Academic literature on the topic 'ECEC settings'
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Journal articles on the topic "ECEC settings"
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Tonge, Karen, Rachel A. Jones, and Anthony D. Okely. "Environmental Influences on Children’s Physical Activity in Early Childhood Education and Care." Journal of Physical Activity and Health 17, no. 4 (April 1, 2020): 423–28. http://dx.doi.org/10.1123/jpah.2019-0119.
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Background: To examine the relationship between attributes of early childhood education and care (ECEC) settings and children’s physical activity and sedentary behavior. Methods: Cross-sectional study involving 490 children aged 2–5 years from 11 ECECs. The ECEC routine, size of the outdoor environment, and time spent in the outdoor environment were calculated for each center. Children’s physical activity and sedentary time were measured using accelerometers. Multivariate linear regressions were used to examine associations of the attributes of ECEC centers with the outcome variables, adjusting for the effects of center clustering and gender. Results: Children in ECECs that offered free routines (where children can move freely between indoor and outdoor environments) had lower levels of sedentary time (28.27 min/h vs 33.15 min/h; P = .001) and spent more time in total physical activity (7.99 min/h vs 6.57 min/h; P = .008) and moderate- to vigorous-intensity physical activity (9.49 min/h vs 7.31 min/h; P = .008). Children in ECECs with an outdoor environment >400 m2 had less sedentary time (28.94 min/h vs 32.42 min/h; P = .012) than those with areas <400 m2. Conclusion: Modifiable practices such as offering a free routine and increasing time spent in outdoor environments could potentially offer an easy and sustainable way for ECEC centers to promote physical activity and reduce sedentary time among children.
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Bouillet, Dejana, and Sandra Antulić Majcen. "Risks of Social Exclusion Among Children in ECEC Settings: Assessments by Parents and ECEC Teachers." SAGE Open 12, no. 3 (July 2022): 215824402211266. http://dx.doi.org/10.1177/21582440221126636.
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Recognizing children at risk of social exclusion (RSE) is one of the key prerequisites for providing direct and appropriate support to children and their families. Timely and proper identification of children at RSE requires collaborative and team-based assessments that include standardized procedures outlined in protocols to accommodate child personality, family factors, and other needs. The objective of the research is to analyze the capacities of early childhood education and care (ECEC) teachers to assess the RSE of children by comparing their assessment with the assessment of parents. We used the data about 443 children between 5 and 7 years of age who were attending 10 ECEC institutions in Croatia. Children were assessed with two versions of the questionnaire. Data were analyzed on a descriptive level, and Cohen’s kappa coefficient was used to determine the agreement between parents’ assessments and ECEC teachers’ assessments. It was found that at least 30% of children in Croatian ECEC institutions had one or more RSE. The results indicate a low proportion of children at RSE recognized both by parents and by ECEC teachers. The Croatian ECEC teachers are not familiar with information that is important for a child’s development, such as poverty, quality of family relationships, and involvement in specialized treatments. These data highlight the need to improve the capacity of Croatian ECEC teachers to participate in the process of assessing the RSE of children.
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Maich, Kimberly, Adam Davies, Sharon Penney, Emily Butler, Gabrielle Young, and David Philpott. "Young Children with Autism Spectrum Disorder in Early Education and Care." Exceptionality Education International 29, no. 3 (December 20, 2019): 77–91. http://dx.doi.org/10.5206/eei.v29i3.9388.
Full textAbstract:
High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between the fields of ECEC and special education needs. This paper addresses the importance of starting a conversation by delineating current literature on ASD and early intervention services while making recommendations for how practitioners and policy-makers can consider the needs of young children with ASD in ECEC programming, bringing together clinicians and educators in ECEC settings into broader and closer collaborations. Through investigating current wide-scale reports on ASD in ECEC and inclusive settings, screening, early intervention, and evidence-based interventions, as well as the specific needs of parents of children with ASD, we seek to bring such essential discussions to the forefront. In turn, practitioners can provide supportive early-years environments for children with ASD, as well as early intervention and identification services that support inclusive practices.
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Yoong, Sze Lin, Jannah Jones, Nicole Pearson, Taren Swindle, Courtney Barnes, Tessa Delaney, Melanie Lum, et al. "An Overview of Research Opportunities to Increase the Impact of Nutrition Intervention Research in Early Childhood and Education Care Settings According to the RE-AIM Framework." International Journal of Environmental Research and Public Health 18, no. 5 (March 8, 2021): 2745. http://dx.doi.org/10.3390/ijerph18052745.
