Journal articles: 'Relationships in ECEC'

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Bélanger, N., J. D. MacDonald, D. Paré, E. Thiffault, Y. Claveau, and W. H. Hendershot. "Determination of exchangeable hydrogen ions in boreal shield soils of Quebec." Canadian Journal of Soil Science 86, no. 3 (May 1, 2006): 513–21. http://dx.doi.org/10.4141/s05-034.

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An unbuffered BaCl2 extraction for determining effective cation exchange capacity (ECEC) and exchangeable cations is often used for acidic forest soils. However, the contribution of exchangeable H+ to ECEC cannot be assessed using this method as H+ in the extract may be produced/consumed in reactions with free Al3+ and Al-OH complexes, or H+ may be added to the extract via non-exchangeable sources. Fundamentally, any valid measure of ECEC must include some estimate of exchangeable H+ concentration or a demonstration that it is negligible. Unfortunately, this procedure is often neglected in forest soil studies. In this paper, we assessed the significance of the contribution of exchangeable H+ to ECEC for upper soil horizons of three sites of Quebec’s Boreal Shield subject to various disturbance types (i.e., recent harvest, fire and mature forest). We also investigated whether the linear relationships between exchangeable H+ concentrations and soil pH are robust enough to develop regression models capable of predicting exchangeable H+. Exchangeable H+ in the FH samples was higher than that in the podzolic B samples, but the amount of adsorbed H+ relative to ECEC was nevertheless significant in the podzolic B horizons. The general linear relationship (i.e., FH and podzolic B samples as a single data set) developed from soil pH in water explained close to 70% of the variability of log (H+/ECEC). The relationships between log (exchangeable H+) and pH in water in the FH samples were however superior (R2 ≥ 80), either for all sites, disturbance types and sampling strategies (e.g., proportions of F and H horizons in sample). The relationships developed for podzolic B samples alone were not as strong, but ECEC was used efficiently in combination with soil pH to increase prediction capabili ties (R2 ≥ 0.61). Key words: Boreal Shield forest soils, effective cation exchange capacity, exchangeable H+, fire, FH and podzolic B horizons, harvesting, prediction models, soil pH.

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Hochman, Z., DC Edmeades, and E. White. "Changes in effective cation exchange capacity and exchangeable aluminum with soil pH in lime-amended field soils." Soil Research 30, no. 2 (1992): 177. http://dx.doi.org/10.1071/sr9920177.

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Eleven acidic soils from northern N.S.W., having a wide range of values for ECEC, A1 and soil organic carbon (%C), were treated in the field with five rates of lime. The relationships between soil pH and the effective cation exchange capacity (ECEC), and between pH and exchangeable aluminium (Al), were investigated for the top 10 cm of these soils. Increases in the total exchangeable cations (TEC) calculated as ECEC-Al, were shown to be madelup almost entirely by increases in exchangeable calcium. There were no consistent changes in the amount of exchangeable magnesium, potassium or sodium due to liming these acidic soils. Formulae used to predict changes in A1 and ECEC with pH in the 'Lime-it' model were tested and modified on the 11 soils from northern N.S.W. A strong linear relationship was observed in each soil between Al and pH (transformed to hydrogen ion concentration x 103). The slope of this relationship (SALs) can be predicted from the pH and A1 values of unlimed soils. Strong linear relationships were also observed between pH and TEC, for each of the 11 soils. The SL, (the slope of the linear relationship TEC/pH for any soil 's') was shown by multiple regression analysis to be a function of TECi/pHi (where TECi is the sum of exchangeable cations of unlimed soil 's'; and pHi is the pH value of unlimed soil 's'), %C of the unlimed soil, and SALs. By using the measured values of pH, ECEC, Al and %C of unlimed soils, the values of Al, and TEB can be predicted for any pH value that may be measured (or predicted) after liming. The predictive relationships developed on N.S.W. soils were tested against independent data from New Zealand. The results confirmed the Al/pH predictions (R2 = 0.955), while the TEC/pH predictions were less well matched (R2= 0.62) possibly due to unusual clay mineralogy or organic matter fractions of 3 of the 18 soils tested.

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Lee, Wendy Saeme. "Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues." Education Sciences 13, no. 1 (December 21, 2022): 9. http://dx.doi.org/10.3390/educsci13010009.

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An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these instruments are often not exclusive to the educator–child dynamic, fail to be context-sensitive, and do not mitigate scope for observer subjectivity. The Emotional Sensibility Observation Scale (ESOS) was developed in collaboration with ECEC stakeholders (teachers, educators, centre directors, and researchers) in Australia to address the aforementioned gaps while acknowledging the unique relationships between educators and children in ECEC settings. It is proposed in the paper that the ESOS may serve as a useful tool for researchers and educators to assess Early Childhood (EC) educators’ ability to accurately read and respond to children’s cues and to measure the quality of relationships built over time.

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Aslanian, Teresa K. "Every rose has its thorns: Domesticity and care beyond the dyad in ECEC." Global Studies of Childhood 10, no. 4 (December 2020): 327–38. http://dx.doi.org/10.1177/2043610620978508.

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Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and how that care relates to domestic practices and flourishing in ECEC.

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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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Castillo, Felipe Aravena, and Marta Quiroga Lobos. "Early child care education: Evidence from the new law in Chile." Journal of Pedagogy 8, no. 1 (August 28, 2017): 121–35. http://dx.doi.org/10.1515/jped-2017-0006.

