknesses, one of them is damaged children development recording book. Based on this problem, this research aims to develop information systems design for early childhood education services to monitor children development. The method used was SDLC. The result of the research is information system as children development monitor in early childhood education services and tool for teachers in managing the information regarding children growth and development effectively and efficiently.

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30

Allen, William. "Book Review: System to Plan Early Childhood Services." Journal of Psychoeducational Assessment 14, no. 3 (September 1996): 299–302. http://dx.doi.org/10.1177/073428299601400312.

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31

Kyarkanaye, Thilendree, Shakila Dada, and Alecia E. Samuels. "Collaboration in Early Childhood Intervention Services in Gauteng." Infants & Young Children 30, no. 3 (2017): 238–54. http://dx.doi.org/10.1097/iyc.0000000000000095.

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32

Selbie, Philip. "Quality in early childhood services: an international perspective." Early Years 33, no. 3 (September 2013): 335–36. http://dx.doi.org/10.1080/09575146.2013.824643.

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33

Burton, Margie, Alison K. Cohen, and Sonia Jain-Aghi. "Family Partners Improve Early Childhood Mental Health Services." Psychiatric Services 65, no. 11 (November 2014): 1376. http://dx.doi.org/10.1176/appi.ps.651002.

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34

Cameron, Claire, and Peter Moss. "The children Act 1989 and early childhood services." Journal of Social Welfare and Family Law 17, no. 4 (October 1995): 417–29. http://dx.doi.org/10.1080/09649069508410164.

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35

Rodd, Jillian. "Learning to Develop as Early Childhood Professionals." Australasian Journal of Early Childhood 22, no. 1 (March 1997): 1–5. http://dx.doi.org/10.1177/183693919702200102.

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The pressure towards increasing professionalism on the part of those practitioners who care for and educate young children has grown considerably over the past decade (Rodd, 1994). The need for improvements in the quality of early childhood service provision has been recognised by growing numbers of early childhood carers and teachers, many of whom already put a great deal of time and effort into their programs and services. In addition, the past decade has witnessed a broadening of the number of roles and responsibilities that early childhood professionals undertake in relation to the changing needs of young children and their families. It seems that the goal of ‘developing and implementing good practice’ which has motivated and underpinned the work of many early childhood practitioners has been achieved to a large extent.

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36

Chasanatun, Fida, Ervan Johan Wicaksana, and Sofia Nur Afifah. "PEMBERDAYAAN POS PAUD DAN WAHANA DOLANAN MENDIDIK KARAKTER BAGI ANAK USIA DINI DI KABUPATEN MADIUN." Jurnal Terapan Abdimas 1 (January 1, 2016): 23. http://dx.doi.org/10.25273/jta.v1i1.336.

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By years, children need a more complete educational stimulation, thus requiring additional educational services are conducted by environmental agencies and early childhood education at preschool. Stimulation education conducted in home (home base) and is done outside of home (center base) should be aligned and mutually supportive, in order to obtain maximal benefit. Outside education stimulation begins after baby 3 months or 6 months of aged. Unfortunately the service children of this age have a limited presence. If anything, not necessarily affordable to the community, both in terms of distance and cost. Post existence of early childhood as a form of early childhood kind Unit (SPS) is intended to bridge those needs. In the implementation of Post early childhood education can be integrated with a variety of early childhood services programs that already exist in the community such as: IHC, BKB (BKB), Parks Childcare (TPA), Play Group (PG). SPS program is intended for people who are not ready to engage her in a more intensive early childhood services, whether by reason of inconvenience escort, cost and other factors. Post early childhood education program will be implemented in some areas of Madiun regency that have not been getting early childhood education intensive and help parents to better know how to give good education to children at an early age period. The above options based on the need for early childhood education and have not been reached by the presence of intensive early childhood education in these areas. This program will also help parents to better know how to give good education to children at an early age period.

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37

Haring, Kathryn A., and David L. Lovett. "Early Intervention and Early Childhood Services for Families in Rural Settings." Rural Special Education Quarterly 20, no. 3 (June 2001): 3–11. http://dx.doi.org/10.1177/875687050102000302.

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38

Haring, Kathryn A., and David L. Lovett. "Early Intervention and Early Childhood Services for Families in Rural Settings." Rural Special Education Quarterly 29, no. 4 (December 2010): 16–23. http://dx.doi.org/10.1177/875687051002900405.