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Objective: To highlight opportunities for future nutrition intervention research within early childhood and education care (ECEC) settings, with a focus on generating evidence that has applicability to real-world policy and practice. Methods: An overview of opportunities to progress the field was developed by the authors using a collaborative writing approach and informed by recent research in the field. The group developed a list of recommendations aligned with the reach, effectiveness, adoption, implementation and maintenance (RE-AIM) framework. Pairs of authors drafted individual sections of the manuscript, which were then reviewed by a separate pair. The first and senior author consolidated all sections of the manuscript and sought critical input on the draft iterations of the manuscript. Results: Interventions that employ digital platforms (reach) in ECEC settings, as well as research in the family day care setting (effectiveness) were identified as areas of opportunities. Research understanding the determinants of and effective strategies for dissemination (adoption), the implementation of nutrition programs, in addition to de-implementation (implementation) of inappropriate nutrition practices, is warranted. For maintenance, there is a need to better understand sustainability and the sustainment of interventions, in addition to undertaking policy-relevant research. Conclusions: The ECEC setting is prime for innovative and practical nutrition intervention research.
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Norheim, Helga, Thomas Moser, and Martine Broekhuizen. "Partnerships in multicultural ECEC settings in Norway: Perspectives from parents and professionals." Nordisk barnehageforskning 19, no. 1 (April 4, 2022): 40–60. http://dx.doi.org/10.23865/nbf.v19.228.
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Partnerships between parents and professionals in early childhood education and care (ECEC) are well established as being important for children’s well-being and learning, and may be especially significant for children with immigrant backgrounds. The present study uses data from the Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS) project to investigate perspectives from parents and professionals regarding their mutual partnership as well as their views on multicultural and multilingual education in culturally and linguistically diverse ECEC settings in Norway. The findings indicate positive partnership views among the parents and professionals, but also suggest the opportunity to create a more shared understanding of the child’s behaviour and potential. The findings further suggest that both parents and professionals value educational practices that promote cultural diversity. However, beliefs regarding multilingual education diverge, indicating that although ECEC may play an important role in children’s multilingual education, there is little agreement on how this role should best be played.
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Pihanperä, Meri, Jaana Lepistö, and Inkeri Ruokonen. "An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings." Education Sciences 12, no. 2 (February 20, 2022): 141. http://dx.doi.org/10.3390/educsci12020141.
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This research is an integrative literature review regarding the variety of university-based early childhood education and care (ECEC) centre models. This research focuses on those models that collaborate closely with early childhood (EC) teacher education programmes. The data were gathered from three different databases: ERIC (Ebscohost), Education Research Complete (Ebscohost) and ProQuest Central by using six different search terms. A total of 2766 publications were found. Based on the inclusion criteria, 40 publications were included in a data analysis. These publications consisted of descriptions of 53 different models regarding the collaboration between ECEC centres and universities. Two out of three models (n = 34) were university-based ECEC centres that collaborated closely with EC teacher education programmes by implementing various collaborations in education and research in their daily work. Outreach efforts were also implemented. This research invites EC teacher education programmes and ECEC centres for international collaboration and further research on this topic.
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Soni, Anita, Paul Lynch, Mike McLinden, Jenipher Mbukwa-Ngwira, Mika Mankhwazi, Emma Jolley, Bhavisha Virendrakumar, Juliet Bedford, and Ingrid Gercama. "Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme." Sustainability 12, no. 5 (March 9, 2020): 2104. http://dx.doi.org/10.3390/su12052104.
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This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.
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Cohrssen, Caroline, Yvette Slaughter, and Edith Nicolas. "Leveraging Languages for Learning: Incorporating Plurilingual Pedagogies in Early Childhood Education and Care." TESOL in Context 30, no. 1 (November 30, 2021): 11–31. http://dx.doi.org/10.21153/tesol2021vol30no1art1572.
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Abstract: Children are members of families and communities, and the languages learnt within these contexts contribute to a child’s sense of “belonging, being and becoming” throughout life (Department of Education Employment and Workplace Relations, 2009). Encouraging children to bring their home languages into early childhood education and care (ECEC) settings exposes all children to additional languages and supports key outcomes of the Early Years Learning Framework for Australia (EYLF; DEEWR, 2009). This article looks at the relationship between key tenets of the EYLF and conditions that support a plurilingual approach within ECEC settings, arguing that multilingualism can be encouraged and effectively supported within these environments. The authors outline Bronfenbrenner’s bioecological theory of development which continues to be influential in Australian ECEC, emphasizing the importance of proximal processes in child development. Examples are provided of educator behaviours set out in the EYLF that encourage linguistic diversity and promote language learning. The influence of three key variables on the valuing of languages is discussed, namely language ideologies, teacher beliefs and attitudes, and plurilingual pedagogies. Recommendations relating to the positive positioning of languages and the integration of plurilingual pedagogies into Australian ECEC contexts are provided.