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AbstractIn the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.

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Ünver, Özgün, and Ides Nicaise. "Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen." Migration Letters 16, no. 3 (July 1, 2019): 417–28. http://dx.doi.org/10.33182/ml.v16i3.601.

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This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

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Murphy, Catherine, Jan Matthews, Olivia Clayton, and Warren Cann. "Partnership with families in early childhood education: Exploratory study." Australasian Journal of Early Childhood 46, no. 1 (January 5, 2021): 93–106. http://dx.doi.org/10.1177/1836939120979067.

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CHILDREN LEARN in the context of relationships with important caregivers. The early childhood education and care (ECEC) sector increasingly recognises that supporting strong relationships between families and ECEC services is a powerful way to improve children’s educational, health and wellbeing outcomes. We report findings from a study which, via online surveys and focus groups with parents and educators, sought to understand (a) parents’ experiences of collaborative practice, (b) educators’ confidence in working with families, and (c) educators’ perceptions of training needs. The results suggest families commonly feel welcomed and respected but desire improvements in educator communication. Most educators reported high confidence to share children’s progress but less confidence to greet families by name, raise or respond to parent concerns, or work with families facing significant parenting stressors. These findings indicate a need for practice support and training to improve educators’ skills and confidence in partnering with families.

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Choi, Seon Mi and 부성숙. "Relation between early childhood teachers’ personalities and their social relationships." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (January 2017): 5–27. http://dx.doi.org/10.16978/ecec.2017.12.1.001.

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Kim,Young-Hee. "The Relationships among Mothers' Rearing Attitude, Play Beliefs and Young Children's Playfulness." EARLY CHILDHOOD EDUCATION & CARE 7, no. 2 (October 2012): 27–46. http://dx.doi.org/10.16978/ecec.2012.7.2.002.

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김희정, 임유경, and Back young ae. "Relationships among job satisfaction, teacher efficacy, and empathy of early childhood teachers." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (January 2017): 53–72. http://dx.doi.org/10.16978/ecec.2017.12.1.003.

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류희정 and Jin-Hee Lee. "Relationships Between Fathers’ Play Involvement and Preschoolers’ Behavioral Self-Regulation by Child Gender." EARLY CHILDHOOD EDUCATION & CARE 8, no. 2 (October 2013): 47–64. http://dx.doi.org/10.16978/ecec.2013.8.2.003.

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임원신 and 이진화. "The Relationships between early childhood teachers’ self-leadership, organizational citizenship behavior and organizational competency." EARLY CHILDHOOD EDUCATION & CARE 8, no. 1 (April 2013): 285–304. http://dx.doi.org/10.16978/ecec.2013.8.1.012.

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Ryu, Mia, 이병호, and Yun, Hye Ju. "Relationships between early childhood teachers’ perceptions of child abuse and sensitivity to human rights." EARLY CHILDHOOD EDUCATION & CARE 14, no. 2 (April 2019): 35–53. http://dx.doi.org/10.16978/ecec.2019.14.2.002.

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Ailwood, Joanne. "Care: Cartographies of power and politics in ECEC." Global Studies of Childhood 10, no. 4 (December 2020): 339–46. http://dx.doi.org/10.1177/2043610620977494.

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Early childhood educators’ work is embedded in the complexities of relations and relationships, and this relational work is entangled in care. Care can be difficult to define and is often assumed as an inherent ‘good’ in education. In heavily feminised work environments such as early childhood education, it is easily assumed to be part of what naturally occurs amongst educators and children. However, I suggest that it is dangerous to assume we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the complexity and multiplicity of care. In this paper I will explore some threads of care in early childhood education and care. I make use of Braidotti’s concept of cartographies to critically examine aspects of care in early childhood education. A cartography enables an exploration of power and knowledge in relation to care. Care, like classrooms, is messy, relational, in action, situated and contextual. This examination of care enables the perceived connection between care as a necessary ‘good’ to be contested. Instead, care is mapped across multiple threads and potentials, threads that might sometimes be warm and sustaining, while sometimes being oppressive and stressful.

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임원신 and 이진화. "The Relationships among early childhood teachers’ organizational communication satisfaction, organizational citizenship behavior and burn-out." EARLY CHILDHOOD EDUCATION & CARE 9, no. 2 (April 2014): 227–48. http://dx.doi.org/10.16978/ecec.2014.9.2.010.

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Curtin, D., and H. P. W. Rostad. "Cation exchange and buffer potential of Saskatchewan soils estimated from texture, organic matter and pH." Canadian Journal of Soil Science 77, no. 4 (November 1, 1997): 621–26. http://dx.doi.org/10.4141/s97-015.