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39

Kūkoja, Katrīne, and Feliciana Rajevska. "IMITATION MODELING OF SOCIAL INVESTMENTS IN EARLY CHILDHOOD EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 200. http://dx.doi.org/10.17770/etr2019vol2.4075.

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Previous researches show, that social investments in early childhood (until age of 6) are very important, and one of the main types of social investment in this period of time is quality early childhood education and care services (henceforth – ECEC services). Social investments in early childhood have the highest return in human capital, especially for disadvantaged groups of the society. Literature suggests that positive effect of available and qualitative ECEC services can be observed in many areas of life, for example, through improved education indicators, increased participation of the women in the labour market, increased work productivity, higher birth rates, etc. However, the attendance of ECEC services varies considerably between different European Union (henceforth – EU) countries. The aim of this paper is to analyze social investment effect in early childhood in EU countries with high (Denmark), medium (Latvia) and low (Croatia) ECEC service attendance rates, so to find out if and how ECEC service attendance rate in these countries influences such indicators as rate of early leavers from education and training, school graduation rates and female employment rate. To see how situation may change due to the ECEC attendance rate changes in each country analyses was be carried out with imitation model options. This article describes the imitation model, which provides an opportunity to analyze the current situation and compare social investments between different EU countries. The model is designed using ISEE system STELLA MODELING and Imitation Software environment, and it is governed by the criteria that are based on literature studies, as well as analyses of statistic data. An additional benefit is that this model can be adjusted and used to evaluate other countries social investment tendencies as well. Research results show, that not all indicators that have been positively connected with ECEC attendance rate in previous studies have been positively influenced by ECEC attendance rate in chosen case study countries. Analyses showed that only in Croatia positive connections can be observed when it comes to all three indicators. Further studies should be carried out on this topic to get a deeper understanding on ECEC attendance rate effect on these and other indicators, that in the previous studies have been positively linked with ECEC attendance rate.

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40

Heldanita, Heldanita. "Konsep Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 3 (July 5, 2018): 16–24. http://dx.doi.org/10.14421/jga.2016.13-02.

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Inclusive education should be started since early childhood. Education is a basic need of every human being, as well as early childhood education that develop the whole potential of the whole child. In addition to laws and regulations that support the implementation of early childhood education, conceptual and scientific studies of child development, have shown their positive values in early education service delivery. It is also to encourage the implementation of inclusive education in early childhood education in early childhood services Inclusion every child deserves a good education services in accordance with the age and development, regardless of the degree, the economic conditions of disorder or mental, physical or social that is owned by a child. The most striking effect and can leave a long impression made at the right time, ie during the critical or sensitive period. Therefore, the need for stimulus is given at an early age can improve all aspects of the development is also based on that view. Delay or omission giving stimulus at the right time will be a negative impact on children's development.

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41

Santamaria, Luke, Sue Cherrington, and Mary-Jane Shuker. "extent of tablet computer use in New Zealand's early childhood education services." New Zealand Annual Review of Education 25 (July 20, 2021): 76–94. http://dx.doi.org/10.26686/nzaroe.v25.6936.

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In 2017, New Zealand’s revised curriculum for early childhood education, Te Whāriki, expanded reference to the use of technology for teaching and learning to include digital media and related devices. This article reports findings from a doctoral study about tablet computer use among New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres. Data were gathered in 2017, initially through a national survey, followed by a collective case study. Seven services participated in the collective case study which was designed to explain the results of the survey. Descriptive statistics and inferential statistics were used to analyse survey data while cross-case analysis was used to identify themes from the responses from each service in the collective case study. The results are presented according to two categories of respondents, services who classified themselves as non-users and services who were using tablet computers for teaching and learning at the time of the survey. The national survey results revealed that more than half of the services did not use tablets. Non-users’ reasons for not using tablet computers are discussed considering findings from both quantitative and qualitative phases of the study. Services who used tablets did so for a variety of reasons, including for documentation and assessment, to support children’s learning and teaching work. Qualitative data regarding policies or guidelines for staff about the use of and access to digital media, teachers’ and educators’ learning for how to use touchscreen tablets for teaching and learning, as well as services’ preferences on the facilitation of children’s tablet use are also presented. An important issue uncovered in this study was the use of personal tablets within ECE services. Among non-users, teachers and educators from more than half of home-based services and playcentres used their personally owned tablet computers, raising concerns about cybersafety and screen time. Many user services did not have formal guidelines or policies regarding tablet use. The data suggest that some services relied on the use of teachers’ and educators’ personally owned tablets. Implications arising from the findings of this study are explored, including the relevance of using digital technology for supporting distance learning and learning at home as a result of the global Covid-19 pandemic.