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Cohrssen, Caroline, Yvette Slaughter, and Edith Nicolas. "Leveraging Languages for Learning: Incorporating Plurilingual Pedagogies in Early Childhood Education and Care." TESOL in Context 30, no. 1 (November 30, 2021): 11–31. http://dx.doi.org/10.21153/tesol2021vol30no1art1572.
Full textAbstract:
Abstract: Children are members of families and communities, and the languages learnt within these contexts contribute to a child’s sense of “belonging, being and becoming” throughout life (Department of Education Employment and Workplace Relations, 2009). Encouraging children to bring their home languages into early childhood education and care (ECEC) settings exposes all children to additional languages and supports key outcomes of the Early Years Learning Framework for Australia (EYLF; DEEWR, 2009). This article looks at the relationship between key tenets of the EYLF and conditions that support a plurilingual approach within ECEC settings, arguing that multilingualism can be encouraged and effectively supported within these environments. The authors outline Bronfenbrenner’s bioecological theory of development which continues to be influential in Australian ECEC, emphasizing the importance of proximal processes in child development. Examples are provided of educator behaviours set out in the EYLF that encourage linguistic diversity and promote language learning. The influence of three key variables on the valuing of languages is discussed, namely language ideologies, teacher beliefs and attitudes, and plurilingual pedagogies. Recommendations relating to the positive positioning of languages and the integration of plurilingual pedagogies into Australian ECEC contexts are provided.
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Ofner, Daniela. "Language support competence and language proficiency of early years professionals in monolingual and bilingual settings: Similarities and differences." European Journal of Applied Linguistics 6, no. 2 (September 3, 2018): 255–78. http://dx.doi.org/10.1515/eujal-2018-0002.
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AbstractEarly Childhood Education and Care (ECEC) professionals need specific knowledge and abilities to support children’s language development: language support competence (LSC). Research has shown varying levels of LSC of the personnel in early childhood education centers. However, only early childhood educators in monolingual institutions promoting the majority language were included in these studies. The growing interest in bilingual education in early childhood in many European countries raises the question whether ECEC professionals in bilingual institutions are better qualified for language-related tasks due to the evident focus on language and multilingualism. In a cross-sectional study, LSC and language proficiency of 115 ECEC professionals in monolingual and 24 ECEC professionals in bilingual early childhood education centers in Germany were assessed with standardized tests. Participants in bilingual institutions reached higher knowledge scores but did not differ from their colleagues in monolingual institutions in their abilities or language proficiency. Correlational and regression analyses revealed that LSC is related to several personal and professional background factors such as level of education or participation in professional development courses. The results are discussed with respect to language support practices in early childhood education and possible selection processes in personnel recruitment.
Dissertations / Theses on the topic "ECEC settings"
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PAGANI, VALENTINA. "Teacher-child relationship quality in ECEC settings. A mixed-methods study of the CLASS tool application in Italy." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/132272.
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In recent years, a rising body of research has shown that, although early education matters, only high quality ECEC can make a difference ensuring a wide range of benefits for children, parents and society at large (OECD, 2013; Pianta et al., 2009; Sylva et al., 2004; Vandell & Wolfe, 2000).
This recognition and the subsequent emerging question ‘how can quality be measured?’ have drawn educational researchers’ attention towards developing evaluation instruments to assess quality (Ishimine & Tayler, 2014; Fenech, 2011; Grammatikopoulis et al., 2015). Most of these instruments are objective, standard-based tools, often developed in the USA albeit widely used at international level.
The international application of the same evaluation measures, despite carrying some undeniable advantages, may also leads to pitfalls, especially if the complexities – both at cultural and methodological level – of a cross-cultural use of these instruments are not taken into account (Pastori et al., 2016; Pastori & Mantovani, 2016, Pastori & Pagani, submitted).
Despite its relevance, this issue has received only marginal attention in literature and only few studies (Douglas, 2004; Fenech, 2011; Ishimine & Taylor, 2014; Mathers et al., 2007; Sheridan, 2007) have investigated the potential risks inherent in the current globalization of evaluation tools.
The present thesis is aimed to address this gap, focussing specifically on the Classroom Assessment Scoring System (CLASS – Pianta, La Paro & Hamre, 2008), an American instrument developed to assess daily interactions between teachers and children that in recent years has experienced great international diffusion.