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Cation exchange capacity (CEC) data provide information on important chemical attributes of soil (e.g., ability of soil to retain cations against leaching and to buffer pH). Measurements of CEC are expensive to perform. Further, since CEC is dependent on measurement pH, CEC data are difficult to interpret, especially in the case of soils whose field pH is far removed from measurement pH. We analyzed a large data set (n = 1622), collected in support of soil survey activities in Saskatchewan, to develop a method of estimating CEC as a function of pH and to establish relationships between soil buffer capacity and properties such as texture and organic matter content. A regression equation with organic C and clay as independent variables explained 86% of the variability in CEC measured using BaCl2 buffered at pH 8.2. The CECs (at pH 8.2) of organic matter and clay were estimated at 2130 and 510 mmol (+) kg−1, respectively. About 15% of exchange sites were not accounted for by organic matter and clay and were assumed to reside in the fine silt fraction. The CEC at field pH, i.e., effective CEC (ECEC), was described (R2 = 0.86***) by a function based on the assumption that the ECECs of organic matter and clay increase linearly as pH increases to 8.2, where their values are 2130 and 510 mmol (+) kg−1, respectively. This relationship is especially useful because it enables soil CEC to be estimated at any pH based solely on organic matter and texture. Soil buffer capacity values were obtained by estimating the change in soil ECEC (or titratable acidity) needed to produce a unit change in pH. Buffer strength of clay was low [∼30–50 mmol (±) kg−1 (pH unit)−1]. Our estimates of organic matter buffer capacity [∼400 mmol (±) kg−1 (pH unit)−1] were consistent with published values. The results suggest that prairie soils that are low in organic matter may be susceptible to acidification even if clay content is relatively high. Key words: Buffered CEC, effective CEC, pH dependence of CEC, buffer capacity, titratable acidity

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황인주. "The relationships among teachers’ self-perception on musical knowledge, music teaching efficacy belief, and infants' spontaneous music behaviors." EARLY CHILDHOOD EDUCATION & CARE 5, no. 2 (October 2010): 91–115. http://dx.doi.org/10.16978/ecec.2010.5.2.005.

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임은미. "Relationships among pre-service early childhood teachers' intellectual development levels, their epistemological views, and understanding of nature of science." EARLY CHILDHOOD EDUCATION & CARE 9, no. 4 (October 2014): 109–30. http://dx.doi.org/10.16978/ecec.2014.9.4.005.

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민미희. "Structural relationships among maternal psychological factors, positive parenting behaviors, children's self-esteem, and school adjustment: Multigroup analysis across gender." EARLY CHILDHOOD EDUCATION & CARE 13, no. 4 (October 2018): 101–26. http://dx.doi.org/10.16978/ecec.2018.13.4.005.

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Miyawaki, Atsushi, Charlotte Elizabeth Louise Evans, Patricia Jane Lucas, and Yasuki Kobayashi. "Relationships between social spending and childhood obesity in OECD countries: an ecological study." BMJ Open 11, no. 2 (February 2021): e044205. http://dx.doi.org/10.1136/bmjopen-2020-044205.

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ObjectivesThe burden of childhood obesity is clustered among children in low-socioeconomic groups. Social spending on children—public welfare expenditure on families and education—may curb childhood obesity by reducing socioeconomic disadvantages. The objective of this study was to examine the relationship between social spending on children and childhood obesity across the Organisation for Economic Cooperation and Development (OECD) countries.DesignEcological study.SettingData on social spending on children were obtained from the OECD Social Expenditure Database and the OECD educational finance indicators dataset during 2000–2015. Data on childhood obesity were obtained from the NCD Risk Factor Collaboration database.ParticipantsAggregated statistics on obesity among children aged 5–19 years, estimated for OECD 35 countries based on the measured height and weight on 31.5 million children.Outcome measuresCountry-level prevalence of obesity among children aged 5–19 years.ResultsIn cross-sectional analyses in 2015, social spending on children was inversely associated with the prevalence of childhood obesity after adjusting for potential confounders (the gross domestic product per capita, unemployment rate, poverty rate, percentage of children aged <20 years and prevalence of childhood obesity in 2000). In addition, when we focused on changes from 2000 to 2015, an average annual increase of US$100 in social spending per child was associated with a decrease in childhood obesity by 0.6 percentage points for girls (p=0.007) and 0.7 percentage points for boys (p=0.04) between 2000 and 2015, after adjusting for the potential confounders. The dimensions of social spending that contributed to these associations between the changes in social spending on children and childhood obesity were early childhood education and care (ECEC) and school education for girls and ECEC for boys.ConclusionCountries that increase social spending on children tend to experience smaller increases in childhood obesity.

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Aitken, RL, PW Moody, and PG Mckinley. "Lime requirement of acidic Queensland soils. I. Relationships between soil properties and pH buffer capacity." Soil Research 28, no. 5 (1990): 695. http://dx.doi.org/10.1071/sr9900695.

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The pH buffer capacity of 40 acidic surface soils (pHw <6.5) was determined from soil-CaCO3- moist incubations. Buffer capacity values ranged from 02 to 5.4 g CaCO3 kg-1 soil unit-1 pH increase. Organic carbon, clay content, ECEC, 1M KCl extractable acidity and Al, and the change in CEC with pH (�CEC) were measured and correlated with pH buffer capacity. Step-up multiple linear regression indicated that the effect of �CEC on buffer capacity was highly significant (r2 = 0.77, P <0.001), whereas that of exchangeable Al or exchange acidity was not. This suggests that deprotonation reactions, compared with exchangeable Al or exchange acidity, are considerably more important in determining buffer capacity. The major soil property affecting �CEC in our soils was the organic carbon content and, when step-up multiple linear regression was used, �CEC could be best estimated by organic carbon plus clay content plus ECEC (R2 = 0.77, P < 0.001). To ascertain whether exchangeable Al (or exchange acidity) would contribute to buffer capacity in soils with less variable charge, soils of relatively low organic carbon (<2.5%) were considered. For the 33 soils with <2.5% organic carbon, �CEC was still the major determinant of buffer capacity (r2 = 0.76, P <0.001), although inclusion of exchange acidity in a multiple regression with �CEC significantly increased the variance accounted for (R2 = 0.80, P < 0.001). Of the soil properties that could be routinely measured, a multiple regression equation combining organic carbon, clay content and exchange acidity accounted for 85% of the variance in buffer capacity, with organic carbon being the most important.

