WorldWideScience

Sample records for models early childhood

  1. Clarifying Parent-Child Reciprocities during Early Childhood: The Early Childhood Coercion Model

    Science.gov (United States)

    Scaramella, Laura V.; Leve, Leslie D.

    2004-01-01

    Consistent with existing theory, the quality of parent-child interactions during early childhood affects children's social relationships and behavioral adjustment during middle childhood and adolescence. Harsh parenting and a propensity toward emotional overarousal interact very early in life to affect risk for later conduct problems. Less…

  2. An Ecological Risk Model for Early Childhood Anxiety: The Importance of Early Child Symptoms and Temperament

    Science.gov (United States)

    Mian, Nicholas D.; Wainwright, Laurel; Briggs-Gowan, Margaret J.; Carter, Alice S.

    2011-01-01

    Childhood anxiety is impairing and associated with later emotional disorders. Studying risk factors for child anxiety may allow earlier identification of at-risk children for prevention efforts. This study applied an ecological risk model to address how early childhood anxiety symptoms, child temperament, maternal anxiety and depression symptoms,…

  3. Analyzing Process Quality of Early Childhood Education with Many Facet Rash Measurement Model

    Science.gov (United States)

    Basturk, Ramazan; Isikoglu, Nesrin

    2008-01-01

    Quality of early childhood education institutions specifically, dimensions of process quality should be evaluated. Purpose of this study is to analyze process quality of early childhood education by using many-facet Rasch measurement model (MFRM). In this study, data were collected from twelve early childhood education institutions by four…

  4. Precursors of adolescent substance use from early childhood and early adolescence: testing a developmental cascade model.

    Science.gov (United States)

    Sitnick, Stephanie L; Shaw, Daniel S; Hyde, Luke W

    2014-02-01

    This study examined developmentally salient risk and protective factors of adolescent substance use assessed during early childhood and early adolescence using a sample of 310 low-income boys. Child problem behavior and proximal family risk and protective factors (i.e., parenting and maternal depression) during early childhood, as well as child and family factors and peer deviant behavior during adolescence, were explored as potential precursors to later substance use during adolescence using structural equation modeling. Results revealed that early childhood risk and protective factors (i.e., child externalizing problems, mothers' depressive symptomatology, and nurturant parenting) were indirectly related to substance use at the age of 17 via risk and protective factors during early and middle adolescence (i.e., parental knowledge and externalizing problems). The implications of these findings for early prevention and intervention are discussed.

  5. Exploring a Comprehensive Model for Early Childhood Vocabulary Instruction: A Design Experiment

    Science.gov (United States)

    Wang, X. Christine; Christ, Tanya; Chiu, Ming Ming

    2014-01-01

    Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate…

  6. An Ecological Risk Model for Early Childhood Anxiety: The Importance of Early Child Symptoms and Temperament

    Science.gov (United States)

    Wainwright, Laurel; Briggs-Gowan, Margaret J.; Carter, Alice S.

    2016-01-01

    Childhood anxiety is impairing and associated with later emotional disorders. Studying risk factors for child anxiety may allow earlier identification of at-risk children for prevention efforts. This study applied an ecological risk model to address how early childhood anxiety symptoms, child temperament, maternal anxiety and depression symptoms, violence exposure, and sociodemographic risk factors predict school-aged anxiety symptoms. This longitudinal, prospective study was conducted in a representative birth cohort (n=1109). Structural equation modeling was used to examine hypothesized associations between risk factors measured in toddlerhood/preschool (age=3.0 years) and anxiety symptoms measured in kindergarten (age=6.0 years) and second grade (age= 8.0 years). Early child risk factors (anxiety symptoms and temperament) emerged as the most robust predictor for both parent-and child-reported anxiety outcomes and mediated the effects of maternal and family risk factors. Implications for early intervention and prevention studies are discussed. PMID:21153696

  7. Dynamical systems modeling of early childhood self-regulation.

    Science.gov (United States)

    Cole, Pamela M; Bendezú, Jason J; Ram, Nilam; Chow, Sy-Miin

    2017-06-01

    Self-regulation can be conceptualized in terms of dynamic tension between highly probable reactions (prepotent responses) and use of strategies that can modulate those reactions (executive processes). This study investigated the value of a dynamical systems approach to the study of early childhood self-regulation. Specifically, ordinary differential equations (ODEs) were used to model the interactive influences of 115 36-month-olds' executive processes (strategy use) and prepotent responses to waiting to open a gift (desire for the gift and frustration about waiting to open it). Using a pair of coupled second-order ODEs in a nonlinear mixed effects framework, the study tested predictions for specific within- and between-child patterns of prepotent response-executive process coupling. Dynamic modeling results articulated the limits of 36-month olds' strategic efforts. They engaged executive processes when their prepotent responding levels were high, which delayed the resurgence of prepotent responses, but ultimately did not damp prepotent responding over the course of the wait. There was, however, preliminary evidence that the effectiveness of 36-month-olds' self-regulation depended upon child characteristics. Externalizing behavior problems were associated with more regulatory interference. Temperamental negative affectivity was marginally associated with more regulatory inefficiency. Compared with conventional methods of studying self-regulation, dynamic modeling yielded complementary and unique findings, suggesting its potential. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  8. Integrating Early Childhood Mental Health Consultation with the Pyramid Model. Issue Brief

    Science.gov (United States)

    Perry, Deborah F.; Kaufmann, Roxane K.

    2009-01-01

    A growing number of states and communities are implementing the Pyramid Model in early care and education settings, and in many of these places there are also early childhood mental health consultation (ECMHC) programs operating. This policy brief provides an overview of ECMHC, how it can support the implementation of the Pyramid Model and the…

  9. Foundations for Self-Determination in Early Childhood: An Inclusive Model for Children with Disabilities

    Science.gov (United States)

    Palmer, Susan B.; Summers, Jean Ann; Brotherson, Mary Jane; Erwin, Elizabeth J.; Maude, Susan P.; Stroup-Rentier, Vera; Wu, Hsiang-Yi; Peck, Nancy F.; Zheng, Yuzhu; Weigel, Cindy J.; Chu, Szu-Yin; McGrath, Greg S.; Haines, Shana J.

    2013-01-01

    This article introduces the Early Childhood Foundations Model for Self-Determination and provides a rationale for the need to consider the foundations of self-determination behavior that begin early in life. This model is based on the premise that young children with disabilities benefit from a collaborative partnership between important adults in…

  10. Development of the Play Experience Model to Enhance Desirable Qualifications of Early Childhood

    Science.gov (United States)

    Panpum, Watchara; Soonthornrojana, Wimonrat; Nakunsong, Thatsanee

    2015-01-01

    The objectives of this research were to develop the play experience model and to study the effect of usage in play experience model for enhancing the early childhood's desirable qualification. There were 3 phases of research: 1) the document and context in experience management were studied, 2) the play experience model was developed, and 3) the…

  11. Early Childhood Educators' Experience of an Alternative Physical Education Model

    Science.gov (United States)

    Tsangaridou, Niki; Genethliou, Nicholas

    2016-01-01

    Alternative instructional and curricular models are regarded as more comprehensive and suitable approaches to providing quality physical education (Kulinna 2008; Lund and Tannehill 2010; McKenzie and Kahan 2008; Metzler 2011; Quay and Peters 2008). The purpose of this study was to describe the impact of the Early Steps Physical Education…

  12. Preliminary Evaluation of the Implementation of a Routines-Based Early Childhood Intervention Model in Australia: Practitioners' Perspectives

    Science.gov (United States)

    Hughes-Scholes, Carolyn H.; Gatt, Sarah L.; Davis, Kate; Mahar, Nicole; Gavidia-Payne, Susana

    2016-01-01

    The aim of the current pilot study was to evaluate the implementation of a "routines-based early childhood intervention" (RBECI) model by Australian Early Childhood Intervention (ECI) professionals. The RBECI model consisted of four key components: (a) Routines-Based Interviews (RBIs), (b) participation-based goals, (c) home visits, and…

  13. Which Middle School Model Works Best? Evidence from the Early Childhood Longitudinal Study

    Science.gov (United States)

    Carolan, Brian V.; Weiss, Christopher C.; Matthews, Jamaal S.

    2015-01-01

    There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and…

  14. (Reconceptualizing Early Childhood Education)?

    African Journals Online (AJOL)

    As she looks back on her past experiences of depression, working in a revolutionary psychiatric clinic, experiencing a near catatonic state, and an action research study of women in early childhood education at the precipice of an immanent plane, the reader is led on their own journey to consider deeply the differences ...

  15. Early Childhood Trauma

    Science.gov (United States)

    National Child Traumatic Stress Network, 2010

    2010-01-01

    Early childhood trauma generally refers to the traumatic experiences that occur to children aged 0-6. Because infants' and young children's reactions may be different from older children's, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the…

  16. Early childhood aggression

    NARCIS (Netherlands)

    Alink, Lenneke Rosalie Agnes

    2006-01-01

    In this thesis the development, stability, and correlates of early childhood aggression were investigated. The normative development was examined in a general population sample using questionnaires completed by the parents of 12-, 24-, and 36-month-old children and again one year later. Results

  17. Music in Early Childhood.

    Science.gov (United States)

    Feierabend, John

    1990-01-01

    Argues that music activities in early childhood education foster a variety of developmental skills. Analyzes Howard Gardner's theory of multiple intelligences, contending that music intelligence is a separate intelligence. Provides ways to identify and promote musical intelligence. Suggests methods for encouraging musical development. Using songs…

  18. Infusing Early Childhood Mental Health into Early Intervention Services

    Science.gov (United States)

    Grabert, John C.

    2009-01-01

    This article describes the process of enhancing early childhood mental health awareness and skills in non-mental health staff. The author describes a pilot training model, conducted the U.S. Army's Early Intervention Services, that involved: (a) increasing early childhood mental health knowledge through reflective readings, (b) enhancing…

  19. The Student Profile, Service Delivery Model, and Support Practices of Four Early Childhood Intervention Environments in Singapore

    Science.gov (United States)

    Poon, Kenneth K.; Yang, Xueyan

    2016-01-01

    The student profile, model of service delivery, and support practices for young children with disabilities receiving early childhood intervention (ECI) in Singapore is reported and contrasted in this study. The supervisors/managers/principals of eight Early Intervention Programme for Infants and Children (EIPIC) centres, eight Integrated Child…

  20. Early Childhood Workforce Index, 2016

    Science.gov (United States)

    Whitebook, Marcy; McLean, Caitlin; Austin, Lea J. E.

    2016-01-01

    The State of the Early Childhood Workforce (SECW) Initiative is a groundbreaking multi-year project to shine a steady spotlight on the nation's early childhood workforce. The SECW Initiative is designed to challenge entrenched ideas and policies that maintain an inequitable and inadequate status quo for early educators and for the children and…

  1. Peer Bullying During Early Childhood

    OpenAIRE

    Hatice UYSAL; Çağlayan DİNÇER

    2012-01-01

    Peer bullying during early childhood is discussed along with the literature reviewed in this article with the purpose of drawing attention to peer bullying during early childhood and its significance, and contributing to studies which are few in number in Turkey. Peer bullying during early childhood was considered with its definition and types, people who play key roles in peer bullying, factors (gender, age, parents, and friendship) that relate to peer bullying, and what should be done befor...

  2. Early Childhood Inclusion in Spain

    Science.gov (United States)

    Giné, Climent; Balcells-Balcells, Anna; Cañadas, Margarita; Paniagua, Gema

    2016-01-01

    This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating…

  3. Instructional Media Production for Early Childhood Education: A. B. C. Jig-Saw Puzzle, a Model

    Science.gov (United States)

    Yusuf, Mudashiru Olalere; Olanrewaju, Olatayo Solomon; Soetan, Aderonke K.

    2015-01-01

    In this paper, a. b. c. jig-saw puzzle was produced for early childhood education using local materials. This study was a production based type of research, to serve as a supplemental or total learning resource. Its production followed four phases of development referred to as information, design, production and evaluation. The storyboard cards,…

  4. Early Childhood Intervention in Portugal: An Overview Based on the Developmental Systems Model

    Science.gov (United States)

    Pinto, Ana Isabel; Grande, Catarina; Aguiar, Cecilia; de Almeida, Isabel Chaves; Felgueiras, Isabel; Pimentel, Julia Serpa; Serrano, Ana Maria; Carvalho, Leonor; Brandao, Maria Teresa; Boavida, Tania; Santos, Paula; Lopes-dos-Santos, Pedro

    2012-01-01

    Research studies on early childhood intervention (ECI) in Portugal are diffuse regarding both program components and the geographical area under scrutiny. Since the 1990s, a growing body of knowledge and evidence in ECI is being gathered, based on postgraduate teaching, in-service training, and research. This article draws on the systems theory…

  5. Reproductive Health Education Model in Early Childhood through Education Film "Damar Wulan"

    Science.gov (United States)

    Zahrulianingdyah, Atiek

    2015-01-01

    Reproductive health education for early childhood it has been the time to teach, because the demand of the changing times and will affect the child's life when he/she is a teenager. During this time, the reproductive health education, which is in it there is sex education, considered taboo among some communities. They argue that the reproductive…

  6. Child Development Laboratory Schools as Generators of Knowledge in Early Childhood Education: New Models and Approaches

    Science.gov (United States)

    McBride, Brent A.; Groves, Melissa; Barbour, Nancy; Horm, Diane; Stremmel, Andrew; Lash, Martha; Bersani, Carol; Ratekin, Cynthia; Moran, James; Elicker, James; Toussaint, Susan

    2012-01-01

    Research Findings: University-based child development laboratory programs have a long and rich history of supporting teaching, research, and outreach activities in the child development/early childhood education fields. Although these programs were originally developed in order to conduct research on children and families to inform policy and…

  7. Identifying Local Benefits of Early Childhood Development Programs Using Regional Modeling

    Science.gov (United States)

    Temple, Judy A.; Rolnick, Arthur J.

    2012-01-01

    This article presents a review of "Investing in Kids: Early Childhood Programs and Local Economic Development" by Timothy J. Bartik. Timothy Bartik's timely book contributes to an important conversation about the role of government in promoting investments in children in the years before traditional public schooling typically begins. Until…

  8. Growing Fit: Georgia's model for engaging early care environments in preventing childhood obesity.

    Science.gov (United States)

    McDavid, Kelsey; Piedrahita, Catalina; Hashima, Patricia; Vall, Emily Anne; Kay, Christi; O'Connor, Jean

    2016-01-01

    In the United States, one in three children is overweight or obese by their fifth birthday. In Georgia, 35 percent of children are overweight or obese. Contrary to popular belief, children who are overweight or obese are likely to be the same weight status as adults, making early childhood an essential time to address weight status. An estimated 380,000 Georgia children attend early care and education environments, such as licensed child care centers, Head Start, and pre-kindergarten programs, which provide an opportunity to reach large numbers of children, including those at risk for obesity and overweight. To address this opportunity, the Georgia Department of Public Health, Georgia Shape - the Governor's Initiative to prevent childhood obesity, and HealthMPowers, Inc., created the Growing Fit training and toolkit to assist early childhood educators in creating policy, systems, and environmental changes that support good nutrition and physical activity. This report, the first related to this project, describes the training and its dissemination between January and December 2015. A total of 103 early childcare educators from 39 early childcare education centers (22 individual childcare systems) from 19 counties in Georgia were trained. Fifteen systems completed a pre and post-test assessment of their system, demonstrating slight improvements. Training for an additional 125 early childcare education centers is planned for 2016. Lessons learned from the first year of the training include the need for more robust assessment of adoption and implementation of policy, systems, and environmental changes in trained centers.

  9. Respiratory flows during early childhood: Computational models to examine therapeutic aerosols in the developing airways

    Science.gov (United States)

    Tenenbaum-Katan, Janna; Hofemeier, Philipp; Sznitman, Josué; Janna Tenenbaum-Katan Team

    2015-11-01

    Inhalation therapy is the cornerstone of early-childhood respiratory treatments, as well as a rising potential for systemic drug delivery and pulmonary vaccination. As such, indispensable understanding of respiratory flow phenomena, coupled with particle transport at the deep regions of children's lungs is necessary to attain efficient targeting of aerosol therapy. However, fundamental research of pulmonary transport is overwhelmingly focused on adults. In our study, we have developed an anatomically-inspired computational model of representing pulmonary acinar regions at several age points during a child's development. Our numerical simulations examine respiratory flows and particle deposition maps within the acinar model, accounting for varying age dependant anatomical considerations and ventilation patterns. Resulting deposition maps of aerosols alter with age, such findings might suggest that medication protocols of inhalation therapy in young children should be considered to be accordingly amended with the child's development. Additionally to understanding basic scientific concepts of age effects on aerosol deposition, our research can potentially contribute practical guidelines to therapy protocols, and its' necessary modifications with age. We acknowledge the support of the ISF and the Israeli ministry of Science.

  10. Promoting Health in Early Childhood

    Science.gov (United States)

    Rossin-Slater, Maya

    2015-01-01

    Children who are healthy early in life--from conception to age five--not only grow up to be healthier adults, they are also better educated, earn more, and contribute more to the economy. The United States lags behind other advanced countries in early childhood health, threatening both the health of future generations and the nation's long-term…

  11. Early Childhood Special Education Research.

    Science.gov (United States)

    Wolery, Mark; Bailey, Donald B., Jr.

    2002-01-01

    The written testimony of the authors before the President's Commission on Excellence in Special Education in April, 2002, identifies five areas of needed effort in early childhood special education research: (1) early identification and eligibility; (2) services; (3) outcomes; (4) infrastructure; and (5) the research funding process. Specific…

  12. Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice

    Science.gov (United States)

    Ritblatt, Shulamit N.; Garrity, Sarah; Longstreth, Sascha; Hokoda, Audrey; Potter, Nina

    2013-01-01

    There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation…

  13. A Development of a Knowledge Management Model of Supervision of Practicum Students in Early Childhood Education, Faculty of Education, Mahasarakham University

    Directory of Open Access Journals (Sweden)

    Srikunyarphat Rangsriborwornkul

    2017-06-01

    Full Text Available The purpose of this study was to develop a model of knowledge management of supervision of practicum students in early childhood education. The target groups were 1 four supervisors in Early Childhood Education program, faculty of Education, Mahasarakham University and 2 thirty-three fifth-year practicum students in early childhood education practicing in professional experience at schools which located in Mahasarakham, Khonkaen, and Roi-Et provinces. The research tool was a survey form of supervision of practicum students. Content analysis was used. The research findings showed that 1 a development of the knowledge management model of supervision of practicum students in early childhood education contained 3 phases: phase I – studying need assessment, phase II – developing a model and phase III – conclusion and 2 data from the survey form of knowledge management of supervision categorized into two aspects, namely, appropriate practices and inappropriate practices.

  14. Physical Education in Early Childhood

    Science.gov (United States)

    Stork, Steve; Sanders, Stephen W.

    2008-01-01

    This article examines the incidence and quality of physical activity instruction during early childhood. Although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring appropriate physical educational experiences…

  15. Boys' Bodies in Early Childhood

    Science.gov (United States)

    Drummond, Murray

    2012-01-01

    This paper is based on qualitative research data from a project investigating early childhood boys' constructions of masculinities in relation to sport, health and the body. The focus group data, with 33 boys, has been collected in each of the boys' first three years at school. It is part of the data that will be collected over eight years with…

  16. Early Childhood Intervention in China

    Science.gov (United States)

    Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane

    2015-01-01

    With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other…

  17. Parenting and the Development of Effortful Control from Early Childhood to Early Adolescence: A Transactional Developmental Model

    Science.gov (United States)

    Capaldi, Deborah M.; Kerr, David C. R.; Bertrand, Maria; Pears, Katherine C.; Owen, Lee

    2016-01-01

    Poor effortful control is a key temperamental factor underlying behavioral problems. The bidirectional association of child effortful control with both positive parenting and negative discipline was examined from ages approximately 3 to 13–14 years, involving 5 time points, and using data from parents and children in the Oregon Youth Study-Three Generational Study (N = 318 children from 150 families). Based on a dynamic developmental systems approach, it was hypothesized that there would be concurrent associations between parenting and child effortful control and bidirectional effects across time from each aspect of parenting to effortful control and from effortful control to each aspect of parenting. It was also hypothesized that associations would be more robust in early childhood, from ages 3 to 7 years, and would diminish as indicated by significantly weaker effects at the older ages, 11–12 to 13–14 years. Longitudinal feedback or mediated effects were also tested. Findings supported (a) stability in each construct over multiple developmental periods; (b) concurrent associations, which were significantly weaker at the older ages; (c) bidirectional effects, consistent with the interpretation that at younger ages children’s effortful control influenced parenting, whereas at older child ages, parenting influenced effortful control; and (d) a transactional effect, such that maternal parenting in late childhood was a mechanism explaining children’s development of effortful control from midchildhood to early adolescence. PMID:27427809

  18. A Model for the More Effective Use of Time as a Means to Improve Success of Compensatory Early Childhood Education Programs.

    Science.gov (United States)

    Hathaway, Walter E.

    A model is presented for the improvement of compensatory early childhood education through more effective use of student and staff time. A framework for research to test the model is also suggested. Sections of the document prefacing discussion of the model include (1) an overview of the historical antecedents and development of early childhood…

  19. Recent Coverage of Early Childhood Education Approaches in Open Access Early Childhood Journals

    Science.gov (United States)

    Keskin, Burhanettin

    2016-01-01

    A content analysis of the coverage of the major approaches to early childhood education in the early childhood research journals, published between 2010 and 2014, that are early childhood research oriented and have free online access were investigated. Among 21 journals in early childhood education, two journals were selected for the content…

  20. Teacher Preparation for Early Childhood: Special Education in Taiwan

    Science.gov (United States)

    Ho, Hua-Kuo

    2014-01-01

    The purpose of this paper is intended to present the current model of teacher preparation for early childhood special education in Taiwan. Documentary analysis was conducted in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood special education in Taiwan could be summarized…

  1. Childhood Immunization: A Key Component of Early Childhood Development

    Science.gov (United States)

    Messonnier, Nancy

    2017-01-01

    Physical health is a key component of early childhood development and school readiness. By keeping children healthy and decreasing the chances of disease outbreaks, immunizations help early childhood programs create a safe environment for children. While overall vaccination rates are high nationally for most vaccines routinely recommended for…

  2. Early Childhood Inclusion in the United Kingdom

    Science.gov (United States)

    Blackburn, Carolyn

    2016-01-01

    A policy-to-practice paper is presented of early childhood inclusion in England. The article aims to report the benefits of early intervention services and early childhood inclusion for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…

  3. Selective Cooperation in Early Childhood - How to Choose Models and Partners.

    Directory of Open Access Journals (Sweden)

    Jonas Hermes

    Full Text Available Cooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models on a rational basis. The present study investigated whether children (and adults also choose their cooperative partners selectively and what model characteristics they regard as important for cooperative partners and for informants about novel words. Three- and four-year-old children (N = 64 and adults (N = 14 saw contrasting pairs of models differing either in physical strength or in accuracy (in labeling known objects. Participants then performed different tasks (cooperative problem solving and word learning requiring the choice of a partner or informant. Both children and adults chose their cooperative partners selectively. Moreover they showed the same pattern of selective model choice, regarding a wide range of model characteristics as important for cooperation (preferring both the strong and the accurate model for a strength-requiring cooperation tasks, but only prior knowledge as important for word learning (preferring the knowledgeable but not the strong model for word learning tasks. Young children's selective model choice thus reveals an early rational competence: They infer characteristics from past behavior and flexibly consider what characteristics are relevant for certain tasks.

  4. Early childhood programs and the education system.

    Science.gov (United States)

    Beach, Jane; Bertrand, Jane

    2009-12-01

    Policy makers, advocates and experts agree that the current delivery of early childhood development programs is fragmented. Many point to the education system as a better alternative for a more coherent approach that has the necessary infrastructure in place in communities, and is well placed to meet the needs of all young children and their families. In other jurisdictions, early childhood development programs have moved into education. In Canada, provincial and local school authorities are taking on more early childhood programs.

  5. Early intervention as a catalyst for effective early childhood ...

    African Journals Online (AJOL)

    Early childhood intervention is an essential contributor and catalyst for the development of a culture of positive attitudes towards children with disabilities in a country like Ghana. Intervention could begin at the early years or early childhood education level. Does early intervention make a difference in the lives of children ...

  6. Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge through Play-Based Learning

    Science.gov (United States)

    Cutter-Mackenzie, Amy; Edwards, Susan

    2013-01-01

    Environmental education represents a growing area of interest in early childhood education, especially since the inclusion of environmental principles and practices in the Australian Early Years Learning Framework. Traditionally, these two fields of education have been characterized by diverse pedagogical emphases. This article considers how…

  7. Good practices in early childhood education:

    DEFF Research Database (Denmark)

    Sanders, Lise; Gregoriadis, Athanasis; Zachopoulou, Evridiki

    Good practices in early childhood education er en undersøgelse fortaget efter Early Childhood Environmental Rating Scale - R (ECERS-R). I undersøgelsen deltog Akademikere, pædagoger og kommunalt personale fra de 6 partnerlande bestående af Grækenland, Portugal, Finland, Danmark, Rumænien og Cypern...

  8. Early Childhood Education: History, Theory, and Practice

    Science.gov (United States)

    Morgan, Harry

    2006-01-01

    In this book, the author covers the history, theory, and practices that influence early childhood education along with an emphasis on infant and toddler care and education. He also presents a comparison of the conflict between education planners who support early childhood studies and state school systems whose cost-saving measures are dismantling…

  9. Pretend Play in the Early Childhood Classroom

    Science.gov (United States)

    McEntire, Nancy

    2009-01-01

    This article presents and summarizes recent resources related to pretend play in the early childhood classroom. These include "Contemporary Perspectives on Play in Early Childhood Education" by Olivia N. Sarachoe and Bernard Spodek; "Dramatic Play: Bring It Back" by Tammy Benson; and "The Importance of Being Playful" by Elena Bodrova and Deborah…

  10. Transforming early childhood education for sustainable development

    African Journals Online (AJOL)

    This paper examined the ways in which early childhood education needs to be transformed for sustainable development. These ways include teaching children environmental security through play, personal hygiene, appropriate waste use and disposal, and nature awareness. It was recommended that early childhood ...

  11. Acute leukemia in early childhood

    Directory of Open Access Journals (Sweden)

    M. Emerenciano

    2007-06-01

    Full Text Available Acute leukemia in early childhood is biologically and clinically distinct. The particular characteristics of this malignancy diagnosed during the first months of life have provided remarkable insights into the etiology of the disease. The pro-B, CD10 negative immunophenotype is typically found in infant acute leukemia, and the most common genetic alterations are the rearrangements of the MLL gene. In addition, the TEL/AML1 fusion gene is most frequently found in children older than 24 months. A molecular study on a Brazilian cohort (age range 0-23 months has detected TEL/AML1+ve (N = 9, E2A/PBX1+ve (N = 4, PML/RARA+ve (N = 4, and AML1/ETO+ve (N = 2 cases. Undoubtedly, the great majority of genetic events occurring in these patients arise prenatally. The environmental exposure to damaging agents that give rise to genetic changes prenatally may be accurately determined in infants since the window of exposure is limited and known. Several studies have shown maternal exposures that may give rise to leukemogenic changes. The Brazilian Collaborative Study Group of Infant Acute Leukemia has found that mothers exposed to dipyrone, pesticides and hormones had an increased chance to give birth to babies with infant acute leukemia [OR = 1.48 (95%CI = 1.05-2.07, OR = 2.27 (95%CI = 1.56-3.31 and OR = 9.08 (95%CI = 2.95-27.96], respectively. This review aims to summarize recent clues that have facilitated the elucidation of the biology of early childhood leukemias, with emphasis on infant acute leukemia in the Brazilian population.

  12. Implementation of “PLST” Assessment Model to Detect Development of Language Skill in Early Childhood (Phase II

    Directory of Open Access Journals (Sweden)

    Nelva Rolina

    2015-05-01

    Full Text Available This research will be done for 3 years (3 phases. The first year had been done on 2013 ago. 2014 is the second year of research (phase II. Research phase of this study (second year, namely development phase: the prototype of model is developed to be a model. The activities carried out in phase II include: expert validation test, readability test, revision, kindergarten teacher training, limited trial, and the trial was extended to find models that fit between the theoretical concepts with empirical data in the field. And finally (second year, from all kindergarten which be the sample study, it was found that all kindergarten were using the general assessment without special assessment for development of children’s language, so it is necessary to create assessment “PLST” to detect the development of language skill for early childhood (kindergarten student. It has to continue in second to third year. The final research, which is at the end of the third year (phase III is expected to match model assessment “PLST” as well as the guidance in learning in kindergarten, which can be used by teachers to detect and monitor the development of language skills, identifying the amount of vocabulary and sentences are mastered children, and the stages of language development next. To achieve these objectives, the researcher adopted a model of research, development, and diffusion by Hopkins & Clark (Havelock, 1976

  13. From Early Intervention to Early Childhood Programs: Timeline for Early Successful Transitions (TEST)

    Science.gov (United States)

    Brandes, Joyce A.; Ormsbee, Christine K.; Haring, Kathryn A.

    2007-01-01

    More than one million transitions between early intervention services and early childhood programs are facilitated annually for youngsters with special needs. To be successful, these transitions require planning and ongoing communication between all parties. This article substantiates the need for a timeline/checklist and provides a model of…

  14. Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates

    Science.gov (United States)

    Dunn-Kenney, Maylan

    2010-01-01

    Service learning is often used in teacher education as a way to challenge social bias and provide teacher candidates with skills needed to work in partnership with diverse families. Although some literature suggests that service learning could reinforce cultural bias, there is little documentation. In a study of 21 early childhood teacher…

  15. Increasing Early Childhood Educators' Use of Communication-Facilitating and Language-Modelling Strategies: Brief Speech and Language Therapy Training

    Science.gov (United States)

    McDonald, David; Proctor, Penny; Gill, Wendy; Heaven, Sue; Marr, Jane; Young, Jane

    2015-01-01

    Intensive Speech and Language Therapy (SLT) training courses for Early Childhood Educators (ECEs) can have a positive effect on their use of interaction strategies that support children's communication skills. The impact of brief SLT training courses is not yet clearly understood. The aims of these two studies were to assess the impact of a brief…

  16. Application of Early Childhood Education to the Training of Developmentally Disabled Persons (A Model for Training Trainers).

    Science.gov (United States)

    Mitchell, Sidney T.

    An Arkansas project is providing on site competency based training to undergraduate and graduate level personnel of day service centers serving mentally handicapped and otherwise developmentally disabled persons. The program has included five training components: (1) academic courses in early childhood education, (2) an exchange of ideas between…

  17. Association of vitamin E intake at early childhood with alanine aminotransferase levels at mid-childhood.

    Science.gov (United States)

    Woo Baidal, Jennifer A; Cheng, Erika R; Rifas-Shiman, Sheryl L; Oken, Emily; Gillman, Matthew W; Taveras, Elsie M

    2018-04-01

    The extent to which vitamin E (alpha-tocopherol) intake early in childhood is associated with alanine aminotransferase (ALT) level later in childhood is unknown. The objective of this research is to test the hypothesis that higher alpha-tocopherol intake during early childhood is associated with lower odds of elevated ALT levels during mid-childhood and to examine how body mass index (BMI) influences these relationships. We studied 528 children in Project Viva. Mothers reported child dietary intake at early childhood visits (median 3.1 years) using a validated food frequency questionnaire. At mid-childhood (median 7.6 years), we collected child blood and anthropometric data. The main outcome was elevated sex-specific mid-childhood ALT level (≥22.1 U/L for female children and ≥25.8 U/L for male children). In multivariable logistic regression models, we assessed the association of energy-adjusted alpha-tocopherol intake with ALT levels, adjusting for child age, sex, race/ethnicity, diet, and age-adjusted sex-specific BMI z-score at mid-childhood. Among children in this study, 48% were female, 63% were non-Hispanic white, 19% were non-Hispanic black, and 4% were Hispanic/Latino. Mean alpha-tocopherol intake was 3.7 ± 1.0 mg/day (range, 1.4-9.2) at early childhood. At mid-childhood, mean BMI z-score was 0.41 ± 1.0 units and 22% had an elevated ALT level. In multivariable-adjusted logistic regression models, children with higher early childhood vitamin E intake had lower odds of elevated mid-childhood ALT (adjusted odds ratio [AOR], 0.62; 95% confidence interval [CI], 0.39, 0.99) for quartiles 2-4 compared with the lowest quartile of intake. Findings persisted after accounting for early childhood diet (AOR, 0.62; 95% CI, 0.36, 1.08) and were strengthened after additionally accounting for mid-childhood BMI z-score (AOR, 0.56; 95% CI, 0.32, 0.99). In this cohort, higher early childhood intake of alpha-tocopherol was associated with lower odds of elevated mid-childhood

  18. An Experimental Test of Parenting Practices as a Mediator of Early Childhood Physical Aggression

    Science.gov (United States)

    Brotman, Laurie Miller; O'Neal, Colleen R.; Huang, Keng-Yen; Gouley, Kathleen Kiely; Rosenfelt, Amanda; Shrout, Patrick E.

    2009-01-01

    Background: Parenting practices predict early childhood physical aggression. Preventive interventions that alter parenting practices and aggression during early childhood provide the opportunity to test causal models of early childhood psychopathology. Although there have been several informative preventive intervention studies that test mediation…

  19. Mental Health Consultation in Early Childhood Classrooms

    Science.gov (United States)

    Bernzweig, Jane; Ramler, Malia; Alkon, Abbey

    2009-01-01

    Early childhood mental health consultation is a relationship-based intervention that promotes children's social and emotional development. Benefits include improved childhood behaviors, improved staff self-efficacy, and lowered parental stress. Child care center directors are more likely to be satisfied with consultation when they are involved in…

  20. Business Case for Early Childhood Investments

    Science.gov (United States)

    America's Promise Alliance (NJ1), 2011

    2011-01-01

    America's Promise's ReadyNation initiative has released this brief, which "makes the case" to business leaders on why investing in early childhood should be important to them. The brief includes "how-to" tips, helpful statistics and more.

  1. Childhood cancer: Early warning signs

    African Journals Online (AJOL)

    World-wide there are more than 200 000 new cases of childhood cancer per year and more than 70% of these occur in the developing world. In the First World more than 70% of these children will become long-term survivors. For some childhood cancers 5-year survival rates approach 95% . In England only 0.5% of all ...

  2. EARLY CHILDHOOD PREDICTORS OF LOW-INCOME BOYS' PATHWAYS TO ANTISOCIAL BEHAVIOR IN CHILDHOOD, ADOLESCENCE, AND EARLY ADULTHOOD.

    Science.gov (United States)

    Shaw, Daniel S; Gilliam, Mary

    2017-01-01

    Guided by a bridging model of pathways leading to low-income boys' early starting and persistent trajectories of antisocial behavior, the current article reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from Women, Infants, and Children Nutrition Supplement centers in a large metropolitan area followed from infancy to early adulthood and a smaller cohort of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, and court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in healthcare settings not previously used to implement preventive mental health services. © 2016 Michigan Association for Infant Mental Health.

  3. Cranial thickness changes in early childhood

    Science.gov (United States)

    Gajawelli, Niharika; Deoni, Sean; Shi, Jie; Dirks, Holly; Linguraru, Marius George; Nelson, Marvin D.; Wang, Yalin; Lepore, Natasha

    2017-11-01

    The neurocranium changes rapidly in early childhood to accommodate the developing brain. However, developmental disorders may cause abnormal growth of the neurocranium, the most common one being craniosynostosis, affecting about 1 in 2000 children. It is important to understand how the brain and neurocranium develop together to understand the role of the neurocranium in neurodevelopmental outcomes. However, the neurocranium is not as well studied as the human brain in early childhood, due to a lack of imaging data. CT is typically employed to investigate the cranium, but, due to ionizing radiation, may only be used for clinical cases. However, the neurocranium is also visible on magnetic resonance imaging (MRI). Here, we used a large dataset of MRI images from healthy children in the age range of 1 to 2 years old and extracted the neurocranium. A conformal geometry based analysis pipeline is implemented to determine a set of statistical atlases of the neurocranium. A growth model of the neurocranium will help us understand cranial bone and suture development with respect to the brain, which will in turn inform better treatment strategies for neurocranial disorders.