Specifically, this study, building on and developing further the critical cultural reflection initiated within the European project CARE (Pastori et al., 2016; Pastori & Mantovani, 2016), adopted a mixed methods convergent parallel design (Creswell & Plano Clark, 2011) to analyse the implications of the CLASS application to the Italian ECEC context.
Through a qualitative approach, teachers and pedagogical coordinators from 0-3 and 3-6 services (nidi and scuole d’infanzia) were involved in discussing the tool. Their opinions and cultural beliefs about effective teaching and models to evaluate ECEC quality were elicited and compared with the perspective proposed by the CLASS. The qualitative exploration was complemented with a quantitative analysis of the tool, in order to test even at statistical level the applicability and generalizability of the CLASS framework to the Italian ECEC context. Qualitative and quantitative data were then compared to offer a more thorough understanding of the issue at hand.
Results highlight the value of adopting a critical approach to evaluation tools, attentive to the cultural and methodological complexities when these instruments are exported – along with their implicit values and underpinning assumptions about what ECEC quality is and how it can be assessed – to cultural contexts different from the original ones. Moreover, they offer interesting insights to a methodological reflection on the potential offered by integrating a reflective discussion with the use of standard based instruments.
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Xu, Yuwei. "A cross-cultural analysis of gender and practitioner-child interactions in early childhood education and care (ECEC) settings in Scotland, Hong Kong, and Mainland China." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30595/.
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This study is conducted in the global contexts of policy calls for more men to work in early childhood education and care (ECEC) and of concerns over the assumed ‘feminisation’ of ECEC. The overarching aim is to critically interrogate whether men should be encouraged to work in the ECEC workforce in greater numbers in both the UK and China (Mainland China and Hong Kong). Framed by the poststructuralist theoretical framework of gender, this research aims to address four research questions: 1. How do practitioners posit themselves as women/men working with young children in ECEC? 2. How do children view their practitioners’ gender in relation to their daily interactions? 3. What is the nature of interactions between practitioners and children in ECEC settings? How far and to what extent can these interactions be seen to be gendered, and in what ways? 4. How far and to what extent can culturally-specific gender discourses be seen to have an impact on practitioner-child interactions in Scotland, Hong Kong and Mainland China, and in what ways? Qualitative, multiple-method and cross-cultural approaches were adopted. Research methods employed include observations in ECEC settings, interviews with ECEC practitioners, and pictorial activities with children. 17 ECEC settings were recruited from the cities of Edinburgh, Hong Kong, and Tianjin, and 34 ECEC practitioners and 280 children aged 3-6 years old participated in the research. The findings suggest that practitioners’ and children’s constructions of gender subjectivities can be diverse and dynamic processes through which individuals embody and ‘perform’ their gender with references to a variety of cultural and gender discourses that situate them. This study therefore argues that ECEC pedagogies and practices need to enable practitioners and children to interrogate dominant gender discourses and to become gender-sensitive and –flexible performers, in order to achieve gender equality, diversity and inclusion in ECEC. Current political drives in the UK, China and elsewhere to recruit more men to work in ECEC and to achieve a gender-balanced ECEC workforce need to reconsider their theoretical underpinnings and to make sure that such policies will not reinforce binary, hegemonic gender structures. A gender-diverse and –flexible approach to gender and ECEC is preferable for equitable and inclusive ECEC.
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CESCATO, SILVIA. "Bambini, genitori, educatori al nido d'infanzia. Un'esplorazione "micropedagogica" dei momenti di transizione." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/37950.
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SUMMARY
This work is part of research on early childhood education and it takes up and develops studies
that have investigated the relationships between adults (parents and educators) and between
children and adults in ECEC settings in particular. The aim was to investigate the interactive
dynamics that develop between parents, educators and children during transitions from the
family to the school context (morning arrival and early afternoon leaving), linking microanalytical
interaction analysis with the exploration of interpretation processes by the educators
involved. The assumption is that moments of "ecological transition" (Bronfenbrenner, 1979),
when parents and educators share and negotiate the transfer of educational responsibilities
regarding the child, are atypical moments in the daily routines at school, creating the opportunity
for focusing on the interactions between parents and educators in the presence of children, thus
creating privileged educational opportunities that make the ideas and meanings attributed to these
interactions by the protagonists themselves emerge in a more "natural" way.