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최윤지 and Injeon Park. "The mediating effects of interpersonal competence on the relationships between the sense of community and the adversity quotients of mothers with young children." EARLY CHILDHOOD EDUCATION & CARE 13, no. 4 (October 2018): 51–79. http://dx.doi.org/10.16978/ecec.2018.13.4.003.

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최정아, Ryu, Joo-yeon, and 권수현. "The relationships among self-concept in music, understanding of musical content knowledge, and music teaching efficacy of early childhood pre-service teachers in Korea." EARLY CHILDHOOD EDUCATION & CARE 9, no. 2 (April 2014): 177–98. http://dx.doi.org/10.16978/ecec.2014.9.2.008.

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Li, Yan, Jiacheng Li, Jochen Devlieghere, and Michel Vandenbroeck. "What parents and teachers say about their relationships in ECEC: a study in rural China." European Early Childhood Education Research Journal 28, no. 3 (April 21, 2020): 332–48. http://dx.doi.org/10.1080/1350293x.2020.1755489.

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강수경, Mira Chung, and 김해미. "The mediating effects that conflict resolution strategies and work-family conflicts have in the impact of conflict mindsets on the quality of marital relationships among fathers in pregnancy." EARLY CHILDHOOD EDUCATION & CARE 14, no. 3 (July 2019): 141–62. http://dx.doi.org/10.16978/ecec.2019.14.3.006.

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Santiago, Flávio, and Ana Lúcia Goulart de Faria. "Theatrical Scrawls. The Aesthetic Creations of Young Girls and Young Boys Scribble the Scene." Rivista Italiana di Educazione Familiare 19, no. 2 (December 23, 2021): 169–77. http://dx.doi.org/10.36253/rief-11396.

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The paper discusses the purpose of early childhood theater, as a possibility to establish horizontal relationships between children and adults. The article thus explores the potential solutions offered by the aesthetic movement of the arts, in the creation of “theatrical scribbles” by tiny young children. In this paper, it is highlighted the training work carried out by the theater Company “La Baracca” together with Early Childhood Education and Care (ECEC) educators from Bologna, Italy. Much emphasis it is also given to how imaginative approaches through arts are proposed, thus shaping new ways of being an educator, without making use of formal teaching methods.

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Mantilla, Ana, and Susan Edwards. "Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies." Australasian Journal of Early Childhood 44, no. 2 (March 18, 2019): 182–95. http://dx.doi.org/10.1177/1836939119832744.

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This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use ‘by and with’ young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices; (2) relationships; (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in the early childhood education and care (ECEC) sector about appropriate digital technology use ‘by and with’ young children.

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Siraj, Iram, Steven J. Howard, Denise Kingston, Cathrine Neilsen‑Hewett, Edward C. Melhuish, and Marc De Rosnay. "Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector." Estudos em Avaliação Educacional 30, no. 75 (January 31, 2020): 958. http://dx.doi.org/10.18222/eae.v30i75.6925.

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Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entre as áreas de qualidade do NQS (aspectos do projeto e práticas pedagógicas para as crianças; relações com crianças) e de uma escala de avaliação – a SSTEW; variabilidade das pontuações das escalas de qualidade dentro de cada classificação do NQS; e atenuação dessas associações quando o tempo entre as avaliações ultrapassa 24 meses. As conclusões sugerem que o NQS e as escalas de avaliação indicam um núcleo comum de qualidade, mas capturam aspectos diferentes da qualidade, sugerindo que ambos poderiam ser usados para melhorar os padrões de qualidade nas pré-escolas australianas, onde as escalas de avaliação potencializam a qualidade ainda mais do que o NQS.Palavras-chave: National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, Regulamentação Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en AustraliaEste estudio analiza las asociaciones entre los puntajes provenientes de procesos regulatorios de evaluación de la calidad de la educación infantil australiana (Early Childhood Education and Care – ECEC) del National Quality Standard (NQS) y de las dos escalas de evaluación de calidad (SSTEW – Sustained Shared Thinking and Well Being; y ECERS-E – Early Childhood Environment Rating Scale-Extended). La muestra consiste en 257 unidades de ECEC en tres estados de Australia. Los resultados indicaron: asociaciones positivas modestas entre los puntajes del NQS y de las escalas; alguna especificidad entre las áreas de calidad del NQS (aspectos del proyecto y prácticas pedagógicas para los niños; relaciones con niños) y una escala de evaluación – la SSTEW; variabilidad de los puntajes de las escalas de calidad dentro de cada clasificación del NQS; y atenuación de dichas asociaciones siempre que el tiempo entre las evaluaciones supera los 24 meses. Las conclusiones sugieren que el NQS y las escalas de evaluación indican un núcleo común de calidad, pero capturan aspectos distintos de la calidad, lo que sugiere que ambos se podrían utilizar para mejorar los estándares de calidad en el sistema preescolar australiano, en el que las escalas de evaluación potencian todavía más la calidad que el NQS.Palabras clave: National Quality Standard, ECERS-E, SSTEW, Calidad, Sistema Preescolar, Reglamentación Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sectorThis study examines associations between Australia’s regulatory ratings of quality in Early Childhood Education and Care (ECEC) – the National Quality Standard (NQS) – and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) and one research scale – the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale; (3) variability in quality scales scores within each NQS designation; and (4) mitigation of these associations when the time-gap between ratings exceeded 24 months. Findings suggest NQS and research scales tap some common core of quality, yet capture different aspects of quality, suggesting both could be used to raise standards of quality in Australian preschools, where the research scales potentiate raising quality to even higher levels than NQS.Keywords: National Quality Standard, ECERS-E, SSTEW, Quality, Preschool, Regulation