  4. Early Childhood Development and E-Learning in Africa: The Early Childhood Development Virtual University Programme

    Science.gov (United States)

    Pence, Alan

    2007-01-01

    This article explores the development and evaluation of the graduate-level Early Childhood Development Virtual University (ECDVU) programme in Sub-Saharan Africa from 2001 through to 2004. It outlines the history of the ECDVU and the establishing of a Sub-Saharan programme for future leaders in the early childhood field guided by the key principle…

  5. Early Childhood Math: Make It Manipulative!

    Science.gov (United States)

    Stone, Janet I.

    1987-01-01

    Maintains that early childhood teachers should provide young children with creative, stimulating, and manipulative (hands-on) experiences rather than workbook pages in early mathematics programs. Presents reasons and corresponding counterpositions for using workbooks and suggests sample activities which teachers can use to make mathematics more…

  6. Design Application Early Childhood Education Based Mobile

    Directory of Open Access Journals (Sweden)

    Annah

    2016-02-01

    Full Text Available This study aims to make learning media for Early Childhood Education in the form especially its mobile applications for Android-based smartphones. In the process of teaching and learning for Early Childhood Education is still often found constraints experienced teaching force is limited props so that learners are less eager to learn. In addition, parents also have difficulty returning to guide or teach the learning materials at home because it has no alternative instructional media. In compiling this research report author uses the Android-based Mobile Devices Applications created using the Java programming language through the Eclipse editor. Based on the results of the research, concluded that these applications can be applied in the latest version of the Android platform to its current platform version of Jellybean. Application of Learning can be used as an alternative way of learning for Early Childhood Education so as to overcome the lack of props in institutions of Early Childhood Education, can be used to be taught at home, and provide new teaching methods to early childhood so that a form of learning that is obtained is not the monotony of one form of learning how.

  7. Tracing Early Interventions on Childhood Overweight

    DEFF Research Database (Denmark)

    Ditlevsen, Kia

    This thesis presents results from a qualitative research project on early interventions to counter childhood obesity in Denmark. Overall, it was found that these interventions in families with preschool children were rarely performed. One barrier to the interventions is the structural setting...... to enforce lifestyle changes. Overall, this thesis addresses issues of childhood obesity, inequality in health, health policy, individualization, racialized biases in health care, the role of health care practitioners and insecurity and health....

  8. Early Childhood Developmental Status in Low- and Middle-Income Countries: National, Regional, and Global Prevalence Estimates Using Predictive Modeling.

    Directory of Open Access Journals (Sweden)

    Dana Charles McCoy

    2016-06-01

    Full Text Available The development of cognitive and socioemotional skills early in life influences later health and well-being. Existing estimates of unmet developmental potential in low- and middle-income countries (LMICs are based on either measures of physical growth or proxy measures such as poverty. In this paper we aim to directly estimate the number of children in LMICs who would be reported by their caregivers to show low cognitive and/or socioemotional development.The present paper uses Early Childhood Development Index (ECDI data collected between 2005 and 2015 from 99,222 3- and 4-y-old children living in 35 LMICs as part of the Multiple Indicator Cluster Survey (MICS and Demographic and Health Surveys (DHS programs. First, we estimate the prevalence of low cognitive and/or socioemotional ECDI scores within our MICS/DHS sample. Next, we test a series of ordinary least squares regression models predicting low ECDI scores across our MICS/DHS sample countries based on country-level data from the Human Development Index (HDI and the Nutrition Impact Model Study. We use cross-validation to select the model with the best predictive validity. We then apply this model to all LMICs to generate country-level estimates of the prevalence of low ECDI scores globally, as well as confidence intervals around these estimates. In the pooled MICS and DHS sample, 14.6% of children had low ECDI scores in the cognitive domain, 26.2% had low socioemotional scores, and 36.8% performed poorly in either or both domains. Country-level prevalence of low cognitive and/or socioemotional scores on the ECDI was best represented by a model using the HDI as a predictor. Applying this model to all LMICs, we estimate that 80.8 million children ages 3 and 4 y (95% CI 48.1 million, 113.6 million in LMICs experienced low cognitive and/or socioemotional development in 2010, with the largest number of affected children in sub-Saharan Africa (29.4.1 million; 43.8% of children ages 3 and 4 y

  9. Early Childhood Developmental Status in Low- and Middle-Income Countries: National, Regional, and Global Prevalence Estimates Using Predictive Modeling.

    Science.gov (United States)

    McCoy, Dana Charles; Peet, Evan D; Ezzati, Majid; Danaei, Goodarz; Black, Maureen M; Sudfeld, Christopher R; Fawzi, Wafaie; Fink, Günther

    2016-06-01

    The development of cognitive and socioemotional skills early in life influences later health and well-being. Existing estimates of unmet developmental potential in low- and middle-income countries (LMICs) are based on either measures of physical growth or proxy measures such as poverty. In this paper we aim to directly estimate the number of children in LMICs who would be reported by their caregivers to show low cognitive and/or socioemotional development. The present paper uses Early Childhood Development Index (ECDI) data collected between 2005 and 2015 from 99,222 3- and 4-y-old children living in 35 LMICs as part of the Multiple Indicator Cluster Survey (MICS) and Demographic and Health Surveys (DHS) programs. First, we estimate the prevalence of low cognitive and/or socioemotional ECDI scores within our MICS/DHS sample. Next, we test a series of ordinary least squares regression models predicting low ECDI scores across our MICS/DHS sample countries based on country-level data from the Human Development Index (HDI) and the Nutrition Impact Model Study. We use cross-validation to select the model with the best predictive validity. We then apply this model to all LMICs to generate country-level estimates of the prevalence of low ECDI scores globally, as well as confidence intervals around these estimates. In the pooled MICS and DHS sample, 14.6% of children had low ECDI scores in the cognitive domain, 26.2% had low socioemotional scores, and 36.8% performed poorly in either or both domains. Country-level prevalence of low cognitive and/or socioemotional scores on the ECDI was best represented by a model using the HDI as a predictor. Applying this model to all LMICs, we estimate that 80.8 million children ages 3 and 4 y (95% CI 48.1 million, 113.6 million) in LMICs experienced low cognitive and/or socioemotional development in 2010, with the largest number of affected children in sub-Saharan Africa (29.4.1 million; 43.8% of children ages 3 and 4 y), followed by

  10. Tunisia : Strengthening Early Childhood Development

    OpenAIRE

    World Bank

    2017-01-01

    As Tunisia emerges from the Arab Spring, its new constitution explicitly recognizes the rights of the child and the responsibility of both the State and parents to act in the child’s best interest to guarantee dignity, healthcare, protection, and education. In accordance with these guarantees, the Tunisian Ministry of Women, Family, and Childhood (MFFE) has utilized the Systems Approach for ...

  11. Prenatal exposure to diurnal temperature variation and early childhood pneumonia.

    Science.gov (United States)

    Zeng, Ji; Lu, Chan; Deng, Qihong

    2017-04-01

    Childhood pneumonia is one of the leading single causes of mortality and morbidity in children worldwide, but its etiology still remains unclear. We investigate the association between childhood pneumonia and exposure to diurnal temperature variation (DTV) in different timing windows. We conducted a prospective cohort study of 2,598 children aged 3-6 years in Changsha, China. The lifetime prevalence of pneumonia was assessed by a questionnaire administered by the parents. Individual exposure to DTV during both prenatal and postnatal periods was estimated. Logic regression models was used to examine the association between childhood pneumonia and DTV exposure in terms of odds ratios (OR) and 95% confidence interval (CI). Lifetime prevalence of childhood pneumonia in preschool children in Changsha was high up to 38.6%. We found that childhood pneumonia was significantly associated with prenatal DTV exposure, with adjusted OR (95%CI) =1.19 (1.02-1.38), particularly during the second trimester. However, childhood pneumonia not associated with postnatal DTV exposure. Sensitivity analysis indicated that boys are more susceptible to the pneumonia risk of diurnal temperature variation than girls. We further observed that the prevalence of childhood pneumonia was decreased in recent years as DTV shrinked. Early childhood pneumonia was associated with prenatal exposure to the diurnal temperature variation (DTV) during pregnancy, particularly in the second trimester, which suggests fetal origin of childhood pneumonia. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. Designing prototype model to support language development of autistic learners in early childhood

    Directory of Open Access Journals (Sweden)

    Dilek Karahoca

    2017-01-01

    Full Text Available Los niños con autismo generalmente muestran dificultad tanto en la comunicación como en el aprendizaje de idiomas. En este estudio, las interfaces interactivas diseñadas para ayudar a los niños con autismo a satisfacerlos con la educación digital. Interfac es son utilizables y coloridos, hace una enorme contribución en las aplicaciones educativas desde el período de la primera infancia en. Función de explicación lingüística se integró a las interfaces en la plataforma móvil con la ayuda de un cuento para per mitir a los niños a aprender objetos y sus funciones. Jugará un rol activo con el desarrollo del lenguaje para los estudiantes de la primera infancia. En la transmisión audible del cuento, al poner en primer plano la presentación objetiva, el equivalente d e las imágenes del objeto se emparejaron con las voces. Mediante el uso de la correspondencia entre voz y objeto que se conoce como el método natural en la enseñanza de lenguas, la actualización del comportamiento esperado se apoya proporcionando libertad de iteración individual. La disponibilidad de la plataforma se prueba con un grupo de usuarios expertizado y el nivel de usabilidad de la plataforma se detectó con la escala de usabilidad del sistema (SUS. Muestra que la usabilidad y practicidad del model o prototipo tiene una buena eficacia, eficiencia y satisfacción basada en la evaluación de expertos.

  13. Actionable Intelligence about Early Childhood Risks in Philadelphia

    Science.gov (United States)

    LeBoeuf, Whitney A.; Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Brumley, Benjamin

    2016-01-01

    "Early childhood risks" are markers of early childhood experiences that extensive research has shown to be detrimental to later academic and behavioral outcomes. In Philadelphia, evidence indicates that seven early childhood risks tracked by public agencies have negative effects on early school outcomes. These risks include low…

  14. Early Attachment Relationships and the Early Childhood Curriculum

    Science.gov (United States)

    Cortazar, Alejandra; Herreros, Francisca

    2010-01-01

    This article explores the relationship between attachment theory and the early childhood curriculum. During the first years of life children develop early attachment relationships with their primary caregivers. These attachment relationships, either secure or insecure, will shape children's socio-emotional development. In the USA, the predominant…

  15. EARLY CHILDHOOD CARE & EDUCATION: AN ICT PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Pradeep Kumar Mishra

    2012-03-01

    Full Text Available In the 21st century, technology serves to reinforce the educational bedrock of any country. Technology has revolutionized the teaching learning process by integrating different source of knowledge - clearly visible from primary to post-tertiary level. This paper examines the introduction of ICT in early childhood years centred on the relationship of ICT with the cognitive, emotional and social development of children. The paper discusses various aspects of the ongoing debate around ICT usage in the early years and tries to answer some of the relevant issues namely, the rationale for early introduction of ICT, the perceived risks and benefits involved in its usage, the role of the parents, and fostering appropriate application of ICT in the early childhood classrooms.

  16. National Quality Improvement Center on Early Childhood

    Science.gov (United States)

    Browne, Charlyn Harper

    2014-01-01

    The national Quality Improvement Center on early Childhood (QIC-eC) funded four research and demonstration projects that tested child maltreatment prevention approaches. The projects were guided by several key perspectives: the importance of increasing protective factors in addition to decreasing risk factors in child maltreatment prevention…

  17. Bullying Prevention Strategies in Early Childhood Education

    Science.gov (United States)

    Saracho, Olivia N.

    2017-01-01

    Bullying is a serious problem that affects the young children's well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and…

  18. Early Childhood Education in Saudi Arabia: Report

    Science.gov (United States)

    Rabaah, Alqassem; Doaa, Dashash; Asma, Alzahrani

    2016-01-01

    This paper reviewed the development of early childhood education (ECE) in Saudi Arabia and its strengths and weaknesses. The paper discusses the contextual background of Saudi Arabia, including its geography, demographics, social system, economy, political system and religion. In addition, the paper investigated the education system at large in…

  19. Privatization of Early Childhood Education in Iceland

    Science.gov (United States)

    Dýrfjörð, Kristín; Magnúsdóttir, Berglind Rós

    2016-01-01

    The overall aim of this paper is to give a comprehensive picture of the marketization of early childhood education in Iceland. Our theoretical framework is based on Hursh's (2007) analysis of how the governance of schools is reshaped to serve a neoliberal agenda with the help of internal and external privatization (Ball and Youdell, 2007). In this…

  20. New Strategies for Early Childhood Education.

    Science.gov (United States)

    Butler, Annie L.

    This paper focuses on the humanistic characteristics futurists predict will be needed by individuals who live in a more interdependent world and projects ways early childhood educators can teach children to deal with changing aspects of the world. Briefly discussed are teaching approaches for incorporating the coping and creative characteristics…

  1. Following Watery Relations in Early Childhood Pedagogies

    Science.gov (United States)

    Pacini-Ketchabaw, Veronica; Clark, Vanessa

    2016-01-01

    Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that…

  2. Early Childhood Music Education Research: An Overview

    Science.gov (United States)

    Young, Susan

    2016-01-01

    This article offers a short commentary on the "state of play" in early childhood music education research to accompany the articles published in this special issue. It provides an international overview of recent research trends in this field, with examples drawn from Europe, the Americas, Asia, the Middle East, East and South Africa and…

  3. Agentive and Communitarian Play in Early Childhood

    Science.gov (United States)

    Dmytro, Dana; Kubiliene, Neringa; Cameron, Catherine Ann

    2014-01-01

    Play has long been recognised as a vehicle by which significant developmental advances occur during early childhood. Children use play to explore their relationships, their psychosocial skills, and their environment, and through their experiences, they begin to adopt specific capacities and values that have an impact on future socio-emotional and…

  4. Childhood cancer: Early warning signs | Stones | Continuing ...

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 28, No 7 (2010) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Childhood cancer: Early warning signs. DK Stones. Abstract.

  5. Early Childhood Intervention: An Australian Perspective

    Science.gov (United States)

    Sukkar, Hanan

    2013-01-01

    This article uses the developmental systems approach, an approach developed by M. Guralnick (2001), with an aim to assess and evaluate early childhood intervention (ECI) practices in Australia. The author explores the Australian national context of ECI and its complexities and conclude with recommendations to address (a) the possibility of a…

  6. Early Childhood and Elementary Preservice Teachers' Beliefs.

    Science.gov (United States)

    Lin, Huey-Ling; Taylor, Janet; Gorrell, Jeffrey; Hazareesingh, Nedra; Carlson, Helen L.; Asche, Megan

    This study examined the relationship between preservice teachers' perceived efficacy and their beliefs about teaching and learning. Subjects were 382 preservice teachers enrolled in either an early childhood or elementary teacher preparation program. Statistical analysis of responses to a version of the Gibson and Dembo Teacher Efficacy Scale…

  7. Early Childhood Development: Trends and Likely Scenarios.

    Science.gov (United States)

    van Oudenhoven, Nico; Wazir, Rekha

    The following trends have been in motion in the field of early childhood development (ECD) for some time: (1) the concept of ECD is increasingly taking on additional connotations; (2) in Europe children are becoming a minority group and other age groups, such as the elderly, see them as competitors for the same limited resources; (3) the downward…

  8. "Queerying" Gender: Heteronormativity in Early Childhood Education

    Science.gov (United States)

    Robinson, Kerry H.

    2005-01-01

    This paper explores heteronormativity and argues for the "queerying" of gender in early childhood education. The author argues, utilising Butler's theory of performativity and heterosexual matrix, that the construction of gender in young children's lives requires an analysis of the normalising practices in which gendered identities are…

  9. Nomadic Writing in Early Childhood Education

    Science.gov (United States)

    Hermansson, Carina; Saar, Tomas

    2017-01-01

    This article explores how the processes of writing and writers emerge and transform in two examples of Swedish early childhood educational writing practices. Students' writing is a multifaceted activity involving a myriad of interconnected elements; however, to make sense of what is going on, more knowledge is needed about the connectivity, the…

  10. New Directions in Tribal Early Childhood Programs

    Science.gov (United States)

    Bohanon, Kelli

    2016-01-01

    This article explores the efforts of tribal communities building more coordinated and effective early childhood systems by taking advantage of federal funding opportunities and partnerships. Given a new level of understanding and response from federal agencies regarding the unique nature of tribal communities, efforts are being made to acknowledge…

  11. The role of childhood trauma, early maladaptive schemas, emotional schemas and experimental avoidance on depression: A structural equation modeling.

    Science.gov (United States)

    Rezaei, Mehdi; Ghazanfari, Firoozeh; Rezaee, Fatemeh

    2016-12-30

    The present investigation was designed to examine disconnection and rejection (DR) schemas, negative emotional schemas (NESs) and experimental avoidance (EA) as mediating variables of the relationship between the childhood trauma (CT) and depression. Specifically we examined the mediating role of NESs and EA between DR schemas and depression. The study sample consist of 439 female college students (M age =22.47; SD=6.0), of whom 88 met the criteria for current major depressive disorder (MDD) and 351 who had history of MDD in the last 12 months. Subjects were assessed by Structured Clinical Interview for DSM-IV (SCID) and completed the Childhood Trauma Questionnaire (CTQ), the Early Maladaptive Schemas Questionnaire (SQ-SF), the Leahy Emotional Schemas Scale (LESS), the Acceptance and Action Questionnaire (AAQ-II), and the Beck Depression Inventory-II (BDI-II). The findings showed that DR schemas were mediator of the relationship CT and depression but CT through the NESs and EA did not predict depression. NESs were mediator of the relationship between DR schemas and depression and EA was mediator of the relationship between DR schemas and depression. In general, results suggest that intervention of depressed women may need to target the changing of DR schemas, NESs and reduction of EA. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  12. A New Tool to Facilitate Learning Reading for Early Childhood

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  13. Learning History in Early Childhood: Teaching Methods and Children's Understanding

    Science.gov (United States)

    Skjaeveland, Yngve

    2017-01-01

    This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

  14. Breaking Bread: Spirituality, Food and Early Childhood Education

    Science.gov (United States)

    Bone, Jane

    2005-01-01

    The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, "Te Whariki". Research in three different early childhood settings presents new perspectives on the everyday experiences of children in terms of spirituality. Each setting formed a case study that included the voices…

  15. Early Childhood Inclusion in Australia

    Science.gov (United States)

    Kemp, Coral R.

    2016-01-01

    From the introduction of early intervention services in Australian in the mid-1970s, the families of children with intellectual and multiple disabilities have been encouraged to enroll their children in local preschools and childcare centers. Children with disabilities have also accessed a range of alternatives to full inclusion, such as reverse…

  16. Height and calories in early childhood.

    Science.gov (United States)

    Griffen, Andrew S

    2016-03-01

    This paper estimates a height production function using data from a randomized nutrition intervention conducted in rural Guatemala from 1969 to 1977. Using the experimental intervention as an instrument, the IV estimates of the effect of calories on height are an order of magnitude larger than the OLS estimates. Information from a unique measurement error process in the calorie data, counterfactuals results from the estimated model and external evidence from migration studies suggest that IV is not identifying a policy relevant average marginal impact of calories on height. The preferred, attenuation bias corrected OLS estimates from the height production function suggest that, averaging over ages, a 100 calorie increase in average daily calorie intake over the course of a year would increase height by 0.06 cm. Counterfactuals from the model imply that calories gaps in early childhood can explain at most 16% of the height gap between Guatemalan children and the US born children of Guatemalan immigrants. Copyright © 2015 Elsevier B.V. All rights reserved.

  17. Parental and Early Childhood Influences on Adolescent Obesity: A Longitudinal Study

    Science.gov (United States)

    Chivers, Paola; Parker, Helen; Bulsara, Max; Beilin, Lawrence; Hands, Beth

    2012-01-01

    The influence of parental and early childhood factors on adolescent obesity was investigated using a longitudinal model of body mass index (BMI) from birth to 14 years. Trajectories of BMI using linear mixed model (LMM) analysis were used to investigate the influence of early parental and childhood factors on BMI at 14 years in the Raine birth…

  18. Nurturing care: promoting early childhood development.

    Science.gov (United States)

    Britto, Pia R; Lye, Stephen J; Proulx, Kerrie; Yousafzai, Aisha K; Matthews, Stephen G; Vaivada, Tyler; Perez-Escamilla, Rafael; Rao, Nirmala; Ip, Patrick; Fernald, Lia C H; MacMillan, Harriet; Hanson, Mark; Wachs, Theodore D; Yao, Haogen; Yoshikawa, Hirokazu; Cerezo, Adrian; Leckman, James F; Bhutta, Zulfiqar A

    2017-01-07

    The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. [Association between overweight and early childhood caries].

    Science.gov (United States)

    Zaror S, Carlos; Sapunar Z, Jorge; Muñoz N, Sergio; González C, Damaris

    2014-07-01

    To determine whether overweight is a risk factor for the development of early childhood caries (ECC) in preschoolers. An observational retrospective cohort study was performed in 196 children under 2 years of age at Calbuco Hospital, Los Lagos Region, Chile, who were admitted between 2007 and 2009. Patients were grouped based on their nutritional status at admission in the two following categories: eutrophic and overweighed children as a result of excessive intake. Information regarding caries incidence and nutritional status were annually retrieved from records until the age of 5 years, according to medical and dental records. At the beginning of the study, 33.67% were overweight and 16.33% were obese, reaching 40% overweight and 20.56% obese at four years of age. The incidence of early childhood caries in overweighed children was 57.14% compared to 40.82% in normal weight children (p = 0.022), with 1.4 RR (95% CI, 1044-1.88). The increased risk of early childhood decay in overweighed patients makes necessary to create instances of timely mutual referral between the professional that diagnoses overweighed children and the pediatric dentist in order to develop preventive treatments for both diseases.

  20. The Status of Early Childhood Care and Development in Aboadze ...

    African Journals Online (AJOL)

    the unavailability of facilities to promote quality childhood care, government's and community's poor involvement in preschool education and lack of training of the. Kindergarten teachers. Keywords: Early Childhood Care and Development, Early Childhood Care Education, Pre-School. International Journal of Educational ...

  1. Need for Specialist Teachers in Early Childhood Education (ECE ...

    African Journals Online (AJOL)

    The paper examined the need to engage specialist teachers in Early Childhood Education (ECE) delivery in Nigeria. To effectively do this, the researchers discussed the concept of early childhood/pre-primary education, its objectives were outlined, and the importance of qualified teachers who specialized in childhood ...

  2. Compositional Reasoning in Early Childhood.

    Directory of Open Access Journals (Sweden)

    Steven Piantadosi

    Full Text Available Compositional "language of thought" models have recently been proposed to account for a wide range of children's conceptual and linguistic learning. The present work aims to evaluate one of the most basic assumptions of these models: children should have an ability to represent and compose functions. We show that 3.5-4.5 year olds are able to predictively compose two novel functions at significantly above chance levels, even without any explicit training or feedback on the composition itself. We take this as evidence that children at this age possess some capacity for compositionality, consistent with models that make this ability explicit, and providing an empirical challenge to those that do not.

  3. Women, motherhood and early childhood

    DEFF Research Database (Denmark)

    Ravnbøl, Camilla Ida

    This paper explores the question of how Roma women’s situation influences Roma children’s survival, growth and development in the early years. It focuses specifically on the barriers and opportunities for action that Roma women experience and how these influence their possibilities to engage in e...... an assessment of the mothers’ capacity to internalize and act upon advice. It is argued that supporting Roma women’s access to human rights is likely to have positive outcomes for the women and their families, especially the young children...... in efforts for their young children. The paper adopts the perspective that in poor and socially excluded Roma communities, young children’s survival, growth and development cannot be addressed effectively if the rights of women are overlooked. Roma women navigate in contexts where they, as women, experience...... multiple barriers to their agency in particular due to multiple forms of discrimination and living in poverty on the margins of society. In such contexts of disempowerment, programme responses are likely to meet with limited success if they seek to teach mothers about child care and rearing, without...

  4. Toddlers in Nordic Early Childhood Education and Care

    DEFF Research Database (Denmark)

    Hansen, Ole Henrik; Greve, Anne

    2018-01-01

    -called Nordic model represents a uni ed system of early childhood education and care (ECEC). This chapter underlines the distinctive shared characteristics of the Nordic approach to play and learning, and care and education, where participation, democracy, respect for other cultures and religions...... and the possibility of achieving a healthy and stimulating childhood comprise the key elements. Furthermore, the chapter demonstrates some of the challenges when attempting to ensure quality childcare and education. The Nordic pedagogic tradition is seen as re ecting both social development and the culture...

  5. Early intervention for childhood overweight

    DEFF Research Database (Denmark)

    Larsen, Lone Marie; Hertel, Niels Thomas; Mølgaard, Christian

    2015-01-01

    OBJECTIVE: To evaluate the effect of two intervention modalities concerning overweight and obesity among children in general practice. DESIGN: Prospective randomized controlled trial. SETTING: A total of 60 general practices in the former County of Funen, Denmark. SUBJECTS: Overweight children...... models, with a mean of 12 consultations in general practice. CONCLUSION: In this particular setting the two intervention strategies against overweight and obesity did not differ significantly with regard to change in BMI z-scores....

  6. Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education

    Science.gov (United States)

    Lifter, Karin; Foster-Sanda, Suzanne; Arzamarski, Caley; Briesch, Jacquelyn; McClure, Ellen

    2011-01-01

    Play is a natural activity of early childhood, which has great relevance to the fields of early intervention, early childhood special education, and early childhood education. Within these fields, ongoing tensions persist in how play is described and used. These tensions compromise activities of assessment, intervention, and curriculum development…

  7. Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Research Highlights

    Science.gov (United States)

    White, Bradford R.; Baron, Debra Mayconich; Klostermann, Brenda K.; Duffy, Daniel Q.

    2016-01-01

    The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement…

  8. PARALLEL MODELS OF ASSESSMENT: INFANT MENTAL HEALTH AND THERAPEUTIC ASSESSMENT MODELS INTERSECT THROUGH EARLY CHILDHOOD CASE STUDIES.

    Science.gov (United States)

    Gart, Natalie; Zamora, Irina; Williams, Marian E

    2016-07-01

    Therapeutic Assessment (TA; S.E. Finn & M.E. Tonsager, 1997; J.D. Smith, 2010) is a collaborative, semistructured model that encourages self-discovery and meaning-making through the use of assessment as an intervention approach. This model shares core strategies with infant mental health assessment, including close collaboration with parents and caregivers, active participation of the family, a focus on developing new family stories and increasing parents' understanding of their child, and reducing isolation and increasing hope through the assessment process. The intersection of these two theoretical approaches is explored, using case studies of three infants/young children and their families to illustrate the application of TA to infant mental health. The case of an 18-month-old girl whose parents fear that she has bipolar disorder illustrates the core principles of the TA model, highlighting the use of assessment intervention sessions and the clinical approach to preparing assessment feedback. The second case follows an infant with a rare genetic syndrome from ages 2 to 24 months, focusing on the assessor-parent relationship and the importance of a developmental perspective. Finally, assessment of a 3-year-old boy illustrates the development and use of a fable as a tool to provide feedback to a young child about assessment findings and recommendations. © 2016 Michigan Association for Infant Mental Health.

  9. Stories and narratives in early childhood education

    Directory of Open Access Journals (Sweden)

    Jacqueline de Fatima dos Santos Morais

    2014-06-01

    Full Text Available This article discusses the importance of oral and written narrative for the maintenance of tradition and history of each one of us, in a society that seems to valorize the information more than the stories lived and told. It stresses the need, at school, of the teachers to read stories to children from early childhood education to boys and girls love to the world of literature. The text also contains situations en countered in schools that show the value of reading and the magic that literature provides in the lives of children.

  10. Inclusive discourses in early childhood education?

    DEFF Research Database (Denmark)

    Warming, Hanne

    2011-01-01

    This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis...... worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate....

  11. Reported Research Funding in Four Early Childhood Journals

    Science.gov (United States)

    Walsh, Bridget A.; Sanchez, Claudia

    2010-01-01

    Funding for research in the area of early childhood is an ongoing challenge. The present research objective was to identify the frequency of acknowledgment of federal funding in articles published by four leading early childhood journals from 1999 to 2008. We conducted a content analysis of 1,338 publications found in "Early Child Development and…

  12. Early Childhood Policy Focus: Healthy Eating and Physical Activity. Early Childhood Highlights. Volume 2, Issue 3

    Science.gov (United States)

    Murphey, David; Mackintosh, Bonnie; McCoy-Roth, Marci

    2011-01-01

    The importance of good nutrition and exercise is well known, and parents have long worried about their children's diets and envied their high energy levels. Like so many life style habits, patterns of nutrition and exercise behaviors are typically established in early childhood. Poor diet and lack of exercise contribute to obesity, which has been…

  13. Early Childhood Depression and Alterations in the Trajectory of Gray Matter Maturation in Middle Childhood and Early Adolescence.

    Science.gov (United States)

    Luby, Joan L; Belden, Andy C; Jackson, Joshua J; Lessov-Schlaggar, Christina N; Harms, Michael P; Tillman, Rebecca; Botteron, Kelly; Whalen, Diana; Barch, Deanna M

    2016-01-01

    The trajectory of cortical gray matter development in childhood has been characterized by early neurogenesis and volume increase, peaking at puberty followed by selective elimination and myelination, resulting in volume loss and thinning. This inverted U-shaped trajectory, as well as cortical thickness, has been associated with cognitive and emotional function. Synaptic pruning-based volume decline has been related to experience-dependent plasticity in animals. To date, there have been no data to inform whether and how childhood depression might be associated with this trajectory. To examine the effects of early childhood depression, from the preschool age to the school age period, on cortical gray matter development measured across 3 waves of neuroimaging from late school age to early adolescence. Data were collected in an academic research setting from September 22, 2003, to December 13, 2014, on 193 children aged 3 to 6 years from the St Louis, Missouri, metropolitan area who were observed for up to 11 years in a longitudinal behavioral and neuroimaging study of childhood depression. Multilevel modeling was applied to explore the association between the number of childhood depression symptoms and prior diagnosis of major depressive disorder and the trajectory of gray matter change across 3 scan waves. Data analysis was conducted from October 29, 2014, to September 28, 2015. Volume, thickness, and surface area of cortical gray matter measured using structural magnetic resonance imaging at 3 scan waves. Of the 193 children, 90 had a diagnosis of major depressive disorder; 116 children had 3 full waves of neuroimaging scans. Findings demonstrated marked alterations in cortical gray matter volume loss (slope estimate, -0.93 cm³; 95% CI, -1.75 to -0.10 cm³ per scan wave) and thinning (slope estimate, -0.0044 mm; 95% CI, -0.0077 to -0.0012 mm per scan wave) associated with experiencing an episode of major depressive disorder before the first magnetic resonance

  14. Information literacy programmes and early childhood education as a ...

    African Journals Online (AJOL)

    Information literacy programmes and early childhood education as a means to achieving sustainable development goal 4: Any nexus for librarianship? Magnus Osahon Igbinovia, Christiana Omolola Akinbade ...

  15. Peer victimization and peer rejection during early childhood

    Science.gov (United States)

    Godleski, Stephanie A.; Kamper, Kimberly E.; Ostrov, Jamie M.; Hart, Emily J.; Blakely-McClure, Sarah J.

    2014-01-01

    Objective The development and course of the subtypes of peer victimization is a relatively understudied topic despite the association of victimization with important developmental and clinical outcomes. Moreover, understanding potential predictors, such as peer rejection and emotion regulation, in early childhood may be especially important to elucidate possible bi-directional pathways between relational and physical victimization and rejection. The current study (N = 97) was designed to explore several gaps and limitations in the peer victimization and peer rejection literature. In particular, the prospective associations between relational and physical victimization and peer rejection over the course of 3.5 months during early childhood (i.e., 3- to 5- years-old) were investigated in an integrated model. Method The study consisted of 97 (42 girls) preschool children recruited from four early childhood schools in the northeast of the US. Using observations, research assistant report and teacher report, relational and physical aggression, relational and physical victimization, peer rejection, and emotion regulation were measured in a short-term longitudinal study. Path analyses were conducted to test the overall hypothesized model. Results Peer rejection was found to predict increases in relational victimization. In addition, emotion regulation was found to predict decreases in peer rejection and physical victimization. Conclusions Implications for research and practice are discussed, including teaching coping strategies for peer rejection and emotional distress. PMID:25133659

  16. [Early endocrine complications in childhood cancer survivors].

    Science.gov (United States)

    Sánchez González, Cristina; Andrades Toledo, Mónica; Cárdeno Morales, Álvaro; Gutiérrez Carrasco, Ignacio; Ramírez Villar, Gema Lucía; Pérez Hurtado, José María; García García, Emilio

    2016-10-21

    The treatment of childhood cancers has increased survival rates, but also the risk of sequelae, such as endocrine complications. The objective of this study is to evaluate the endocrine disorders in survivors of childhood malignant tumors within the first years after treatment and analyze the variables related to their appearance. A retrospective medical record review of patients referred to pediatric endocrinology after treatment of malignancy. Outcome measures were frequency and types of endocrine dysfunction and new-onset obesity. Clinical and laboratory evaluations were performed every 6 months. Statistics tests were: chi square and multiple logistic regression. Fifty five patients (26 women) were included with an age at diagnosis of tumour (mean±standard deviation) 6.0±4.4 years and followed up for 6.8±3.6 years. Thirty endocrine disorders were diagnosed in 26 patients (47.3%), 17 women (P=.01). Eleven adolescents had primary hypogonadism (26.2% to 0.6±0.5 years of follow-up) in relation to local irradiation (adjusted odds ratio [OR] 3.99, P=.005). Eleven patients had a pituitary disorder (20.0%) 5.2±2.4 years after diagnosis in relation to brain irradiation (OR 1.54, P=.039). Six children (10.9%) had primary hypothyroidism from 3.2±1.0 years of follow-up. Two children developed obesity. Endocrine disorders are frequently seen within the first years after diagnosis of a childhood cancer, so hormonal evaluation should start early and be repeated periodically. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

  17. Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education

    Science.gov (United States)

    Chan, Angel; Ritchie, Jenny

    2016-01-01

    This article interrogates notions of teacher "partnership with parents" within early childhood care and education settings in the context of Aotearoa (New Zealand). "Te Whariki," the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and…

  18. Early childhood pre-service teachers' concerns and solutions to ...

    African Journals Online (AJOL)

    The purpose of this qualitative study is to determine early childhood pre-service teachers' concerns and solutions. One hundred early childhood pre-service teachers who were enrolled at Pamukkale University, Turkey, answered two open-ended questions by e-mail. In addition, six of these participants were interviewed for ...

  19. The Role of Staff in Quality Improvement in Early Childhood

    Science.gov (United States)

    Sims, Margaret; Waniganayake, Manjula

    2015-01-01

    There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service…

  20. Retention of Staff in the Early Childhood Education Workforce

    Science.gov (United States)

    Holochwost, Steven J.; DeMott, Kerri; Buell, Martha; Yannetta, Kelly; Amsden, Deborah

    2009-01-01

    What incentives can the administrators of early childhood education facilities offer their staff in order to retain them? In light of research identifying low staff turnover as a key component of high quality early childhood education, the answer to this question has ramifications beyond human-resources management. This paper presents the results…

  1. Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

    Science.gov (United States)

    Wagner, Brigid Daly; French, Lucia

    2010-01-01

    This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

  2. Designs for Living and Learning: Transforming Early Childhood Environments.

    Science.gov (United States)

    Curtis, Deb; Carter, Margie

    While the early childhood field has formed standards to help in recognizing quality programs for children, practitioners seldom use values to guide in selection of materials or to help plan early childhood environments. This book draws on a variety of educational approaches, including Waldorf, Montessori, and Reggio Emilia, to outline hundreds of…

  3. Australian Early Childhood Educators: From Government Policy to University Practice

    Science.gov (United States)

    Davies, Sharon; Trinidad, Sue

    2013-01-01

    This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological…

  4. Assessment Practices and Training Needs of Early Childhood Professionals

    Science.gov (United States)

    Banerjee, Rashida; Luckner, John L.