Numerous studies have focused on teaching the specificity of these transition events (Barbieri et
al., 1983, Angelini et al., 1983, Maltempi, 1986, Comotti, Varin, 1988, Varin, Crugnola Riva, 1996)
and their central role in building good relationships between services and families (Milani, 2009),
drawing attention to the role of observing interaction in teacher training. Research in the ECEC,
in particular, has highlighted the need to support educators so that they are builders of rituals and
routines which support the separation between parent and child, consistent with the relationship
style (Mantovani, Saitta, Bove, 2000, Carli, 2002). However, in theory, almost all studies that have
investigated this dimension refer to dyadic relational types (i.e. focused on the parent-child or
teacher-child pair), often based on studies which refer to attachment theory (Bowlby, 1973,
Ainsworth et al.,1978) and rarely have they included observing behavior to reveal the subjective
ideas of the adults involved.
The challenge is to go back and study these moments, guided by the theoretical and
methodological indications that emerge from the most recent psychological research on how to
analyze the micro-processes involved in interaction dynamics in educational settings, adopting a
triadic, process-oriented perspective (Fivaz-Depeursinge, Corboz-Warnery, 1999, Tremblay-
Leveau, 1999; Simonelli et al., 2012). The authors suggest reinterpreting micro-analytic
observation in a pedagogical perspective, since it can help expand educational research regarding
these issues in a situated, rigorous yet relevant way for training the teachers involved.
Through observing interactions in a triadic perspective, this thesis considers the educationally
relevant possibility of focusing not so much, or not only, on the (temporary) separation of the
parent-child pair. The micro-processes of transition and confidence in the teacher-parent-child
triad, their mutual positions, alliances, or dis-alliances are considered educational. Attention is
also placed on the factors that make transition dynamics more or less smooth. At the same time,
the study adopts a phenomenological, micro-pedagogical perspective (Bertolini, 1997, Mortari,
2007, Caronia, 2011) (Demetrio, 1992) and describes the interactive dynamics in light of the
micro-analytical meanings assigned to them by the protagonists (Stern, 1995, 2004) in an attempt
to put the observed behavior in relation to the more "hidden" ideas and educational models.
From a methodological point of view, the study follows the field research tradition in education
(Lumbelli, 1980, Mantovani, 1998) and combines qualitative research tools (focus groups,
interviews, observations) with some recent methodological innovations, developed in the field of
video research, using video in educational contexts (Goldman et al., 2007, Bove, 2008, 2009). In
this sense, the study can be understood as a "pilot study on the method", since it explores the
"training latencies" (Bove, 2009) of the tools and methods used, examining the importance of
pedagogical training microanalysis and video, and in particular the microanalysis of interaction.
These tools seem to offer interesting implications for extended reflection and research in
educational services. Perhaps they can focus attention on micro-interactive processes, thereby
bringing out the ideas of educators, facilitating the detailed study of reflexivity process practices
which can link knowing-observing with the cognitive-interpretive-reflective sphere.
This idiographic study was conducted at an ECEC in Parma with the following objectives: to
observe, describe and analyze the interactive and relational dynamics patterns that developed
between adults (parents, teachers) and children during transition to school from a microanalytical
perspective; to gather the ideas of educators on some specific transition episodes,
stimulating microanalytical reconstruction processes; to explore the educational potential of a
mixed methodological approach (visual and narrative) based on behavior observation
descriptions and reflection regarding the meanings ascribed to them by educators, who were the
protagonists. In general, we aimed at pedagogically focusing on moments of "home-school
transition" to help reduce the distance that often separates the discourses of educators regarding
the relationship with the family from the daily practices put into effect in contexts, re-centering
the attention of educators on their roles and their responsibilities and to observe the interactive
competence of children and parents.
Empirically, the research was divided into three phases, each involving the teachers in the ECEC,
which was the research context, during different moments of observation and reflection on their
individual and intersubjective behaviors. In the first stage, we explored the ideas and conceptions
of the teachers about education by conducting informal interviews, group discussions and
participant observations. During the second phase, we explored the teachers' ideas regarding
interaction with children and parents in greater depth through microanalytic interviews - echoing
the method originally developed by Stern (1995) - aimed at fostering the narration of transition
episodes deemed more or less "positive" by the teachers themselves. At the same time, were
observed and videotaped 100 episodes of the "input and output" of the children and their
parents, 40 hours of which were subsequently selected as a representative sample for the microanalysis
of the interactions observed, in an effort to identify patterns or recurring patterns of
interaction. Finally, during the third phase of research, the teachers involved in the video
recordings were invited to participate in an exercise in order to reconstruct their critical-reflexive
behaviors mediated by images, to make them more aware by observing and analyzing the
dynamic interaction processes and reflecting on their behavior and their assumptions.