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Skrzypczak, Marta. "The problem of children’s right to participation in early childhood education and care." Society Register 6, no. 1 (March 8, 2022): 85–106. http://dx.doi.org/10.14746/sr.2022.6.1.05.

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Participation, a highly debated topic, is understood as a right to self-determination and a right to be involved in the decision-making in matters that concern one’s life. Also, in the field of Early Childhood Education and Care (ECEC) in Germany, children’s participation plays an important role, embedded in the legislation. However, research shows that children still do not participate in decisions in their daily life in childcare facilities. This problem has been linked to the negative attitudes of early childhood educators, their fear of losing control, sharing power with children, or even lack of knowledge. The recent qualitative case study, examining educators’ participation perspectives by applying semi-structured interviews and a focus group, demonstrated that educators understand what participation means differently and view it as a concept rather than a right. However, they perceive it as having enormous importance and are keen to embrace it. Their attitudes depend significantly on their experiences and the behavioural scripts they internalized. Another factor influencing children’s participation is the organizational culture of a childcare facility. It is correlated with the quality of care in childcare settings. To this end, studying and ensuring positive work relationships proves to be necessary. Applying collaborative leadership and democratic, participatory structures is essential to children and adults alike. A genuinely respectful environment designed to promote self-determination, deep reflection, ongoing training, and support are key in realizing children’s right to participation in ECEC.

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Jones, Rachel A., Fay Gowers, Rebecca M. Stanley, and Anthony D. Okely. "Enhancing the Effectiveness of Early Childhood Educators and Researchers Working Together to Achieve Common Aims." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 81–84. http://dx.doi.org/10.23965/ajec.42.1.09.

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THE EARLY CHILDHOOD SECTOR within Australia has experienced significant changes over the past decade. During this period the quantity of early childhood research has also escalated. However, educators continue to remain cautious about the value of research as it is currently operationalised and its potential application. Establishing collaborative relationships between researchers and educators could be beneficial in ensuring research is conducted and applied as intended within the ECEC setting. The aim of this paper is to share four key lessons learnt from a professional collaboration that was established between researchers and educators within New South Wales, Australia. The paper highlights the need for researchers to have a thorough understanding of the early childhood environment, the importance of relationships within the early childhood sector and the need for researchers to include educators in all stages of the research process. Child and educator outcomes have the potential to be enhanced from professional collaborations established between researchers and educators.

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Moody, P. W., T. Dickson, and R. L. Aitken. "Field amelioration of acidic soils in south-east Queensland. III. Relationships of maize yield response to lime and unamended soil properties." Australian Journal of Agricultural Research 49, no. 4 (1998): 649. http://dx.doi.org/10.1071/a97047.

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Maize (Zea mays) grain yield responses to rates of lime were measured at 19 sites onseveral soil types in south-east Queensland. At some sites, one rate of gypsum or phosphogypsum was also applied. Relative grain yield (100 mean yield of nil lime treatment/maximum yield) was correlated with each of soil pH (1 : 5 water and 1 : 5 0·01 M CaCl2), soil solution pH, exchangeable (1 M KCl) Al, exchangeable (1 M NH4Cl) Ca, Al saturation of the effective cation exchange capacity (ECEC), Ca saturation of the ECEC, and 0·01 M CaCl2 extractable Mn and Al. Across all soil types, Mitscherlich fits indicated that most of the variation in relative grain yield was accounted for by either Ca saturation (R2 = 0·62) or soil solution pH (R2 = 0·61), although soil pH(water) (R2 =0·53), Al saturation (R2 = 0·46), exchangeable Ca (R2 = 0·42), soil pH(CaCl2) (R2 = 0·40), and CaCl2-extractable Mn (R2 = 0·33) also accounted for significant (P < 0·05) amounts of variation. These results demonstrate that one or both of Al and Mn toxicities were having an impact on yieldat different sites. The contrast between the lack of responses to gypsum/phosphogypsum at mostlime responsive sites and the observation that Ca saturation was well correlated with relative grainyield suggested an ameliorating effect of Ca on Al toxicity. This effect was captured by an index,Al saturation/Ca saturation, which was well correlated with relative grain yield (R2 = 0·66 for a Mitscherlich fit). A step-up regression approach indicated that most variation in relative grain yield (RY) could beaccounted for by the following equation: The assessment of factors likely to limit yield on strongly acidic soils of the region will therefore needto include indices of Al and Mn toxicities as well as Ca status. Soil pH integrated the effects of these factors on yield, and as a single index, was shown to bean effective diagnostic tool. Relative grain yields of 90% were associated with pH values in the soil solution, 1 : 5 water and 1 : 5 0·01 M CaCl2 of 4·5, 5·2, and 4·4, respectively.

