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1.
Julie C. Rusby Keith Smolkowski Brion Marquez Ted K. Taylor 《Early childhood research quarterly》2008
The quality of the child care environment and caregiver practices can potentially have significant, lasting impact on children’s social development. This study involves the development and a small-scale efficacy trial of the Carescapes program, a video-based training program that focuses on promoting positive social development in young children attending family child care. Fifty-seven caregivers who provided child care in their homes were randomly assigned to immediate intervention or waitlist control groups. Random coefficients analyses showed significant increased use of effective behavior management practices and decreased overall children’s problem behavior for the intervention group. A mediation model demonstrated that increases in effective behavior management practices were associated with decreases in problem behavior. A medium intervention effect was found for caregiver’s monitoring and a small effect for use of positive attention. These effects declined 5 months following the intervention. Implications for future efficacy and effectiveness studies in family child care settings that involve strategies to facilitate maintenance are discussed. 相似文献
2.
Uttal L 《Paedagogica Historica: International Journal of the History of Education》2010,46(6):729-740
Immigrants find themselves in a liminal state of limbo between two societies. In this zone, competing cultural ideas coexist. This essay examines how Latino immigrant family childcare providers in the United States questioned US norms of childrearing and how they engaged in liminal cultural work to produce a bicultural childrearing. They are exposed to US norms through family childcare certification programmes that they were legally required to participate in, in order to receive the accreditation required to care for young children in their homes. They were simultaneously critical and embracing of US mainstream ideas of childrearing. Two contested areas for them are the emphasis on individual child development and the levelling of authority relations between adults and children. Their traditional values are absent from the training programmes, yet they develop a process of selective adaptation which both maintains and discards traditional ideas of childrearing and integrates them with some of the new ideas they learn in the US. The liminal cultural work that immigrant family childcare workers do is both for themselves and for the children and the families for whom they provide care. The providers experience a process of ongoing liminal cultural work. 相似文献
3.
This study investigated the potential benefits of offering childcare providers professional development to promote preliteracy skills in young children. It was hypothesized that direct instruction to providers, through rigorous training and mentorship, would increase children's opportunities for reading success and thus, enhance their preliteracy skills. The BUILDING BLOCKS for Literacy program followed recommendations made by the National Research Council, which included shared book reading, phonological awareness, and relationships between speech and print. Sixty-seven providers from 44 settings were trained and mentored over six months. Preliteracy skills of 88 children from those settings were assessed before and after the training. A control group of children was also assessed during the same time frame. Results demonstrated that target children showed significantly greater preliteracy gains than did controls. More importantly, a larger proportion of target children rose from below to above a level considered at risk for reading failure. Implications and recommendations are discussed. 相似文献
4.
Karin Ishimine 《The Australian Educational Researcher》2011,38(3):257-274
Large numbers of young children spend significant amounts of time in early childhood educational settings. Concerns about
the quality of this experience have increased substantially in recent years. Further, as social inequalities in Australia
continue to grow the gap between disadvantage and advantage widens despite overall levels of increased economic prosperity.
Provision of quality early childhood education may be one important way to address disadvantage as international studies show
that high quality early childhood education experience contributes to reducing inequality later in life. This study investigated
the relationship between quality and disadvantage in a childcare centre in urban Australia. Employing a case study approach,
building on Bronfenbrenner’s theory and previous literature, the study found that four key components affected the quality
of childcare in this centre—physical environment, staff–child interaction, curriculum/program and family support. Importantly,
staff knowledge and dedication were crucial to achieving quality. 相似文献
5.
This study examined the effects of a 120-hour preschool training course on caregivers’ behavior and children’s development in early-years settings. Sixteen caregivers attending this training course and 17 comparison caregivers were assessed on a measure of caregiver sensitivity in the child-care centers in which they were employed. Sixty-eight children, two from each center, were assessed for social and cognitive competence. Both the training and comparison caregivers and children were observed before and after the former group attended the training course. Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment. The children in their care made significant gains in complex social and cognitive play from pre- to post-training. The comparison group adults and children showed no significant improvements from pre- to post-test times. 相似文献
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7.
Community Childcare Providers’ Role in the Early Detection of Autism Spectrum Disorders 总被引：1，自引：0，他引：1
The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is
important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age
possible. An argument for utilizing community childcare providers for universal developmental screening is presented along
with suggestions for assessment tool selection and a model for developmental monitoring in community childcare settings. 相似文献
8.