The data analysis (visual and narrative) made it possible to highlight the following aspects:
- First, the microanalysis of the observed situations focused on the complexity of these transition
moments, highlighting the role of teachers and the often non-verbal interactive skills of very
young children;
- Analysis of discourses, and therefore the meanings, collected during the interviews and the
subsequent discussion with the teachers about the videos showed the changes in how the
protagonist-teachers commented on and interpreted their roles in welcoming the children to
school, including their reconsideration of the competences of children and parents.
Overall, the results of this study allow us to confirm the educational value of the videomicroanalysis
of interactions, which could also be further developed with respect to its impact on
the behavior of educators.
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Shingler, Arshia Ahmadi. "Oral Health in a Medical Setting." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd_retro/91.
Full textAbstract:
Objective: This purpose of this study was to describe pediatric medical residents' knowledge of oral health and dental-referral behavior and to examine factors that may influence whether providers can identify tooth decay, provide risk assessment or refer children to dental providers. The objective was to provide baseline data of pediatric medical residents prior to receiving the oral health education and training in the provision of preventive oral health services.Methods: This project utilized a cross-sectional prospective cohort study design. An oral health knowledge and referral behavior questionnaire was delivered to pediatric medical residents in training at two academic health centers. This project aimed to describe pediatric medical residents' knowledge of oral health and dental referral behavior as measured by the questionnaire. This study was designed to provide baseline information for a larger project called "Bright Smiles" developed by the Virginia Department of Health's Division of Dental Health. The self-administered questionnaire focused on extracting knowledge and opinions of residents and faculty in selected areas of infant oral- health services along with their confidence in providing these services. Results: The frequency of dental examinations correlated with how often providers see tooth decay in infants and toddlers. The frequency of examining for signs of dental decay was correlated with confidence in detecting tooth decay. The frequency of assessing the potential for developing tooth decay in infants and toddlers was correlated with the providers' confidence in evaluating risk of tooth decay. All above findings were correlated to a statistically significant value. Conclusion: Providers, while able to identify tooth decay in infants and toddlers, lack confidence in the ability to refer children to dental providers and the ability to perform certain aspects of oral-health risk assessment.
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Ryder, Debbie. "Exploring contradictions in physical activity understanding, practice and opportunities between the home and the ECE settings." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/a9979e541342a792f4b597bea0f87bd71c4ca68fea6c1517b843e5e1ee955304/1845571/Ryder_2019_Exploring_contradictions_in_physical_activity_understanding.pdf.
Full textAbstract:
With an increasing number of children attending early childhood education (ECE) settings full-time due to parent work commitments, the question of who is responsible for children’s physical activity is crucial. This thesis raises the concern that, as the responsibility for young children’s care shifts from the home to being shared between the home and the ECE settings, who is responsible for ensuring children are involved in regularly physical activity. What if parents are reliant on the ECE setting to provide their children’s physical activity experiences, yet the ECE setting believes physical activity occurs regularly in the home setting. Who is providing physical activity for young children? Hence, this thesis explores physical activity understanding, practice and opportunities between the home and ECE settings. This thesis uses the notion of contradictions as a framework to describe contradictions and tensions in physical activity understanding, practice and opportunity that are evident between the home and the ECE activity system. Contradictions are positioned within activity theory (Leont'ev, 1978; Engeström, 1987) as the basis for theoretical analysis. In this thesis, the home and ECE settings are viewed as the unit of analysis in which contradictions are identified. The research demonstrates that parents and teachers in this study do not hold the same understanding as each other in terms of what physical activity looks like in the ‘other’ setting. This thesis found minimal evidence of physical activity ECE assessment documentation occurring between the home and ECE settings. It is argued that lack of assessment documentation of children’s physical activity can lead to contradictions in understanding, practice and opportunities between the home and the ECE settings. Added to this, the study found that if parents or teachers are not aware of these contradictions in physical activity understanding, practice and opportunities, they could become institutionalised between the home and the ECE settings. In a period when increased obesity and sedentary activity due to screen use is rising worldwide amongst children, the advance in knowledge this thesis provides will add to the current limited research exploring physical activity between the home and the ECE settings. By drawing on expansive learning theory (Engeström, 2001; Engeström and Sannino, 2011), this thesis goes one step further than identifying and analysing contradictions and provides a tool for innovation and change. A physical activity expansive learning framework is introduced as an intervention review process that teachers can use to evaluate current physical activity understanding, practice and opportunities between the home and ECE settings. Within the physical activity expansive learning framework, assessment documentation practices are explored as an opportunity for increasing physical activity communication between the home and ECE settings. The physical activity expansive learning framework provides the potential for development and transformation of physical activity between the home and ECE settings. It is suggested that if ECE teachers use the physical activity expansive learning framework as a regular review tool, it has the potential to increase young children’s level of engagement in enriched physical activity experiences between the home and ECE settings.