    2013-01-01

    Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most…

  5. Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

    Science.gov (United States)

    Han, Heejeong Sophia; Brown, E. Todd

    2013-01-01

    This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

  6. Teaching Practices that Promote Motor Skills in Early Childhood Settings

    Science.gov (United States)

    Robinson, Leah E.; Webster, E. Kipling; Logan, S. Wood; Lucas, W. Amarie; Barber, Laura T.

    2012-01-01

    Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate…

  7. Writing Research Articles for Publication in Early Childhood Education

    Science.gov (United States)

    Saracho, Olivia N.

    2013-01-01

    Published research results in early childhood education contribute to the field's knowledge, theory, and practice. They also guide future early childhood education research studies. The publication of research articles is an essential requirement for academics. For some researchers, however, writing may be a difficult activity, particularly the…

  8. Praxis in Early Childhood Research with Infants and Educators

    Science.gov (United States)

    Salamon, Andi

    2017-01-01

    As emerging literature reflects, "praxis" is an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory…

  9. Researching Early Childhood Policy and Practice. A Critical Ecology

    Science.gov (United States)

    Urban, Mathias

    2012-01-01

    This article examines the renewed interest in early childhood education and care in European politics, and the implications for research in changing policy contexts. Based on the policy analysis, it argues for a radical reconceptualisation of how, with and for whom, and to what end we design, conduct and interpret research in early childhood in…

  10. Early Childhood Teacher Research: From Questions to Results

    Science.gov (United States)

    Castle, Kathryn

    2011-01-01

    What is early childhood teacher research and why is it important? How does a teacher researcher formulate a research question and a plan for doing research? How do teachers apply research results to effect change? "Early Childhood Teacher Research" is an exciting new resource that will address the sorts of questions and concerns that pre- and…

  11. Early Childhood Education: History, Theory, and Practice. Second Edition

    Science.gov (United States)

    Morgan, Harry

    2010-01-01

    Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, "Early Childhood Education" examines the education of this age…

  12. Evaluation of the Quality of Early Childhood Classrooms in Turkey

    Science.gov (United States)

    Gol-Guven, Mine

    2009-01-01

    The purpose of this study was to examine the quality of two types of Turkish early childhood education programs: private and public preschools. Three public and three private preschools in a district of Istanbul were randomly selected. The quality of preschools was assessed using the Early Childhood Environment Rating Scale developed by Harms et…

  13. Making the Case for Early Childhood Investments: Three Arguments

    Science.gov (United States)

    Neugebauer, Roger

    2011-01-01

    Tamar Manuelyan Atinc, vice president of The World Bank, introduces a World Bank report, "Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation". This report, which is a must for inclusion in every advocate's make the case for investing in early childhood services. It defines three arguments…

  14. The effect of early childhood education on social and emotional ...

    African Journals Online (AJOL)

    This causal comparitive study examined the effect of early childhood education on social and emotional development in children ages 3-6 years old in Kwara State of Nigeria. Sixty children who were exposed to early childhood education were selected through cluster sampling from six different schools, that is, 30 boys and ...

  15. An Evaluation of Partnerships for Early Childhood Mental Health

    Science.gov (United States)

    Shamblin, Sherry R.

    2013-01-01

    Early Childhood Mental Health Consultation (ECMHC) has been linked to increased teacher competence and efficacy, as well as increased social skills and decreased challenging behaviors for participating children (Green, 2009). Partnerships for Early Childhood Mental Health ("Partnerships") is an ECMHC program in Southeastern Ohio. This…

  16. Early Childhood Mental Health Consultation: Common Questions and Answers

    Science.gov (United States)

    Hughes, Mary-alayne; Spence, Christine M.; Ostrosky, Michaelene M.

    2015-01-01

    As the field of early childhood mental health continues to expand and evolve, the evidence base is growing, and early childhood mental health consultation is viewed as a promising practice. However, there continues to be a need for further research, with particular attention given to the utility and effectiveness of this approach with infants and…

  17. Aesthetic Discourses in Early Childhood Settings: Dewey, Steiner, and Vygotsky

    Science.gov (United States)

    Lim, Booyeun

    2004-01-01

    Early childhood, when young children are already capable of undergoing aesthetic experience, must be the starting point for aesthetic education. Despite increasing attention to the significant values of the arts in early childhood classrooms, no theoretical framework to support aesthetic education has been established. This article introduces the…

  18. Need for Specialist Teachers in Early Childhood Education (ECE ...

    African Journals Online (AJOL)

    Toshiba

    Development. Introduction. Early childhood is one of the major stages in ones development in life. It is a period between toddler and pre-school years (1 to 5 ... linking education to higher economic and productivity which makes for human development for sustainable development. Early childhood Education therefore ...

  19. Imaging in early phase childhood cancer trials

    Energy Technology Data Exchange (ETDEWEB)

    Adamson, Peter C. [Children' s Hospital of Philadelphia, Division of Clinical Pharmacology and Therapeutics, Philadelphia, PA (United States)

    2009-02-15

    Advances made in the treatment of childhood malignancies during the last four decades have resulted in overall cure rates of approximately 80%, but progress has slowed significantly during the last 10 years, underscoring the need for more effective and less toxic agents. Current research is focused on development of molecularly targeted agents, an era ushered in with the discovery of imatinib mesylate for the treatment of chronic myelogenous leukemia. Since imatinib's introduction into the clinic, an increasing number of tyrosine kinase inhibitors have been developed and entered into clinical trials and practice. Parallel to the initial advances made in molecularly targeted agents has been the development of a spectrum of novel imaging modalities. Future goals for imaging in childhood cancer research thus include (1) patient identification based on target identification or other biologic characteristics of the tumor, (2) assessing pharmacokinetic-pharmacodynamic (PK-PD) effects, and (3) predictive value with an early indication of patient benefit. Development and application of novel imaging modalities for children with cancer can serve to streamline development of molecularly targeted agents. (orig.)

  20. Mindful awareness in early childhood education

    Directory of Open Access Journals (Sweden)

    Suvi H. Nieminen

    2016-08-01

    Full Text Available This study is a literature review, drawing mainly on the nine significant and good quality studies (i.e. published in peer-reviewed journals that make up the evidence base for mindful awareness practices in early childhood. Mindful awareness practices in this context means an individual’s awareness of her own body and her inner emotions or tensions. Increased awareness can decrease if individuals tend to impulsiveness or excessive stress. Self-regulation and mindful awareness skills are associated not only with stress regulation but also peer relationships and social skills. This systematic review attempts to look at the research of mindful awareness activities, programmes or interventions used as routine everyday activities. The second aim of this review is to examine the research design that has been used. The third aim of this study is to analyse the main themes and methods of these pieces of research.

  1. EARLY CHILDHOOD CARIES: CAN YOU PREVENT IT?

    Directory of Open Access Journals (Sweden)

    K. B. Miloserdova

    2014-01-01

    Full Text Available The probability of the caries development largely depends on the oral microflora imbalance. This imbalance can be corrected with probiotics. The article analyzes the results of studies on the use of adapted milk formulas with probiotics to prevent caries in early childhood. It shows that the use of adapted formulas with probiotics is accompanied by a decrease in the frequency of releasing cariogenic streptococci and actinomycetes with a simultaneous increase in the frequency of detecting bacterial antagonists of the cariogenic flora, normalization of sIgA concentration in saliva, and decrease in the severity of the caries process. The survey results will contribute to the development of effective approaches to prevention of dental caries in children.

  2. Dyssomnias and parasomnias in early childhood.

    Science.gov (United States)

    Petit, Dominique; Touchette, Evelyne; Tremblay, Richard E; Boivin, Michel; Montplaisir, Jacques

    2007-05-01

    Our aim for this study was to determine the prevalence of dyssomnias and various parasomnias in early childhood and to describe their temporal evolution, gender differences, and correlates. This research is part of a longitudinal study of child development. A randomized, 3-level, stratified survey design was used to study a representative sample of infants who were born in 1997-1998 in the province of Quebec (Canada). When the children were 2.5 years of age, 1997 families agreed to be interviewed. The presence of dyssomnias or parasomnias was obtained from a self-administered questionnaire that was completed by the mother at each round of measures. The percentage of children with frequent night wakings decreased steadily from 36.3% at age 2.5 to 13.2% at age 6. Similarly, the percentage of children who had difficulty falling asleep at night decreased significantly from 16.0% at ages 3.5 and 4 to 10% at age 5 and to 7.4% at age 6. The overall prevalence of each parasomnia for the period studied was as follows: somnambulism, 14.5%; sleep terrors, 39.8%; somniloquy, 84.4%; enuresis, 25.0%; bruxism, 45.6%; and rhythmic movements, 9.2%. Persistent somnambulism at age 6 was significantly correlated with sleep terrors and somniloquy. Persistent sleep terrors at age 6 were also correlated with somniloquy. Finally, persistent sleep terrors at age 6 were correlated with frequent night wakings. Separation anxiety was associated with persistent night wakings and with somnambulism, bruxism, sleep terrors, and somniloquy. There is a high prevalence of night wakings and sleep-onset difficulties in preschool children. Parasomnias are highly prevalent in early childhood and are associated with separation anxiety. However, they have little impact on sleep duration.

  3. Building Competency for Providers in the Early Childhood Mental Health Field: An Early Childhood Mental Health Endorsement®

    Science.gov (United States)

    Paradis, Nichole; Eidson, Faith; Weatherston, Deborah J.

    2017-01-01

    Early Childhood Mental Health Endorsement® (ECMH-E®) offers a credential for those whose work with or on behalf of children 3-6 years old and their families is informed by infant and early childhood mental health principles. Those who have earned ECMH-E demonstrate completion of specialized education, work, in-service training, and reflective…

  4. Perspectives on Early Childhood Education: Growing with Young Children toward the 21st Century. NEA Early Childhood Education Series.

    Science.gov (United States)

    Elkind, David, Ed.

    The introductory chapter in this book provides a historical overview of the family and schools in the premodern, modern, and postmodern eras in the United States. The introduction also reviews the contributions of several important figures in early childhood education and suggests that the battle in early childhood education in the postmodern…

  5. Can the computer be a toy for young children? : Early childhood teachers' and future early childhood teachers' awareness of advantages and disadvantages of using computers

    OpenAIRE

    Nakatsubo, Fuminori; Ito, Junko; Sakata, Kazuko

    1999-01-01

    This paper describes several issues on the relationship between early childhood education and the use of computers, analyzing the awareness of advantages and disadvantages of using computers in early childhood education. Early childhood teachers and future early childhood teachers were the subjects in this research. At first, we asked subjects to write down whatever they felt about advantages and disadvantages of using computers in an early childhood educational setting. Based on the results ...

  6. Quantifying brain development in early childhood using segmentation and registration

    Science.gov (United States)

    Aljabar, P.; Bhatia, K. K.; Murgasova, M.; Hajnal, J. V.; Boardman, J. P.; Srinivasan, L.; Rutherford, M. A.; Dyet, L. E.; Edwards, A. D.; Rueckert, D.

    2007-03-01

    In this work we obtain estimates of tissue growth using longitudinal data comprising MR brain images of 25 preterm children scanned at one and two years. The growth estimates are obtained using segmentation and registration based methods. The segmentation approach used an expectation maximisation (EM) method to classify tissue types and the registration approach used tensor based morphometry (TBM) applied to a free form deformation (FFD) model. The two methods show very good agreement indicating that the registration and segmentation approaches can be used interchangeably. The advantage of the registration based method, however, is that it can provide more local estimates of tissue growth. This is the first longitudinal study of growth in early childhood, previous longitudinal studies have focused on later periods during childhood.

  7. Early Risk Factors of Overweight Developmental Trajectories during Middle Childhood

    Science.gov (United States)

    Pryor, Laura E.; Brendgen, Mara; Tremblay, Richard E.; Pingault, Jean-Baptiste; Liu, Xuecheng; Dubois, Lise; Touchette, Evelyne; Falissard, Bruno; Boivin, Michel; Côté, Sylvana M.

    2015-01-01

    Background Research is needed to identify early life risk factors associated with different developmental paths leading to overweight by adolescence. Objectives To model heterogeneity in overweight development during middle childhood and identify factors associated with differing overweight trajectories. Methods Data was drawn from the Quebec Longitudinal Study of Child Development (QLSCD; 1998-2010). Trained research assistants measured height and weight according to a standardized protocol and conducted yearly home interviews with the child’s caregiver (mother in 98% of cases). Information on several putative early life risk factors for the development of overweight were obtained, including factors related to the child’s perinatal, early behavioral family and social environment. Group-based trajectories of the probability of overweight (6-12 years) were identified with a semiparametric method (n=1678). Logistic regression analyses were used to identify early risk factors (5 months- 5 years) associated with each trajectory. Results Three trajectories of overweight were identified: “early-onset overweight” (11.0 %), “late-onset overweight” (16.6%) and “never overweight” (72.5%). Multinomial analyses indicated that children in the early and late-onset group, compared to the never overweight group, had 3 common types of risk factors: parental overweight, preschool overweight history, and large size for gestational age. Maternal overprotection (OR= 1.12, CI: 1.01-1.25), short nighttime sleep duration (OR=1.66, CI: 1.07-2.57), and immigrant status (OR=2.01, CI: 1.05-3.84) were factors specific to the early-onset group. Finally, family food insufficiency (OR=1.81, CI: 1.00-3.28) was weakly associated with membership in the late-onset trajectory group. Conclusions The development of overweight in childhood follows two different trajectories, which have common and distinct risk factors that could be the target of early preventive interventions. PMID

  8. Early Risk Factors of Overweight Developmental Trajectories during Middle Childhood.

    Directory of Open Access Journals (Sweden)

    Laura E Pryor

    Full Text Available Research is needed to identify early life risk factors associated with different developmental paths leading to overweight by adolescence.To model heterogeneity in overweight development during middle childhood and identify factors associated with differing overweight trajectories.Data was drawn from the Quebec Longitudinal Study of Child Development (QLSCD; 1998-2010. Trained research assistants measured height and weight according to a standardized protocol and conducted yearly home interviews with the child's caregiver (mother in 98% of cases. Information on several putative early life risk factors for the development of overweight were obtained, including factors related to the child's perinatal, early behavioral family and social environment. Group-based trajectories of the probability of overweight (6-12 years were identified with a semiparametric method (n=1678. Logistic regression analyses were used to identify early risk factors (5 months- 5 years associated with each trajectory.Three trajectories of overweight were identified: "early-onset overweight" (11.0 %, "late-onset overweight" (16.6% and "never overweight" (72.5%. Multinomial analyses indicated that children in the early and late-onset group, compared to the never overweight group, had 3 common types of risk factors: parental overweight, preschool overweight history, and large size for gestational age. Maternal overprotection (OR= 1.12, CI: 1.01-1.25, short nighttime sleep duration (OR=1.66, CI: 1.07-2.57, and immigrant status (OR=2.01, CI: 1.05-3.84 were factors specific to the early-onset group. Finally, family food insufficiency (OR=1.81, CI: 1.00-3.28 was weakly associated with membership in the late-onset trajectory group.The development of overweight in childhood follows two different trajectories, which have common and distinct risk factors that could be the target of early preventive interventions.

  9. Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood.

    Science.gov (United States)

    Cabaj, Jason L; McDonald, Sheila W; Tough, Suzanne C

    2014-07-01

    Mental disorders in childhood have a considerable health and societal impact but the associated negative consequences may be ameliorated through early identification of risk and protective factors that can guide health promoting and preventive interventions. The objective of this study was to inform health policy and practice through identification of demographic, familial and environmental factors associated with emotional or behavioural problems in middle childhood, and the predictors of resilience in the presence of identified risk factors. A cohort of 706 mothers followed from early pregnancy was surveyed at six to eight years post-partum by a mail-out questionnaire, which included questions on demographics, children's health, development, activities, media and technology, family, friends, community, school life, and mother's health. Although most children do well in middle childhood, of 450 respondents (64% response rate), 29.5% and 25.6% of children were found to have internalising and externalising behaviour problem scores in the lowest quintile on the NSCLY Child Behaviour Scales. Independent predictors for problem behaviours identified through multivariable logistic regression modelling included being male, demographic risk, maternal mental health risk, poor parenting interactions, and low parenting morale. Among children at high risk for behaviour problems, protective factors included high maternal and child self-esteem, good maternal emotional health, adequate social support, good academic performance, and adequate quality parenting time. These findings demonstrate that several individual and social resilience factors can counter the influence of early adversities on the likelihood of developing problem behaviours in middle childhood, thus informing enhanced public health interventions for this understudied life course phase.

  10. Outcomes of childhood conduct problem trajectories in early adulthood: findings from the ALSPAC study.

    Science.gov (United States)

    Kretschmer, Tina; Hickman, Matthew; Doerner, Rita; Emond, Alan; Lewis, Glyn; Macleod, John; Maughan, Barbara; Munafò, Marcus R; Heron, Jon

    2014-07-01

    Although conduct problems in childhood are stably associated with problem outcomes, not every child who presents with conduct problems is at risk. This study extends previous studies by testing whether childhood conduct problem trajectories are predictive of a wide range of other health and behavior problems in early adulthood using a general population sample. Based on 7,218 individuals from the Avon longitudinal study of parents and children, a three-step approach was used to model childhood conduct problem development and identify differences in early adult health and behavior problems. Childhood conduct problems were assessed on six occasions between age 4 and 13 and health and behavior outcomes were measured at age 18. Individuals who displayed early-onset persistent conduct problems throughout childhood were at greater risk for almost all forms of later problems. Individuals on the adolescent-onset conduct problem path consumed more tobacco and illegal drugs and engaged more often in risky sexual behavior than individuals without childhood conduct problems. Levels of health and behavior problems for individuals on the childhood-limited path were in between those for stable low and stable high trajectories. Childhood conduct problems are pervasive and substantially affect adjustment in early adulthood both in at-risk samples as shown in previous studies, but also in a general population sample. Knowing a child's developmental course can help to evaluate the risk for later maladjustment and be indicative of the need for early intervention.

  11. The nordic perspective on early childhood education and care

    DEFF Research Database (Denmark)

    Broström, Stig; Einarsdóttir, Johanna; Pramling Samuelsson, Ingrid

    2018-01-01

    This chapter discusses a number of central dimensions and dilemmas of early childhood education and care (ECEC) in the Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. In the two first sections, ‘Early Childhood Education and Care: An Integrated Part of the Welfare System, Democracy...... reflects the positive view of society with regard to ECEC. Then in Sect. 45.5, basic educational ideas are introduced, and for each country, there is an account of how early childhood services and education have progressed during recent decades. In continuation of this, Sect. 45.6 presents details from...

  12. Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

    Science.gov (United States)

    Hammond, Lorraine

    2015-01-01

    Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

  13. Asthma trajectories in early childhood: identifying modifiable factors.

    Directory of Open Access Journals (Sweden)

    Lidia Panico

    Full Text Available BACKGROUND: There are conflicting views as to whether childhood wheezing represents several discreet entities or a single but variable disease. Classification has centered on phenotypes often derived using subjective criteria, small samples, and/or with little data for young children. This is particularly problematic as asthmatic features appear to be entrenched by age 6/7. In this paper we aim to: identify longitudinal trajectories of wheeze and other atopic symptoms in early childhood; characterize the resulting trajectories by the socio-economic background of children; and identify potentially modifiable processes in infancy correlated with these trajectories. DATA AND METHODS: The Millennium Cohort Study is a large, representative birth cohort of British children born in 2000-2002. Our analytical sample includes 11,632 children with data on key variables (wheeze in the last year; ever hay-fever and/or eczema reported by the main carers at age 3, 5 and 7 using a validated tool, the International Study of Asthma and Allergies in Childhood module. We employ longitudinal Latent Class Analysis, a clustering methodology which identifies classes underlying the observed population heterogeneity. RESULTS: Our model distinguished four latent trajectories: a trajectory with both low levels of wheeze and other atopic symptoms (54% of the sample; a trajectory with low levels of wheeze but high prevalence of other atopic symptoms (29%; a trajectory with high prevalence of both wheeze and other atopic symptoms (9%; and a trajectory with high levels of wheeze but low levels of other atopic symptoms (8%. These groups differed in terms of socio-economic markers and potential intervenable factors, including household damp and breastfeeding initiation. CONCLUSION: Using data-driven techniques, we derived four trajectories of asthmatic symptoms in early childhood in a large, population based sample. These groups differ in terms of their socio-economic profiles

  14. Asthma trajectories in early childhood: identifying modifiable factors.

    Science.gov (United States)

    Panico, Lidia; Stuart, Beth; Bartley, Mel; Kelly, Yvonne

    2014-01-01

    There are conflicting views as to whether childhood wheezing represents several discreet entities or a single but variable disease. Classification has centered on phenotypes often derived using subjective criteria, small samples, and/or with little data for young children. This is particularly problematic as asthmatic features appear to be entrenched by age 6/7. In this paper we aim to: identify longitudinal trajectories of wheeze and other atopic symptoms in early childhood; characterize the resulting trajectories by the socio-economic background of children; and identify potentially modifiable processes in infancy correlated with these trajectories. The Millennium Cohort Study is a large, representative birth cohort of British children born in 2000-2002. Our analytical sample includes 11,632 children with data on key variables (wheeze in the last year; ever hay-fever and/or eczema) reported by the main carers at age 3, 5 and 7 using a validated tool, the International Study of Asthma and Allergies in Childhood module. We employ longitudinal Latent Class Analysis, a clustering methodology which identifies classes underlying the observed population heterogeneity. Our model distinguished four latent trajectories: a trajectory with both low levels of wheeze and other atopic symptoms (54% of the sample); a trajectory with low levels of wheeze but high prevalence of other atopic symptoms (29%); a trajectory with high prevalence of both wheeze and other atopic symptoms (9%); and a trajectory with high levels of wheeze but low levels of other atopic symptoms (8%). These groups differed in terms of socio-economic markers and potential intervenable factors, including household damp and breastfeeding initiation. Using data-driven techniques, we derived four trajectories of asthmatic symptoms in early childhood in a large, population based sample. These groups differ in terms of their socio-economic profiles. We identified correlated intervenable pathways in infancy

  15. Blind Babies Play Program: A Model for Affordable, Sustainable Early Childhood Literacy Intervention through Play and Socialization

    Science.gov (United States)

    Jacko, Virginia A.; Mayros, Roxann; Brady-Simmons, Carol; Chica, Isabel; Moore, J. Elton

    2013-01-01

    The Miami Lighthouse, in its 81 years of service to persons who are visually impaired (that is, those who are blind or have low vision), has adapted to meet the ever-changing needs of clients of all ages. To meet the significant needs of visually impaired children--more than 80% of early learning is visual (Blind Babies Foundation, 2012)--the…

  16. Modelos de instruccion para la educacion en la ninez temprana (Instructional Models for Early Childhood Education). ERIC Digest.

    Science.gov (United States)

    Golbeck, Susan L.

    As teachers, researchers, and policy makers strive to ensure that all children enter school "ready to learn," no question is more pressing than: "What is the best approach for teaching young children?" This digest discusses the existing knowledge base on the differential effects of various approaches to early education. The…

  17. The development of storytelling in early childhood

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2011-01-01

    Full Text Available Storytelling is an important aspect of child's language competence, which largely depends on her/his understanding and expression of a decontextualised content and develops rapidly in the period between the second and sixth year of life. The purpose of this study was to examine age differences in children's storytelling in the period between the third and sixth year of age. In addition, we considered the effect of gender on storytelling of children of different ages. The sample included 156 children aged from 3 to 6 years, who were divided into 3 age groups, namely children, aged 3, 4 and 5 years. Child's storytelling competence was assessed with the Little Glove Storytelling Test. Children's stories told by a standard set of illustrations, were analyzed in terms of criteria, designed to assess the developmental level of the stories. The criteria refer to the words, included in the story, the grammatical structure and the content of the story. The obtained results suggested that several important changes in the development of storytelling occur within the period of early childhood. The 5-years-old children told longer stories with a more complex grammatical structure and a coherent content as the 3-years-old children. Children's achievements on the individual criteria for assessing the developmental level of the stories progressed relatively steadily through all three age groups. The results also showed that gender had no significant effect on the storytelling of children of different ages.

  18. Scaffolding conceptual change in early childhood

    Science.gov (United States)

    Fleer, Marilyn

    1990-01-01

    The general educational literature draws our attention to the limitations of Piaget’s work and presents a number of interesting ideas that science educators and researchers could consider. Of interest are Soviet psychologist Lev Vygotsky’s writings on the zone of proximal development and the more recent writings of Jerome Bruner on scaffolding. The notion of learning as a a socially constructed process in opposition to the more individualistic orientation of Piaget has challenged much of our educational practice. This paper will briefly explore the basic tenets of constructivism and contrast the theories developed from within this paradigm to the work of Vygotsky and Bruner through an analysis of classroom discourse collected from a number of early childhood classes involved in the interactive teaching approach to science. Transcripts of teacher-child discourse are presented as evidence to support the proposition that when the teacher’s role is not clearly defined, the range of teacher-child interactions will vary enormously, and the subsequent learning outcomes for children will be quite different.

  19. Early childhood numeracy in a multiage setting

    Science.gov (United States)

    Wood, Karen; Frid, Sandra

    2005-10-01

    This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social interactions coding system designed by MacMillan (1998), while the running records and reflection notes contributed to descriptions of the children's interactions with each other and with the teachers. Teachers used an `assisted performance' approach to instruction that supported problem solving and inquiry processes in mathematics activities, and this, combined with a child-centred pedagogy and specific values about community learning, created a learning environment designed to stimulate and foster learning. The mathematics discourse analysis showed a use of explanatory language in mathematics discourse, and this language supported scaffolding among children for new mathematics concepts. These and other interactions related to peer sharing, tutoring and regulation also emerged as key aspects of students' learning practices. However, the findings indicated that multiage grouping alone did not support learning. Rather, effective learning was dependent upon the teacher's capacities to develop productive discussion among children, as well as implement developmentally appropriate curricula that addressed the needs of the different children.

  20. The PCDH1 gene and asthma in early childhood

    DEFF Research Database (Denmark)

    Mortensen, Li J; Kreiner-Møller, Eskil; Hakonarson, Hakon

    2014-01-01

    Previous studies have suggested that variants in the protocadherin-1 (PCDH1) gene, which is important for cell-cell adhesion, are associated with asthma, bronchial, hyperresponsiveness and atopic dermatitis in school children. Our aim was to associate common variants of the PCDH1 gene with longit......Previous studies have suggested that variants in the protocadherin-1 (PCDH1) gene, which is important for cell-cell adhesion, are associated with asthma, bronchial, hyperresponsiveness and atopic dermatitis in school children. Our aim was to associate common variants of the PCDH1 gene...... with longitudinally assessed asthma phenotypes and atopic dermatitis in early childhood. We analysed eight single-nucleotide polymorphisms in PCDH1 from 411 children born to asthmatic mothers from the Copenhagen Prospective Studies on Asthma in Childhood birth cohort. Asthma and atopic dermatitis were diagnosed...... prospectively to the age of 7 years and asthma was categorised by temporal pattern: transient early respiratory symptoms, persistent symptoms and late-onset symptoms. Bronchial responsiveness was measured at age 6 years. We used additive genetic models. Kaplan-Meier plots revealed early onset in hetero...

  1. Montessori and Early Childhood Education: A Contemporary Perspective.

    Science.gov (United States)

    Haines, Annette

    2000-01-01

    Surveys constructivism and developmental psychology, including work by Piaget, Vygotsky, Bruner, Gardner, Kamii, and DeVries. Considers the influence of Montessori pedagogy on early childhood education in contrast to its neglect in professional literature. (JPB)

  2. Developing the quality of early childhood mentoring institutions

    Directory of Open Access Journals (Sweden)

    Sri Hartini

    2017-09-01

    Full Text Available The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the

  3. Intrauterine and genetic factors in early childhood sensitization

    DEFF Research Database (Denmark)

    Bønnelykke, Klaus

    2010-01-01

    is limited. One limiting step for research is the large heterogeneity of atopic diseases, especially in early childhood. The diseases are likely to represent several underlying subtypes, and identifying these is essential for improved treatment and prevention. A hallmark of atopic disease is sensitization...... and identifying the environmental risk factors interacting with this genetic susceptibility and the age at which intervention should be initiated. We found a FLG-associated pattern of atopic disease in early childhood characterized by early onset of eczema, early onset of asthma with severe exacerbations...... a subtype of disease where skin barrier dysfunction leads to early eczema, early asthma symptoms and later sensitization. Future FLG-targeted research has the potential of improving understanding prevention and treatment of atopic diseases in childhood....

  4. Payment in Heaven: Can Early Childhood Education Policies Help Women Too?

    Science.gov (United States)

    Newberry, Jan; Marpinjun, Sri

    2018-01-01

    Based on research and activism on early childhood education and care in the area of Yogyakarta, Indonesia, we argue that the Indonesian government's focus on early childhood has come at a cost to local women. Community-based early childhood programs are delivered by women whose work is unpaid or underpaid. Although early childhood education in the…

  5. Greek In-Service and Preservice Teachers' Views about Bullying in Early Childhood Settings

    Science.gov (United States)

    Psalti, Anastasia

    2017-01-01

    Despite the plethora of studies regarding bullying worldwide, there are limited studies at the early childhood level. This article presents the results of a pilot study aiming at exploring preservice and in-service early childhood teachers' views on bullying in Greek early childhood settings. A total of 192 early childhood teachers completed a…

  6. Early childhood development in deprived urban settlements.

    Science.gov (United States)

    Nair, M K C; Radhakrishnan, S Rekha

    2004-03-01

    Poverty, the root cause of the existence of slums or settlement colonies in urban areas has a great impact on almost all aspects of life of the urban poor, especially the all-round development of children. Examples from countries, across the globe provide evidence of improved early child development, made possible through integrated slum improvement programs, are few in numbers. The observed 2.5% prevalence of developmental delay in the less than 2 year olds of deprived urban settlements, the presence of risk factors for developmental delay like low birth weight, birth asphyxia, coupled with poor environment of home and alternate child care services, highlights the need for simple cost effective community model for promoting early child development. This review on early child development focuses on the developmental status of children in the deprived urban settlements, who are yet to be on the priority list of Governments and international agencies working for the welfare of children, the contributory nature-nurture factors and replicable working models like infant stimulation, early detection of developmental delay in infancy itself, developmental screening of toddlers, skill assessment for preschool children, school readiness programs, identification of mental sub-normality and primary education enhancement program for primary school children. Further, the review probes feasible intervention strategies through community owned early child care and development facilities, utilizing existing programs like ICDS, Urban Basic Services and by initiating services like Development Friendly Well Baby Clinics, Community Extension services, Child Development Referral Units at district hospitals and involving trained manpower like anganwadi/creche workers, public health nurses and developmental therapists. With the decentralization process the local self-government at municipalities and city corporations are financially equipped to be the prime movers to initiate, monitor and

  7. Respiratory viral infections and early asthma in childhood.

    Science.gov (United States)

    Oh, Jae-Won

    2006-12-01

    Respiratory viral infections profoundly influence the disease activity of wheezing illnesses and asthma in early childhood. Viral bronchiolitis shares many features with asthma and a subset of children develop recurrent wheezing after their initial illness. Recently mechanisms for virus-induced exacerbations of childhood asthma are beginning to be focused on and defined. Viruses cause systemic immune activation and also produce local inflammation. These factors are likely to affect airway pathogenesis leading to airway narrowing, an increase in mucus production, and eventually bronchospasm, and airway obstruction. These new insights related to the pathogenesis and disease activity are likely to provide new targets for the therapy and prevention of early asthma in childhood.

  8. Older Siblings Affect Gut Microbiota Development in Early Childhood

    DEFF Research Database (Denmark)

    Laursen, Martin Frederik; Zachariassen, Gitte; Bahl, Martin Iain

    . Gut microbiota characteristics were not significantly associated with cumulative occurrence of eczema and asthmatic bronchitis during the first three years of life. Conclusions: Presence of older siblings is associated with increased gut microbial diversity and richness during early childhood, which...... could contribute to the substantiation of the hygiene hypothesis. However, no associations were found between gut microbiota and atopic symptoms of eczema and asthmatic bronchitis during early childhood and thus further studies are required to elucidate whether sibling-associated gut microbial changes...... influence development of allergies later in childhood.   The work has recently (July 2015) been accepted for publication in BMC Microbiology...

  9. A Developmental Cascade Model of Behavioral Sleep Problems and Emotional and Attentional Self-Regulation Across Early Childhood.

    Science.gov (United States)

    Williams, Kate E; Berthelsen, Donna; Walker, Sue; Nicholson, Jan M

    2017-01-01

    This article documents the longitudinal and reciprocal relations among behavioral sleep problems and emotional and attentional self-regulation in a population sample of 4,109 children participating in Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC)-Infant Cohort. Maternal reports of children's sleep problems and self-regulation were collected at five time-points from infancy to 8-9 years of age. Longitudinal structural equation modeling supported a developmental cascade model in which sleep problems have a persistent negative effect on emotional regulation, which in turn contributes to ongoing sleep problems and poorer attentional regulation in children over time. Findings suggest that sleep behaviors are a key target for interventions that aim to improve children's self-regulatory capacities.

  10. Early Childhood Caries with the Perspective of Pediatrician

    Directory of Open Access Journals (Sweden)

    Ibrahim Bucak

    2016-09-01

    Full Text Available Aim: Early childhood caries are characterized by the presence of at least one or more decayed, missing or filled teeth surfaces in any primary tooth of a child 24-72 months of age. The prevalance of early childhood caries is variable among the world because of wide range of contributing aetiological factors. Aim of this study to determine the prevalance and aetiologic factors of early childhood caries, in South East Anatolia Region of Turkey and evaluated as a pediatrician view. Material and Method: Patients admitted to pediatric polyclinics for any reason, aging between 24 to 72 months, were enrolled in this study. The children who had dental caries and who had not were examined by a dentist. Families were requested to voluntarily answer questions asked by our staff who follow a questionnaire. This questionnaire contains breastfeeding, usage of vitamin D, multivitamin formulations, iron supplements, baby bottle and pacifier, as well as consumpion of yogurt, acidic drinks, in addition to health habits of brushing teeth, check up by the dentist, cigarette usage of parents (mother, father or both. Results: 553 patients were included the study. Early childhood caries was determined to be 33,1 %. As a result of this study, we found that pacifier usage, multiviamin supplements and acidic drinks were significantly contributing to early childhood caries. Discussion: We advise refrainment from pacifier usage and unnecesary consumption of multivitamin supplemantation, acidic drinks or at least brushing of teeth rightafter consumption of these foods in childhood.

  11. Role modeling as an early childhood obesity prevention strategy: effect of parents and teachers on preschool children's healthy lifestyle habits.

    Science.gov (United States)

    Natale, Ruby A; Messiah, Sarah E; Asfour, Lila; Uhlhorn, Susan B; Delamater, Alan; Arheart, Kris L

    2014-01-01

    To assess the effectiveness of a child care center-based parent and teacher healthy lifestyle role-modeling program on child nutrition and physical activity outcomes. Child care centers (N = 28) serving low-income families were randomized to intervention or control arms. Intervention centers (N = 12) implemented (1) menu modifications, (2) a child's healthy lifestyle curriculum, and (3) an adult (teacher- and parent-focused) healthy lifestyle role-modeling curriculum. Control centers (N = 16) received an attention control safety curriculum. Nutrition and physical activity data were collected at the beginning (T1) and at the end (T2) of the school year. Exploratory factor analysis identified positive and negative nutrition and physical activity practices by children, parents, and teachers. Intervention parents' baseline (β = .52, p junk food consumption (β = -.04, p junk food consumption (β = .60, p junk food consumption (β = .11, p = .01) and sedentary behavior (β = .09, p junk food, and level of sedentary behavior. Future obesity prevention intervention efforts targeting this age group should include parents as healthy lifestyle role models for their children.