ABSTRACTResearch Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings. 相似文献
9.
Using an Assistive Technology Toolkit to Promote Inclusion 总被引：1，自引：0，他引：1
Although the use of assistive technology for young children is increasing, the lack of awareness and the lack of training
continue to act as major barriers to providers using assistive technology. This article describes an assistive technology
toolkit designed for use with young children with disabilities that can be easily assembled and implemented by early childhood
professionals. Specifically, we will describe assistive technology tools that support young children’s participation in their
daily activities that involve movement and sensory needs, communication, and interaction with materials and offer strategies
on how to implement these devices. An assembled toolkit that allows young children with disabilities immediate access to experiences
that lead to acquisition of skills they need to learn and grow is discussed. 相似文献
10.
11.
Deborah Phillips Debra Mekos Sandra Scarr Kathleen McCartney Martha Abbott&#x;Shim 《Early childhood research quarterly》2000,15(4):475-496
This study reports data from a multisite study of typical center-based child care and children’s development regarding (a) associations among quality of care defined by structural features, process indicators, and compliance with state regulations, (b) variation in quality based on the stringency of state child care regulations and center compliance, and (c) specific quality indicators that show especially strong links to children’s experiences in child care. Findings confirmed prior evidence regarding the importance of ratios, teacher training, and group size for high quality classroom processes, but demonstrated the more significant contribution of teacher wages and parent fees. Both structural and process measures of quality varied with the location of the center in a state with more or less stringent child care regulations. The results indicate the importance of incorporating economic and regulatory considerations into future studies of childcare quality. 相似文献
12.
Yvonne G. Ellis Dylan P. Cliff Anthony D. Okely 《Early Childhood Education Journal》2018,46(4):377-385
Young children spend a high proportion of their time at childcare sitting. Reducing sitting time or breaking up prolonged periods of sitting may be positively associated with health outcomes among children. The purpose of this study was to identify childcare educators’ perceptions of what environmental and policy modifications could be made within early childhood education and care (ECEC) settings to reduce sitting time among children during childcare. Eighty-seven educators from 11 ECEC centres participated in 11 focus groups between September 2013 and November 2013. Each focus group was audio-recorded and transcribed verbatim. A semi-structured schedule was developed to investigate the educators’ perceptions of the influences on children’s sitting time at childcare. A problem–solution tree was developed to determine potential solutions for reducing total and prolonged sitting time in young children at childcare. Most educators were unaware of the high levels of sitting time among young children. Educators identified that childcare practices, the physical environment and the weather were factors that influenced children’s sitting time. Potential solutions to reduce sitting time were to break-up prolonged sitting time by using movement breaks, standing desks, movement transitions between activities, relocating key facilities around the space to promote movement, and integrating movement during learning activities. Also, educators suggested that posters could be used to increase awareness among educators about the benefits of reducing sitting time. Educators identified key practices that could be modified to reduce young children’s sitting time in childcare. These potential solutions should be evaluated to understand their effectiveness. 相似文献
13.
Marleen G. Groeneveld Harriet J. VermeerMarinus H. van IJzendoorn Mariëlle Linting 《Early childhood research quarterly》2010
The central question in this study is whether individual variability in children's cortisol levels and wellbeing at childcare can be explained by indices of quality of care and child characteristics. Participants were 71 children from childcare homes and 45 children from childcare centers in the age range of 20–40 months. In both types of settings equivalent measures and procedures were used. In home-based childcare, children experienced higher caregiver sensitivity, lower noise levels, and showed higher wellbeing compared to children in childcare centers. Caregiver sensitivity in home-based childcare – but not in center care – was positively associated with children's wellbeing. Additionally, children displayed higher cortisol levels at childcare than at home, irrespective of type of care. In home-based childcare, lower caregiver sensitivity was associated with higher total production of salivary cortisol during the day. In center-based childcare, lower global quality of care was associated with a rise in cortisol between 11 AM and 3 PM during the day. Quality of care is an important factor in young children's wellbeing and HPA stress reactivity. 相似文献
14.