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Bentley, Alison Claire 1983. "Structural and process quality in early care and education settings and their relations to self-regulation in three-year olds." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-5973.
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Previous research has shown how home and parental characteristics support or hinder the development of children’s self-regulation in the family context. There have only been limited attempts to understand these mechanisms in early childhood education settings. This study used the NICHD Study of Early Child Care (when participating children were 36-months old) to examine the relations among various aspects of the early childhood education setting, the interactions in the setting, and children’s self-regulation in center-based and home-based settings. Structural equation modeling was used to test a model proposing the deconstruction of early childhood education quality into structural (i.e., environmental and caregiver characteristics) and process quality components (i.e., positive and negative interactions) and to examine these as predictors of three-years old children’s self-regulation abilities. A meditational model was tested in which positive and negative interactions in the classroom mediated the relations between the structural characteristics and self-regulation.
There were three important findings. First, although there were no consistent patterns of associations between structural features and self-regulation across the two types of care, there were more significant relationships in home-based care compared to center-based care. These findings showed that the home-based caregiver characteristics were more closely tied to the processes in the classroom than those characteristics of caregivers in center care. Second, both positive and negative caregiving were associated with children’s compliance, which suggested that compliance may have been influenced differently by process quality compared to other self-regulation measures, such as self-control and emotion-, behavior-, and attention-regulation. It may be that high rates of compliance may be markers of highly restrictive caregiving rather than the result of good quality caregiving. Third, there were very few significant relationships between process quality measures and children’s self-regulation measures, which suggested that commonly used process quality measures may not be capturing the processes that are most important for the development of self-regulation.text
Book chapters on the topic "ECEC settings"
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Fugelsnes, Kristin. "Reciprocal Caring in ECEC Settings." In International Perspectives on Early Childhood Education and Development, 187–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75559-5_11.
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Sadownik, Alicja R., and Wenche Aasen. "Developmental Work as Student-Driven Quality Improvements in ECEC Settings." In Quality Improvement in Early Childhood Education, 93–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73182-3_5.
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Wirts, Claudia, Monika Wertfein, and Andreas Wildgruber. "The Importance of Professional Knowledge for Learning Support in German ECEC Settings." In Interactions in Early Childhood Education, 145–60. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4879-1_11.
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Hruska, Claudia A. "Strategies for Teacher Learning and Development Over Child-Adult Interactions in ECE Settings." In Interactions in Early Childhood Education, 129–44. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4879-1_10.
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Shen, Stephanie. "ICT to Improve Communication with Immigrant Families with the Focus on Their Children’s Learning in ECE Settings in New Zealand." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_231-1.
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Shen, Stephanie. "ICT to Improve Communication with Immigrant Families with the Focus on Their Children’s Learning in ECE Settings in New Zealand." In Encyclopedia of Teacher Education, 777–81. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_231.
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Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.
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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
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Fairchild, Nikki, Ann Emerson, and Sukhbinder Hamilton. "Learning Lessons From International Education in Crisis Research." In Advances in Early Childhood and K-12 Education, 152–71. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7020-3.ch011.
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This chapter will apply lessons learned from the humanitarian sector's decades of international education in crisis research to the UK's real-time phased return to Early Childhood Education and Care (ECEC) settings following the COVID-19 lockdown. ECEC Teachers contribute to strong early attachments and stability of routines that are key for supporting a young child's personal, social, and emotional well-being. Although these principles are normally embedded in most ECEC practice, during the time of COVID-19 new ways of relating to others due to social distancing measures may upset these routines, attachments, and social interactions that are critical for young children. The authors apply lessons learned from decades of international education in times of crisis. Drawing on intersectional and postcolonial approaches, the authors consider how scholars and organizations from the Global South can bring a new dimension to ECEC practice. This provides policy makers and ECEC Teachers the opportunity to develop their skill sets to support transitions back to settings post lockdown.
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Kalicki, Bernhard, and Anke Koenig. "Early Childhood Education." In Education in Childhood [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97771.
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The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.
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Larsen, Trine P., and Caroline de la Porte. "Early Childhood Education and Care in Denmark." In Successful Public Policy in the Nordic Countries, 66–87. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192856296.003.0004.