  12. Early Nutrition and Physical Activity Interventions in Childhood Cancer Survivors.

    Science.gov (United States)

    Zhang, Fang Fang; Kelly, Michael J; Must, Aviva

    2017-06-01

    Childhood cancer survivors experience excessive weight gain early in treatment. Lifestyle interventions need to be initiated early in cancer care to prevent the early onset of obesity and cardiovascular disease (CVD). We reviewed the existing literature on early lifestyle interventions in childhood cancer survivors and consider implications for clinical care. Few lifestyle interventions focus on improving nutrition in childhood cancer survivors. A consistent effect on reducing obesity and CVD risk factors is not evident from the limited number of studies with heterogeneous intervention characteristics, although interventions with a longer duration and follow-up show more promising trends. Future lifestyle interventions should be of a longer duration and include a nutrition component. Interventions with a longer duration and follow-up are needed to assess the timing and sustainability of the intervention effect. Lifestyle interventions introduced early in cancer care are both safe and feasible.

  13. Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001

    Science.gov (United States)

    Diamond, Karen E.; Justice, Laura M.; Siegler, Robert S.; Snyder, Patricia A.

    2013-01-01

    A primary purpose of early childhood education and interventions is to promote children's acquisition of knowledge and skills linked to later social competence and academic success. In this report, special attention is given to summarizing what has been learned about early childhood classrooms as contexts for development and learning, the kinds of…

  14. Prospective test of the developmental propensity model of antisocial behavior: from childhood and adolescence into early adulthood.

    Science.gov (United States)

    Lahey, Benjamin B; Class, Quetzal A; Zald, David H; Rathouz, Paul J; Applegate, Brooks; Waldman, Irwin D

    2017-12-02

    The developmental propensity model of antisocial behavior posits that several dispositional characteristics of children transact with the environment to influence the likelihood of learning antisocial behavior across development. Specifically, greater dispositional negative emotionality, greater daring, and lower prosociality-operationally, the inverse of callousness- and lower cognitive abilities are each predicted to increase risk for developing antisocial behavior. Prospective tests of key predictions derived from the model were conducted in a high-risk sample of 499 twins who were assessed on dispositions at 10-17 years of age and assessed for antisocial personality disorder (APD) symptoms at 22-31 years of age. Predictions were tested separately for parent and youth informants on the dispositions using multiple regressions that adjusted for oversampling, nonresponse, and clustering within twin pairs, controlling demographic factors and time since the first assessment. Consistent with predictions, greater numbers of APD symptoms in adulthood were independently predicted over a 10-15 year span by higher youth ratings on negative emotionality and daring and lower youth ratings on prosociality, and by parent ratings of greater negative emotionality and lower prosociality. A measure of working memory did not predict APD symptoms. These findings support future research on the role of these dispositions in the development of antisocial behavior. © 2017 Association for Child and Adolescent Mental Health.

  15. Early childhood adversity and later hypertension: data from the World Mental Health Survey.

    Science.gov (United States)

    Stein, Dan J; Scott, Kate; Haro Abad, Josep M; Aguilar-Gaxiola, Sergio; Alonso, Jordi; Angermeyer, Matthias; Demytteneare, Koen; de Girolamo, Giovanni; Iwata, Noboru; Posada-Villa, José; Kovess, Viviane; Lara, Carmen; Ormel, Johan; Kessler, Ronald C; Von Korff, Michael

    2010-02-01

    Although many studies have indicated that psychosocial factors contribute to hypertension, and that early childhood adversity is associated with long-term adverse mental and physical health sequelae, the association between early adversity and later hypertension is not well studied. Data from 10 countries participating in the World Health Organization (WHO) World Mental Health (WHM) Surveys (N = 18,630) were analyzed to assess the relationship between childhood adversity and adult-onset hypertension, as ascertained by self-report. The potentially mediating effect of early-onset depression-anxiety disorders, as assessed by the WHM Survey version of the International Diagnostic Interview (WMH-CIDI), on the relationship between early adversity and hypertension was also examined. Two or more early childhood adversities, as well as early-onset depression-anxiety, were significantly associated with hypertension. A range of specific childhood adversities, as well as early-onset social phobia and panic/agoraphobia, were significantly associated with hypertension. In multivariate analyses, the presence of 3 or more childhood adversities was associated with hypertension, even when early-onset depression-anxiety or current depression-anxiety was included in the model. Although caution is required in the interpretation of self-report data on adult-onset hypertension, the results of this study further strengthen the evidence base regarding the role of psychosocial factors in the pathogenesis of hypertension.

  16. Depression and Anxiety Symptoms: Onset, Developmental Course and Risk Factors during Early Childhood

    Science.gov (United States)

    Cote, Sylvana M.; Boivin, Michel; Liu, Xuecheng; Nagin, Daniel S.; Zoccolillo, Mark; Tremblay, Richard E.

    2009-01-01

    Background: Depressive and anxiety disorders are among the top ten leading causes of disabilities. We know little, however, about the onset, developmental course and early risk factors for depressive and anxiety symptoms (DAS). Objective: Model the developmental trajectories of DAS during early childhood and to identify risk factors for atypically…

  17. Association of antibiotics in infancy with early childhood obesity.

    Science.gov (United States)

    Bailey, L Charles; Forrest, Christopher B; Zhang, Peixin; Richards, Thomas M; Livshits, Alice; DeRusso, Patricia A

    2014-11-01

    Obesity in children and adults is associated with significant health burdens, making prevention a public health imperative. Infancy may be a critical period when environmental factors exert a lasting effect on the risk for obesity; identifying modifiable factors may help to reduce this risk. To assess the impact of antibiotics prescribed in infancy (ages 0-23 months) on obesity in early childhood (ages 24-59 months). We conducted a cohort study spanning 2001-2013 using electronic health records. Cox proportional hazard models were used to adjust for demographic, practice, and clinical covariates. The study spanned a network of primary care practices affiliated with the Children's Hospital of Philadelphia including both teaching clinics and private practices in urban Philadelphia, Pennsylvania, and the surrounding region. All children with annual visits at ages 0 to 23 months, as well 1 or more visits at ages 24 to 59 months, were enrolled. The cohort comprised 64,580 children. Treatment episodes for prescribed antibiotics were ascertained up to 23 months of age. Obesity outcomes were determined directly from anthropometric measurements using National Health and Nutrition Examination Survey 2000 body mass index norms. Sixty-nine percent of children were exposed to antibiotics before age 24 months, with a mean (SD) of 2.3 (1.5) episodes per child. Cumulative exposure to antibiotics was associated with later obesity (rate ratio [RR], 1.11; 95% CI, 1.02-1.21 for ≥ 4 episodes); this effect was stronger for broad-spectrum antibiotics (RR, 1.16; 95% CI, 1.06-1.29). Early exposure to broad-spectrum antibiotics was also associated with obesity (RR, 1.11; 95% CI, 1.03-1.19 at 0-5 months of age and RR, 1.09; 95% CI, 1.04-1.14 at 6-11 months of age) but narrow-spectrum drugs were not at any age or frequency. Steroid use, male sex, urban practice, public insurance, Hispanic ethnicity, and diagnosed asthma or wheezing were also predictors of obesity; common infectious

  18. Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions

    Science.gov (United States)

    Woodhead, Martin; Ames, Patricia; Vennam, Uma; Abebe, Workneh; Streuli, Natalia

    2009-01-01

    Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses…

  19. Setting the Stage for Lifetime Physical Activity in Early Childhood

    Science.gov (United States)

    Schneider, Holly; Lounsbery, Monica

    2008-01-01

    The purpose of this article is to provide a rationale and suggestions for emphasizing health-related physical education in preschool settings. In order to accomplish this, it will examine what is currently known about early childhood physical activity, as well as the existing professional preparation and accreditation standards for early childhood…

  20. The Critique of the Implementation of Early Childhood Education in ...

    African Journals Online (AJOL)

    is a truism that the importance and value of education in the early years of life have been acknowledged for more than 2000 years ago. Relatively, recent factors have brought early childhood education to the forefront of public awareness. Fundamental changes in the economy, family life, public awareness, and public ...

  1. Democratic and Participatory Approaches: Exemplars from Early Childhood Education

    Science.gov (United States)

    Luff, Paulette; Webster, Rebecca

    2014-01-01

    The argument presented in this paper is that understanding and appreciating participatory approaches in early childhood education may serve as a basis for further development of such practices within the early years sector, and also provide examples and challenges for the leadership and management of schools and other educational institutions.…

  2. Periodic Early Childhood Hearing Screening: The EHDI Perspective

    Science.gov (United States)

    Hoffman, Jeff; Houston, K. Todd; Munoz, Karen F.; Bradham, Tamala S.

    2011-01-01

    State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that examined 12 areas within state EHDI programs. Concerning periodic early childhood hearing screening, 47 coordinators listed 241 items and themes were identified within each SWOT…

  3. Yemen Early Childhood Development : SABER Country Report 2013

    OpenAIRE

    World Bank

    2013-01-01

    This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in Yemen. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies and interventions in Yemen, along with regional and intern...

  4. Long-term outcome of early childhood wheezing : Population data

    NARCIS (Netherlands)

    Strachan, D; Gerritsen, J

    The adult prognosis of early childhood wheezing is reviewed using data from three studies (in Melbourne, Tasmania and Britain) which have followed population-based samples of 7 year old children with a history of asthma or wheezing illness into their early thirties. About one quarter of these wheezy

  5. Competence Requirements in Early Childhood Education and Care. Final Report

    Science.gov (United States)

    Urban, Mathias; Vandenbroeck, Michel; Lazzari, Arianna; Van Laere, Katrien; Peeters, Jan

    2012-01-01

    This report presents the findings of a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The "study on competence requirements in early childhood education and care" (CoRe) explored conceptualisations of "competence" and professionalism in early childhood…

  6. Selecting "Just Right" Electronic Books for the Early Childhood Classroom

    Science.gov (United States)

    McNelly, Tracy A.

    2018-01-01

    The effective use of e-books--now common in school libraries and classrooms--begins when teachers understand how to choose e-books that help to support emergent and early literacy skills for students in their early childhood classrooms.

  7. Understanding Early Childhood Mental Health: A Practical Guide for Professionals

    Science.gov (United States)

    Summers, Susan Janko, Ed.; Chazan-Cohen, Rachel, Ed.

    2012-01-01

    Integrating infant mental health services into early education programs leads to better child outcomes and stronger parent-child relationships--the big question is how to do it appropriately and effectively. Clear answers are in this accessible textbook, created to prepare early childhood professionals and programs to weave best practices in…

  8. Access to Early Childhood Development: Strategies for Enhancing Social Integration.

    Science.gov (United States)

    Wazir, Rekha; van Oudenhoven, Nico

    Access to early childhood education and social exclusion are issues currently of importance for policy and program development in Europe. This paper explores links between early education access and social exclusion in regard to profound and rapid changes in Europe that are forcing families to find new ways to remain integrated within their…

  9. The Development of Self-Regulation across Early Childhood

    Science.gov (United States)

    Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

    2016-01-01

    The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…

  10. Culture and the Early Childhood Curriculum in Iceland.

    Science.gov (United States)

    Einarsdottir, Johanna; Tryggvadottir, Jonina

    1996-01-01

    Presents the relationship between Iceland's early childhood curriculum and important elements of its culture, such as population size, weather, terrain, language, literature, and cultural celebrations. Discusses the influence of foreign ideas on Icelandic educational thought and provides information on college curriculum for early childhood…

  11. Framing Early Childhood Development: Strategic Communications and Public Preferences

    Science.gov (United States)

    Gilliam, Franklin D.; Bales, Susan Nall

    2004-01-01

    This brief focuses on the potential role that strategic communications can play in helping state (Maternal Child Health) MCH programs and their collaborating partners frame their message to enhance the public's understanding of the importance of early child development and the need for a comprehensive and integrated early childhood system. The…

  12. Handwriting in Early Childhood Education: Current Research and Future Implications

    Science.gov (United States)

    Dinehart, Laura H.

    2015-01-01

    Early fine motor writing skills are quickly becoming recognized as an important school readiness skill associated with later academic success (Dinehart and Manfra, 2013; Grissmer et al., 2010; Son and Meisels, 2006). Yet, little is known about the development of handwriting, the extent to which it is of value in the early childhood classroom and…

  13. A Comparative Evaluation of Bifidobacteria Levels in Early Childhood Caries and Severe Early Childhood Caries.

    Science.gov (United States)

    Nair, Suraj; Kumar, V Suresh; Krishnan, Ramesh; Rajan, Pooja

    2017-11-01

    Bifidobacteria levels in saliva were found to be significantly correlated in adults with dental caries but less information available in the literature regarding its role in children. The aim is to compare the salivary levels of Bifidobacteria in children who are caries free with that of early childhood caries (ECC) and severe ECC (S-ECC). Saliva was collected using the tongue-loop method from a total of 60 children between the age group of 3-5 years and they were further divided into 3 groups. In addition, the age and gender of the children, sugar amount in diet, sugar frequency in diet, were recorded. Bifidobacteria was isolated from all the three groups, but more were from S-ECC, followed by ECC and very few cases of caries-free children and was found to statistically significant ( P assesment.

  14. Remembering Childhood: Do Our Memories and Experiences Influence Our Understanding of Early Childhood and Our Practice with Young Children?

    Science.gov (United States)

    Horsley, Karen; Penn, Helen

    2014-01-01

    Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students' rich and varied accounts reflect the diversity of largely non-traditional students from countries…

  15. Department of Early Childhood and Primary Education

    African Journals Online (AJOL)

    KEY DESCRIPTORS: Attention Deficit, Hyperactivity Disorder, Childhood Be- haviour Problems, Emotional disorders, Educational Psychology. ' INTRODUCTION. Attentionodeficit and hyperactivity disorder (ADHD) refers to a set of behaviours such as excessive restlessness and short attention span: that are quantitatively ...

  16. The Importance of Early Childhood Poverty

    Science.gov (United States)

    Duncan, Greg J.; Magnuson, Katherine; Kalil, Ariel; Ziol-Guest, Kathleen

    2012-01-01

    Most poor children achieve less, exhibit more problem behaviors and are less healthy than children reared in more affluent families. We look beyond correlations such as these to a recent set of studies that attempt to assess the causal impact of childhood poverty on adult well-being. We pay particular attention to the potentially harmful effects…

  17. Risk analysis of early childhood eczema

    DEFF Research Database (Denmark)

    Bisgaard, Hans; Halkjaer, Liselotte B; Hinge, Rikke

    2009-01-01

    : The Copenhagen Study on Asthma in Childhood is a prospective clinical study of a birth cohort of 411 children born of mothers with asthma. Eczema was diagnosed, treated, and monitored at the clinical research unit, and complete follow-up for the first 3 years of life was available for 356 children. Risk...

  18. Learning a Music Instrument in Early Childhood: What Can We Learn from Professional Musicians' Childhood Memories?

    Science.gov (United States)

    Smith, Wyverne

    2008-01-01

    Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

  19. Evaluation of possible associated factors for early childhood caries and severe early childhood caries: a multicenter cross-sectional survey

    NARCIS (Netherlands)

    Özen, B.; van Strijp, A.J.P.; Özer, L.; Olmus, H.; Genc, A.; Cehreli, S.B.

    2016-01-01

    Objectives: The present study evaluated associated factors for developing early childhood caries (ECC) and Severe-ECC (S-ECC) in a group of children aged 24–71 months. Potential positive effects of early dental visit on formation of ECC is investigated as well. Study Design: This was a multicenter,

  20. Toddlers in Nordic Early Childhood Education and Care

    DEFF Research Database (Denmark)

    Hansen, Ole Henrik; Greve, Anne

    2018-01-01

    Nordic countries were among the rst to introduce parental leave, including a period earmarked for fathers, and have high childcare coverage, also among 6hildren under 3 years of age. While many countries distinguish between childcare (for children aged 0–2) and pre-school (3–6), the so-called Nor......Nordic countries were among the rst to introduce parental leave, including a period earmarked for fathers, and have high childcare coverage, also among 6hildren under 3 years of age. While many countries distinguish between childcare (for children aged 0–2) and pre-school (3–6), the so......-called Nordic model represents a uni ed system of early childhood education and care (ECEC). This chapter underlines the distinctive shared characteristics of the Nordic approach to play and learning, and care and education, where participation, democracy, respect for other cultures and religions...... and the possibility of achieving a healthy and stimulating childhood comprise the key elements. Furthermore, the chapter demonstrates some of the challenges when attempting to ensure quality childcare and education. The Nordic pedagogic tradition is seen as re ecting both social development and the culture...

  1. Racial and Ethnic Disparities in Early Childhood Obesity.

    Science.gov (United States)

    Isong, Inyang A; Rao, Sowmya R; Bind, Marie-Abèle; Avendaño, Mauricio; Kawachi, Ichiro; Richmond, Tracy K

    2018-01-01

    The prevalence of childhood obesity is significantly higher among racial and/or ethnic minority children in the United States. It is unclear to what extent well-established obesity risk factors in infancy and preschool explain these disparities. Our objective was to decompose racial and/or ethnic disparities in children's weight status according to contributing socioeconomic and behavioral risk factors. We used nationally representative data from ∼10 700 children in the Early Childhood Longitudinal Study Birth Cohort who were followed from age 9 months through kindergarten entry. We assessed the contribution of socioeconomic factors and maternal, infancy, and early childhood obesity risk factors to racial and/or ethnic disparities in children's BMI z scores by using Blinder-Oaxaca decomposition analyses. The prevalence of risk factors varied significantly by race and/or ethnicity. African American children had the highest prevalence of risk factors, whereas Asian children had the lowest prevalence. The major contributor to the BMI z score gap was the rate of infant weight gain during the first 9 months of life, which was a strong predictor of BMI z score at kindergarten entry. The rate of infant weight gain accounted for between 14.9% and 70.5% of explained disparities between white children and their racial and/or ethnic minority peers. Gaps in socioeconomic status were another important contributor that explained disparities, especially those between white and Hispanic children. Early childhood risk factors, such as fruit and vegetable consumption and television viewing, played less important roles in explaining racial and/or ethnic differences in children's BMI z scores. Differences in rapid infant weight gain contribute substantially to racial and/or ethnic disparities in obesity during early childhood. Interventions implemented early in life to target this risk factor could help curb widening racial and/or ethnic disparities in early childhood obesity

  2. Preventive intervention for early childhood behavioral problems: an ecological perspective.

    Science.gov (United States)

    Shepard, Stephanie A; Dickstein, Susan

    2009-07-01

    The purpose of this article is to highlight the importance of preventive interventions targeting parents when addressing early childhood behavior problems. The authors briefly review evidence-based parent management training programs, focusing on one particular program, the Incredible Years (IY) Series. Next, the authors discuss the barriers to embedding evidence-based practice such as IY in community contexts and demonstrate how early childhood mental health consultation can be used to enhance community capacity to adopt evidence-based practice and improve outcomes for the large number of young children and their families in need.

  3. 77 FR 27781 - Non-Competitive One-Year Extension With Funds for State Early Childhood Comprehensive Systems...

    Science.gov (United States)

    2012-05-11

    ... of early childhood systems best-practice models, as well as the development of human resources and... H25MC01329C0 CT 150,000.00 150,000.00 State of Hawaii Department of Health... H25MC00278C0 HI 150,000.00 150... working with leaders within HRSA involved in early childhood service systems, as well as with other early...

  4. Respiratory Viral Infections and Early Asthma in Childhood

    Directory of Open Access Journals (Sweden)

    Jae-Won Oh

    2006-01-01

    Full Text Available Respiratory viral infections profoundly influence the disease activity of wheezing illnesses and asthma in early childhood. Viral bronchiolitis shares many features with asthma and a subset of children develop recurrent wheezing after their initial illness. Recently mechanisms for virus-induced exacerbations of childhood asthma are beginning to be focused on and defined. Viruses cause systemic immune activation and also produce local inflammation. These factors are likely to affect airway pathogenesis leading to airway narrowing, an increase in mucus production, and eventually bronchospasm, and airway obstruction. These new insights related to the pathogenesis and disease activity are likely to provide new targets for the therapy and prevention of early asthma in childhood.

  5. A comparative evaluation of bifidobacteria levels in early childhood caries and severe early childhood caries

    Directory of Open Access Journals (Sweden)

    Suraj Nair

    2017-01-01

    Full Text Available Background: Bifidobacteria levels in saliva were found to be significantly correlated in adults with dental caries but less information available in the literature regarding its role in children. Aim: The aim is to compare the salivary levels of Bifidobacteria in children who are caries free with that of early childhood caries (ECC and severe ECC (S-ECC. Materials and Methods: Saliva was collected using the tongue-loop method from a total of 60 children between the age group of 3–5 years and they were further divided into 3 groups. In addition, the age and gender of the children, sugar amount in diet, sugar frequency in diet, were recorded. Results: Bifidobacteria was isolated from all the three groups, but more were from S-ECC, followed by ECC and very few cases of caries-free children and was found to statistically significant (P < 0.001. Salivary levels of Bifidobacteria were significantly correlated with amount of sugar in the diet and frequency of sugar consumption. Conclusions: Salivary levels of Bifidobacteria were significantly associated with S-ECC and ECC, followed by caries free group. In future, it can be used as a salivary marker for caries risk assesment.

  6. The Incoherence of Curriculum: Questions Concerning Early Childhood Teacher Educators

    Science.gov (United States)

    Gibbons, Andrew N.

    2011-01-01

    This paper examines curriculum debates, particularly those that influence an understanding of the nature and purpose of curriculum, in providing teacher education and in influencing teaching practice. The work of Martin Heidegger provides a framework for questioning the early childhood teacher education curriculum. Central to this analysis are…

  7. Mainstream Early Childhood Education Teacher Preparation for Inclusion in Zimbabwe

    Science.gov (United States)

    Majoko, Tawanda

    2017-01-01

    This study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the "core expertise" of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of…

  8. Early Childhood Directors as Socializers of Emotional Climate

    Science.gov (United States)

    Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Chazan-Cohen, Rachel

    2016-01-01

    Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children's social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The…

  9. Art in Early Childhood Education Classrooms: An Invitation to ...

    African Journals Online (AJOL)

    Through art activities the child makes real, his ideas. Essentially, the child's concept of creativity can be best described as 'the art of combining things in a new way'. It is in this context that it has been argued that the early childhood teacher should strive to develop in the young learner, the freedom to explore. The crux in this ...

  10. Quality and best practices in early childhood programs: perceptions ...

    African Journals Online (AJOL)

    Definitions of quality in early childhood education (ECE) has predominantly adopted a developmental perspective, where quality care is that which promotes optimal child outcomes in all domains of development. This study investigates Developmentally Appropriate Practice (DAP), an approach designed to promote young ...

  11. Inclusion in Early Childhood Education: Pre-Service Teachers Voices

    Science.gov (United States)

    Majoko, Tawanda

    2016-01-01

    This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

  12. Young Children's Enactments of Human Rights in Early Childhood Education

    Science.gov (United States)

    Quennerstedt, Ann

    2016-01-01

    This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children…

  13. Early Childhood Education for Sustainability: The OMEP World Project

    Science.gov (United States)

    Engdahl, Ingrid

    2015-01-01

    At the closure of the UNESCO decade on Education for Sustainable Development (2005-2014), this article reports on large research projects on sustainability conducted within the World Organisation for Early Childhood Education (OMEP) through 2009-2014. The overall aim of the projects within OMEP was to enhance awareness of Education for Sustainable…

  14. Strengthening Parents and Families during the Early Childhood Years.

    Science.gov (United States)

    Swick, Kevin J.

    This book provides early childhood educators with perspectives and tools that will enable them to strengthen parents and families during the child's earliest year of development. The 25 chapters are divided into 6 parts or themes. Part one focuses on understanding families as learners from an ecological and empathetic perspective, with the premise…

  15. Early Childhood Intervention in China from the Families' Perspective

    Science.gov (United States)

    Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane; Merritts, Ashley

    2016-01-01

    Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of…

  16. the critique of the implementation of early childhood education in ...

    African Journals Online (AJOL)

    Mary

    Undoubtedly, the implementation of the early Childhood ... certain implementation problems ranging from lack of infrastructural facilities, prohibitive cost and ... expressing the fear that the short term academic gains would be offset by the long term stifling of their motivation and self initiated learning. In the same vein, Stipek, ...

  17. The Challenges of Creativity in Norwegian Early Childhood Teacher Education

    Science.gov (United States)

    Meyer, Grete Skjeggestad; Eilifsen, Margareth

    2017-01-01

    Based on many years' work designing introductory, immersive, aesthetic experiences that lead to problem-based learning (PBL) tasks for student teachers (called "INTRO"), we problematize the concept of creativity and playfulness in Early Childhood Teacher Education (ECTE). The article reports on our analysis of students' experiences of…

  18. Digital Discourses in Early Childhood Educator Online Learning

    Science.gov (United States)

    Hoffman, Emily Brown

    2017-01-01

    Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and…

  19. Acting with the Clock: Clocking Practices in Early Childhood

    Science.gov (United States)

    Pacini-Ketchabaw, Veronica

    2012-01-01

    In this article, the author addresses intra-actions that take place among humans and non-human others--the physical world, the materials--in early childhood education's everyday practices. Her object of study is the clock. Specifically, she provides an example of what it might mean to account for the intra-activity of the material-discursive…

  20. Early Childhood Caries (ECC): an infectious transmissible oral disease

    NARCIS (Netherlands)

    Poureslami, H.R.; van Amerongen, W.E.

    2009-01-01

    Dental caries in babies and toddlers is called Early Childhood Caries (ECC). It is an infectious and transmissible die-to-bacterial disease. Detailed knowledge regarding the acquisition and transmission of infectious agents facilitates a more comprehensive approach toward prevention. Mutans

  1. Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

    Science.gov (United States)

    Eckhoff, Angela

    2011-01-01

    This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and…

  2. Diagnostic Transitions from Childhood to Adolescence to Early Adulthood

    Science.gov (United States)

    Copeland, William E.; Adair, Carol E.; Smetanin, Paul; Stiff, David; Briante, Carla; Colman, Ian; Fergusson, David; Horwood, John; Poulton, Richie; Costello, E. Jane; Angold, Adrian

    2013-01-01

    Background: Quantifying diagnostic transitions across development is needed to estimate the long-term burden of mental illness. This study estimated patterns of diagnostic transitions from childhood to adolescence and from adolescence to early adulthood. Methods: Patterns of diagnostic transitions were estimated using data from three prospective,…

  3. Making Connections: Navigate the Internet for Early Childhood Sites.

    Science.gov (United States)

    Larson, Jeanette

    1998-01-01

    Explains terminology related to the use of the Internet, describes how to find Web sites, and explains some of the sites designed for child-care professionals. The sites included are those related to health and nutrition, early-childhood and parenting organizations, children's television, reading and literature, sites for children, and regional…

  4. Instructional Implications of WPPSI Subtests for the Early Childhood Educator.

    Science.gov (United States)

    Beard, Natalie K.

    To aid preschool and primary teachers, the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is reviewed from the perspective of the early childhood educator. First, a brief annotated bibliography of literature focusing on clinical and educational uses of the WPPSI is provided. The bibliography is followed by a review of basic…

  5. Early Childhood Special Educators and the Hospital Ethics Committee.

    Science.gov (United States)

    Lowenthal, Barbara

    1989-01-01

    The paper discusses issues of concern to early childhood special educators serving on hospital ethics committees to assist families with seriously ill and handicapped infants in neonatal intensive care units. Issues include infant euthanasia and the right to life, child abuse legislation, and possible effects on families. (Author/JDD)

  6. Profile of the National Association of Early Childhood Educators.

    Science.gov (United States)

    Renard, Rosamunde

    This profile describes various facets of Saint Lucia's National Association of Early Childhood Educators (NAECE), whose mission is "to stand up for the rights of children." The profile first presents the association's 5-year action plan, which includes goals for: (1) technical assistance, for example scholarships for the poor to attend…

  7. The effect of early childhood stunting on children's cognitive ...

    African Journals Online (AJOL)

    EPHA USER33

    [Ethiop. J. Health Dev. 2017;31(2):75-84]. Key word: Early childhood, stunting, cognitive achievements, Ethiopia. Introduction. For children to be successful at later stages in life, ... progression by women, higher scores on reading comprehension ..... Descriptive statistics: Table 2 reports the variables of interest of this study.

  8. Risk Factors of Early Childhood Caries among Dar es Salaam ...

    African Journals Online (AJOL)

    Background: Early childhood caries (ECC) describes caries experience on at least one primary tooth in children under six years of age. It is among the most common chronic diseases in young children and may develop as soon as the teeth erupt. Thus it presents a serious problem in pediatric dentistry not only because of ...

  9. Communicating and Thinking through Drawing Activity in Early Childhood

    Science.gov (United States)

    Papandreou, Maria

    2014-01-01

    This article considers drawing as a meaning-making activity that takes place in certain sociocultural contexts to find evidence for its communicative potentials as well as the relationship between thought and drawing in early childhood. The researcher challenges traditional views about young children's drawing that focus on the result of the…

  10. Playing the Assessment Game: An English Early Childhood Education Perspective

    Science.gov (United States)

    Basford, Jo; Bath, Caroline

    2014-01-01

    Assessment and the documentation of learning is an international issue in early childhood education (ECE) and has increasingly become a way for governments to exercise direct control over the practitioners working with young children. This paper details recent statutory guidance about assessment and documentation for English ECE settings and…

  11. Music's Representation in Early Childhood Education Journals: A Literature Review

    Science.gov (United States)

    Bond, Vanessa L.

    2012-01-01

    In this review of literature, the author explored the representation of music in early childhood education researcher and practitioner journal articles. Thirty-eight pertinent journal articles were identified in a keyword search for "music" in eight journals. The search was limited to a 5-year period, 2005-2010. Article summaries were categorized…

  12. Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

    Science.gov (United States)

    Epstein, Ann

    2015-01-01

    Teachers of young children work closely with families. One component of teacher-family partnerships is teachers' understanding of family priorities and stressors. This study examines Montessori Early Childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.…

  13. 45 CFR 1304.21 - Education and early childhood development.

    Science.gov (United States)

    2010-10-01

    ... parents to appreciate the importance of physical development, provide opportunities for children's outdoor... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN, YOUTH AND... early childhood development. (a) Child development and education approach for all children. (1) In order...

  14. The Importance of Play in Early Childhood Development ...

    African Journals Online (AJOL)

    In the study leading to this paper, the task was to determine the possibility of the Department of Technical Education at the University of Zimbabwe in-servicing Early Childhood Development (ECD) teachers in Design and Technology (D&T) through short and long-term courses. Such courses would specifically relate to the ...

  15. The Importance of Father Involvement in Early Childhood Programs

    Science.gov (United States)

    Ancell, Katherine S.; Bruns, Deborah A.; Chitiyo, Jonathan

    2018-01-01

    Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily…

  16. Malaysian undergraduates' knowledge and opinions on Early Childhood oral health.

    Science.gov (United States)

    Mani, S A; Burhanudin, N A; John, J

    2012-03-01

    In Malaysia, Early Childhood Caries (ECC) was found to affect 76.2% of 5-year-olds (2005). General practitioners are more likely to encounter preschool children and are in a better position to educate parents and caretakers about ECC and make appropriate referrals. This study assessed the knowledge and opinions on early childhood oral health among medical and dental undergraduates. This cross sectional study involved 245 students enrolled in the first year medical (M1) and dental (D1) course and fourth year medical (M4) and dental (D4) course. The students completed a self-administered questionnaire which included knowledge and opinions on early childhood oral health. Comparisons between the groups were done using chi-square test. Dental students showed significantly better knowledge than medical students. D1 students showed significantly better knowledge of age of first tooth eruption over M1. Knowledge of recommended age for bottle weaning was higher among D4 students but not significantly more than M4 students. The majority of medical students showed inadequate knowledge indicating that medical curriculum should emphasise on oral health topics of public health relevance like ECC and its prevention. Dental students had better knowledge regarding early childhood oral health, but lacked knowledge on its preventive aspects.

  17. Oneida Cockrell: Pioneer in the Field of Early Childhood Education

    Science.gov (United States)

    Simpson, Jean

    2012-01-01

    In this article the author profiles Oneida Cockrell, a pioneer in the field of early childhood education. She was the founder and director of the Garden Apartments Nursery School and Kindergarten, located in the prestigious Michigan Boulevard Garden Apartments building (commonly known as the Rosenwald Apartments) in Chicago's West Hyde Park…

  18. Narrative Skills Following Early Confirmation of Permanent Childhood Hearing Impairment

    Science.gov (United States)

    Worsfold, Sarah; Mahon, Merle; Yuen, Ho Ming; Kennedy, Colin

    2010-01-01

    Aim: The aim of this study was to compare spoken language production in children with permanent childhood hearing impairment (PCHI) whose PCHI was confirmed either early or late. Method: Audio-taped spoken narrative was assessed for syntax, phonology, morphology, and narrative in transcripts from a population-based sample of 89 children (49 males,…

  19. The State of Teacher Research in Early Childhood Teacher Education

    Science.gov (United States)

    Castle, Kathryn

    2013-01-01

    The purpose of this descriptive study was to show the extent to which early childhood teacher educators are informed about, engage in, teach about, value, and collaborate with others in teacher research. Teacher research was defined as research (systematic data collection and analysis) teacher educators do on their own, primarily to better…

  20. At Sea: What Direction for Critical Early Childhood Research?

    Science.gov (United States)

    Urban, Mathias

    2016-01-01

    In this paper I reflect on the dilemma critical early childhood research finds itself in today. In order to distinguish and distance ourselves from the certainties and seemingly unquestionable truths of post-political, mainstream, "normalised" research and its entanglement with neoliberal agendas and corporate interests, have we rendered…

  1. Early Childhood Care and Education (ECCE) in Ethiopia ...

    African Journals Online (AJOL)

    Early childhood care and education has been for many years in Ethiopia. However, these experiences were not systematized, reflected up on and, hence, efforts were not made to extract lessons and delineate future directions. This paper has made a modest attempt to bring to light developments registered, gaps noted and ...

  2. Preparing Early Childhood Special Educators in Appalachian Kentucky

    Science.gov (United States)

    McLaren, Elizabeth; Rutland, Julie Harp

    2013-01-01

    National shortages of qualified personnel in the field of early childhood special education are well documented, with shortages magnified in regions characterized by poverty and rural geography. This article provides an overview of the challenges faced and innovations implemented by an alternate-track, personnel preparation program in Appalachian…

  3. Early Childhood Discipline: A Review of the Literature

    Science.gov (United States)

    Firmin, Michael W.; Castle, Sally L.

    2008-01-01

    In this literature review concerning early childhood discipline we particularly highlight American children's discipline with respect to historical perspectives, generational theories, gender issues, parental styles, methods of discipline, and corporal punishment. We also address corporal punishment's history, the debate among experts, beliefs and…

  4. Early childhood intervention: web-based training for transformation ...

    African Journals Online (AJOL)

    Literature is available on Web-based learning, but the understanding of the impact of Web-based learning and the efficiency with which it addresses set goals for teaching is in its infancy. This article describes the evaluation of the first module of the Masters course in early childhood intervention (M ECI) as part of a formative ...

  5. Asthma Symptoms in Early Childhood: A public health perspective

    NARCIS (Netherlands)

    E.H.D. Hafkamp-De Groen (Esther)

    2014-01-01

    markdownabstract__Abstract__ This thesis focuses on asthma symptoms in early childhood. From a public health perspective, we aim to improve health and health-related quality of life through the prevention of asthma symptoms and by signaling, counselling or management of children who are at a high

  6. Integrating Concrete and Virtual Manipulatives in Early Childhood Mathematics

    Science.gov (United States)

    Rosen, Dina; Hoffman, Jo

    2009-01-01

    Early childhood teachers around the country and the world guide children's mathematical learning through the use of manipulatives--pattern blocks, base blocks, geoboards, Unifx cubes, Cuisenaire rods, coins, clocks, and so on. Manipulatives allow concrete, hands-on exploration and representation of mathematical concepts. In the past few years,…

  7. Timing of Childhood Events and Early-Adult Household Formation.

    Science.gov (United States)

    Hill, Martha S.; And Others

    1996-01-01

    Identified a number of risk factors contributing to early household formation. Found that for girls, factors included mother's educational level and birth order; for boys, parental divorce at any stage of childhood. Risk factors common to boys and girls were age of mother at time of child's birth and race. (HTH)

  8. Father Involvement in Early Childhood Programs: Review of the Literature

    Science.gov (United States)

    Palm, Glen; Fagan, Jay

    2008-01-01

    Father involvement in early childhood programs (ECPs) has increased rapidly during the past 10-15 years. This review of our understanding of the current state of father involvement in ECPs employs two theoretical frameworks: ecological perspective and situated fathering. We draw from the research and practice literature to understand the current…

  9. Free Play in Early Childhood Education: A Phenomenological Study

    Science.gov (United States)

    Aras, Selda

    2016-01-01

    It is aimed to investigate perceptions and implementations of early childhood teachers on free play and their involvement in children's free play. Recent studies focused on that, although there is an increase in the amount of teacher involvement, the quality of this involvement should be clearly examined. Lev Vygotsky examined play as an…

  10. Blocks Are Educational: Revealing Discourses through Early Childhood Policy Illustrations

    Science.gov (United States)

    Manning, Suzanne

    2018-01-01

    In the course of a study on the impacts of changing early childhood policy in Aotearoa New Zealand since 1989, the illustrations accompanying three major government reports and policies stood out as encapsulating the changes in underlying discourses. This enabled the illustrations from these three policy reports to be used for a historical…

  11. 101 Ways To Build Enrollment in Your Early Childhood Program.