Defiant behavior in two- and three-year-olds is a natural expression of a young child’s growing autonomy, and, although frustrating
to adults, is a natural phase of a child’s socio-emotional growth. L.S. Vygotsky’s socio-historical theory of the development
included a discussion of “crisis” periods, one of which he felt occurred at age three. The crisis that Vygotsky asserted occurred
at three is characterized by a group of seven “behaviors”, all of which indicate a struggle with the child’s position in relation
to family social structures. This study examined the occurrences and characteristics of defiant behavior in two-and three-year-old
children during outdoor play at a child development center, and the existence and context of defiant behaviors the modern
childcare setting. Patterns in defiant behaviors during play in different age groups were apparent, and suggested an instrument
to facilitate the documentation and analysis of defiant behavior in modern group-care settings. 相似文献
15.
《Early childhood research quarterly》2006,21(1):93-109
This three-phase study, part of a larger study conducted by the Midwest Child Care Research Consortium (MCCRC), investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families’ perceptions of quality and satisfaction with child care services. A telephone survey of 2022 randomly selected Midwestern providers, 36% of whom provided inclusive services, revealed that inclusive providers rated themselves higher on most quality-related indicators. Inclusion status was related to observed quality in family childcare homes (n = 132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children's child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended. 相似文献
16.
Konstantina Rentzou 《Early Childhood Education Journal》2010,38(1):75-80
In recent years, there has been a significant growth of interest in ensuring that child care provision for children is of
a high quality. This interest has been stimulated by research evidence according to which good quality child care has a positive
influence on children’s overall development. The global quality in Greek preschool and infant/toddler classrooms was assessed
with ACEI Global Guidelines Assessment (GGA), Early Childhood Environment Rating Scale-Revised (ECERS-R) and Infant Toddler
Environment Rating Scale (ITERS). Our research data, confirm previous research results from Greece, and suggest that Greek
child care centers provide low quality care and education. Comparisons between the tools employed revealed great similarity
between the ACEI GGA and ECERS-R ratings on issues relating to environment and physical space, program evaluation, communication
with families, opportunities for family and community participation, recognition of diversity, curriculum and activities,
etc. On the other hand the ACEI GGA and ITERS seem to measure different aspects of process quality, as far as infant care
and education are concerned. Research results indicate the need for immediate improvement and revision of the policies employed
by Greek state, as far as young children’s education and care are concerned. 相似文献
17.
Olivia N. Saracho 《Early Childhood Education Journal》2008,35(4):351-356
A case study approach was used to document the literacy experiences of 25 fathers and their children who participated in a
family literacy program. It explored the effects of a literacy intervention that was designed to assist fathers of five-year-old
children to develop their children’s literacy learning in a family environment. The findings indicated that the fathers promoted
their children’s literacy development when they learned literacy strategies and activities in the program. Although all fathers
were provided with the same literacy content, they differed in their use of literacy strategies. Themes were identified and
described based on the literacy strategies, interactions, materials, and activities that the fathers used. 相似文献
18.
Obesity rates among preschool-aged children have doubled in the past 10 years, and 60 % of these children spend the majority of their day in childcare facilities. Few studies have examined the quality of nutrition and physical activity practices in childcare centers as compared to family childcare homes. The purpose of this study is to determine if a pattern of differences exist in these two settings. As part of a CDC-funded study to reduce the obesity epidemic in young children, directors of 1,140 childcare facilities (842 out-of-home and 298 in-home) in one large county completed a survey that detailed their practices related to child nutrition and physical activity. Results showed that compared with out-of-home facilities, in-home facilities were more likely to report excellent indoor physical activity (87.2 vs. 85.5 %, p = 0.059), less likely to report excellent outdoor physical activity (92.8 vs. 96.5 %, p = 0.018), more likely to serve fruit (80.3 vs. 51.2 %), and less likely to serve 1 % milk (45.2 vs. 55 %). This study’s present findings revealed that ample opportunity exists to significantly improve the health of young children in both in-home and out-of-home facilities. 相似文献
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20.
Allison A. Enke Margaret E. Briley Suzanne R. Curtis Sue A. Greninger Deanna M. Staskel 《Early Childhood Education Journal》2007,35(1):75-81
Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of
center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature
indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare
staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of
food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire
was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other
practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual
management and food safety training for both directors and staff in order to provide a safe environment for young children. 相似文献