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42

Herlina, Herlina. "IMPLEMENTASI KTSP DALAM PROGRAM PEMBELAJARAN DI PAUD ALIF PAMIJAHAN BOGOR." As-Syar'i : Jurnal Bimbingan & Konseling Keluarga 2, no. 1 (April 15, 2020): 84–103. http://dx.doi.org/10.47467/as.v2i1.123.

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ABSTRACT This study aims to give ficturing the teachers and head scools of early childhood to improved quality of services in each early childhoods. This study uses is descriptive qualitative research. It is heald in Alif early childhood ( Kindergarden) at Pamijahan Bogor.The data was taken from observation,interview, documentation, and library studys. Based on the result of research, the implementation of KTSP from learning programs is maked improved tree asfect 1) curiculums developing of childrens 2) to establish a cooperation with school and parents with parenting programs 3) developing programs to get teacher make better in professionalism. Keyword : curiculums, Learning programs, early childhood

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Kūkoja, Katrīne. "The Effect of Early Childhood Education and Care Services in Latvia." Journal of Teacher Education for Sustainability 21, no. 2 (December 1, 2019): 17–26. http://dx.doi.org/10.2478/jtes-2019-0014.

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Abstract The growing number of studies stresses the importance of social investment at an early age by showing that social investment at this period has the highest returns in human capital. The main instrument of social investment at an early age is high quality early childhood education and care services. The aim of the research was to identify whether the first signs of social investment return could be observed in Latvia, since statistic data showed that there was an expansion of early childhood education and care services over the last decades, especially for children until obligatory pre-school age. Research results showed that positive connection could be observed between pre-school attendance rate and fertility rate, female and overall employment rate, average earning, etc. However, no connection could be observed when it came to education outcomes in the short term. The author recommends conducting more research regarding service quality and investment return in the future.

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Gençoğlu, Cem, Selen Demirtaş-Zorbaz, Haktan Demircioğlu, and Samet Ekin. "Psychological Counseling and Guidance Services in Early Childhood Education." Educational Policy Analysis and Strategic Research 14, no. 1 (March 22, 2019): 6–23. http://dx.doi.org/10.29329/epasr.2019.186.1.

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Fenech, Marianne, and Jennifer Sumsion. "promoting high quality early childhood education and care services." Journal of Early Childhood Research 5, no. 3 (October 2007): 263–83. http://dx.doi.org/10.1177/1476718x07080472.

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Essvein, Gustavo, Alexandre Baumgarten, Rafaela Soares Rech, Juliana Balbinot Hilgert, and Matheus Neves. "Dental care for early childhood in Brazil." Revista de Saúde Pública 53 (January 30, 2019): 15. http://dx.doi.org/10.11606/s1518-8787.2019053000540.

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OBJECTIVE: To evaluate whether characteristics of health services, oral health team and dental surgeon are associated with provision of dental care for children up to five years old in Brazilian Primary Health Care. METHODS: A cross-sectional study was conducted with data from 18,114 oral health teams in Brazil, evaluated in 2014 by the National Program for Access and Quality Improvement in Primary Care. The study outcome was the proven performance of dental procedures on children up to five years old. Statistical analysis was performed by Poisson regression based on a hierarchical model, where the first level was composed of service organization variables, the intermediate level composed of unit planning characteristics, and the proximal level composed of variables related to dental surgeon characteristics. RESULTS: Prevalence of dental care performed by oral health teams was 80.9% (n = 14,239). Scheduled appointments and activities of education in health were positively associated with the outcome, as well as planning and programming activities for the population and monitoring and analysis of oral health indicators. Complementary training in public health, continuing education activities and career plan were variables related to dental surgeons associated with the service provision. CONCLUSIONS: One fifth of health units in Brazil do not provide dental care for children in early childhood. Health units’ well-structured organization and planning protocols are associated with the provision of this service, as well as better employment relationship and graduate activities for dental surgeons.