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Aslanian, Teresa K. "Ready or not, here they come! Care as a material and organizational practice in ECEC for children under two." Global Studies of Childhood 7, no. 4 (December 2017): 323–34. http://dx.doi.org/10.1177/2043610617747979.

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Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional care practices in a high-functioning full-day early childhood education and care center for children less than 3 years in Norway. Drawing on Tronto and Fisher’s feminist care ethics and a posthuman perspective, the study’s aim was to gain knowledge about how early childhood educators perform care as a professional practice beyond the dyad. The article explores care through the lens of a disruption in daily activities, when the laying down of new flooring in the center produced changes in the otherwise highly functioning caring environment. Changes in the availability of materials and the organization of space and time are analyzed using Malabou’s concept of plasticity. The effects of the agentic force of material changes on the caring practices of the center, despite the already strong and established dyadic relationships between the children and educators, are discussed.

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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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Millei, Zsuzsa, Brad Gobby, and Jannelle Gallagher. "Doing state policy at preschool: An autoethnographic tale of universal access to ECEC in Australia." Journal of Pedagogy 8, no. 1 (August 28, 2017): 33–55. http://dx.doi.org/10.1515/jped-2017-0002.

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AbstractIn 2009, the Australian states and territories signed an agreement to provide 15 hours per week of universal access to quality early education to all children in Australia in the year before they enter school. Taking on board the international evidence about the importance of early education, the Commonwealth government made a considerable investment to make universal access possible by 2013. We explore the ongoing processes that seek to make universal access a reality in New South Wales by attending to the complex agential relationships between multiple actors. While we describe the state government and policy makers′ actions in devising funding models to drive changes, we prioritise our gaze on the engagement of a preschool and its director with the state government’s initiatives that saw them develop various funding and provision models in response. To offer accounts of their participation in policy making and doing at the preschool, we use the director’s autobiographical notes. We argue that the state’s commitment to ECEC remained a form of political manoeuvring where responsibility for policy making was pushed onto early childhood actors. This manoeuvring helped to silence and further fragment the sector, but these new processes also created spaces where the sector can further struggle for recognition through the very accountability measures that the government has introduced.

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Bell, M. J., P. W. Moody, R. D. Connolly, and B. J. Bridge. "The role of active fractions of soil organic matter in physical and chemical fertility of Ferrosols." Soil Research 36, no. 5 (1998): 809. http://dx.doi.org/10.1071/s98020.

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The relationships between fractions of soil organic carbon (C) oxidised by varying strengths of potassium permanganate (KMnO4) and important soil physical and chemical properties were investigated for Queensland Ferrosols. These soils spanned a wide range of clay contents (31-83%), pH values (4·4-7·9; 1 : 5 water), and total C contents (12· 1-111 g/kg). Carbon fractions were derived by oxidation with 33 mM (C1), 167 mM (C2), and 333 mM (C3) KMnO4, while organic C and total C were determined by Heanes wet oxidation and combustion, respectively. Aggregate stability was determined by wet sieving soil from the surface crust after 30 min of high intensity (100 mm/h), simulated rainfall on disturbed samples in the laboratory. The proportion of aggregates <0·125 mm (P125) was used as the stability indicator because of the high correlation between this size class and the final rainfall infiltration rate (r2 = 0qa86, n = 42). The soil organic C fraction most closely correlated with P125 was C1 (r2 = 0·79, n = 42). This fraction was also highly correlated with final, steady-state infiltration rates in field situations where there were no subsurface constraints to infiltration (r2 = 0·74, n = 30). Multiple linear regression techniques were used to identify the soil properties determining effective cation exchange capacity (ECEC, n = 89). Most variation in ECEC (R2 = 0 ·72) was accounted for by a combination of C1 (P < 0·0001) and pH (P < 0·0001). These results confirm the very important role played by the most labile (easily oxidised) fraction of soil organic matter (C1) in key components of the chemical and physical fertility of Ferrosols. Management practices which maintain adequate C1 concentrations are essential for sustainable cropping on these soils.

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Riley, Kathryn, Amanda Froehlich Chow, Kathleen Wahpepah, Natalie Houser, Mariana Brussoni, Erica Stevenson, Marta C. Erlandson, and M. Louise Humbert. "A Nature’s Way—Our Way Pilot Project Case Assemblage: (Re)Storying Child/Physical Literacy/Land Relationships for Indigenous Preschool-Aged Children’s Wholistic Wellness." Children 10, no. 3 (March 2, 2023): 497. http://dx.doi.org/10.3390/children10030497.

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Physical literacy (PL) is gaining more attention from educational policy-makers, practitioners, and researchers as a way to improve health and wellness outcomes for children and youth. While the development of PL is important for early years children, there is limited attention in the literature that explores the political, cultural, and social discourses imbued in colonialism that implicate how PL is actualized in Indigenous early childhood education (ECE) contexts. This case assemblage explores how the culturally rooted, interdisciplinary, and community-based PL initiative, Nature’s Way–Our Way (NWOW), negotiated movement with three early childhood educators in the pilot project with an early childhood education centre (ECEC) in Saskatchewan, Canada. Through postqualitative approaches to research, this case assemblage adopts new materialist methodologies to show how the natural order of knowing in movement was disrupted through moments of rupture generating stories of PL to encompass radical relationality with land. As land becomes a vital and lively part of PL storying, it can function as an important protective factor for Indigenous preschool-aged children’s wholistic wellness.