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Abstract This study examines why Denmark is considered the leader among the Nordic countries and globally when it comes to childcare. In terms of programmatic success, Denmark is a pioneer in nationwide ECEC (early childhood education and care), including social investment, which focuses on learning capabilities and skills of children. The implementation of ECEC nationwide is well organized, and the take-up of ECEC is evenly spread geographically and across social classes. Danish ECEC is also a clear political success, as political parties from the left to the right of the political spectrum, and at central and local levels of government, have supported ECEC, from the 1970s onwards; furthermore, stakeholders have been involved in setting agendas for continued high-quality ECEC as part of Danish family-, childcare- and labour market policy. Linked to the political success, Danish ECEC has also been a clear process success, with incremental reforms by broad-based coalitions, which have been carried out without major obstacles. The Danish system of ECEC has endured over several decades, despite changes at the margin due to challenges, including financial crises. The endurance is likely to continue well into the future, because of the cap on parental own contribution to the costs of ECEC, and because there has been a political decision to have a minimum threshold for quality of care in 2019. Across both sides of the Atlantic, in the EU context and in the US, childcare in Denmark is considered as a poster-child.
Conference papers on the topic "ECEC settings"
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Sorzio, Paolo, and Caterina Bembich. "A FRAMEWORK TO ANALYSE THE QUALITY OF ECEC SERVICES ACCORDING TO THE CHILD-CENTRED CULTURE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end005.
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In this contribution it is proposed a critical framework, based on Basil Bernstein’s theory, for two aims. The first one is a critical reflection on some structural limits of the Indicator Frameworks used to evaluate the quality of Early Childhood Education and Care services (ECEC), since they rely mainly on measures of the structural and processual characteristics of the educational settings. As a consequence, the processual dimensions are reduced to their individual components, overlooking the complex and contingent interactions that create opportunities for learning. The second aim is to propose a framework, based on Basil Bernstein’s theory to analyse the different child-centred approaches to ECEC.
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Fei, Yixiao, Lei Wang, Ruan He, and Jialiang Lu. "ECEM - Generating Adversarial Logs under Black-box Setting in Web Security." In GLOBECOM 2020 - 2020 IEEE Global Communications Conference. IEEE, 2020. http://dx.doi.org/10.1109/globecom42002.2020.9347996.
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Vygoder, Mark, Farzad Banihashemi, Jacob Gudex, Robert M. Cuzner, and Giovanna Oriti. "Coordination of Protection and Ride-through Settings for Islanded Facility Microgrids." In 2021 IEEE Energy Conversion Congress and Exposition (ECCE). IEEE, 2021. http://dx.doi.org/10.1109/ecce47101.2021.9595450.
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Sokolov, V. F. "Adaptive robust control for SISO plant in l1 setting." In 1997 European Control Conference (ECC). IEEE, 1997. http://dx.doi.org/10.23919/ecc.1997.7082309.
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Cingoz, Fatih, Ali Elrayyah, and Yilmaz Sozer. "Optimized settings of droop parameters using stochastic load modeling for effective DC microgrids operation." In 2015 IEEE Energy Conversion Congress and Exposition. IEEE, 2015. http://dx.doi.org/10.1109/ecce.2015.7309732.
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Quigley, Fiona, Anne Moorhead, Raymond Bond, Huiru Zheng, and Toni McAloon. "A Virtual Reality Training Tool to Improve Weight-Related Communication Across Healthcare Settings." In ECCE 2019: 31st European Conference on Cognitive Ergonomics. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3335082.3335121.
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Fu, Minyue, and Soura Dasgupta. "Computational complexity of real structured singular value in ℓp setting." In 1997 European Control Conference (ECC). IEEE, 1997. http://dx.doi.org/10.23919/ecc.1997.7082647.
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Liu, Dong, Haibin Chen, Fei Wong, Kan Lee, Ivan Shiu, and Jingshen Wu. "Effect of EFO settings on microstructure and hardness in the FAB of copper bonding wire." In 2012 IEEE 62nd Electronic Components and Technology Conference (ECTC). IEEE, 2012. http://dx.doi.org/10.1109/ectc.2012.6248977.
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Williford, Paige, Edward A. Jones, Zhe Yang, Jianliang Chen, Fred Wang, Sandeep Bala, and Jing Xu. "Optimal Dead-time Setting and Loss Analysis for GaN-based Voltage Source Converter." In 2018 IEEE Energy Conversion Congress and Exposition (ECCE). IEEE, 2018. http://dx.doi.org/10.1109/ecce.2018.8557768.
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Bujorianu, Manuela L., Marius C. Bujorianu, and Howard Barringer. "Systems theory in an analytic setting." In 2011 50th IEEE Conference on Decision and Control and European Control Conference (CDC-ECC 2011). IEEE, 2011. http://dx.doi.org/10.1109/cdc.2011.6161354.
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