    Science.gov (United States)

    Montanari, Ellen Orton

    Written for administrators of early childhood program centers, this book offers tips on how to increase enrollment. The book offers suggestions rather than a theoretical overview or a comprehensive marketing strategy. Suggestions offered include: (1) Offer a quality program; (2) be aware of your target market; (3) make your program unique; (4)…

  12. Nutrition, Health and Safety in Early Childhood Development ...

    African Journals Online (AJOL)

    This article investigates the nutrition, health and safety status in Early Childhood Development (ECD) programmes and its impact thereof on the quality of care and education in Harare primary schools as perceived by the school heads, ECD teachers and parents. The study is part of a larger study on assessing the quality of ...

  13. Analyzing Teacher Narratives in Early Childhood Garden-Based Education

    Science.gov (United States)

    Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis

    2018-01-01

    Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants…

  14. Financing Early Childhood Education Programs: State, Federal, and Local Issues

    Science.gov (United States)

    Hustedt, Jason T.; Barnett, W. Steven

    2011-01-01

    The landscape of financing early childhood education in the U.S. is complex. Programs run the gamut from tuition-supported private centers to public programs supported by federal, state, or local funds. Different funding streams are poorly coordinated. The federal government funds several major targeted programs that are available only to specific…

  15. Blushing in early childhood: Feeling coy or socially anxious?

    NARCIS (Netherlands)

    Nikolić, M.; Colonnesi, C.; de Vente, W.; Bögels, S.M.

    2016-01-01

    Blushing has adaptive social functions. However, blushing is also assumed to be a hallmark of social anxiety and shyness. For the first time, blushing and its relation to the expressions of shyness and social anxiety was examined in early childhood. Four-and-a-half-year-old children (N = 102) were

  16. Music Experience in Early Childhood: Potential for Emotion Knowledge?

    Science.gov (United States)

    Vist, Torill

    2011-01-01

    Most cultures carry an idea of music being connected to emotion. New research suggests that we may also acquire emotion knowledge from our music experiences. This article investigates music experience as a mediating tool for emotion knowledge in early childhood, as revealed through qualitative interviews of adults. The interviewees describe music…

  17. Assessing Quality in Early Childhood Education and Care

    Science.gov (United States)

    Ishimine, Karin; Tayler, Collette

    2014-01-01

    Evaluating quality in early childhood education and care (ECEC) service internationally is increasingly important. Research to date indicates that it is "high-quality" programmes that boost and sustain children's achievement outcomes over time. There is also growing interest in the accountability of public funds used for ECEC…

  18. Processes of Early Childhood Interventions to Adult Well-Being

    Science.gov (United States)

    Reynolds, Arthur J.; Ou, Suh-Ruu; Mondi, Christina F.; Hayakawa, Momoko

    2017-01-01

    This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions…

  19. Play and playfulness, basic features of early childhood education

    NARCIS (Netherlands)

    Singer, E.

    2013-01-01

    This article argues that play and playfulness are basic features in early childhood education, but that play curricula can have serious drawbacks. The starting point is the play theory of the Dutch historian Johan Huizinga, a radical critic of the focus on the educational benefits of play. According

  20. Teacher Efficacy in an Early Childhood Professional Development School

    Science.gov (United States)

    Epstein, Ann; Willhite, Gary L.

    2015-01-01

    Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor…

  1. Effects of early childhood malnutrition on cognitive performance of ...

    African Journals Online (AJOL)

    Analysis of the socio-economic variables did not reveal any significant difference between the background characteristics of the two groups of children. It was concluded that even mild-to-moderate malnutrition in early childhood has negative effects on cognitive performance. Journal of Psychology in Africa 2004, 14(1): 1–7 ...

  2. Open Listening: Creative Evolution in Early Childhood Settings

    Science.gov (United States)

    Davies, Bronwyn

    2011-01-01

    This article sketches out a philosophy and practice of open listening, linking open listening to Bergson's (1998) concept of creative evolution. I draw on examples of small children at play from a variety of sources, including Reggio-Emilia-inspired preschools in Sweden. The article offers a challenge to early childhood educators to listen and to…

  3. The Basics of Infant and Early Childhood Mental Health

    Science.gov (United States)

    Cohen, Julie; Stark, Deborah Roderick

    2017-01-01

    This article defines the concept of Infant and Early Childhood Mental Health (IECMH) and describes how it provides the foundation for lifelong health and well-being. The authors provide policy recommendations that include the need to: (a) establish cross-agency leadership for IECMH, (b) ensure Medicaid payment for IECMH services, (c) invest in…

  4. Early Childhood Mental Health and the School Psychologist

    Science.gov (United States)

    Giordano, Keri; Garro, Adrienne; Rosen, Gabrielle; Gubi, Aaron

    2017-01-01

    Early childhood, defined as infancy through age 5 years, is a critical period and serves as the foundation for development throughout the life span. According to the U.S. Census Bureau, in July 2015, there were almost 20 million children ages birth to 5 years. The physical health of infants and young children is addressed and monitored through…

  5. The Construction Site Project: Transforming Early Childhood Teacher Practice

    Science.gov (United States)

    McNaughton, Kathryn; Krentz, Caroline

    2007-01-01

    The work of Malaguzzi (in Edwards, Gandini, & Forman, 1998; Fraser, 2006) has made the fundamentals of the preschools of Reggio Emilia familiar to many early childhood educators. The article describes an authentic project that enhanced undergraduate and postgraduate participants' understanding of the impact of collaboration, conversation, and…

  6. Understanding Emotional Development: Helping Early Childhood Providers Better Support Families

    Science.gov (United States)

    Edwards, Nicole Megan

    2012-01-01

    This article is intended to provide early childhood providers with a concise overview of emerging emotional development in young children (birth-5), the important role of primary caregivers, and the link between parenting, emotional development, and behavior. Specific suggestions that have been shared with urban Head Start mothers are offered,…

  7. Development and Evaluation of Metacognition in Early Childhood Education

    Science.gov (United States)

    Chatzipanteli, Athanasia; Grammatikopoulos, Vasilis; Gregoriadis, Athanasios

    2014-01-01

    The aim of the present study is to provide information and suggest ways to improve and evaluate metacognition in early childhood. Metacognition is important to learning and knowledge transfer and preparing students to become lifelong learners is a main aim of schooling. The engagement of young students in metacognitive thinking is considered…

  8. Knowledge of Multicultural Literature among Early Childhood Educators

    Science.gov (United States)

    Brinson, Sabrina A.

    2012-01-01

    In today's ever changing multicultural society, it is imperative for early childhood educators to be adept at facilitating the learning and progress of all children. In the United States, children of color make up about 40% of the population, and across the world children of color make up approximately 70% of the population. A primary goal in…

  9. International Early Childhood Resources from Educational Research Abstracts (ERA) Online

    Science.gov (United States)

    International Journal of Early Years Education, 2011

    2011-01-01

    This annotated bibliography provides abstracts for 17 resources relating to early childhood around the world. Each annotation contains: title; author name(s); source (name of journal in which the resource was published); ISSN of the journal in which the resource was published; and issue (journal citation information for the resource within the…

  10. Multicultural Early Childhood Education: Practices and Challenges in Malaysia

    Science.gov (United States)

    Phoon, Hooi San; Abdullah, Melissa Ng Lee Yen; Abdullah, Anna Christina

    2013-01-01

    Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their…

  11. Sensitive Situations. The DLM Early Childhood Program Professional Library.

    Science.gov (United States)

    Schiller, Pam

    Teachers know how to educate young children, but many feel ill-prepared when faced with students' emotional issues in the classroom. This book is intended as a resource for early childhood teachers who find themselves in the middle of such "sensitive situations." The information is presented by using a fictional, but typical, scenario…

  12. Sustained Attention and Age Predict Inhibitory Control during Early Childhood

    Science.gov (United States)

    Reck, Sarah G.; Hund, Alycia M.

    2011-01-01

    Executive functioning skills develop rapidly during early childhood. Recent research has focused on specifying this development, particularly predictors of executive functioning skills. Here we focus on sustained attention as a predictor of inhibitory control, one key executive functioning component. Although sustained attention and inhibitory…

  13. Diversity in New Zealand Early Childhood Education: Challenges and Opportunities

    Science.gov (United States)

    Shuker, Mary Jane; Cherrington, Sue

    2016-01-01

    The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, "The…

  14. Early Childhood Education as a Resilience Intervention for Maltreated Children

    Science.gov (United States)

    Ellenbogen, Stephen; Klein, Benjamin; Wekerle, Christine

    2014-01-01

    The profound injuries caused by child maltreatment are well documented in the neurological, attachment, cognitive, and developmental literature. In this review paper, we explore the potential of early childhood education (ECE) as a community-based resilience intervention for mitigating the impacts of child abuse and neglect and supporting families…

  15. Turkish Teachers' Accounts of Moral Dilemmas in Early Childhood Settings

    Science.gov (United States)

    Koc, Kevser; Buzzelli, Cary A.

    2016-01-01

    In all, 26 Turkish early childhood educators were asked to describe a moral dilemma they faced in their classroom, the circumstances that made the situation a dilemma, and why it was a moral dilemma. The dilemmas described arose from conflicts between teachers and children, teachers and parents, and teachers and administrators. Dilemmas described…

  16. Early Childhood Education in Neoliberal, Religiously Conservative Times in Turkey

    Science.gov (United States)

    Aksoy, Naciye; Eren Deniz, Ebru

    2018-01-01

    This article provides an analysis and discussion of the impacts of neoliberal, religiously conservative educational policies on early childhood education (ECE) in Turkey. After an introduction, the article is presented in four sections. The first section provides an overview of neoliberal, religiously conservative policies in the Turkish…

  17. Implementation of Attachment Theory into Early Childhood Settings

    Science.gov (United States)

    Shirvanian, Natalia; Michael, Tony

    2017-01-01

    Because numerous studies show that early child-adult attachment significantly affects a child's socio-emotional and cognitive development, we propose that establishing attachment-based child care can contribute to a healthy and happy childhood. This proposition is part of a new theoretical and experimental field and, thus, research is limited.…

  18. Early Childhood Dental Caries. Building Community Systems for Young Children.

    Science.gov (United States)

    Platt, Laurence J.; Cabezas, Maritza C.

    As part of a series of reports designed to support the implementation of Proposition 10: The California Children and Families Act and to provide comprehensive and authoritative information on critical issues concerning young children and families in California, this report describes the scope and severity of early childhood caries (ECC), a…

  19. Early Childhood Dental Caries: A Rising Dental Public Health Crisis

    Science.gov (United States)

    Gomez, Grace Felix

    2013-01-01

    The aim of this article is to examine the literature and review the risk factors and disparities contributing to early childhood caries (ECC), which is a major health problem among preschoolers in the United States of America. A search was conducted using MEDLINE, PubMed, Google Scholar, and the Cochrane Library databases and the key terms…

  20. Prevalence and awareness of early childhood caries among ...

    African Journals Online (AJOL)

    The aim of this study was to determine the prevalence, and awareness of early childhood caries (ECC) among attendees of a Reproductive and Child Health clinic at Mnazi Mmoja dispensary in Dar es Salaam. The parents or guardians were aged 16-55 years old, while the children were aged 6-36 months. Caries was ...

  1. Delivery of Early Childhood Education in Urban Areas of Tanzania ...

    African Journals Online (AJOL)

    The work reported here is a case study analysis on provision of early childhood education, its challenges and suggestions for improvement in Tanzania; basing on experience of Dar es Salaam. It was thought to be appropriate to conduct a study in institutionalized childcare settings like nursery and pre-primary schools and ...

  2. Time and Temporality in Early Childhood Educators' Work

    Science.gov (United States)

    Nuttall, Joce; Thomas, Louise

    2015-01-01

    This article reports on the persistence and significance of notions of time and temporality in interviews with early childhood educators in Victoria and Queensland, Australia, in two studies designed to explore the concept of "pedagogical leadership". Interpretive analysis of the interview transcripts of the 19 participants identified…

  3. North Dakota Early Childhood Tracking System - Background Memorandum.

    Science.gov (United States)

    North Dakota State Legislative Council, Bismarck.

    This report responds to a North Dakota legislative mandate to study the state's early childhood tracking system for children who are at risk for developmental delays. Introductory sections summarize critical definitions and relevant federal legislation (specifically Part H of Public Law 99-457). The North Dakota program is then reviewed. Nineteen…

  4. Teaching Expository Comprehension Skills in Early Childhood Classrooms

    Science.gov (United States)

    Culatta, Barbara; Hall-Kenyon, Kendra M.; Black, Sharon

    2010-01-01

    Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages…

  5. Early Childhood Education in Hong Kong and Its Challenges.

    Science.gov (United States)

    Chan, Lorna K. S.; Chan, Lily

    2003-01-01

    Provides background information on the existing educational practices in early childhood education in Hong Kong, highlights issues that require attention in order to improve quality, and outlines reforms introduced by the Hong Kong Education Commission. Discusses the implications of these reforms and the associated challenges in the areas of…

  6. Effects of Video Interaction Guidance on early childhood teachers

    NARCIS (Netherlands)

    Fukkink, R.G.; Tavecchio, L.W.C.

    2010-01-01

    An experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior, were more sensitive and more verbally

  7. Interpretations of Mentoring during Early Childhood Education Mentor Training

    Science.gov (United States)

    Kupila, Päivi; Ukkonen-Mikkola, Tuulikki; Rantala, Kyllikki

    2017-01-01

    This study examines how interpretations of mentoring by trainee mentors (TMs) changed over the course of a mentor training programme, and how this contributed to the TMs' professional development. The context of the study was a mentor training programme for preschool teachers who mentor early childhood teacher students during their practicums.…

  8. Pathways of Association from Stress to Obesity in Early Childhood.

    Science.gov (United States)

    Miller, Alison L; Lumeng, Julie C

    2018-04-14

    The objective of this study is to critically review the literature on early life stress in relation to obesity in humans, including the multiple biological and behavioral mechanisms through which early life stress exposure (birth to the age of 5 years) may associate with obesity risk during childhood. A review of the literature was conducted to identify studies on associations between early childhood stress and risk for obesity and the mechanisms of association. Multiple databases (PubMed, PsycInfo, Google Scholar) were used in the search as well as a "snowball" search strategy. All study designs were included. Early life stress and adverse childhood experiences are associated with obesity and overweight in adults. Evidence is less consistent in children. Studies vary in the nature of the stress examined (e.g., chronic vs. acute), sample characteristics, and study designs. Longitudinal studies are needed, as the effects of early life stress exposure may not emerge until later in the life-span. Early life stress exposure is associated with biological and behavioral pathways that may increase risk for childhood obesity. There is evidence that early life stress is associated with multiple biological and behavioral pathways in children that may increase risk for later obesity. Little work has detailed the interconnections among these mechanisms across development or identified potential moderators of the association. Mapping the mechanisms connecting early life stress exposure to obesity risk in young children longitudinally should be a priority for obesity researchers. Recommendations for developmentally sensitive approaches to research that can inform obesity prevention strategies are presented. © 2018 The Obesity Society.

  9. Association of parental stress and early childhood caries

    Directory of Open Access Journals (Sweden)

    Seyed Ebrahim Jabbarifar

    2009-01-01

    Full Text Available Background:Little research has been carried out on whether the parental stress affects children′s oral health in general and dental caries in particular. This study aimed to investigate the association be-tween parental stress and early childhood caries (ECC. Methods: A cross-sectional study was designed that included 250 children of 4-6 year-old; 127 ones attended the pediatric department of Isfahan School of Dentistry who had early childhood caries and a comparison group of 123 caries free children attended five kindergartens and pre-schools in Isfahan city. Clinical examinations were conducted to evaluate the caries status. The parents of the two study groups completed the self-administrated long form of the Parenting Stress Index questionnaire. De-tails of their socio-demographic status were gathered too. The collected data were analyzed by SPSS version 11.5. The nonparametric Mantel-Haenszel test for correlation statistics was used to determine bivariate associations between total parenting stress and their domains scores in the two groups; i.e., those with early childhood caries and the caries free group. Results: Mean score of PSI in the early childhood caries and caries free group were 286.66 ± 66.26 and 273.87 ± 31.03, respectively. There was not any significant relationship between total parental stress and ECC. The scores of the following domains of PSI demonstrated significant differences between ECC and CF groups: child reinforcement, child distractibility, child deficit attention, life stress and relationship with spouse (P = 0.01, 0.01, 0.001, 0.005 respectively. Conclusion: Findings of this study did not show any significant association between total parenting stress score and prevalence of early childhood caries.

  10. Sleep and anxiety in late childhood and early adolescence.

    Science.gov (United States)

    McMakin, Dana L; Alfano, Candice A

    2015-11-01

    Adolescence is a period of dynamic change in both sleep and emotional systems, with related increases in problems controlling emotion and behavior. Youth with anxiety enter adolescence with pre-existing vulnerabilities in systems of sleep and emotion that may place them at heightened risk. This review summarizes recent research on sleep and anxiety during the transition to adolescence, and highlights emerging themes. Prospective studies support that sleep predicts anxiety symptoms in early adolescence. Notably, robust evidence for subjective sleep problems in anxious youth is not well corroborated by objective assessments. Longitudinal designs and methodology that carefully examine dimensions of anxiety and sleep may clarify inconsistencies. Preliminary evidence suggests that late childhood to early adolescence may be a sensitive period for escalating problems with sleep and anxiety. Recent advances in the neuroscience of sleep can further refine integrative mechanistic models of developmental psychopathology - the role of sleep in emotional learning and memory is provided as an example. Sleep problems are common and prospectively predict escalating anxiety symptoms. Precision is needed regarding the nature of sleep disruption, and how and when sleep affects various aspects of developmental trajectories. This precision, along with advances in the neuroscience of sleep, may lead to developmentally informed translational interventions.

  11. Predicting Change in Parenting Stress across Early Childhood: Child and Maternal Factors

    Science.gov (United States)

    Williford, Amanda P.; Calkins, Susan D.; Keane, Susan P.

    2007-01-01

    This study examined maternal parenting stress in a sample of 430 boys and girls including those at risk for externalizing behavior problems. Children and their mothers were assessed when the children were ages 2, 4, and 5. Hierarchical linear modeling (HLM) was used to examine stability of parenting stress across early childhood and to examine…

  12. Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

    Science.gov (United States)

    Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.; Suwalsky, Joan T. D.

    2014-01-01

    This four-wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age-appropriate multisource measures of child language on single-factor core language skills at 20 months and 4, 10, and 14 years. Large stability…

  13. Early Childhood Family Structure and Mother-Child Interactions: Variation by Race and Ethnicity

    Science.gov (United States)

    Gibson-Davis, Christina M.; Gassman-Pines, Anna

    2010-01-01

    With data from the Early Childhood Longitudinal Study-Birth Cohort (n = 6,449), a nationally representative sample of births in 2001, we used hierarchical linear modeling to analyze differences in observed interactions between married, cohabiting, never-married, and divorced mothers and their children. In contrast to previous studies, we…

  14. Research and Practice Partnerships for Professional Development in Early Childhood: Lessons from ExCELL-e

    Science.gov (United States)

    Hindman, Annemarie H.; Snell, Emily K.; Wasik, Barbara A.; Lewis, Kandia N.; Hammer, Carol Scheffner; Iannone-Campbell, Charlene

    2015-01-01

    This article describes how a research-practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the…

  15. Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

    Science.gov (United States)

    Kim, Jung In

    2015-01-01

    The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

  16. Jordanian Early Childhood Teachers' Perspectives toward Science Teaching and Learning

    Science.gov (United States)

    Fayez, Merfat; Sabah, Saed A.; Oliemat, Enass

    2011-01-01

    The purpose of this study was to examine Jordanian early childhood teachers' perspectives toward science teaching and learning and understand the contextual lived science experiences as realized by teachers in early childhood settings. The study has utilized mixed methods approach. An Arabic-validated version of the Early Childhood Teachers'…

  17. An Analysis of New Zealand's Changing History, Policies and Approaches to Early Childhood Education

    Science.gov (United States)

    McLachlan, Claire

    2011-01-01

    New Zealand has an internationally unique approach to early childhood education, which includes a bicultural early childhood curriculum, a robust infrastructure of organisation and management overseen by the New Zealand Ministry of Education, and a growing reputation for innovation in early childhood teaching and learning. This paper examines how…

  18. The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

    Science.gov (United States)

    Strohmer, Janina; Mischo, Christoph

    2015-01-01

    Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

  19. Developing Identities in the Workplace: Students' Experiences of Distance Early Childhood Teacher Education

    Science.gov (United States)

    Tate, Alice

    2016-01-01

    In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge…

  20. Early Childhood Mental Health Consultation: A Systematic Approach to Improving Teacher Sensitivity through Ongoing Professional Development

    Science.gov (United States)

    Virmani, Elita Farine Amini

    2009-01-01

    The goal of this study was to examine the effect of early childhood mental health consultation on teacher sensitivity over time, taking into account specific characteristics of early childhood mental health consultation that contribute to change in teacher sensitivity. One-hundred and forty-one early childhood teachers, serving economically…

  1. Early Childhood Educators' Experiences and Perceptions of Professionalism and Professionalisation in the Asian Context

    Science.gov (United States)

    Monk, Hilary; Phillipson, Sivanes

    2017-01-01

    Increasingly early childhood educators are referred to as "professionals," but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to…

  2. 76 FR 12978 - Advisory Committee on the Maternal, Infant and Early Childhood Home Visiting Program Evaluation...

    Science.gov (United States)

    2011-03-09

    ... and Early Childhood Home Visiting Program Evaluation will meet for its first session on Wednesday... Administration for Children and Families Advisory Committee on the Maternal, Infant and Early Childhood Home...: Advisory Committee on the Maternal, Infant and Early Childhood Home Visiting Program Evaluation. Date and...

  3. From Preschool to Prosperity: The Economic Payoff to Early Childhood Education. WE Focus Series

    Science.gov (United States)

    Bartik, Timothy J.

    2014-01-01

    This book is the author's second book on preschool. His first book, "Investing in Kids: Early Childhood Programs and Local Economic Development" (2011), explored the connection between early childhood programs and the economic development of American states and metro areas, and compared early childhood programs with business tax…

  4. The Current State of Early Childhood Education Programs: How Early Childhood Center Directors Manage Their Human Resources

    Science.gov (United States)

    Arend, Lauren E.

    2010-01-01

    Purpose: Research in the field of early childhood education (ECE) demonstrated the association between skilled directors and high quality programs. Still, most state licensing requirements do not delineate the requisite knowledge or experience necessary to be an effective director. Many ECE directors advance to their position directly from the…

  5. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2015-01-01

    Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

  6. Externalizing behavior from early childhood to adolescence: Prediction from inhibition, language, parenting, and attachment.

    Science.gov (United States)

    Roskam, Isabelle

    2018-03-22

    The aim of the current research was to disentangle four theoretically sound models of externalizing behavior etiology (i.e., attachment, language, inhibition, and parenting) by testing their relation with behavioral trajectories from early childhood to adolescence. The aim was achieved through a 10-year prospective longitudinal study conducted over five waves with 111 referred children aged 3 to 5 years at the onset of the study. Clinical referral was primarily based on externalizing behavior. A multimethod (questionnaires, testing, and observations) approach was used to estimate the four predictors in early childhood. In line with previous studies, the results show a significant decrease of externalizing behavior from early childhood to adolescence. The decline was negatively related to mothers' coercive parenting and positively related to attachment security in early childhood, but not related to inhibition and language. The study has implications for research into externalizing behavior etiology recommending to gather hypotheses from various theoretically sound models to put them into competition with one another. The study also has implications for clinical practice by providing clear indications for prevention and early intervention.

  7. Association between Vitamin D and Circulating Lipids in Early Childhood.

    Directory of Open Access Journals (Sweden)

    Catherine S Birken

    Full Text Available Vitamin D is associated with established cardiovascular risk factors such as low density lipoprotein (LDL in adults. It is unknown whether these associations are present in early childhood. To determine whether serum 25-hydroxyvitamin D (25(OHD is associated with serum non-high density lipoprotein (non-HDL cholesterol during early childhood we conducted a cross-sectional study of children aged 1 to 5 years. Healthy children were recruited through the TARGet Kids! practice based research network from 2008-2011 (n=1,961. The associations between 25(OHD and non-fasting non-HDL cholesterol (the primary endpoint, total cholesterol, triglycerides, HDL, and low density lipoprotein (LDL cholesterol, were evaluated using multiple linear regression adjusted for age, sex, skin pigmentation, milk intake, vitamin D supplementation, season, body mass index, outdoor play, and screen time. Each 10 nmol/L increase in 25(OHD was associated with a decrease in non-HDL cholesterol concentration of -0.89 mg/dl (95% CI: -1.16,-0.50, total cholesterol of -1.08 mg/dl (95%CI: -1.49,-0.70, and triglycerides of -2.34 mg/dl (95%CI: -3.23,-1.45. The associations between 25(OHD and LDL and HDL were not statistically significant. 25(OHD concentrations were inversely associated with circulating lipids in early childhood, suggesting that vitamin D exposure in early life may be an early modifiable risk factor for cardiovascular disease.

  8. Noise in early childhood education institutions.

    Science.gov (United States)

    Bitar, Mariangela Lopes; Calaço, Luiz Ferreira; Simões-Zenari, Marcia

    2018-01-01

    High sound pressure levels have been observed in schools, and its interference in the health of children and teachers it was taken to analyze these levels in childhood education centers serving children aged zero to six years, investigate the staff's perceptions concerning noise exposure and identify the auditory conditions of these workers and the occurrence of diseases. The study was conducted in ten institutions employing 320 workers. Sound pressure levels were measured according to the technical norms; employees completed a questionnaire on the perception of noise and underwent auditory evaluation. There was high sound pressure level and differences between institutions, situations and places. Most employees are considered exposed to noise with attention and concentration difficulties, anxiety and headache. About 30% of employees had bilateral sensorineural hearing loss in specific frequency. The sound pressure levels found can affect children's learning and the health of all. The employees also perceived elevated levels of noise and indicated some possible negative aspects in their work routine. Actions to improve the acoustic comfort in these institutions will be discussed with the management teams.

  9. Diarrhea Management Training in Early Childhood Settings.

    Science.gov (United States)

    Winnail, Scott D.; Artz, Lynn M.; Geiger, Brian F.; Petri, Cynthia J.; Bailey, Rebecca; Mason, J.W.

    2001-01-01

    Addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. Discusses specific intervention and program activities, including specially designed materials for mixing homemade oral rehydration usage. (Author/SD)

  10. An experimental test of parenting practices as a mediator of early childhood physical aggression.

    Science.gov (United States)

    Brotman, Laurie Miller; O'Neal, Colleen R; Huang, Keng-Yen; Gouley, Kathleen Kiely; Rosenfelt, Amanda; Shrout, Patrick E

    2009-03-01

    Parenting practices predict early childhood physical aggression. Preventive interventions that alter parenting practices and aggression during early childhood provide the opportunity to test causal models of early childhood psychopathology. Although there have been several informative preventive intervention studies that test mediation models in older children, no such studies have been conducted with younger children at high risk for psychopathology. Within the context of a randomized controlled trial, we examined whether changes in parenting practices mediate the effects of a family intervention on observed physical aggression among African American and Latino younger siblings of adjudicated youths. Improved parenting practices partially mediated the intervention effect on physical aggression. Improvements in harsh parenting, responsive parenting, and stimulating parenting explained a significant amount of the intervention effect on child physical aggression observed in the context of parent-child interactions. Parenting practices accounted for 38% of the intervention effect on physical aggression. There was support for the hypothesized model of the prevention of physical aggression during early childhood. Intervention benefits on parenting practices partially accounted for intervention effects on physical aggression in young high-risk children.

  11. A research of specialties of early childhood educator for children with special needs based on the results to students of early childhood educator's training school

    OpenAIRE

    松井, 剛太

    2007-01-01

    The purpose of this study was to investigate specialties of early childhood educator for children with special needs. It's time to change educational direction for children with special needs, that is, special support education. With this change, it should be change about specialties of early childhood educator for children with special needs. I investigate students' recognition in early childhood educator training school. Investigation was done for twenty students. First, it was divided into...

  12. Early childhood identity: ethnicity and acculturation

    Directory of Open Access Journals (Sweden)

    Maria Dan

    2014-09-01

    Full Text Available How are concepts such as ethnic identity, acculturation and cultural orientation being perceived by a child? What is the process of identity construction in early preschool age? How is children’s wellbeing affected by parents’ desire to expose them to a certain culture, other than the one the children were born into? How natural is learning a foreign language for children, given a multiethnic space characterized by adversity and disparities such as “them”-“us”? And what are the potential outcomes of the phenomena in question? These are a few questions that the current study reflectively followed up upon by using a qualitative research design and data triangulation in order to increase its validity. The SDQ Questionnaire used to study the children’s wellbeing, the semi-structured “in-depth” interviews conducted on the main early preschool identity builders in the Cristian community and the participative observation indicated the children were proud to be part of the German department group. They did not undergo a brutal process of affiliation to the Saxon ethnicity due to the educators’ various compromises, and their wellbeing didn’t seem to be affected at the SDQ administration stage. However, learning German proved to be a difficult process and the two potential outcomes included hitting the language barrier or resuming adaptation to the native ethnic code. This study highlights the impact of the cultural code on the early identity foundation.

  13. Family Income Dynamics, Early Childhood Education and Care, and Early Child Behavior Problems in Norway

    Science.gov (United States)

    Zachrisson, Henrik D.; Dearing, Eric

    2015-01-01

    The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high-quality ECEC buffers children from the…

  14. Psychoneuroimmunology of Early-Life Stress: The Hidden Wounds of Childhood Trauma?

    Science.gov (United States)

    Danese, Andrea; J Lewis, Stephanie

    2017-01-01

    The brain and the immune system are not fully formed at birth, but rather continue to mature in response to the postnatal environment. The two-way interaction between the brain and the immune system makes it possible for childhood psychosocial stressors to affect immune system development, which in turn can affect brain development and its long-term functioning. Drawing from experimental animal models and observational human studies, we propose that the psychoneuroimmunology of early-life stress can offer an innovative framework to understand and treat psychopathology linked to childhood trauma. Early-life stress predicts later inflammation, and there are striking analogies between the neurobiological correlates of early-life stress and of inflammation. Furthermore, there are overlapping trans-diagnostic patterns of association of childhood trauma and inflammation with clinical outcomes. These findings suggest new strategies to remediate the effect of childhood trauma before the onset of clinical symptoms, such as anti-inflammatory interventions and potentiation of adaptive immunity. Similar strategies might be used to ameliorate the unfavorable treatment response described in psychiatric patients with a history of childhood trauma. PMID:27629365

  15. [Trauma and psychosis--part 1. On the association of early childhood maltreatment in clinical populations with psychotic disorders].

    Science.gov (United States)

    Kapfhammer, Hans-Peter

    2012-01-01

    A comprehensive literature stresses a high percentage of severe childhood maltreatment in the history of many psychotically ill patients treated in mental health services. Early childhood abuse seems to be associated among other things with a more severe clinical state, a more chronic course of illness and a more unfavourable psychosocial adaptation. In order not to jump to unwarranted causal conclusions, several conceptual und methodological problems have to be clarified before. From a conceptual perspective psychotic disorders diagnosed according to conventional criteria define only a minor subgroup within a much broader psychosis continuum in general population. Early childhood abuse has to be differentiated according to type, severity, timing, and context. The rates of early childhood abuse are high in general population. The methods of measurement of psychotic symptoms on the one side, of early trauma on the other side have to be critically evaluated. There is an empirically well founded association of childhood maltreatment and psychological and psychosomatic morbidity during adult years in general. In order to establish a potential conditional link also to psychotic disorders, clinical populations have to be compared to adequate control groups at least. A systematic literature search shows a very small number of studies including control groups at all. These studies underline that early childhood abuse may be significantly associated to the risk of psychosis indeed. The conditional role of early childhood abuse, however, has to be investigated only within a multifactorial biopsychosocial model of psychotic illness.

  16. Re-Inventing Teachers' Competences at Early Childhood Education in Building Characters Needed for Global Competition

    OpenAIRE

    Machmud, Karmila

    2015-01-01

    The goal of this paper is to elaborate and to re-invent the competencies needed by early childhood education teachers. Building children’s character from an early age is significant, but the main problem that is often overlooked is the contribution of Early Childhood Education teachers. Children’s character formation is largely determined by the quality of early childhood teachers. So if we want to instill character values required by our nations, the improvement of the quality of early child...

  17. Should Science be Taught in Early Childhood?

    Science.gov (United States)

    Eshach, Haim; Fried, Michael N.

    2005-09-01

    This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.

  18. Play and playfulness in early childhood education and care.

    Directory of Open Access Journals (Sweden)

    Singer E.

    2015-06-01

    Full Text Available Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.

  19. A function of social institutions of early childhood education

    Directory of Open Access Journals (Sweden)

    Eloisa Acires Candal Rocha

    2003-01-01

    Full Text Available Try to explain this text, in my view, essential aspects of the social function of institutions for children's education. The principles and general guidelines for early childhood education that we presents the results of a discussion process to coordinate with the Municipal Department of Education Florianópolis (Division of Child Education between 2000 and 2001. The aim of the debate was to subsidize the movement of defining guidelines for action for childcare and educational Neise (Centers for Children's Education of the municipal network. As a starting point, were recovered documents previously produced a guidance curriculum. The idea was to get a deeper understanding to help rewrite the curriculum guidelines of the city, both in the light of experience by educators of the network as a function of the definitions given for early childhood education by more current legislation.

  20. Collaborating for impact: a multilevel early childhood obesity prevention initiative.

    Science.gov (United States)

    Agrawal, Tara; Hoffman, Jessica A; Ahl, Marilyn; Bhaumik, Urmi; Healey, Christine; Carter, Sonia; Dickerson, Deborah; Nethersole, Shari; Griffin, Daphne; Castaneda-Sceppa, Carmen

    2012-01-01

    This article presents Healthy Kids, Healthy Futures, a multilevel initiative in Boston, Massachusetts, which brings major institutions' missions and resources together to address early childhood obesity prevention. Programming is designed to facilitate healthy eating and physical activity in preschool children's home, school, and community environments by engaging parents and early childhood educators in the places where they live, learn, and play. This article describes how established interventions were implemented in a novel setting to engage the parents of children attending Head Start and staff, and presents pilot data from the first 2 years of the initiative. Healthy Kids, Healthy Futures is a feasible initiative, which has shown concrete, positive results that can be replicated.

  1. Prioritizing the Risk Factors of Severe Early Childhood Caries

    Directory of Open Access Journals (Sweden)

    Noha Samir Kabil

    2017-01-01

    Full Text Available Severe early childhood caries remains the most common chronic disease affecting children. The multifactorial etiology of caries has established a controversy about which risk factors were more significant to its development. Therefore, our study aimed through meticulous statistical analysis to arrange the “well agreed upon” common risk factors in order of significance, to aid the clinician in tailoring an adequate preventive program. The study prioritized or reshuffled the risk factors contributing to severe early childhood caries and placed them in the order of their significance as follows: snacking of sugary food several times a day, increased number of siblings to three or more, night feeding, child self-employed brushing, mother’s caries experience, two siblings, on demand feeding, once/day sugary food, sharing utensils, one sibling, male gender, father’s education, late first dental visit, brushing time, mother’s education, no dental visit, decreased brushing frequency, and no night brushing.