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Warren, Jane, and Kathryn Harden-Thew. "Transitions outside the mainstream: Stories of children and their families." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 63–75. http://dx.doi.org/10.1177/1836939119841458.

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Smooth transitions through the early years of education are recognised as pivotal to later personal and academic success. However, for children considered outside the mainstream, these transitions can provide extra challenge for them, their families and educators. This paper reveals the findings of two qualitative studies investigating early years’ transitions. The first study focused on the transition of children with disabilities into early childhood education and care (ECEC) centres; the second explored transition to school for emergent bilingual children. These studies highlight ‘strengths-based’ perspectives (Perry, Dockett, & Petriwskyj, 2013), wherein participants are understood as experts in their own lives bringing strengths as well as challenges to the new context. Despite the differences in participants, timing and methods, key themes were evident across the studies: parent perceptions of transition; educator attitudes; and home/centre or home/school relationships. These themes are significant to all educational transitions for children considered outside the mainstream.

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Diri, Kelvin Harrison, and Tate Oyinbrakemi Joseph. "Assessing the Macronutrient Status of Some Selected Soils in Bayelsa State, South-South Nigeria." Advanced Journal of Graduate Research 8, no. 1 (June 13, 2020): 105–14. http://dx.doi.org/10.21467/ajgr.8.1.105-114.

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Fertility status of soils within the south-south region of Nigeria varies both inter and intra states. Therefore, the study investigated the macronutrient status of some selected soils in Bayelsa State. Two farm sites in Opume (OPF) and Amassoma (AMF) with records of long term cultivation were randomly selected and soil samples randomly collected from each locality for physico-chemical analyses. Data collected were subjected to statistical analysis of means and a post hoc regression analysis to determine relationships between soils and analyzed parameters. Results revealed that soils were loam to sandy clay loam and acidic with low pH levels. Exchangeable bases (Ca2+, Mg2+, K+) were low in AMF soils compared to OPF soils except for Na+. Organic carbon and organic matter were moderately low in both soils, however, AMF had lower contents. Total N were found to be critically low (0.03%) in both soils. OPF had higher available phosphorus (5.09 mg/kg) while AMF had higher available sulphur (6.55 mg/kg). Base saturation was high moderate in OPF (50.44 %), however, not significantly different (p<0.05) from AMF. Similarly, Effective Cation Exchange Capacity (ECEC) was low in soils of both localities. Regression analysis showed that pH had significant positive relationships with sand, Org C, Org M, available P, TN, % B.S and the basic cations (r=0.534*, 0.841***, 0.837***, 0.855***, 0.736***, 0.856**) with a negative relationship with Exchangeable acidity and SO42- (r=-0.799** and 0.844***). Org C, Org M and TN had significant negative relationships with silt at both localities (r=-0.592**, -0.592** and -0.491*) respectively. These results indicate clearly that the nutrient status of soils in the study areas are mostly controlled by pH and the textural distribution. It also indicates that improved soil management practices can improve the macronutrient status for increased crop production.

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Aslanian, Teresa Katherine, Anne Kristin Andresen, and Turid Baasland. "Climbing, Hiding and Having Fun: Schoolchildren’s Memories of Holistic Learning in a Norwegian Kindergarten." Nordic Studies in Education 40, no. 3 (August 24, 2020): 268–85. http://dx.doi.org/10.23865/nse.v40.2447.

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Firmly planted in the Nordic tradition, policies that guide practice in Norwegian kindergartens emphasize a holistic approach that integrates care, play and learning and promotes well-being and development through relationships and experiences in the natural environment. While the holistic approach enjoys support both politically and within the profession, a political call for increased learning has resulted in a number of programs embracing school-based methods of learning infusing the field. The aim to increase learning has increasingly relied on a concept of learning that is the result of intentional pedagogic practice and high quality engagement between educators and children. This understanding of learning does not embrace learning related to children as biological beings in a vital phase of growth; that occurs outside of situations crafted to be learning situations. In this article, we address learning as a biological and social phenomenon, and consider how schoolchildren’s recollections of life in kindergarten can shed light on how and what children learn in the unique learning environments of Norwegian kindergartens. Our approach offers an opportunity to understand what holistic learning in ECEC can mean for children as biosocial beings.

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Szeszulski, Jacob, Elizabeth Lorenzo, Michael Todd, Teresia M. O’Connor, Jennie Hill, Gabriel Q. Shaibi, Sonia Vega-López, Matthew P. Buman, Steven P. Hooker, and Rebecca E. Lee. "Early Care and Education Center Environmental Factors Associated with Product- and Process-Based Locomotor Outcomes in Preschool-Age Children." International Journal of Environmental Research and Public Health 19, no. 4 (February 15, 2022): 2208. http://dx.doi.org/10.3390/ijerph19042208.