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Nilsen, Ann Christin E. "The expansion of early childhood development services and the need to reconceptualize evidence." Contemporary Issues in Early Childhood 18, no. 3 (September 2017): 269–80. http://dx.doi.org/10.1177/1463949117731021.

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The provision of early childhood development services is expanding in developing countries. The rationale behind this expansion is rooted in developmental psychology, socio-economic and human rights narratives. However, there are some limitations to this rationale, which are in particular related to the implicit universalism it assumes. This article outlines how early childhood development interventions imply a policing of families and childhood, which calls for a stronger consideration of context. As a consequence, the scope of what counts as evidence in early childhood development research needs to be questioned. The article is a theoretical contribution to the discourse of what early childhood development ‘does’. A critical approach, addressing the ideals and values that are communicated in early childhood development programmes and how they relate to dominant parenting ideals and practices in the society in question, should be an integral part of the expansion of early childhood development in the global South in the future.

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Hunkin, Hugh, and Julia�N Morris. "A decade of sun protection in Australian early-childhood services: analysis of cross-sectional and repeated-measures data." Health Education Research 35, no. 2 (February 26, 2020): 99–109. http://dx.doi.org/10.1093/her/cyaa005.

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Abstract Limiting ultraviolet radiation exposure during early childhood can significantly reduce the risk of developing skin cancer, making early childhood a critical time for sun protection strategies. This study aimed to measure sun protection practices utilized in Australian early-childhood services over the past decade and evaluate the impact of Cancer Council Australia’s SunSmart Early-Childhood Program. Results are presented from cross-sectional and repeated-measures survey data, completed by directors or other staff at randomly sampled early-childhood services in 2008, 2013 and 2018 (N�=�3243). Most sun protection practices were used by a significantly greater proportion of services in 2018 relative to earlier years, such as requiring the use of sunscreen (98.4%), and sun-protective hats (99.7%) and clothing (88.8%). However, only a small and declining proportion of services (16.3%–22.4%) required the use of specific items of sun-protective clothing. SunSmart program members reported enacting significantly more sun protection practices compared to non-members, while new members showed an increase in the use of those practices relative to services whose status did not change (d�=�0.48). The results demonstrate improvements in sun protection in Australian early-childhood settings, and highlight the benefits and limitations of the SunSmart program.

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Irvin, Dwight W., Kathryn M. Bigelow, Amy Turcotte, Nick Eastwood-Tallmon, and Anna Wallisch. "Talk Around Town: A Mobile Phone Application to Support Parent–Child Talk in the Community." Families in Society: The Journal of Contemporary Social Services 101, no. 1 (October 20, 2019): 21–33. http://dx.doi.org/10.1177/1044389419867008.

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Supports are largely absent and tools are scarce to assist parents receiving home-based early intervention services (e.g., Early Head Start) with enriching the language learning environments of young children beyond home to the community. Talk Around Town is a wayfinding mobile application designed to provide real-time, location-specific, evidence-based communication strategies to parents in community settings (e.g., park, community center, store, library). The application uses Global Positioning System (GPS) functionality within smartphones and Google Maps to support caregiver talk in community locations. The purpose of this pilot study is to examine early childhood service providers’ and parents’ perceptions of Talk Around Town. Overall, parents and early childhood service providers’ perspectives were largely positive. Implications for future research are discussed (e.g., tailoring the application for Department of Human Services caseworkers).

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Romlah, Romlah, and Defriyanto Defriyanto. "Audio visual Sebagai Layanan Bimbingan Belajar Terhadap Perkembangan Bahasa Anak Usia Dini." KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) 5, no. 2 (December 30, 2018): 157. http://dx.doi.org/10.24042/kons.v5i2.3502.

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Language development must be given since children are early, because language is one aspect that must be developed in early childhood education. Children are directed to be able to use and express their thoughts by using the right words so that children's language skills can develop optimally. The purpose of this study is to find out the language skills of early childhood through tutoring services with audio visual media. The population of this study was the sun class students at Al Rizky Bandar Lampung PAUD with a sample of n = 20 students taken randomly. There is language development in early childhood after conducting tutoring services with audio visual media. Tutoring services with audio visual media can develop early childhood language.

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