  2. Networking and professional development among teachers of Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2017-06-01

    Full Text Available This paper evaluates the professional development of 24 teachers involved in the Early Childhood Education-CPD Centre for Teachers-University Network ([blind review]. Collaborative research-action is carried out with teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development (CPD Centre for Teachers, researchers, and teacher training undergraduates from the University of [blind review] ([blind review]. Taking a qualitative approach, through interviews, focus groups, and research journals, the benefits obtained by the teachers through their involvement in the [blind review] network are identified: (1 Their colleagues offer them emotional support and provide examples of good practices; (2 The teacher training undergraduates provide technological resources and the possibility of calmly observing what goes on in the classroom; (3 The researchers foster processes of reflection about practice and endorse the validity of the Project Approach; (4 The adviser provides continuing professional development.

  3. Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes

    Science.gov (United States)

    Lansford, Jennifer E.; Criss, Michael M.; Dodge, Kenneth A.; Shaw, Daniel S.; Pettit, Gregory S.; Bates, John E.

    2009-01-01

    This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from age 5 to 16 and from 258 children in an independent sample followed from age 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent-adolescent positive relationship quality in the second sample. PMID:19765007

  4. Early childhood adversities and risk of eating disorders in women

    DEFF Research Database (Denmark)

    Larsen, Janne Tidselbak; Munk-Olsen, Trine; Bulik, Cynthia M

    2017-01-01

    OBJECTIVE: Previous studies evaluating the association between early childhood adversities and eating disorders have yielded conflicting results. The aim of this study is to examine the association between a range of adversities and risk of anorexia nervosa (AN), bulimia nervosa (BN), and eating......, parental disability, severe parental criminality, and parental substance use disorder) were defined and exposure during the first 6 years of life was determined. Hazard ratios for eating disorders were calculated using Cox regression. RESULTS: Few adversities were significantly associated with AN...... disorder not otherwise specified (EDNOS) in 495,244 women. METHOD: In this nationwide, register-based cohort study, nine types of early childhood adversity (family disruption, residential instability, placement in out-of-home care, familial death, parental somatic illness, parental psychiatric illness...

  5. Early childhood education and care partnership in Finland

    OpenAIRE

    Kc, Anupama

    2010-01-01

    The purpose of the study was to describe and find Early Childhood Education and Care partnership (ECEC) in a certain day-care of Finland. The objective of the study was to find answers to two questions: 1) what is ECEC partnership and how does it work in Finland; and 2) what are parents’ opinions and suggestions regarding the ECEC partnership. The thesis is based on qualitative research. Unstructured interview was conducted with five different parents for obtaining the data. The designed...

  6. Space and materiality in early childhood pedagogy – introductory notes

    OpenAIRE

    Løkken, Gunvor; Moser, Thomas

    2012-01-01

    This issue of Education Inquiry includes a thematic section with five articles about different aspects of the physical environment in Norwegian early childhood education institutions (kindergartens). The contributions represent five out of nine sub-projects in a research project entitled Kindergarten space – materiality, learning and meaning making – The importance of space for kindergarten’s pedagogical activities conducted at Vestfold University College (VUC) funded by the Norwegian Researc...

  7. Intraneural perineurioma of the sciatic nerve in early childhood

    DEFF Research Database (Denmark)

    Østergaard, John R; Smith, Torben; Stausbøl-Grøn, Brian

    2009-01-01

    Intraneural perineurioma is an uncommon benign neoplasm characterized by focal perineural cell proliferation. The typical course is indolent, with gradual onset and slow progression of motor loss. In early childhood, uncertainty concerning the time of onset can lead to difficulty in distinguishing...... this potential treatable lesion from congenital and other causes of nerve palsy. In the present case, clinical presentation, electrophysiologic findings, and magnetic resonance imaging findings in a child were compatible with intraneural perineurioma of the lumbosacral trunk and sciatic nerve. Initially...

  8. Neighborhood Deprivation during Early Childhood and Conduct Problems in Middle Childhood: Mediation by Aggressive Response Generation.

    Science.gov (United States)

    Galán, Chardée A; Shaw, Daniel S; Dishion, Thomas J; Wilson, Melvin N

    2017-07-01

    The tremendous negative impact of conduct problems to the individual and society has provided the impetus for identifying risk factors, particularly in early childhood. Exposure to neighborhood deprivation in early childhood is a robust predictor of conduct problems in middle childhood. Efforts to identify and test mediating mechanisms by which neighborhood deprivation confers increased risk for behavioral problems have predominantly focused on peer relationships and community-level social processes. Less attention has been dedicated to potential cognitive mediators of this relationship, such as aggressive response generation, which refers to the tendency to generate aggressive solutions to ambiguous social stimuli with negative outcomes. In this study, we examined aggressive response generation, a salient component of social information processing, as a mediating process linking neighborhood deprivation to later conduct problems at age 10.5. Participants (N = 731; 50.5 % male) were drawn from a multisite randomized prevention trial that includes an ethnically diverse and low-income sample of male and female children and their primary caregivers followed prospectively from toddlerhood to middle childhood. Results indicated that aggressive response generation partially mediated the relationship between neighborhood deprivation and parent- and teacher-report of conduct problems, but not youth-report. Results suggest that the detrimental effects of neighborhood deprivation on youth adjustment may occur by altering the manner in which children process social information.

  9. BCG vaccination at birth and early childhood hospitalisation

    DEFF Research Database (Denmark)

    Stensballe, Lone Graff; Sørup, Signe; Aaby, Peter

    2017-01-01

    vaccination at birth would reduce early childhood hospitalisation in Denmark, a high-income setting. METHODS: Pregnant women planning to give birth at three Danish hospitals were invited to participate. After parental consent, newborn children were allocated to BCG or no intervention within 7 days of age....... Randomisation was stratified by prematurity. The primary study outcome was number of all-cause hospitalisations analysed as repeated events. Hospitalisations were identified using The Danish National Patient Register. Data were analysed by Cox proportional hazards models in intention-to-treat and per...... compared with 1003 hospitalisations among 2133 control children (mean 0.47), resulting in a HR comparing BCG versus no BCG of 1.05 (95% CI 0.93 to 1.18) (intention-to-treat analysis). The effect of BCG was the same in children born at term (1.05 (0.92 to 1.18)) and prematurely (1.07 (0.63 to 1.81), p=0...

  10. Physical abuse in early childhood and transition to first sexual intercourse among youth in Cape Town, South Africa.

    Science.gov (United States)

    Tenkorang, Eric Y; Obeng Gyimah, Stephen

    2012-01-01

    This study examined the relationship of physical abuse in early childhood and timing of first sexual intercourse among young South Africans aged 14 to 22 in Cape Town. Using the Cape area panel survey and applying log-normal models, time ratios were estimated to show how rapidly or slowly youth experience first sexual intercourse. Results indicated that boys who experienced physical abuse in early childhood had faster timing to first sex. Boys and girls with violent school environments had faster timing to first sex. Race moderated the effects of physical abuse. Compared to Blacks, Coloreds who experienced higher levels of physical abuse in early childhood had faster timing to first sex. Youth with greater knowledge about HIV/AIDS and those with greater risk perception of contracting HIV/AIDS delayed first sex. On the basis of these findings, policy makers are encouraged to consider the early childhood experiences of youth when designing policies toward HIV/AIDS prevention in South Africa.

  11. Obesity in Childhood Cancer Survivors: Call for Early Weight Management.

    Science.gov (United States)

    Zhang, Fang Fang; Parsons, Susan K

    2015-09-01

    A high prevalence of obesity and cardiometabolic conditions has been increasingly recognized in childhood cancer survivors. In particular, survivors of pediatric acute lymphoblastic leukemia have been found to be at risk of becoming overweight or obese early in treatment, with increases in weight maintained throughout treatment and beyond. Nutrition plays an important role in the etiology of obesity and cardiometabolic conditions and is among the few modifiable factors that can prevent or delay the early onset of these chronic conditions. However, nutritional intake in childhood cancer survivors has not been adequately examined and the evidence is built on data from small cohorts of survivors. In addition, the long-term impact of cancer diagnosis and treatment on survivors' nutritional intake as well as how survivors' nutritional intake is associated with chronic health conditions have not been well quantified in large-scale studies. Promoting family-based healthy lifestyles, preferably at a sensitive window of unhealthy weight gain, is a priority for preventing the early onset of obesity and cardiometabolic conditions in childhood cancer survivors. © 2015 American Society for Nutrition.

  12. Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

    Directory of Open Access Journals (Sweden)

    Ann Epstein

    2015-11-01

    Full Text Available Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey and forty-nine family members (representing a 55% response rate completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.             Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions

  13. Response to Seow: biological mechanisms of early childhood caries.

    Science.gov (United States)

    Bowen, W H

    1998-01-01

    For more than three decades, it has been recognized that dental caries is an infectious and transmissible disease in which diet plays a key role. Nevertheless, in treating patients with early childhood caries, scant attention is placed on exploring the source of infection and the prevalence of caries in other family members. Results from studies conducted in animals clearly show that the virulence of mutans streptococci can be enhanced by a highly cariogenic environment. For example, offspring from a highly caries-active dam develop significantly more caries than pups from a low caries-active dam. Considerable attention has been placed on the role of the nursing bottle in early childhood caries. Milk and some infant formulas do not promote caries and the role of the remainder of the diet has been largely ignored. The nursing bottle can effectively block salivary access to tooth surfaces, thereby increasing the cariogenicity of any food remaining in the mouth. Recent evidence shows that salivary gland function is impaired by iron deficiency and by prenatal exposure to lead. Clearly, early childhood caries is a complex disease that requires careful and extensive investigation.

  14. Residential Mobility Across Early Childhood and Children's Kindergarten Readiness.

    Science.gov (United States)

    Mollborn, Stefanie; Lawrence, Elizabeth; Root, Elisabeth Dowling

    2018-04-01

    Understanding residential mobility in early childhood is important for contextualizing family, school, and neighborhood influences on child well-being. We examined the consequences of residential mobility for socioemotional and cognitive kindergarten readiness using the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative longitudinal survey that followed U.S. children born in 2001 from infancy to kindergarten. We described individual, household, and neighborhood characteristics associated with residential mobility for children aged 0-5. Our residential mobility indicators examined frequency of moves, nonlinearities in move frequency, quality of moves, comparisons between moving houses and moving neighborhoods, and heterogeneity in the consequences of residential mobility. Nearly three-quarters of children moved by kindergarten start. Mobility did not predict cognitive scores. More moves, particularly at relatively high frequencies, predicted lower kindergarten behavior scores. Moves from socioeconomically advantaged to disadvantaged neighborhoods were especially problematic, whereas moves within a ZIP code were not. The implications of moves were similar across socioeconomic status. The behavior findings largely support an instability perspective that highlights potential disruptions from frequent or problematic moves. Our study contributes to literature emphasizing the importance of contextualizing residential mobility. The high prevalence and distinct implications of early childhood moves support the need for further research.

  15. Move to Learn, Learn to Move: Prioritizing Physical Activity in Early Childhood Education Programming

    Science.gov (United States)

    Lu, Chunlei; Montague, Brandi

    2016-01-01

    The global childhood trend towards obesity and unhealthy lifestyles is a growing concern. Childcare settings have been identified as the most influential factors for children's physical activity, and physical activity habits are better formed and maintained if started in early childhood. As a result, early childhood education environments are in…

  16. The national curriculum guidelines of early childhood education: In search of a job to educational quality

    Directory of Open Access Journals (Sweden)

    Alessandra de Carvalho Faria

    2014-08-01

    childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.

  17. Literacy and Music in Early Childhood

    Directory of Open Access Journals (Sweden)

    Michelle M. Tomlinson

    2013-08-01

    Full Text Available This review of literature examines relevant research that supports new ways of viewing children as active transmitters of culture in situated learning contexts, where case studies explore children’s redesign of semiotic modes of music and verbal linguistics. Some recent research discussed in this article supports the premise that cognitive abilities of children in early learning settings may be transformed through embodied ways of representing prior knowledge. Young children have been observed enriching prior knowledge during interactions in music invention, using the gestural mode to interpret rhythmic and melodic motifs, structure and phrasing through movement to music, or extending these elements of music (audio mode in invented song or instrumental play. In engaging literacy tasks, they co-construct texts by drawing on semiotic resources of visual symbols and spatial design elements in written linguistic modes. This cognitive structuring is also revealed in the underlying patterns found in their embodied music invention. How knowledge is represented is crucial to children’s apprehension of knowledge through co-construction. It enables their selection of media and mode for redesign, to promote their understanding of concepts and facilitate problem solving. Multimodal redesign in young children’s music and verbal linguistics is explored as a rich source for communicating meaning and developing higher thinking.

  18. The lifelong effects of early childhood adversity and toxic stress.

    Science.gov (United States)

    Boyce, W Thomas

    2014-01-01

    A rapidly expanding body of research indicates that early social environments characterized by adversity, subordination and stress, along with individual differences in susceptibility to such environments, create risks for lifelong chronic diseases, including declines in oral health. Emerging findings suggest that gene-environment interplay, resulting in epigenetically regulated differences in gene expression, underlie many such declines in health. The origins of these processes in early life reveal how many of the chronic morbidities of adulthood should be viewed as developmental disorders, with etiologic roots in childhood.

  19. Adding Doulas to Early Childhood Programs

    Science.gov (United States)

    Zero to Three (J), 2005

    2005-01-01

    This article describes the doula concept and role developed by the Ounce of Prevention Fund in Illinois, working with several community partners. Doulas: (1) seek to build sturdy parent-child relationships to promote the healthy intellectual, emotional, and physical growth of children; (2) use a relationship-based model of intervention; (3) are…

  20. USBCALI Observatory in Early Childhood: Configuring horizons of meaning about childhood

    OpenAIRE

    Aragón Holguín, Ana María

    2012-01-01

    The Faculty of Education USBCali from a tradition of work, training and social practice in issues that affect the quality of life of children and youth, families and communities in general, has developed a series of proposals for the understanding, explanation and transformation of existing conditions and complex educational and cultural policies of the country. One of the strategies that has been working lately is the positioning of the Observatory in Early Childhood, constituting it into a ...

  1. Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood

    OpenAIRE

    Fitzpatrick Caroline; Pagani Linda S; Barnett Tracie A

    2012-01-01

    Abstract Background The relationship between early childhood television viewing and physical fitness in school age children has not been extensively studied using objective outcome measures. Methods Using a sample of 1314 children from the Québec Longitudinal Study of Child Development, we examine the association between parental reports of weekly hours of television viewing, assessed at 29 and 53 months of age, and direct measures of second grade muscular fitness using performances on the st...

  2. Emotional Self-Regulation, Peer Rejection, and Antisocial Behavior: Developmental Associations from Early Childhood to Early Adolescence

    Science.gov (United States)

    Trentacosta, Christopher J.; Shaw, Daniel S.

    2009-01-01

    This study examined relations among emotional self-regulation, peer rejection, and antisocial behavior in a sample of 122 boys from low-income families who participated in a summer camp and were followed longitudinally from early childhood to early adolescence. Emotional self-regulation strategies were coded in early childhood from a waiting task,…

  3. Developmental prediction model for early alcohol initiation in Dutch adolescents

    NARCIS (Netherlands)

    Geels, L.M.; Vink, J.M.; Beijsterveldt, C.E.M. van; Bartels, M.; Boomsma, D.I.

    2013-01-01

    Objective: Multiple factors predict early alcohol initiation in teenagers. Among these are genetic risk factors, childhood behavioral problems, life events, lifestyle, and family environment. We constructed a developmental prediction model for alcohol initiation below the Dutch legal drinking age

  4. Improving the Quality of Early Childhood Education in Chile: Tensions between Public Policy and Teacher Discourses over the Schoolarisation of Early Childhood Education

    Science.gov (United States)

    Pardo, Marcela; Woodrow, Christine

    2014-01-01

    This article problematises emerging tensions in Chile, in relation to the discourses of early childhood teachers and public policies aimed at improving the quality of early childhood education. The aim of the analysis is to contribute to developing more nuanced understandings of these tensions, through the analytical lenses provided by the…

  5. The Role of Motive Objects in Early Childhood Teacher Development Concerning Children's Digital Play and Play-Based Learning in Early Childhood Curricula

    Science.gov (United States)

    Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Sue; Wood, Elizabeth

    2015-01-01

    Digital technologies are increasingly accepted as a viable aspect of early childhood curriculum. However, teacher uptake of digital technologies in early childhood education and their use with young children in play-based approaches to learning have not been strong. Traditional approaches to the problem of teacher uptake of digital technologies in…

  6. Early Childhood Education and Special Education: How Well Do They Mix? An Examination of Inclusive Practices in Early Childhood Educational Settings in Hong Kong

    Science.gov (United States)

    Zhang, Kaili C.

    2011-01-01

    To examine and identify the current inclusive practices in early childhood educational settings in Hong Kong, this qualitative study looks at the support and educational services available for young children with special needs in Hong Kong mainstream preschools as well as the characteristics of early childhood educational settings that support…

  7. It's Not Rocket Science: The Perspectives of Indigenous Early Childhood Workers on Supporting the Engagement of Indigenous Families in Early Childhood Settings

    Science.gov (United States)

    Grace, Rebekah; Trudgett, Michelle

    2012-01-01

    This paper presents the findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to engage with early childhood education and care services. The workers identified three key barriers to family participation: transport difficulties, family…

  8. EARLY CHILDHOOD EDUCATION AND THE WALDORF SCHOOL PLAN.

    Science.gov (United States)

    GRUNELIUS, ELIZABETH M.

    THE WALDORF SCHOOL NURSERY-KINDERGARTEN PLAN PROPOSES AN UNSTRUCTURED ENVIRONMENT IN WHICH THE YOUNG CHILD IS PERMITTED TO DEVELOP AT HIS NATURAL RATE THROUGHOUT THE DISCOVERY PERIOD OF CHILDHOOD. BECAUSE THE CHILD LEARNS BEST THROUGH IMITATION, ADULT MODELS WHO PROVIDE APPROPRIATE EXPERIENCES FOR SENSORY PERCEPTION AND IMITATION LEARNING OFFER…

  9. Beverage Intake in Early Childhood and Change in Body Fat from Preschool to Adolescence

    OpenAIRE

    Hasnain, Syed Ridda; Singer, Martha R.; Bradlee, M. Loring; Moore, Lynn L.

    2014-01-01

    Background: Childhood obesity is closely associated with adult obesity, hypertension, and cardiovascular disease. This study's aim was to determine the effects of beverage intake patterns on body composition from early childhood into adolescence in the Framingham Children's Study.

  10. Assessing Costs and Benefits of Early Childhood Intervention Programs. Overview and Applicaton to the Starting Early Starting Smart Program

    National Research Council Canada - National Science Library

    Karoly, Lynn

    2001-01-01

    Agency and program administrators and decisionmakers responsible for implementing early childhood intervention programs are becoming more interested in quantifying the costs and benefits of such programs...

  11. Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers

    Science.gov (United States)

    Silverman, Katie; Hong, Seong; Trepanier-Street, Mary

    2010-01-01

    The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early…

  12. Posttraumatic stress disorder in early childhood: classification and diagnostic issues

    Directory of Open Access Journals (Sweden)

    Alessandra Simonelli

    2013-12-01

    Full Text Available The 0–3 diagnostic classification of infant mental health, on the basis of DSM-IV-R, describes posttraumatic stress disorder (PTSD as a pattern of symptoms that may be shown by children who have experienced a single traumatic event, a series of connected traumatic events, or chronic, enduring stress situations. This definition, related to young children, needs the consideration of several factors to understand the child's symptoms, organize the diagnostic process, and realize clinical interventions. In this sense, the clinician must appreciate the classification criteria of PTSD in early childhood in the context of the child's age, temperament, and developmental level. This report presents a review of the research in the domain of the PTSD in early childhood with particular attention to the developmental considerations to define critical diagnostic criteria, specifically organized on the child characteristics, competences, and needs. Along this line, it will describe two proposed modifications of the diagnostic classification in childhood: the Post Traumatic Stress Disorder Alternative Algorithm (PTSD-AA and the definition of developmental trauma disorder (DTD.For the abstract or full text in other languages, please see Supplementary files under Article Tools online

  13. Implementation of Hierarchical Task Analysis for User Interface Design in Drawing Application for Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Mira Kania Sabariah

    2016-05-01

    Full Text Available Draw learning in early childhood is an important lesson and full of stimulation of the process of growth and development of children which could help to train the fine motor skills. We have had a lot of applications that can be used to perform learning, including interactive learning applications. Referring to the observations that have been conducted showed that the experiences given by the applications that exist today are very diverse and have not been able to represent the model of learning and characteristics of early childhood (4-6 years. Based on the results, Hierarchical Task Analysis method generated a list of tasks that must be done in designing an user interface that represents the user experience in draw learning. Then by using the Heuristic Evaluation method the usability of the model has fulfilled a very good level of understanding and also it can be enhanced and produce a better model.

  14. A Pilot Study of Parent Mentors for Early Childhood Obesity

    Directory of Open Access Journals (Sweden)

    Byron A. Foster

    2016-01-01

    Full Text Available Objective. To assess the feasibility of a parent mentor model of intervention for early childhood obesity using positive deviance-based methods to inform the intervention. Methods. In this pilot, randomized clinical trial, parent-child dyads (age: 2–5 with children whose body mass index (BMI was ≥95th percentile were randomized to parent mentor intervention or community health worker comparison. The child’s height and weight were measured at baseline, after the six-month intervention, and six months after the intervention. Feasibility outcomes were recruitment, participation, and retention. The primary clinical outcome was BMI z-score change. Results. Sixty participants were enrolled, and forty-eight completed the six-month intervention. At baseline, the BMI z-score in the parent mentor group was 2.63 (SD = 0.65 and in the community health worker group it was 2.61 (SD = 0.89. For change in BMI z-score over time, there was no difference by randomization group at the end of the intervention: −0.02 (95% CI: −0.26, 0.22. At the end of the intervention, the BMI z-score for the parent mentor group was 2.48 (SD = 0.58 and for the community health worker group it was 2.45 (SD = 0.91, both reduced from baseline, p<0.001. Conclusion. The model of a parent mentor clinical trial is feasible, and both randomized groups experienced small, sustained effects on adiposity in an obese, Hispanic population.

  15. Trajectories of BMI from early childhood through early adolescence: SES and psychosocial predictors.

    Science.gov (United States)

    Lane, Sean P; Bluestone, Cheryl; Burke, Christopher T

    2013-02-01

    This study examined the ways in which body mass index (BMI) percentile - an identified risk factor for overweight and cardiovascular disease in adulthood - develops from birth through early adolescence. In addition, we examined whether psychosocial factors, such as parenting style and maternal depression, mediated the link between socio-economic status (SES) and BMI growth. Design. Data were obtained from phases 1-3 of the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) - a longitudinal study that followed children from 10 communities in the United States from birth to age 11. We applied growth mixture models to identify distinct subtypes of BMI development. Within these models, we performed between- and within-class mediation analyses to examine whether SES predicted class membership or differences in development within each class via maternal depression and parenting styles. Results identified three prototypic trajectories of BMI percentile growth, elevated, steady increase, and stable. We found evidence for both between- and within-class mediation, suggesting multiple pathways by which SES can affect BMI development. These findings add to the research that suggests that being in a family with a low SES is associated with falling into patterns of development characterized by early and lasting increases in BMI relative to one's peers, and that this association is partly accounted for by maternal depression and parenting styles. What is already known? Past research has found evidence that patterns of childhood overweight are impacted by socioeconomic status through psychosocial factors like parenting and depression. This evidence is often limited to individual points in time where neglectful, permissive, and authoritarian parenting and higher levels of maternal depression are associated with higher levels of overweight status among children from infancy to adolescence. However, little

  16. Multilevel Analysis of Air Pollution and Early Childhood Neurobehavioral Development

    Directory of Open Access Journals (Sweden)

    Ching-Chun Lin

    2014-07-01

    Full Text Available To investigate the association between the ambient air pollution levels during the prenatal and postnatal stages and early childhood neurobehavioral development, our study recruited 533 mother-infant pairs from 11 towns in Taiwan. All study subjects were asked to complete childhood neurobehavioral development scales and questionnaires at 6 and 18 months. Air pollution, including particulate matter ≤10 μm (PM10, carbon monoxide (CO, sulfur dioxide (SO2, nitrogen dioxide (NO2, ozone (O3, and hydrocarbons, was measured at air quality monitoring stations in the towns where the subjects lived. Multilevel analyses were applied to assess the association between air pollution and childhood neurobehavioral development during pregnancy and when the children were 0 to 6 months, 7 to 12 months, and 13 to 18 months old. At 18 months, poor subclinical neurodevelopment in early childhood is associated with the average SO2 exposure of prenatal, during all trimesters of pregnancy and at postnatal ages up to 12 months (first trimester β = −0.083, se = 0.030; second and third trimester β = −0.114, se = 0.045; from birth to 12 months of age β = −0.091, se = 0.034. Furthermore, adverse gross motor below average scores at six months of age were associated with increased average non-methane hydrocarbon, (NMHC levels during the second and third trimesters (β = −8.742, se = 3.512. Low-level SO2 exposure prenatally and up to twelve months postnatal could cause adverse neurobehavioral effects at 18 months of age. Maternal NMHC exposure during the 2nd and 3rd trimesters of pregnancy would be also associated with poor gross motor development in their children at 6 months of age.

  17. Self-reported prenatal influenza vaccination and early childhood vaccine series completion.

    Science.gov (United States)

    Fuchs, Erika L

    2016-07-01

    No studies have examined associations between prenatal vaccination and childhood vaccination. Mothers who refuse influenza vaccinations during pregnancy report similar attitudes and beliefs to those who refuse vaccinations for their children. The objective of this study was to examine the association between self-reported prenatal influenza vaccination and early childhood vaccination. A retrospective cohort study was conducted with existing surveillance data from 4022 mothers who responded to the 2009-2011 Minnesota Pregnancy Risk Assessment Monitoring System survey and child vaccination records from the Minnesota Immunization Information Connection database. The childhood vaccine series outcome included the following vaccines: diphtheria, tetanus, and pertussis; poliovirus; measles, mumps, and rubella; Haemophilus influenzae type b (Hib); hepatitis B; varicella; and pneumococcal conjugate. To evaluate the association between self-reported prenatal influenza vaccination and early childhood vaccination, unadjusted and adjusted logistic regression was used to estimate log odds for childhood vaccination status, while margins post-estimation commands were used to obtain predicted probabilities and risk differences. Vaccine series completion was 10.86% higher (95% confidence interval (CI) 7.33%-14.40%, adjusted and weighted model) in children of mothers who had a prenatal influenza vaccine compared to those who did not. For individual vaccines in the recommended series, risk differences ranged from 7.83% (95% CI 5.37%, 10.30%) for the Hib vaccine to 10.06% (95% CI 7.29%, 12.83%) for the hepatitis B vaccine. Self-reported prenatal influenza vaccination was associated with increased early childhood vaccination. More research is needed to confirm these results and identify potential intervention strategies. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Why We Should Begin Early with ESD: The Role of Early Childhood Education

    Science.gov (United States)

    Pramling Samuelsson, Ingrid

    2011-01-01

    Only recently has Education for Sustainable Development (ESD) become a question for Early Childhood Education (ECE, including care). Since it is a new area of content in ECE, there are also many questions to sort out. Some people claim that young children should be sheltered from all the problems in the world, which is an understandable…

  19. Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

    Science.gov (United States)

    Kernan, Margaret; Devine, Dympna

    2010-01-01

    This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter-linkages drawn between constructions of a "good" childhood, and children's "need" for outdoor play, as well as the contradictions which arise around competing…

  20. Does Early Childhood Callous-Unemotional Behavior Uniquely Predict Behavior Problems or Callous-Unemotional Behavior in Late Childhood?

    Science.gov (United States)

    Waller, Rebecca; Dishion, Thomas J.; Shaw, Daniel S.; Gardner, Frances; Wilson, Melvin N.; Hyde, Luke W.

    2016-01-01

    Callous-unemotional (CU) behavior has been linked to behavior problems in children and adolescents. However, few studies have examined whether CU behavior in "early childhood" predicts behavior problems or CU behavior in "late childhood". This study examined whether indicators of CU behavior at ages 2-4 predicted aggression,…

  1. Testing a capacity-load model for hypertension: disentangling early and late growth effects on childhood blood pressure in a prospective birth cohort.

    Directory of Open Access Journals (Sweden)

    Carlos S Grijalva-Eternod

    Full Text Available In 2005, it was estimated that hypertension affected 26.4% of the adult population worldwide. By 2025, it is predicted that it will affect about 60% of adults, a total of 1.56 billion. Both pre- and postnatal growth patterns have been associated with later blood pressure (BP, but in contrasting directions. These inconsistent associations of growth during different developmental periods merit elucidation. We tested a theoretical model treating birth weight as a marker of homeostatic metabolic capacity, and childhood height, lean mass and fat mass as independent indices of metabolic load. We predicted that decreased capacity and increased load would be independently associated with increased BP.Data from the ALSPAC cohort on growth from birth to 7 years, and body composition by dual-energy X-ray absorptiometry and BP at 9 years, were analysed (n = 6579. Data were expressed as standard deviation scores (SDS or standardised regression residuals (SRR. BP was independently and positively associated with each of height, lean mass and fat mass. In a joint model systolic BP was positively associated with conditional weight velocity [males 0.40 (95%CI: 0.37-0.44 & females 0.44 (95%CI: 0.40-0.47 SDS/SRR], but not birth weight [0.00 (95%CI: -0.03-0.04 & 0.03 (95%CI: -0.01-0.07 SDS/SDS]. Adjusting for height, lean mass and fat mass, the association of systolic BP and conditional weight velocity attenuated [0.00(95%CI: -0.09-0.08 & -0.06(95%CI: -0.14-0.03 SDS/SRR], whereas that with birth weight became negative [-0.10 (95%CI: -0.14-0.06 & -0.09 (95%CI: -0.13-0.05 SDS/SDS]. Similar results were obtained for diastolic BP and pulse pressure.Consistent with our theoretical model, high metabolic load relative to metabolic capacity is associated with increased BP. Our data demonstrate the contribution of different growth and body composition components to BP variance, and clarify the developmental aetiology of hypertension.

  2. The value of early CT in complicated childhood pneumonia

    International Nuclear Information System (INIS)

    Tan Kendrick, A.P.; Ling, Ho; Subramaniam, Ramnath; Joseph, Vijeyakaran T.

    2002-01-01

    Objective. To investigate the value of CT in complicated childhood pneumonia and its role in early intervention when chest radiography (CXR) is non-contributory. Materials and methods. Forty-two immunocompetent children, aged 1-11 years, admitted for community-acquired pneumonia from October 1997 to September 1999, had 42 contrast-enhanced CT scans and frontal chest radiographs on the same day, which were assessed independently. CT was performed when the patient remained unwell and the CXR images showed failure of resolution despite 7-10 days of antibiotics and/or drainage with urokinase therapy. Results. Compared to CT, CXR revealed suboptimal accuracy rates of lobar involvement (84%), chest tube placement (73%), fluid loculation (42%), abscess formation (40%) and bronchopleural fistulae (33%). It could not assess parenchymal or pleural complications such as cavitary necrosis, early abscess formation, empyemas or pericardial effusions. On the basis of the CT findings and poor clinical progress, 16 patients underwent surgical intervention with the aid of video-assisted thorascopic surgery (VATS). The CT features correlated well with surgical findings. Ten cases required pleural decortication while six with destructive or necrotic lung lesions had surgical resection. Debridement was difficult when the pleura had become thick and fibrotic. Streptococcus pneumoniae was the offending organism in 81% of cases. The right side was affected in 67% of cases. Conclusions. In complicated childhood pneumonia, CT is far superior to CXR in revealing pleural and parenchymal complications, which may require early surgical intervention. (orig.)

  3. Sudden Unexpected Death in Fetal Life Through Early Childhood.

    Science.gov (United States)

    Goldstein, Richard D; Kinney, Hannah C; Willinger, Marian

    2016-06-01

    In March 2015, the Eunice Kennedy Shriver National Institute of Child Health and Human Development held a workshop entitled "Sudden Unexpected Death in Fetal Life Through Early Childhood: New Opportunities." Its objective was to advance efforts to understand and ultimately prevent sudden deaths in early life, by considering their pathogenesis as a potential continuum with some commonalities in biological origins or pathways. A second objective of this meeting was to highlight current issues surrounding the classification of sudden infant death syndrome (SIDS), and the implications of variations in the use of the term "SIDS" in forensic practice, and pediatric care and research. The proceedings reflected the most current knowledge and understanding of the origins and biology of vulnerability to sudden unexpected death, and its environmental triggers. Participants were encouraged to consider the application of new technologies and "omics" approaches to accelerate research. The major advances in delineating the intrinsic vulnerabilities to sudden death in early life have come from epidemiologic, neural, cardiac, metabolic, genetic, and physiologic research, with some commonalities among cases of unexplained stillbirth, SIDS, and sudden unexplained death in childhood observed. It was emphasized that investigations of sudden unexpected death are inconsistent, varying by jurisdiction, as are the education, certification practices, and experience of death certifiers. In addition, there is no practical consensus on the use of "SIDS" as a determination in cause of death. Major clinical, forensic, and scientific areas are identified for future research. Copyright © 2016 by the American Academy of Pediatrics.

  4. Familial aggregation of tonsillectomy in early childhood and adolescence

    Directory of Open Access Journals (Sweden)

    Bager P

    2018-01-01

    Full Text Available Peter Bager, Giulia Corn, Jan Wohlfahrt, Heather A Boyd, Bjarke Feenstra, Mads Melbye Department of Epidemiology Research, Statens Serum Institut, Copenhagen, Denmark Background: The tonsils are immunological gatekeepers against pathogens. Immunological response to tonsillitis may vary clinically from no enlargement of the tonsils to nearly obstructive conditions. In this investigation, we studied the familial aggregation of tonsillectomy, as an indicator of the extent to which tonsillar immune responses to infections might be genetically controlled. Methods: Data on kinship relations and vital status from the Danish Civil Registration System were used to establish a cohort of Danes with relatives born since 1977. Tonsillectomies in all hospitals and clinics from 1977 to 2013 were identified in national registers together with the indication for tonsillectomy. Rate ratios (RRs for tonsillectomy >1 year after tonsillectomy in specific types of relatives (first to fourth degree were estimated in Poisson regression models with adjustment for calendar period, sex, age, and total number of specified relatives. Results: A cohort of 2.4 million persons was followed for 44,100,697 million person-years (mean 18.4 years/person, and included 148,190 tonsillectomies. RRs of tonsillectomy were consistently higher when the relatedness and the number of tonsillectomized relatives were higher. RRs were similar in boys and girls, but were larger in early childhood. Additional analyses suggested that this relatively higher RR at younger ages was due to a larger influence of shared environment at younger ages, whereas the genetic influence was similar at all ages. Results were similar for tonsillectomies performed strictly due to tonsillitis. Conclusions: Genetic factors appear to predispose to severe tonsillitis underlying tonsillectomies, regardless of age and sex. Further studies are needed to understand how genes regulate the tonsils’ immune response

  5. Continuity of Care in Infancy and Early Childhood Health Outcomes.

    Science.gov (United States)

    Enlow, Elizabeth; Passarella, Molly; Lorch, Scott A

    2017-07-01

    Continuity of care is a key aspect of the patient-centered medical home and improves pediatric outcomes. Health care reform requires high-quality data to demonstrate its continued value. We hypothesized that increased provider continuity in infancy will reduce urgent health care use and increase receipt of preventive services in early childhood. Continuity, using the Usual Provider of Care measure, was calculated across all primary care encounters during the first year of life in a prospectively-constructed cohort of 17 773 infants receiving primary care from birth through 3 years at 30 clinics. Health care utilization and preventive care outcomes were measured from ages 1 to 3 years. Confounders, including chronic conditions, number of sick visits in the first year, socioeconomic status, and site, were addressed by using multivariable regression models incorporating a propensity score. Demographics associated with the lowest continuity quartile included white race (adjusted odds ratio [aOR] 1.43; 95% confidence interval [CI] 1.25-1.64), Medicaid insurance (aOR 1.41; 95% CI 1.23-1.61), and asthma (aOR 1.59; 95% CI 1.30-1.93). Lower continuity was associated with more ambulatory care-sensitive hospitalizations (adjusted incidence rate ratio 2.74; 95% CI 1.49-5.03), ambulatory sick visits (adjusted incidence rate ratio 1.08; 95% CI 1.05-1.11), and lower odds of lead screening (aOR 0.61; 95% CI 0.46-0.79). These associations were stronger for children with chronic conditions. Continuity measured during well visits was not associated with outcomes. Continuity may improve care quality and prevent high-cost health encounters, especially for children with chronic conditions. Novel solutions are needed to improve continuity in the medical home. Copyright © 2017 by the American Academy of Pediatrics.