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Environmental characteristics of early care and education centers (ECECs) are an important context for preschool-aged children’s development, but few studies have examined their relationship with children’s locomotor skills. We examined the association between characteristics of the ECEC environment with quantitatively (i.e., product-based) and qualitatively (i.e., process-based) measured locomotor skills, using the Progressive Aerobic Cardiovascular Endurance Run (PACER) and the locomotor portion of the Children’s Activity and Movement in Preschool Study (CHAMPS) motor skills protocol (CMSP), respectively. ECEC characteristics included outdoor and indoor play environment quality, outdoor and indoor play equipment, screen-time environment quality, and policy environment quality. Mean (SD) scores for the PACER (n = 142) and CSMP (n = 91) were 3.7 ± 2.3 laps and 19.0 ± 5.5 criteria, respectively, which were moderately correlated with each other (Pearson r = 0.5; p < 0.001). Linear regression models revelated that a better policy environment score was associated with fewer PACER laps. Better outdoor play and screen-time environment quality scores and more outdoor play equipment were positively associated with higher CMSP scores. ECEC environments that reflect best practice guidelines may be opportunities for locomotor skills development in preschool-aged children. ClinicalTrials.gov Identifier: NCT03261492 (8/25/17).

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Nergaard, Kari. "Empathic expressions among three-year-olds in play and interaction in ECEC institutions in Norway: bodily empathic expressions purposed for peers’ well-being and confirming relationships." Early Child Development and Care 189, no. 9 (October 23, 2017): 1444–56. http://dx.doi.org/10.1080/03004430.2017.1387782.

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Manning, Matthew, Gabriel T. W. Wong, Christopher M. Fleming, and Susanne Garvis. "Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review." Review of Educational Research 89, no. 3 (March 22, 2019): 370–415. http://dx.doi.org/10.3102/0034654319837540.

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Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualification and the quality of the ECEC environment makes it difficult to identify strategies that could enhance developmental and educational outcomes. This meta-analytic review examines evidence on the correlation between teacher qualifications and the quality of ECEC environments. Results show that higher teacher qualifications are significantly correlated with higher quality ECEC environments. Specifically, the education level of teachers or caregivers is positively correlated to overall ECEC qualities, as well as subscale ratings including program structure, language, and reasoning.

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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.

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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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Locke, Sean R., and Tanya R. Berry. "Examining the Relationship Between Exercise-Related Cognitive Errors, Exercise Schema, and Implicit Associations." Journal of Sport & Exercise Psychology 43, no. 4 (August 1, 2021): 345–52. http://dx.doi.org/10.1123/jsep.2021-0031.

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To better understand exercise-related cognitive errors (ECEs) from a dual processing perspective, the purpose of this study was to examine their relationship to two automatic exercise processes. It was hypothesized that ECEs would account for more variance than automatic processes in predicting intentions, that ECEs would interact with automatic processes to predict intentions, and that exercise schema would distinguish between different levels of ECEs. Adults (N = 136, Mage = 29 years, 42.6% women) completed a cross-sectional study and responded to three survey measures (ECEs, exercise self-schema, and exercise intentions) and two computerized implicit tasks (the approach/avoid task and single-category Implicit Association Test). ECEs were not correlated with the two implicit measures; however, ECEs moderated the relationship between approach tendency toward exercise stimuli and exercise intentions. Exercise self-schema were differentiated by ECE level. This study expands our knowledge of ECEs by examining their relationship to different automatic and reflective processes.

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홍길회 and Kim, Kyoung-Mi. "The Change of Interpersonal Relationship Competency of Early Childhood Teachers by Adopting Interpersonal Relationship Improvement Program." EARLY CHILDHOOD EDUCATION & CARE 13, no. 1 (January 2018): 245–69. http://dx.doi.org/10.16978/ecec.2018.13.1.010.

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Sandseter, Ellen Beate Hansen, Ole Johan Sando, and Rasmus Kleppe. "Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials." International Journal of Environmental Research and Public Health 18, no. 7 (March 24, 2021): 3354. http://dx.doi.org/10.3390/ijerph18073354.

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Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

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Mutalik, Sunil, and Aditya Tadinada. "Assessment of relationship between extracranial and intracranial carotid calcifications—a retrospective cone beam computed tomography study." Dentomaxillofacial Radiology 48, no. 8 (December 2019): 20190013. http://dx.doi.org/10.1259/dmfr.20190013.

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Objectives: Cone beam CT scans in current day dental practice are highly collimated yet involve areas along the course of the extracranial carotid artery. Detecting an extracranial carotid calcification on small volume scans leaves the dentist with two questions: whether the patient is likely to have intracranial carotid calcifications and whether the patient warrants further medical attention. This study aimed to assess the presence of intracranial carotid artery calcifications (ICAC) in the presence of extracranial carotid artery calcifications (ECAC). Methods: 450 CBCT scans were retrospectively evaluated for ECAC and ICAC. Erby et al’s classification was modified to classify calcifications as mild, moderate, and severe. The presence of ICAC when ECAC were present was evaluated in all three orthogonal planes. The risk of ICAC in the presence of ECAC was calculated as odds ratio and the association between the two was calculated using a χ2 test. Results: The odds ratio for bilateral ICAC in the presence of bilateral ECAC was 15.09. The odds ratio for left ICAC/right ICAC in the presence of left/ right ECAC was 0.833 and 2.564, respectively. The number and severity of calcifications increased with age. The χ2 test showed that there was a strong association (p < 0.001) between bilateral ECAC with bilateral ICAC. Conclusions: The results of this group of patients showed that there is an increased presence of ICAC in the presence of ECAC.

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Park, Mi Jung and OhmJungae. "Relationship between Young Children’s Self-Regulated Learning and Play Behavior." EARLY CHILDHOOD EDUCATION & CARE 12, no. 3 (July 2017): 25–46. http://dx.doi.org/10.16978/ecec.2017.12.3.002.

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Journal articles on the topic 'Relationships in ECEC'

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