  6. Influence of social environment on caries prevalence in early childhood

    Directory of Open Access Journals (Sweden)

    Tušek Ivan

    2011-01-01

    Full Text Available Introduction. Early childhood caries (ECC is a special form of caries that affects decideous teeth with rapid progression and numerous complications. Objective. The aim of the study was to define the prevalence of ECC in children of the South Bačka area, the importance of social environment for the prevalence and severity of ECC, and define the model for its prevention. Methods. The survey was the cross-sectional analytical study in the 10% sample of children, aged 13-64 months, different sex, social status and human environment. Severity and prevalence of ECC were assessed by dental check-ups. The epidemiological data were obtained by the interview of parents. The tests of significant statistical differences were performed by the analysis variance and χ2 (p<0.05 test, as well as interdependence of ECC and single characteristics that could be a predictor of the disease by the logistic regression. Results. The prevalence of ECC was 30.5%. The highest disease frequency was found in children of male sex (35.1%, out of kindergardens (54.2%, in the third and the next born child in the family (46.9% and in part-time employed mothers (47.2% who had only elementary education (59.3% and were poorly informed about oral health. The highest prevalence (47.1% of ECC was found in children whose parents had the lowest income per month. Type 1 of ECC was the most presented one (75.0%. Conclusion. The higher prevalence and more severe ECC were found in the third and the next born male child from rural environment.

  7. Childhood Sexual Abuse and Early Timing of Puberty.

    Science.gov (United States)

    Noll, Jennie G; Trickett, Penelope K; Long, Jeffrey D; Negriff, Sonya; Susman, Elizabeth J; Shalev, Idan; Li, Jacinda C; Putnam, Frank W

    2017-01-01

    The purpose was to examine whether the timing of puberty, indexed by breast development and pubic hair development, was earlier for sexually abused females compared with a matched comparison group of nonabused females, controlling for key alternative confounds. A cohort of sexually abused females and matched comparisons was followed longitudinally at mean ages 11 through 20 years. Sexually abused participants (N = 84) were referred by protective services. Comparison participants (N = 89) were recruited to be comparable in terms of age, ethnicity, income level, family constellation, zip codes, and nonsexual trauma histories. Stage of puberty was indexed at each assessment by nurse and participant ratings of breast and pubic hair development using Tanner staging-the gold standard for assessing pubertal onset and development. Cumulative logit mixed models were used to estimate the association between sexual abuse status and the likelihood of transitioning from earlier to later Tanner stage categories controlling for covariates and potential confounds. Sexual abuse was associated with earlier pubertal onset: 8 months earlier for breasts (odds ratio: 3.06, 95% CI: 1.11-8.49) and 12 months earlier for pubic hair (odds ratio: 3.49, 95% CI: 1.34-9.12). Alternative explanations including ethnicity, obesity, and biological father absence did not eradicate these findings. This study confirms an association between exposure to childhood sexual abuse and earlier pubertal onset. Results highlight the possibility that, due to this early onset, sexual abuse survivors may be at increased risk for psychosocial difficulties, menstrual and fertility problems, and even reproductive cancers due to prolonged exposure to sex hormones. Copyright © 2016. Published by Elsevier Inc.

  8. Critical perspectives on danish early childhood education and care

    DEFF Research Database (Denmark)

    Jensen, Anders Skriver; Broström, Stig; Hansen, Ole Henrik

    2010-01-01

    This paper discusses trends in contemporary Danish early childhood education and care (ECEC). Data are sourced from various policy documents, along with material from ongoing research projects in which the authors are involved. It is claimed that contemporary policy on Danish day care services has...... a tendency to emphasize narrow curriculum improvements and standardized testing. The democratic dimensions are still relatively strong, but at the moment these dimensions are interpreted within a skills-and-testing framework, which is leading to a situation where the political masquerades as the technical....

  9. Identification of Special Educational Needs for Early Childhood Inclusive Education in Ghana

    Science.gov (United States)

    Mensah, Florence Akua; Badu-Shayar, Jeremiah

    2016-01-01

    Early Childhood Education is a key element for the growth and development of every country. This paper, provides a summary of reviewing the impact of early childhood special educational assessment on children to be "at risk" of developing special educational needs. It was identified mainly that early identification of at-risk factors for…

  10. Preparing Early Childhood Educators for Global Education: The Implications of Prior Learning

    Science.gov (United States)

    Horsley, Mike W.; Bauer, Kathy Anne

    2010-01-01

    This paper outlines the increasing cultural diversity of Australia's education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered…

  11. Playing with Maths: Implications for Early Childhood Mathematics Teaching from an Implementation Study in Melbourne, Australia

    Science.gov (United States)

    Cohrssen, Caroline; Tayler, Collette; Cloney, Dan

    2015-01-01

    The Early Years Learning Framework for Australia governs early childhood education in the years before school in Australia. Since this framework is not a curriculum, early childhood educators report uncertainty regarding what mathematical concepts to teach and how to teach them. This implementation study, positioned within the broader E4Kids…

  12. Igniting the Policy Conversation: Bringing a Trauma-Informed Approach to Early Childhood System Building

    Science.gov (United States)

    Cohen, Julie; Oser, Cindy; Quigley, Kelsey

    2013-01-01

    The issue of early childhood trauma is becoming more prominent in early childhood policy discussions, driven by a growing recognition of the potentially devastating impacts of trauma and violence on infants, toddlers, and families. This article provides facts about the impacts of trauma and other adverse early experiences on child health and…

  13. YOU CAN TALK ABOUT HISTORY CRITICAL PEDAGOGY TO THINK EARLY CHILDHOOD EDUCATION?

    Directory of Open Access Journals (Sweden)

    Alessandra Arce

    2013-12-01

    Full Text Available This article is the result of the research work been carried on by the research group History of Education and Early Childhood Education at Federal University of São Carlos. The aim of this paper is to present possibilities and paths for the application of the principles of Pedagogia Histórico-Crítica for Early Childhood Education. Therefore we expect that this article generate discussions in order to improve methodologically and pedagogically our Early Childhood Education.

  14. Early loss of teeth after treatment for childhood leukemia

    International Nuclear Information System (INIS)

    Herrmann, T.; Doerr, W.; Lesche, A.; Lehmann, D.; Koy, S.

    2004-01-01

    Background: only few reports of effects of radiotherapy in childhood on the dental apparatus are available in the literature. The basis for early loss of teeth appears to be a reduction of the root surface area after radiation exposure. These effects in the periodontium are a consequence of combined radiochemotherapy usually applied for treatment of childhood neoplasia. Chemotherapy alone also results in changes of periodontal development. Case report: a 33-year-old patient is reported, who, at the age of 11 years, received high-dose chemotherapy and radiotherapy of neuroaxis and cranium for acute lymphatic leukemia with relapse. The patient consulted the Implant Section of the Department of Oral and Maxillofacial Surgery because of severe dental changes and tooth loss despite adequate dental care and oral hygiene. Radiation doses given to the superior maxilla and mandible at the age of 11 were estimated to be in the range of 8-25 Gy. Conclusion: intense, life-long dental care and follow-up of patients cured from malignant disease in childhood must hence be postulated in order to minimize dental treatment sequelae by supportive measures, but also to initiate timely adequate dental and prosthetic management. (orig.)

  15. Influences on Turkish Early Childhood Teachers' Science Teaching Practices and the Science Content Covered in the Early Years

    Science.gov (United States)

    Olgan, Refika

    2015-01-01

    The first rationale of the study was not only to determine the topics taught in Turkish early childhood settings but also to define the frequency and time allocation for teaching science (n?=?382). In the second phase, through semi-structured interview questions, the aim was to gain detailed information about Turkish early childhood teachers'…

  16. Advancing family health through the Garden of Eatin': on-site food gardens in early childhood education.

    Science.gov (United States)

    Chaufan, Claudia; Yeh, Jarmin; Sigal, Byron

    2015-04-01

    Nutritional practices develop over the life course. Developing healthy habits at an early age can contribute to combating increasing child obesity rates. Through a range of activities that rely on the presence of an on-site food garden, North Bay Children's Center (NBCC), an early childhood education program, has enacted a "culture of health" into all aspects of the curriculum to promote healthy eating practices among children, families, teachers and staff. NBCC's garden program serves as a model in early childhood education and as a community-based intervention to improve family health and prevent child obesity.

  17. Touch Screen Technology Adoption and Utilisation by Educators in Early Childhood Educational Institutions

    DEFF Research Database (Denmark)

    Plumb, Melinda; Kautz, Karlheinz; Tootell, Holly

    2013-01-01

    The adoption of information and communication technology (ICT) in early childhood educational settings, in particular touch screen technology such as interactive whiteboards and tablet computing devices has potential for use within early childhood educational institutions. We conducted a literature...... in regards to touch screen technology in early childhood, particularly from a process perspective, and suggest that further research is required to understand the interplay between individual actions and organisational structural influences. This will contribute to the development of an understanding...... that can support the successful implementation of touch screen technology within early childhood educational institutions....

  18. Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions

    Science.gov (United States)

    Ames, Patricia; Rojas, Vanessa; Portugal, Tamia

    2010-01-01

    This working paper is part of a series on early transitions from "Young Lives," a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores the diverse experiences of 28 children from four contrasting communities in Peru as they start school. These detailed case studies highlight common problems:…

  19. Increasing Choice or Inequality? Pathways through Early Education in Andhra Pradesh, India. Working Papers in Early Childhood Development, No. 58. Studies in Early Childhood Transitions

    Science.gov (United States)

    Streuli, Natalia; Vennam, Uma; Woodhead, Martin

    2011-01-01

    This working paper is part of the Studies in Early Transitions series emerging from "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores recent trends for children growing up in Andhra Pradesh, one of India's most populous states, based on Young Lives survey data collected for…

  20. The Longitudinal Association Between Early Childhood Obesity and Fathers' Involvement in Caregiving and Decision-Making.

    Science.gov (United States)

    Wong, Michelle S; Jones-Smith, Jessica C; Colantuoni, Elizabeth; Thorpe, Roland J; Bleich, Sara N; Chan, Kitty S

    2017-10-01

    Fathers have increased their involvement in child caregiving; however, their changing role in childhood obesity is understudied. This study assessed the longitudinal association between changes in obesity among children aged 2 to 4 years and changes in fathers' involvement with raising children. Longitudinal data from the Early Childhood Longitudinal Study-Birth Cohort were used to conduct child fixed-effects linear and logistic regression analyses to assess the association between changes in childhood obesity-related outcomes (sugar-sweetened beverage consumption, screen time, BMI z score, overweight/obesity, obesity) and fathers' involvement with raising children (caregiving and influencing child-related decisions). Fixed-effects models control for all time-invariant characteristics. Analyses were controlled for time-varying confounders, including child age, maternal and paternal employment, and family poverty status. Children whose fathers increased their frequency of taking children outside and involvement with physical childcare experienced a decrease in their odds of obesity from age 2 to age 4. Obesity-related outcomes were not associated with fathers' decision-making influence. Increases in fathers' involvement with some aspects of caregiving may be associated with lower odds of childhood obesity. Encouraging fathers to increase their involvement with raising children and including fathers in childhood obesity prevention efforts may help reduce obesity risk among young children. © 2017 The Obesity Society.

  1. Association of childhood abuse and prescription opioid use in early adulthood.

    Science.gov (United States)

    Austin, Anna E; Shanahan, Meghan E; Zvara, Bharathi J

    2018-01-01

    Previous research has examined the association of childhood abuse with opioid misuse and dependence in adulthood. However, little research has focused specifically on prescription opioids, and no studies have examined associations with prescription opioid use, a potential pathway to later opioid misuse and dependence. The aim of the present study was to examine the association of childhood emotional, physical, and sexual abuse with prescription opioid use in early adulthood. We used data from Waves I (12-18years) and IV (24-32years) of the National Longitudinal Study of Adolescent to Adult Health. At Wave IV, respondents reported experiences of childhood abuse occurring prior to age 18years and prescription opioid use in the last four weeks. We conducted multivariable logistic regression to examine associations of childhood abuse with recent prescription opioid use. In multivariable models adjusted for respondent sex, race/ethnicity, age, and socioeconomic status, childhood emotional abuse (OR=1.57, 95% CI 1.29, 1.90), physical abuse (OR=1.46, 95% CI 1.14, 1.87), and any childhood abuse (OR=1.51, 95% CI 1.24, 1.82) were significantly associated with recent prescription opioid use. Given continued increases in prescription opioid use and opioid-related morbidity and mortality in the U.S., understanding upstream social and environmental factors associated with prescription opioid use is important to strengthening and expanding current prevention and intervention strategies. Future research is needed to examine factors potentially mediating the association between childhood abuse and prescription opioid use in order to provide additional insights for prevention and intervention efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Impact of Vitamin D on development of early childhood caries

    International Nuclear Information System (INIS)

    Ali, N.; Rahim, A.; Ali, S.; Iqbal, M.H.

    2017-01-01

    To compare the levels of vitamin D in children with early childhood caries and children with healthy sound dentition. Study Design: Cross sectional study. Place and Duration of study: The study was conducted at Islamic International Medical College from September 2015 to March 2016. Material and Methods: Eighty children, between 2-8 years of age, were recruited after fulfilling a questionnaire from their parents or caregiver. The sample population was divided into two groups. Group 1 consisted of children suffering from dental caries and was comprised of 60 patients. Group 2 consisted of children with sound healthy teeth and was comprised of 20 children. Questions assessing ch s socioeconomic background, dietary habits particularly frequency of sweet and milk intake, outdoor activity and dental hygiene related behavior were included. The diagnosis of childhood caries was based on oral health diagnostic criteria defined by World Health Organization (WHO). Overall total caries score (decayed missing filled teeth index) was obtained. Levels of 25-hydroxyvitamin D (25(OH) D) was measured from serum samples of the children participating in this study using enzyme linked immunosorbent assay (ELISA). Correlation analysis was done with Pearson correlation and t-test was applied. Results: Results have established association of Vitamin D levels in children with early childhood caries. Pearson correlation and t-test have revealed that total decayed, missing, filled primary teeth (dmft) caries score was also associated with 25(OH) D concentrations less than 30ng/ml, decreased oral hygiene, lower monthly income, increased sugar consumption, decreased milk intake and decrease outdoor activities. This cross-sectional study showed that carries and lower serum vitamin D are closely related with each other. Conclusion: Data from this cross-sectional study showed that dental caries and lower serum vitamin D were closely related. Improving children's vitamins D status may be an

  3. Intrauterine and genetic factors in early childhood sensitization

    DEFF Research Database (Denmark)

    Bønnelykke, Klaus

    2010-01-01

    predictive value of elevated cord blood IgE found in recent studies. Future studies should control for materno-fetal transfer of IgE or preferably use other markers of atopy. Variation in the gene coding for the skin barrier protein filaggrin (FLG) is the strongest known genetic risk factor for eczema. FLG......The allergy-associated (atopic) diseases; asthma, eczema and rhinoconjunctivitis, are the most common chronic diseases in childhood. A large number of environmental and genetic risk factors have been suggested, but still our understanding of the underlying disease mechanisms and etiologies...... of opportunity” for prevention. The aim of this thesis was to increase the understanding of sensitization in early life. We studied indicators of sensitization in the newborn, and early development of sensitization and disease associated with a newly discovered genetic risk factor. Such insight may increase our...

  4. BCG vaccination at birth and early childhood hospitalization

    DEFF Research Database (Denmark)

    Stensballe, Lone Graff; Sørup, Signe; Aaby, Peter

    2017-01-01

    BACKGROUND: The BCG vaccine is administered to protect against tuberculosis, but studies suggest there may also be non-specific beneficial effects upon the infant immune system, reducing early non-targeted infections and atopic diseases. The present randomised trial tested the hypothesis that BCG...... vaccination at birth would reduce early childhood hospitalisation in Denmark, a high-income setting. METHODS: Pregnant women planning to give birth at three Danish hospitals were invited to participate. After parental consent, newborn children were allocated to BCG or no intervention within 7 days of age.......94). The effect was also similar in the two sexes and across study sites. The results were essentially identical in the per-protocol analysis and after adjustment for baseline characteristics. CONCLUSIONS: BCG vaccination at birth did not reduce the risk of hospitalisation for somatic acquired disease until 15...

  5. Heralding the authoritarian? Orientation toward authority in early childhood.

    Science.gov (United States)

    Reifen Tagar, Michal; Federico, Christopher M; Lyons, Kristen E; Ludeke, Steven; Koenig, Melissa A

    2014-04-01

    In the research reported here, we examined whether individual differences in authoritarianism have expressions in early childhood. We expected that young children would be more responsive to cues of deviance and status to the extent that their parents endorsed authoritarian values. Using a sample of 43 preschoolers and their parents, we found support for both expectations. Children of parents high in authoritarianism trusted adults who adhered to convention (vs. adults who did not) more than did children of parents low in authoritarianism. Furthermore, compared with children of parents low in authoritarianism, children of parents high in authoritarianism gave greater weight to a status-based "adult = reliable" heuristic in trusting an ambiguously conventional adult. Findings were consistent using two different measures of parents' authoritarian values. These findings demonstrate that children's trust-related behaviors vary reliably with their parents' orientations toward authority and convention, and suggest that individual differences in authoritarianism express themselves well before early adulthood.

  6. Relationship between creativity and laterality in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Rocío BERENGUER SÁNCHEZ

    2016-12-01

    Full Text Available In primary education is essential to know and develop methodologies using the development of creativity and laterality in the process of teaching and learning in our student. It is an ideal place to study the relationship between these variables period. As we understand creativity as an integral part of all the languages in which student in early childhood education (verbal and written language, plastic body… are expressed, for all languages represent a creative process, a way to communicate with others, either verbal or written form, plastic. All these forms of communication is also related to another concept as laterality. It is essential to identify and examine the importance of laterality and dominations in kindergarten because all these processes are required before accessing other languages such as literacy. The objective of this study is to describe the relationship between creativity and laterality in Early Childhood Education. This has been evaluated 60 children in the second cycle of Infant Education and creativity variables defined and undefined laterality. In the development of this research test Torrance Creative Thinking (1974 of figurative expression and the test of laterality of the neuropsychological test (2011 it was applied. The results show that most of the student have defined laterality with 75%. These student earn higher average scores on each component of creativity, the group with undefined laterality and more creativity than the group with undefined laterality.

  7. Punishment Insensitivity in Early Childhood: A Developmental, Dimensional Approach.

    Science.gov (United States)

    Nichols, Sara R; Briggs-Gowan, Margaret J; Estabrook, Ryne; Burns, James L; Kestler, Jacqueline; Berman, Grace; Henry, David B; Wakschlag, Lauren S

    2015-08-01

    Impairment in learning from punishment ("punishment insensitivity") is an established feature of severe antisocial behavior in adults and youth but it has not been well studied as a developmental phenomenon. In early childhood, differentiating a normal: abnormal spectrum of punishment insensitivity is key for distinguishing normative misbehavior from atypical manifestations. This study employed a novel measure, the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB), to examine the distribution, dimensionality, and external validity of punishment insensitivity in a large, demographically diverse community sample of preschoolers (3-5 years) recruited from pediatric clinics (N = 1,855). Caregivers completed surveys from which a seven-item Punishment Insensitivity scale was derived. Findings indicated that Punishment Insensitivity behaviors are relatively common in young children, with at least 50 % of preschoolers exhibiting them sometimes. Item response theory analyses revealed a Punishment Insensitivity spectrum. Items varied along a severity continuum: most items needed to occur "Often" in order to be severe and behaviors that were qualitatively atypical or intense were more severe. Although there were item-level differences across sociodemographic groups, these were small. Construct, convergent, and divergent validity were demonstrated via association to low concern for others and noncompliance, motivational regulation, and a disruptive family context. Incremental clinical utility was demonstrated in relation to impairment. Early childhood punishment insensitivity varies along a severity continuum and is atypical when it predominates. Implications for understanding the phenomenology of emergent disruptive behavior are discussed.

  8. Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation

    Science.gov (United States)

    Yoon, Jiyoon; Martin, Leisa A.

    2017-08-01

    Previous research studies in early childhood teacher education have indicated that teacher candidates are not adequately prepared to demonstrate the knowledge and skills needed to teach science to all children including culturally and linguistically diverse students. To address this issue, the researchers provided 31 early childhood teacher candidates with instructions through a culturally responsive science education curriculum that integrates American and Korean science curriculum corresponding to the American and Korean standards for teacher education. The results showed a statistically significant increase in their Personal Science Teaching Efficacy (PSTE). In addition, the teacher candidates were able to create a multicultural/diverse lesson in the developing and proficiency levels based on Ambrosio's lesson matrix. This study provides teacher candidates' knowledge as well as an additional resource for developing their self-efficacy and understanding the role of multicultural/diverse lesson planning for science instruction. Also, teacher candidates could be better prepared by understanding how other countries approach science education and integrating this knowledge to enrich their own science instruction.

  9. Early Childhood Caries (ECC): what's in a name?

    Science.gov (United States)

    De Grauwe, A; Aps, J K; Martens, L C

    2004-06-01

    It is evident from the number of published scientific papers on Early Childhood Caries (ECC) that interest in this problem has grown in recent years. Many authors have been trying to devise a clear definition or classification for ECC. The aim of this review was to inventory the prevalence of ECC and to seek a consensus regarding definition and diagnosis. Further attention was paid to the aetiological factors including the role of microrganisms. Finally, education, parenting and treatment procedures were discussed. For this review, epidemiological studies on caries prevalence in children aged between 0 and 36 months were compiled through a systematic approach using Medline. This clearly showed that ECC continues to be a serious public health problem and that there is a great variety of definitions and diagnoses used worldwide, reflected in the prevalence data. This review confirms the multicausal aetiology and the need for further research. The authors strongly support the recommendations formulated at the workshop in Bethesda 1999, and the policy statements by the AAPD. More efforts should be made to reach the high risk groups within populations, in order to reduce the prevalence of ECC and S-ECC (Severe Early Childhood Caries) and consequently to ameliorate the quality of life of these children. Long-term intervention studies are required for the evaluation of these efforts.

  10. [Dental caries and early childhood development: a pilot study].

    Science.gov (United States)

    Núñez, F Loreto; Sanz, B Javier; Mejía, L Gloria

    2015-01-01

    To investigate the association between dental caries and early childhood development in 3-year-olds from Talca, Chile. A pilot study with a convenience sample of 3-year-olds from Talca (n = 39) who attend public healthcare centers. Child development was measured by the Psychomotor Development Index (PDI), a screening tool used nationally among pre-school children to assess language development, fine motor skills and coordination areas. Dental caries prevalence was evaluated by decayed, missing, filled teeth (DFMT) and decayed, missing, filled tooth surfaces (DFMS) ceo-d and ceo-s indexes. The children were divided into two groups according to the PDIscore: those with a score of 40 or more were considered developmentally normal (n = 32), and those with a score below 40 were considered as having impaired development (n = 7). The severity of caries (DMFT) was negatively correlated with PDI (r = -0.82), and children with the lowest TEPSI score had the highest DFMT values. The average DMFT in children with normal development was 1.31, and 3.57 for those with impaired development. This pilot study indicates that the severity of dental caries is correlated with early childhood development. Copyright © 2015. Publicado por Elsevier España, S.L.U.

  11. Early Childhood Interventions and Outcomes (summarised in CASEreport 5, "Persistent Poverty and Lifetime Inequality")

    OpenAIRE

    Jane Waldfogel

    1999-01-01

    Recent advances in brain research have provided new evidence that early experience matters and have greatly increased interest in the effects of early childhood interventions on outcomes for children. This paper reviews what is now known about the potential benefits and potential ill effects of early childhood interventions, with particular attention to evidence from the Rand study of early interventions, recent studies of the Head Start programme, and the NICHD study of early child care. The...

  12. Constructs of Childhood: Enduring or Open to Change? Early Years Students' Reflections on First Hand Experiences of Childhood and Early Years Education in a Different Country and Culture

    Science.gov (United States)

    McGillivray, Gill

    2009-01-01

    It can be argued that globalisation brings change for children and their families in the guise of increased poverty and inequality; for example, for the world's poorest populations and communities. Students undertaking Early Childhood Studies degrees in the United Kingdom are likely to encounter modules with a focus on childhood in a variety of…

  13. Early childhood risk factors for constipation and soiling at school age: an observational cohort study

    Science.gov (United States)

    Grzeda, Mariusz; Tappin, David; von Gontard, Alexander; Joinson, Carol

    2018-01-01

    Objective Constipation and soiling are common in childhood. This study examines the comorbidity between childhood constipation and soiling and early childhood risk factors for these problems. Design The sample comprised 8435 participants from the Avon Longitudinal Study of Parents and Children with maternally reported measures of constipation (six time points between 4 and 10 years) and soiling (five time points between 4 and 9 years). We used latent class analysis to extract longitudinal patterns of constipation and soiling. We examined whether the latent classes are differentially associated with maternally reported risk factors in early childhood (stool consistency, breast feeding, socioeconomic background, gestation, birth weight, developmental level and age at initiation of toilet training) using multinomial logistic regression models. Results We extracted four latent classes: ‘normative’ (74.5%: very low probability of constipation or soiling), ‘constipation alone’ (13.2%), ‘soiling alone’ (7.5%) and ‘constipation with soiling’ (4.8%). Hard stools at 2½ years were associated with increased odds of constipation alone. Developmental delay at 18 months was associated soiling alone and constipation with soiling, but not constipation alone. We found limited evidence of associations with socioeconomic background and no evidence of associations with age at initiation of toilet training, breast feeding, gestational age or birth weight. Conclusion Constipation alone was the most prevalent pattern in this cohort. Treatment for hard stools in early childhood is needed to prevent chronic constipation at school age. Constipation with soiling was less common than soiling alone. Further research is needed into the causes of non-retentive soiling. PMID:29637194

  14. Transactional Analysis of the Reciprocal Links between Peer Experiences and Academic Achievement from Middle Childhood to Early Adolescence

    Science.gov (United States)

    Veronneau, Marie-Helene; Vitaro, Frank; Brendgen, Mara; Dishion, Thomas J.; Tremblay, Richard E.

    2010-01-01

    This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French…

  15. Relationships between Parental Negativity and Childhood Antisocial Behavior over Time: A Bidirectional Effects Model in a Longitudinal Genetically Informative Design

    Science.gov (United States)

    Larsson, Henrik; Viding, Essi; Rijsdijk, Fruhling V.; Plomin, Robert

    2008-01-01

    This study examined the direction and etiology underlying the relationships between parental negativity and early childhood antisocial behavior using a bidirectional effects model in a longitudinal genetically informative design. We analyzed parent reports of parental negativity and early childhood antisocial behavior in 6,230 pairs of twins at 4…

  16. Perinatal Programming of Childhood Asthma: Early Fetal Size, Growth Trajectory during Infancy, and Childhood Asthma Outcomes

    Directory of Open Access Journals (Sweden)

    Steve Turner

    2012-01-01

    Full Text Available The “fetal origins hypothesis” or concept of “developmental programming” suggests that faltering fetal growth and subsequent catch-up growth are implicated in the aetiology of cardiovascular disease. Associations between reduced birth weight, rapid postnatal weight gain, and asthma suggest that there are fetal origins to respiratory disease. The present paper first summarises the literature relating birth weight and post natal growth trajectories to asthma outcomes. Second, issues regarding the interpretation of antenatal fetal ultrasound measurements are discussed. Finally, recent reports linking antenatal measurement and growth trajectory to early childhood asthma outcomes are discussed. Understanding the nature and timing of factors which influence antenatal growth may give important insight into the antecedents of early-onset asthma with implications for interventions.

  17. Perinatal programming of childhood asthma: early fetal size, growth trajectory during infancy, and childhood asthma outcomes.

    Science.gov (United States)

    Turner, Steve

    2012-01-01

    The "fetal origins hypothesis" or concept of "developmental programming" suggests that faltering fetal growth and subsequent catch-up growth are implicated in the aetiology of cardiovascular disease. Associations between reduced birth weight, rapid postnatal weight gain, and asthma suggest that there are fetal origins to respiratory disease. The present paper first summarises the literature relating birth weight and post natal growth trajectories to asthma outcomes. Second, issues regarding the interpretation of antenatal fetal ultrasound measurements are discussed. Finally, recent reports linking antenatal measurement and growth trajectory to early childhood asthma outcomes are discussed. Understanding the nature and timing of factors which influence antenatal growth may give important insight into the antecedents of early-onset asthma with implications for interventions.

  18. Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood

    Directory of Open Access Journals (Sweden)

    Fitzpatrick Caroline

    2012-07-01

    Full Text Available Abstract Background The relationship between early childhood television viewing and physical fitness in school age children has not been extensively studied using objective outcome measures. Methods Using a sample of 1314 children from the Québec Longitudinal Study of Child Development, we examine the association between parental reports of weekly hours of television viewing, assessed at 29 and 53 months of age, and direct measures of second grade muscular fitness using performances on the standing long jump test (SLJ and fourth grade waist circumference. Results Controlling for many potentially confounding child and family variables, each hour per week of television watched at 29 months corresponded to a .361 cm decrease in SLJ, 95% CI between -.576 and -.145. A one hour increase in average weekly television exposure from 29 to 53 months was associated with a further .285 cm reduction in SLJ test performance, 95% CI between -.436 and -.134 cm and corresponded to a .047 cm increase in waistline circumference, 95% CI between .001 and .094 cm. Interpretation Watching television excessively in early childhood, may eventually compromise muscular fitness and waist circumference in children as they approach pubertal age.

  19. Responsiveness and sensitivity of the Early Childhood Oral Health Impact Scale to primary dental care for early childhood caries.

    Science.gov (United States)

    Arrow, Peter

    2016-02-01

    This study examined the responsiveness of the Early Childhood Oral Health Impact Scale (ECOHIS) to dental treatment of early childhood caries (ECC) in a primary dental care setting. Parents of children participating in a randomized controlled trial completed the ECOHIS at baseline and follow-up, and rated the global oral health transition of their child at follow-up ('worsened', 'no change', 'improved'). Change scores were calculated and longitudinal construct validity assessed by examining the association between change scores and global oral health transition groups. ECOHIS changes from baseline to follow-up within global transition groups were also evaluated. Effect sizes, minimally important difference, and Guyatt's responsiveness index were calculated to examine the scale's sensitivity and responsiveness. After 11.3 months, complete questionnaire data were available for 189 participants; 59% reported 'improved' oral health. The follow-up scores were significantly lower in the child psychology, parental distress and family impact section, P health. The responsiveness of the ECOHIS to the treatment of ECC in primary dental care settings was modest, and its use to measure treatment effects in primary care settings requires further investigations. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  20. Surgical management of cortical dysplasia in infancy and early childhood.

    Science.gov (United States)

    Otsuki, Taisuke; Honda, Ryoko; Takahashi, Akio; Kaido, Takanobu; Kaneko, Yu; Nakai, Tetsuji; Saito, Yuko; Itoh, Masayuki; Nakagawa, Eiji; Sugai, Kenji; Sasaki, Masayuki

    2013-09-01

    To describe operative procedures, seizure control and complications of surgery for cortical dysplasia (CD) causing intractable epilepsy in infancy and early childhood. Fifty-six consecutive children (less than 6years old) underwent resective epilepsy surgery for CD from December 2000 to August 2011. Age at surgery ranged from 2 to 69months (mean 23months) and the follow-up was from 1 to 11years (mean 4years 4months). Half of the children underwent surgery during infancy at an age less than 10months, and the majority (80%) of these infants needed extensive surgical procedures, such as hemispherotomy and multi-lobar disconnection. Seizure free (ILAE class 1) outcome was obtained in 66% of the cases (class 1a; 55%): 85% with focal resection (n=13), 50% with lobar resection (n=18), 71% with multilobar disconnection (n=7) and 67% with hemispherotomy (n=18). Peri-ventricular and insular structures were resected in 23% of focal and 61% of lobar resections. Repeated surgery was performed in 9 children and 5 (56%) became seizure free. Histological subtypes included hemimegalencephaly (16 patients), polymicrogyria (5 patients), and FCD type I (6 patients), type IIA (19 patients), type IIB (10 patients). Polymicrogyria had the worst seizure outcome compared to other pathologies. Surgical complications included 1 post-operative hydrocephalus, 1 chronic subdural hematoma, 2 intracranial cysts, and 1 case of meningitis. No mortality or severe morbidities occurred. Early surgical intervention in children with CD and intractable seizures in infancy and early childhood can yield favorable seizure outcome without mortality or severe morbidities although younger children often need extensive surgical procedures. Copyright © 2013 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  1. Topical Review: Negative Behavioral and Cognitive Outcomes Following Traumatic Brain Injury in Early Childhood

    OpenAIRE

    Garcia, Dainelys; Hungerford, Gabriela M.; Bagner, Daniel M.

    2014-01-01

    Objective To summarize recent research on negative behavioral and cognitive outcomes following early childhood traumatic brain injury (TBI). Methods Topical review of the literature published since the year 2000 examining behavioral and cognitive difficulties following TBI in early childhood. Results Research findings from the reviewed studies demonstrate a variety of negative behavioral and cognitive outcomes following TBI in childhood, particularly for children

  2. Effects of domestic violence on perinatal and early-childhood mortality: evidence from north India.

    Science.gov (United States)

    Ahmed, Saifuddin; Koenig, Michael A; Stephenson, Rob

    2006-08-01

    We examined the effect of physical violence during pregnancy on perinatal and early-childhood mortality. We estimated the prevalence of domestic violence during pregnancy among a population-based sample of 2199 women in Uttar Pradesh, India. We used a survival regression model to examine the risks for perinatal, neonatal, postneonatal, and early-childhood (aged 1-3 years) mortality by mother's exposure to domestic violence, after we controlled for other sociodemographic and maternal health behavior risk factors. Eighteen percent of the women in our study experienced domestic violence during their last pregnancy. After we adjusted for other risk factors, births among mothers who had experienced domestic violence had risks for perinatal and neonatal mortality that were 2.59 (95% confidence interval [CI]=1.35, 4.95) and 2.37 (95% CI=1.21, 4.62) times higher, respectively, than births among mothers who had not experienced violence. We found no significant associations between domestic violence and either postneonatal or early-childhood mortality. Domestic violence is a significant risk factor for perinatal and neonatal mortality.

  3. Humanistic Approach to Early Childhood Education in the Educational Philosophy of Rudolf Steiner

    Directory of Open Access Journals (Sweden)

    Dragana Pavlovic

    2017-09-01

    Full Text Available The unassailable empirical fact that Waldorf education has existed, endured and evolved for almost a century. It provides one with a legitimate propensity to engage and research into humanistic aspects of early childhood education in Steiner’s philosophical and pedagogical inclinations. In that respect, the first development cycle, which refers to the education of children in early years of development, represents the foundation of any further growth, as well as of structuring a healthy qualitatively-voluntaristic personality aspect. The essential feature of early childhood can be observed in a complex interplay of a myriad of holistic and integrative elements of a child’s sensitive nature during this period. The paper aims to provide humanistic insights into Steiner’s pedagogical oeuvre that, as a methodological basis, reflects in a rather explicit and applicable manner the necessity of a pedagogical conception of the uniqueness of childhood and children, whose forces ought to be preserved. It is concluded that a genuine global social renaissance, starting from a given present as a relative uncertainty towards a better future as a possible certainty, i.e. towards the humanised and humanistic, is possible only if education is understood as a true social power with reformed and revalued educational system. Steiner perceived exciting prospects for human beings in the absolute freedom that is inherent in every human being as a spiritual power, so in early childhood years it is necessary to model temporal and spatial circumstances which support and generate a child’s practice as a sensitive organ of a complex field of interactive exchange.

  4. Early Childhood Mental Health Consultation: Results of a Statewide Random-Controlled Evaluation.

    Science.gov (United States)

    Gilliam, Walter S; Maupin, Angela N; Reyes, Chin R

    2016-09-01

    Despite recent federal recommendations calling for increased funding for early childhood mental health consultation (ECMHC) as a means to decrease preschool expulsions, no randomized-controlled evaluations of this form of intervention have been reported in the scientific literature. This study is the first attempt to isolate the effects of ECMHC for enhancing classroom quality, decreasing teacher-rated behavior problems, and decreasing the likelihood of expulsion in targeted children in early childhood classrooms. The sample consisted of 176 target children (3-4 years old) and 88 preschool classrooms and teachers randomly assigned to receive ECMHC through Connecticut's statewide Early Childhood Consultation Partnership (ECCP) or waitlist control treatment. Before randomization, teachers selected 2 target children in each classroom whose behaviors most prompted the request for ECCP. Evaluation measurements were collected before and after treatment, and child behavior and social skills and overall quality of the childcare environment were assessed. Hierarchical linear modeling was used to evaluate the effectiveness of ECCP and to account for the nested structure of the study design. Children who received ECCP had significantly lower ratings of hyperactivity, restlessness, externalizing behaviors, problem behaviors, and total problems compared with children in the control group even after controlling for gender and pretest scores. No effects were found on likelihood of expulsion and quality of childcare environment. ECCP resulted in significant decreases across several domains of teacher-rated externalizing and problem behaviors and is a viable and potentially cost-effective means for infusing mental health services into early childhood settings. Clinical and policy implications for ECMHC are discussed. Copyright © 2016 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  5. Systems Advocacy in the Professional Practice of Early Childhood Teachers: From the Antithetical to the Ethical

    Science.gov (United States)

    Fenech, Marianne; Lotz, Mianna

    2018-01-01

    Dominant constructions of professionalism in early childhood education can diminish early childhood teachers' and educators' undertaking of advocacy at the systems or political level. In this paper, we propose an ethically grounded construction of professionalism that provides space for professional practice to move beyond the classroom and into…

  6. Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers

    Science.gov (United States)

    Kim, Jinhee

    2013-01-01

    This study investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program. Thirteen early childhood preservice teachers were actively involved in class discussion, reading, doing class assignments, and visiting homeless shelters as community-based field experience. They were asked to…

  7. Early Childhood Educators and the FIS Grant Program: An Interview with Naomi Karp.

    Science.gov (United States)

    ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.

    Naomi Karp is the Director of the National Institute on Early Childhood Development and Education (ECI) in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education. This interview concerns funding for early childhood education research through OERI's Field-Initiated Studies (FIS) Grant Program. Questions…

  8. Replication and Extension of the Early Childhood Friendship Project: Effects on Physical and Relational Bullying

    Science.gov (United States)

    Ostrov, Jamie M.; Godleski, Stephanie A.; Kamper-DeMarco, Kimberly E.; Blakely-McClure, Sarah J.; Celenza, Lauren

    2015-01-01

    A replication of a preventive early childhood intervention study for reducing relational and physical aggression and peer victimization was conducted (Ostrov et al., 2009). The present study expanded on the original 6-week program, and the revised Early Childhood Friendship Project (ECFP) 8-week program consisted of developmentally appropriate…

  9. Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

    Science.gov (United States)

    Ololube, Nwachukwu Prince; Briggs, Teinye; Kpolovie, Peter James; Ezindu, Salome Uwaoma

    2010-01-01

    This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education…

  10. Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education

    Science.gov (United States)

    Cutter-Mackenzie, Amy; Edwards, Suzy

    2014-01-01

    In recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to…

  11. Constructions of Social Inclusion within Australian Early Childhood Education and Care Policy Documents

    Science.gov (United States)

    Wong, Sandie; Turner, Kay

    2014-01-01

    Social inclusion discourses have been powerful in informing early childhood policy contexts, both internationally and in Australia (the context of the current study) for the past decade or so. But little research has examined the productive aspects of social inclusion discourses particularly within early childhood education and care (ECEC) policy…

  12. Enhancing Research and Practice in Early Childhood through Formative and Design Experiments

    Science.gov (United States)

    Bradley, Barbara A.; Reinking, David

    2011-01-01

    This article describes formative and design experiments and how they can advance research and instructional practices in early childhood education. We argue that this relatively new approach to education research closes the gap between research and practice, and it addresses limitations that have been identified in early childhood research. We…

  13. Perceptions and Attitudes of Early Childhood Teachers in Korea about Education for Sustainable Development

    Science.gov (United States)

    Park, Eunhye; Kim, Heejin; Yu, Sunyoung

    2016-01-01

    This study investigates the perceptions and attitudes of Korean early childhood teachers about education for sustainable development (ESD). A total of 301 Korean early childhood teachers participated in a survey which was purposefully developed for this research. The survey focused on three areas of interest: understanding of concepts about…

  14. How Do They Manage?: A Review of the Research on Leadership in Early Childhood

    Science.gov (United States)

    Muijs, Daniel; Aubrey, Carol; Harris, Alma; Briggs, Mary

    2004-01-01

    This article presents the findings from a review of literature on leadership in early childhood (EC). It identifies a paucity of research, despite a high potential for leadership activity in the early childhood field. It concludes that there is a clear need to identify what effective leadership practice is in terms of processes and outcomes within…

  15. Dividing the Labor: Indonesia's Government/Private Early Childhood Education System.

    Science.gov (United States)

    Thomas, R. Murray

    1988-01-01

    Describes the history of early childhood education in Indonesia. Also discusses (1) the extent of the nation's present formal preschool education system; (2) the cooperative private and government early childhood education effort; and (3) the goals set by the private and government coalition for preschool education in the 1990s. (RJC)

  16. Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

    Science.gov (United States)

    Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

    2016-01-01

    This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

  17. The Examination of Teacher Stress among Turkish Early Childhood Education Teachers

    Science.gov (United States)

    Erdiller, Z. B.; Dogan, Ö.

    2015-01-01

    The purpose of this study is to examine the level of teacher stress experienced by Turkish early childhood education teachers working in public and private preschools serving children from three to six years of age. The participants of the study include 1119 early childhood education teachers gathered through simple random sampling. The data are…

  18. The Quality of Early Childhood Educators: Children's Interaction in Greek Child Care Centers

    Science.gov (United States)

    Rentzou, Konstantina; Sakellariou, Maria

    2011-01-01

    Though quality in early childhood education and care has attracted last decades enormous research interest there is still not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child ratio and early childhood educators' level of education, as important indices of quality.…

  19. TESOL and Early Childhood Collaborative Inquiry: Joining Forces and Crossing Boundaries

    Science.gov (United States)

    Baecher, Laura; Jewkes, Abigail M.

    2014-01-01

    Preparing early childhood educators to support effective instruction of English language learners (ELLs) is an important dimension of teacher preparation programs, yet often difficult to enact. This article reports on a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL)…

  20. Progress in Early Childhood Caries and Opportunities in Research, Policy, and Clinical Management

    DEFF Research Database (Denmark)

    Garcia, Raul; Borrelli, Belinda; Dhar, Vineet

    2015-01-01

    The 2014 Early Childhood Caries Conference encompassed evidence-based reviews on the state of the science regarding early childhood carries (ECC) epidemiology, etiology, prevention, and disease management. The purpose of this paper was to discuss the work presented at the conference and identify ...

  1. Canadian Early Childhood Educators' Perceptions of Young Children's Gender-Role Play and Cultural Identity

    Science.gov (United States)

    Servos, Jennifer E.; Dewar, Brandy A.; Bosacki, Sandra L.; Coplan, Robert J.

    2016-01-01

    This article investigates early childhood educators' perceptions of children's gender-role play and the impact their cultural background plays in their gender identity and play behaviors. Through qualitative in-depth interviews, early childhood educators in Canada (n = 40) were asked questions relating to their experiences with children from…

  2. Healthy Children, Healthy Lives: The Wellness Guide for Early Childhood Programs

    Science.gov (United States)

    Bergen, Sharon; Robertson, Rachel

    2013-01-01

    Early childhood is a critical time in human development. Understanding and supporting children's wellness early on can make the greatest impact on physical, social and emotional, and cognitive health throughout childhood and adulthood. "Healthy Children, Healthy Lives" provides a comprehensive collection of checklists and research ­based…

  3. Exploring Educators' Perspectives: How Does Learning through "Happiness" Promote Quality Early Childhood Education?

    Science.gov (United States)

    Ikegami, Kiiko; Agbenyega, Joseph Seyram

    2014-01-01

    The quality of early childhood education has dominated current debates in the ways educators develop and implement learning programs for children yet conceptions of quality vary contextually and culturally. This qualitative case study explored the insider perspectives of six early childhood educators in Sapporo, Japan regarding their conceptions…

  4. Parental Demand, Choice and Access to Early Childhood Education in Tanzania

    Science.gov (United States)

    Mtahabwa, Lyabwene

    2011-01-01

    This study examined parental demand for early childhood education (ECE) in relation to choice and access to early childhood programmes in Tanzania. Extensive analyses of both Government and privately written documents over the past decade were used to determine parental demand, choice and access to ECE. The literature revealed that although…

  5. Literacy Outcomes of Children with Early Childhood Speech Sound Disorders: Impact of Endophenotypes

    Science.gov (United States)

    Lewis, Barbara A.; Avrich, Allison A.; Freebairn, Lisa A.; Hansen, Amy J.; Sucheston, Lara E.; Kuo, Iris; Taylor, H. Gerry; Iyengar, Sudha K.; Stein, Catherine M.

    2011-01-01

    Purpose: To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Method: Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years).…

  6. Poverty and Behavior Problems during Early Childhood: The Mediating Role of Maternal Depression Symptoms and Parenting

    Science.gov (United States)

    Mazza, Julia Rachel; Pingault, Jean-Baptiste; Booij, Linda; Boivin, Michel; Tremblay, Richard; Lambert, Jean; Zunzunegui, Maria Victoria; Côté, Sylvana

    2017-01-01

    Poverty is a well-established risk factor for behavior problems, yet our understanding of putative family mediators during early childhood (i.e., before age 5 years) is limited. The present study investigated whether the association between poverty and behavior problems during early childhood is mediated simultaneously by perceived parenting,…

  7. Job Stress and Coping Strategies among Early Childhood Teachers in Central Taiwan

    Science.gov (United States)

    Hung, Chih-Lun

    2012-01-01

    The purpose of this study was to explore the association between job stress and coping strategies in early childhood teachers in Central Taiwan. A quantitative approach was utilized, and data were collected from 314 participants. The results of the present study suggest that (1) early childhood teachers believed that their job stress was due to a…

  8. Research on Early Childhood Teacher Education: Evidence from Three Domains and Recommendations for Moving Forward

    Science.gov (United States)

    Horm, Diane M.; Hyson, Marilou; Winton, Pamela J.

    2013-01-01

    It is essential that a solid research base be established to provide a foundation that will enable the field of early childhood teacher education to examine whether, for whom, and in what ways teacher education matters. The purpose of this article is to review several important domains in early childhood teacher education to illustrate the…

  9. Examining Different Forms of Implementation and in Early Childhood Curriculum Research

    Science.gov (United States)

    Odom, Samuel L.; Fleming, Kandace; Diamond, Karen; Lieber, Joan; Hanson, Marci; Butera, Gretchen; Horn, Eva; Palmer, Susan; Marquis, Janet

    2010-01-01

    The purpose of this study was to examine different approaches to assessing implementation in an early childhood curriculum research study. Early childhood teachers in 51 preschool classes located at nationally dispersed sites implemented the Children's School Success curriculum for a school year. Structural (proportion of curriculum delivered) and…

  10. Taming the Wild: Approaches to Nature in Japanese Early Childhood Education

    Science.gov (United States)

    Burke, Rachael S.

    2014-01-01

    The Japanese early childhood curriculum provides ample opportunities for children to interact with nature and to learn about natural phenomena. However, using Kalland (1995) and Martinez's (2008) theories about Japanese constructions of nature, this paper argues that most Japanese early childhood experiences do not constitute direct contact with…

  11. The Influence of Simulations on Family Engagement--Prospective Early Childhood Educators' Perceptions

    Science.gov (United States)

    Paz-Albo Prieto, Jesús

    2018-01-01

    Nurturing experiences in preparation for prospective early childhood educators' work with families during their training are critical for establishing empowering relationships. This article details a qualitative case study of 77 prospective early childhood educators engaged with the Parent, Family and Community Engagement Simulation. An electronic…

  12. The Internationalisation of Early Childhood Education: Case Study from Selected Kindergartens in Bandung, Indonesia

    Science.gov (United States)

    Adriany, Vina

    2018-01-01

    For the past 20 years, early childhood education has undergone changes that have resulted from an alteration in Indonesian socio-political situations. One of the changes has resulted in the emergence of the internationalisation of early childhood education in Indonesia. This paper unpacks the complexity of the process. Three teachers from three…

  13. Diversity Competencies within Early Childhood Teacher Preparation: Innovative Practices and Future Directions

    Science.gov (United States)

    Lim, Chih-Ing; Able-Boone, Harriet

    2005-01-01

    With classrooms becoming increasingly diverse due to children's various cultural backgrounds and varying abilities, early childhood teacher education programs face the challenge of how best to prepare the workforce. Various initiatives have been implemented in teacher preparation programs to prepare early childhood educators to become competent in…

  14. The Knowledge, Skills and Personal Qualities of Early Childhood Resource Consultants as Agents of Change

    Science.gov (United States)

    Frankel, Elaine B.

    2006-01-01

    This naturalistic investigation explored the knowledge, skills, and personal qualities demonstrated by two early childhood resource consultants when preschool children with special needs were included in community-based early childhood settings. This article describes the dilemmas, challenges and barriers faced by the resource consultants as they…

  15. Early Childhood Development Policy and Programming in India: Critical Issues and Directions for Paradigm Change

    Science.gov (United States)

    Sharma, Adarsh; Sen, Rekha Sharma; Gulati, Renu

    2008-01-01

    The critical importance of the early childhood years and the rights perspective to human development has made policy and programming for early childhood development an imperative for every nation. In India, poverty, changing economic and social structures resulting in the breakdown of traditional coping mechanisms and family care systems, and the…

  16. The Learning Environments of Early Childhood in Asia: Research Perspectives and Changing Programmes.

    Science.gov (United States)

    United Nations Children's Fund, New York, NY.

    Highlights of a workshop (held in Bangkok, December 1986) on research perspectives and prospects concerning the learning environment of early childhood are discussed. Researchers and early childhood educators from seven Asian and Pacific nations and resource persons from four continents attended. Participants were asked to explore the home and…

  17. Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum

    Science.gov (United States)

    Gerde, Hope K.; Schachter, Rachel E.; Wasik, Barbara A.

    2013-01-01

    Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators' low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young…

  18. Future Professionals' Perceptions of Play in Early Childhood Classrooms

    Science.gov (United States)

    Jung, Eunjoo; Jin, Bora

    2014-01-01

    This study investigates the perceptions of 207 college students in early childhood education and child and family studies (future professionals) regarding the role of play in early childhood classrooms. The results indicate that future professionals in their freshman and sophomore years in college held relatively positive perceptions of play in…

  19. Technological Funds of Knowledge in Children's Play: Implications for Early Childhood Educators

    Science.gov (United States)

    Mawson, Brent

    2011-01-01

    The technological knowledge the children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children's collaborative play in two New Zealand early childhood settings. The children incorporated a wide…

  20. ICT and Play in Preschool: Early Childhood Teachers' Beliefs and Confidence

    Science.gov (United States)

    Nikolopoulou, Kleopatra; Gialamas, Vasilis

    2015-01-01

    This study investigated early childhood teachers' beliefs about information and communications technology (ICT) and play in preschool, as well as their confidence in integrating ICT in the classroom. A 28-item questionnaire was compiled and administered to 190 early childhood teachers in Greece. Although ICT play (which can provide learning…

  1. Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?

    Science.gov (United States)

    Campbell-Barr, Verity; Georgeson, Janet; Varga, Anikó Nagy

    2015-01-01

    European education agendas have emphasized the importance of early childhood education in providing the foundations for lifelong learning. Central to the success of early childhood education is the quality of provision, with the workforce being key. While qualifications levels are frequently cited as important for the quality of provision here we…

  2. Determination of Preservice Special Education Teachers' Views on Early Childhood Intervention

    Science.gov (United States)

    Baglama, Basak; Demirok, Mukaddes Sakalli

    2016-01-01

    Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with…

  3. Promoting Health in Early Childhood Environments: A Health-Promotion Approach

    Science.gov (United States)

    Minniss, Fiona Rowe; Wardrope, Cheryl; Johnston, Donni; Kendall, Elizabeth

    2013-01-01

    This paper investigates the mechanisms by which a health-promotion intervention might influence the health-promoting behaviours of staff members working in early childhood centres. The intervention was an ecological health-promotion initiative that was implemented within four early childhood centres in South-East Queensland, Australia. In-depth,…

  4. Travelling Policy Reforms Reconfiguring the Work of Early Childhood Educators in Australia

    Science.gov (United States)

    Nuttall, Joce; Thomas, Louise; Wood, Elizabeth

    2014-01-01

    Interventions in the field of early childhood education policy, drawn from global policy flows, are reconfiguring the work of early childhood educators in Australia. One such intervention is the requirement to designate an "educational leader" (EL) in each service for young children and their families. This policy intervention has its…

  5. Assessing the Relationship between Emotional Intelligence and Organizational Commitment among Early Childhood Educators

    Science.gov (United States)

    Shepherd-Osborne, Tracie

    2009-01-01

    The purpose of this quantitative study was to assess the relationship between emotional intelligence and organizational commitment among early childhood educators. Organizational commitment and its established precursor, job satisfaction, have gained relevance because turnover within early childhood education has fluctuated between 25% and 40% for…

  6. Early Childhood Sexuality Education: Future Educators' Attitudes and Considerations

    Science.gov (United States)

    Brouskeli, Vasiliki; Sapountzis, Antonis

    2017-01-01

    Sexuality education is one of the most disputable health education programs as far as its inclusion in Early Childhood Education is concerned. This study was conducted in order to investigate early childhood future educators' attitudes and considerations about introducing sexuality education to their future pupils. We used a qualitative research…

  7. When One of "Them" Is in "Our" Place: Early Childhood Settings as Spaces of Resistance

    Science.gov (United States)

    Arndt, Sonja

    2016-01-01

    When "they" come to "us" in "our" place, what happens, for "them" and for "us"? This article investigates conceptions of Otherness through the story of an immigrant early childhood teacher, seen as the stranger, foreigner, who comes to "our" place, our early childhood setting. It provokes…

  8. Early Childhood Special Education for Children with Visual Impairments: Problems and Solutions

    Science.gov (United States)

    Kesiktas, A. Dolunay

    2009-01-01

    Studies showing developmental delays in infants and children with visual impairments have triggered early childhood special education studies for this population. Early childhood special education guidelines for visually impaired infants and children range from individualized services to personnel preparation issues while all display certain…

  9. Early Childhood Education: Pathways to Better Health. Preschool Policy Brief Issue 25

    Science.gov (United States)

    Friedman-Krauss, Allison; Barnett, W. Steven

    2013-01-01

    The potential health benefits of early childhood education programs are quite large, especially for children living in poverty. In this report, authors Allison Friedman-Krauss and Steve Barnett set out the evidence regarding the short and long term health benefits to children from early childhood education programs, identify the features of…

  10. The Changing Landscape of Early Childhood Education: Implications for Policy and Practice

    Science.gov (United States)

    Haslip, Michael J.; Gullo, Dominic F.

    2018-01-01

    Early childhood education is changing rapidly due to the dynamic nature of positive and negative trends affecting the profession. In this article, the changing landscape of early childhood education is discussed and analyzed. Both the positive and negative forces contributing to the changing landscape are examined. The focus of this discussion…

  11. "I Am Not a Babysitter": A Case Study of Five Chinese Mainland Early Childhood Teachers' Identity

    Science.gov (United States)

    Zhang, Limin; Yu, Shulin

    2017-01-01

    Although studies on teacher identity have proliferated in recent years, and examinations of the said topic have been conducted under various educational contexts, limited focus has been given to teacher identity in the early childhood educational context. Drawing upon data from semi-structured interviews with five early childhood teachers, this…

  12. Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

    Science.gov (United States)

    Willis, Elizabeth; Dinehart, Laura H.

    2014-01-01

    This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…

  13. Breast milk IL-1β level associates with development of eczema during early childhood

    DEFF Research Database (Denmark)

    Jepsen, A. A.; Chawes, B. L. K.; Carson, C. G.

    2015-01-01

    We recently demonstrated adual effect of breastfeeding with increasedrisk of eczema and decreased risk ofwheezing in early childhood. We hypothesizethat maternal immune constitutioncharacterized by breast milk mediatorsmay explain such association.......We recently demonstrated adual effect of breastfeeding with increasedrisk of eczema and decreased risk ofwheezing in early childhood. We hypothesizethat maternal immune constitutioncharacterized by breast milk mediatorsmay explain such association....

  14. Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates

    Science.gov (United States)

    Flores, Belinda Bustos; Casebeer, Cindy M.; Riojas-Cortez, Mari

    2011-01-01

    Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help…

  15. Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

    Science.gov (United States)

    Britsch, Susan

    2010-01-01

    Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

  16. Time in Early Childhood: Creative Possibilities with Different Conceptions of Time

    Science.gov (United States)

    Farquhar, Sandy

    2016-01-01

    Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the…

  17. More than "Just" Changing Diapers: The Experiences of Preservice Early Childhood Teachers in Infant Field Placements

    Science.gov (United States)

    Beck, Lisa Marie Powell

    2010-01-01

    Despite the fact that early childhood preservice teachers are typically being prepared to work with children from birth through age 8, preservice field experiences with infants continue to be largely missing in early childhood teacher preparation programs Since the education and care of infants often takes place in vastly different settings than…

  18. A Study of Early Childhood Teachers' Conceptions of Creativity in Hong Kong

    Science.gov (United States)

    Cheung, Rebecca Hun Ping; Mok, Magdalena Mo Ching

    2013-01-01

    The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal…

  19. International Perspectives on Early Childhood Curriculum Changes in Singapore and Australia

    Science.gov (United States)

    Nyland, Berenice; Ng, Josephine

    2016-01-01

    This article explores early childhood curriculum reform in Australia and Singapore in order to identify international trends in early childhood education (ECE), similarities in curriculum reform initiatives and implementation strategies adopted. We have observed the existence of many shared ideas across the two contexts that may influence…

  20. Structural and Maturational Covariance in Early Childhood Brain Development.

    Science.gov (United States)

    Geng, Xiujuan; Li, Gang; Lu, Zhaohua; Gao, Wei; Wang, Li; Shen, Dinggang; Zhu, Hongtu; Gilmore, John H

    2017-03-01

    Brain structural covariance networks (SCNs) composed of regions with correlated variation are altered in neuropsychiatric disease and change with age. Little is known about the development of SCNs in early childhood, a period of rapid cortical growth. We investigated the development of structural and maturational covariance networks, including default, dorsal attention, primary visual and sensorimotor networks in a longitudinal population of 118 children after birth to 2 years old and compared them with intrinsic functional connectivity networks. We found that structural covariance of all networks exhibit strong correlations mostly limited to their seed regions. By Age 2, default and dorsal attention structural networks are much less distributed compared with their functional maps. The maturational covariance maps, however, revealed significant couplings in rates of change between distributed regions, which partially recapitulate their functional networks. The structural and maturational covariance of the primary visual and sensorimotor networks shows similar patterns to the corresponding functional networks. Results indicate that functional networks are in place prior to structural networks, that correlated structural patterns in adult may arise in part from coordinated cortical maturation, and that regional co-activation in functional networks may guide and refine the maturation of SCNs over childhood development. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  1. Early-Life Exposure to Perfluoroalkyl Substances and Childhood Metabolic Function.

    Science.gov (United States)

    Fleisch, Abby F; Rifas-Shiman, Sheryl L; Mora, Ana M; Calafat, Antonia M; Ye, Xiaoyun; Luttmann-Gibson, Heike; Gillman, Matthew W; Oken, Emily; Sagiv, Sharon K

    2017-03-01

    Perfluoroalkyl substances (PFASs) are synthetic chemicals that may persist in the environment and in humans. There is a possible association between early-life PFAS exposure and metabolic dysfunction in later life, but data are limited. We studied 665 mother-child pairs in Project Viva, a Boston, Massachusetts-area cohort recruited 1999-2002. We quantified concentrations of PFASs [perfluorooctanoate (PFOA), perfluorooctane sulfonate (PFOS), perfluorononanoate (PFNA), perfluorohexane sulfonate (PFHxS), and perfluorodecanoate (PFDeA)] in maternal plasma collected at the first prenatal visit (median, 9.6 weeks gestation) and in child plasma from the mid-childhood research visit (median, 7.7 years). We assessed leptin, adiponectin, and homeostatic model assessment of insulin resistance (HOMA-IR) in mid-childhood. We fit covariate-adjusted linear regression models and conducted stratified analyses by child sex. Children with higher PFAS concentrations had lower HOMA-IR [e.g., -10.1% (95% CI: -17.3, -2.3) per interquartile range increment in PFOA]. This inverse association between child PFAS and HOMA-IR was more pronounced in females [e.g., PFOA: -15.6% (95% CI: -25.4, -4.6) vs. -6.1% (95% CI: -16.2, 5.2) for males]. Child PFAS plasma concentrations were not associated with leptin or adiponectin. Prenatal PFAS plasma concentrations were not associated with leptin, adiponectin, or HOMA-IR in offspring. We found no evidence for an adverse effect of early-life PFAS exposure on metabolic function in mid-childhood. In fact, children with higher PFAS concentrations had lower insulin resistance. Citation: Fleisch AF, Rifas-Shiman SL, Mora AM, Calafat AM, Ye X, Luttmann-Gibson H, Gillman MW, Oken E, Sagiv SK. 2017. Early-life exposure to perfluoroalkyl substances and childhood metabolic function. Environ Health Perspect 125:481-487; http://dx.doi.org/10.1289/EHP303.

  2. Early childhood development: impact of national human development, family poverty, parenting practices and access to early childhood education.

    Science.gov (United States)

    Tran, T D; Luchters, S; Fisher, J

    2017-05-01

    This study was to describe and quantify the relationships among family poverty, parents' caregiving practices, access to education and the development of children living in low- and middle-income countries (LAMIC). We conducted a secondary analysis of data collected in UNICEF's Multiple Indicator Cluster Surveys (MICS). Early childhood development was assessed in four domains: language-cognitive, physical, socio-emotional and approaches to learning. Countries were classified into three groups on the basis of the Human Development Index (HDI). Overall, data from 97 731 children aged 36 to 59 months from 35 LAMIC were included in the after analyses. The mean child development scale score was 4.93 out of a maximum score of 10 (95%CI 4.90 to 4.97) in low-HDI countries and 7.08 (95%CI 7.05 to 7.12) in high-HDI countries. Family poverty was associated with lower child development scores in all countries. The total indirect effect of family poverty on child development score via attending early childhood education, care for the child at home and use of harsh punishments at home was -0.13 SD (77.8% of the total effect) in low-HDI countries, -0.09 SD (23.8% of the total effect) in medium-HDI countries and -0.02 SD (6.9% of the total effect) in high-HDI countries. Children in the most disadvantaged position in their societies and children living in low-HDI countries are at the greatest risk of failing to reach their developmental potential. Optimizing care for child development at home is essential to reduce the adverse effects of poverty on children's early development and subsequent life. © 2016 John Wiley & Sons Ltd.

  3. Kvalitetsvurdering med Early Childhood Envirionment Rating Scale (ECERS-3)

    DEFF Research Database (Denmark)

    Næsby, Torben; Pedersen, Birgitte Skov; Skytte, Karsten Brinkmann

    2017-01-01

    Denne rapport omhandler en undersøgelse af kvalitet i dagtilbud i Frederikshavn Kommune. I undersøgelsen anvendes den internationale evalueringssmetode ECERS-3 (Early Childhood Environment Rating Scale, version 3 ), der er et instrument til måling af kvalitet og et værktøj til evaluering og...... udvikling af kvalitet i dagtilbud i den såkaldte ERS-line (Environment Rating Scale – linjen). Rapporten indgår som videre grundlag for arbejdet i forskningsprojektet ” Kvalitet i dagtilbud” ved University College Nordjylland. Formålet er her, dels at undersøge hvordan og hvorvidt et evalueringsværktøj, der...

  4. (More) Men in Early Childhood Education and Care

    DEFF Research Database (Denmark)

    Wohlgemuth, Ulla Gerner

    2016-01-01

    by European legislation but also by national resolutions and therefore is very interested in ways to break down the gender segregated labour market and the gender segregated choices of education. The five projects spread across Denmark in five different municipalities took place in day-care institutions...... the pedagogues engaged in the projects have realized that working with gender-themes calls for sincere preparations. Not everybody finds it even slightly essential to act on an unbalanced workforce when this workforce is within ECEC. The really hard part being also that not only is it necessary to argue......This article reports the results from five recently completed projects funded by the Danish Ministry for Children, Education and Gender Equality and based on an idea developed in cooperation with the Danish Union of Early Childhood and Youth Educators. The Danish government is obliged not only...

  5. Phonological universals in early childhood: Evidence from sonority restrictions.

    Science.gov (United States)

    Berent, Iris; Harder, Katherine; Lennertz, Tracy

    2011-01-01

    Across languages, onsets with large sonority distances are preferred to those with smaller distances (e.g., bw>bd>lb; Greenberg, 1978). Optimality theory (Prince & Smolensky, 2004) attributes such facts to grammatical restrictions that are universally active in all grammars. To test this hypothesis, here, we examine whether children extend putatively universal sonority restrictions to onsets unattested in their language. Participants (M=4;04 years) were presented with pairs of auditory words-either identical (e.g., lbif→lbif) or epenthetically related (e.g., lbif→lebif)-and asked to judge their identity. Results showed that, like adults, children's ability to detect epenthetic distortions was monotonically related to sonority distance (bw>bd>lb), and their performance was inexplicable by several statistical and phonetic factors. These findings suggest that sonority restrictions are active in early childhood and their scope is broad.

  6. Early childhood experiences shaping vulnerability to Obsessive-Compulsive Disorder

    Directory of Open Access Journals (Sweden)

    Barbara Barcaccia

    2015-12-01

    Full Text Available According to the literature, inflated responsibility/sensitivity to guilt play a pivotal role in both the genesis and maintenance of Obsessive-Compulsive Disorder (OCD. They may be learned in childhood and adolescence, through particular experiences and parental rearing styles, involving criticism, excessively high standards, and social moralization. Preliminary data on the role of dysfunctional beliefs in the development/maintenance of OCD also show that non-affected family members of OC individuals score higher than controls in domains concerning responsibility, suggesting it might represent a candidate endophenotype for the disorder. Compulsive conducts, that far from being mechanical reactions are instead clearly goal-oriented, may be triggered by the need of preventing responsibility/guilt. Therefore, useful psychological interventions aimed at not only reappraising meanings associated with the specific early experiences connected to hyper-sensitivity to guilt, but also at developing a more general compassionate and forgiving stance towards oneself, may prove particularly effective.

  7. Dermatoglyphics: A genetic marker of early childhood caries

    Directory of Open Access Journals (Sweden)

    C Anitha

    2014-01-01

    Full Text Available Background: It is an accepted fact that genetics plays an important role in determination of palmar dermatoglyphic patterns. Since caries is a multifactorial disease with the influence of genetic pattern, this study was undertaken to explore the possibility of dermatoglyphics as a noninvasive and early predictor of dental caries in children, so as to initiate preventive oral health measures at an early age. Materials and Methods: The study group comprised of 200 children aged between 4 and 5 years. The dmfs score was evaluated. The experimental group (Group 1, comprised of 100 children with early childhood caries (ECC with dmfs >5. The control group (Group 2 comprised of 100 children with dmfs score of 0. Results: An increased frequency of ulnar loops in caries-free children and whorls in children with ECC was observed. Low mean atd angle and low mean. Total ridge count was observed in the ECC group. Conclusion: There is definite variation in dermatoglyphics between the ECC and caries-free group, indicating that dermatoglyphic patterns can be used as a predictive tool for children with ECC.

  8. Dermatoglyphics: a genetic marker of early childhood caries.

    Science.gov (United States)

    Anitha, C; Konde, Sapna; Raj, N Sunil; Kumar, N C; Peethamber, Preetha

    2014-01-01

    It is an accepted fact that genetics plays an important role in determination of palmar dermatoglyphic patterns. Since caries is a multifactorial disease with the influence of genetic pattern, this study was undertaken to explore the possibility of dermatoglyphics as a noninvasive and early predictor of dental caries in children, so as to initiate preventive oral health measures at an early age. The study group comprised of 200 children aged between 4 and 5 years. The dmfs score was evaluated. The experimental group (Group 1), comprised of 100 children with early childhood caries (ECC) with dmfs >5. The control group (Group 2) comprised of 100 children with dmfs score of 0. An increased frequency of ulnar loops in caries-free children and whorls in children with ECC was observed. Low mean atd angle and low mean. Total ridge count was observed in the ECC group. There is definite variation in dermatoglyphics between the ECC and caries-free group, indicating that dermatoglyphic patterns can be used as a predictive tool for children with ECC.

  9. Child maltreatment and children's developmental trajectories in early to middle childhood.

    Science.gov (United States)

    Font, Sarah A; Berger, Lawrence M

    2015-01-01

    Associations between experiencing child maltreatment and adverse developmental outcomes are widely studied, yet conclusions regarding the extent to which effects are bidirectional, and whether they are likely causal, remain elusive. This study uses the Fragile Families and Child Wellbeing Study, a birth cohort of 4,898 children followed from birth through age 9. Hierarchical linear modeling and structural equation modeling are employed to estimate associations of maltreatment with cognitive and social-emotional well-being. Results suggest that effects of early childhood maltreatment emerge immediately, though developmental outcomes are also affected by newly occurring maltreatment over time. Additionally, findings indicate that children's early developmental scores predict their subsequent probability of experiencing maltreatment, though to a lesser extent than early maltreatment predicts subsequent developmental outcomes. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

  10. Longitudinal associations of neighborhood collective efficacy and maternal corporal punishment with behavior problems in early childhood.

    Science.gov (United States)

    Ma, Julie; Grogan-Kaylor, Andrew

    2017-06-01

    Neighborhood and parenting influences on early behavioral outcomes are strongly dependent upon a child's stage of development. However, little research has jointly considered the longitudinal associations of neighborhood and parenting processes with behavior problems in early childhood. To address this limitation, this study explores the associations of neighborhood collective efficacy and maternal corporal punishment with the longitudinal patterns of early externalizing and internalizing behavior problems. The study sample consisted of 3,705 families from a nationally representative cohort study of urban families. Longitudinal multilevel models examined the associations of collective efficacy and corporal punishment with behavior problems at age 3, as well as with patterns of behavior problems between the ages 3 to 5. Interactions between the main predictors and child age tested whether neighborhood and parent relationships with child behavior varied over time. Mediation analysis examined whether neighborhood influences on child behavior were mediated by parenting. The models controlled for a comprehensive set of possible confounders at the child, parent, and neighborhood levels. Results indicate that both maternal corporal punishment and low neighborhood collective efficacy were significantly associated with increased behavior problems. The significant interaction between collective efficacy and child age with internalizing problems suggests that neighborhood influences on internalizing behavior were stronger for younger children. The indirect effect of low collective efficacy on behavior problems through corporal punishment was not significant. These findings highlight the importance of multilevel interventions that promote both neighborhood collective efficacy and nonphysical discipline in early childhood. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  11. Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms.

    Science.gov (United States)

    McLeod, Bryce D; Sutherland, Kevin S; Martinez, Ruben G; Conroy, Maureen A; Snyder, Patricia A; Southam-Gerow, Michael A

    2017-02-01

    Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.e., manualized interventions that include a number of components) or discrete practices (i.e., a specific behavior or action) designed to target social, emotional, and behavioral learning of young children who exhibit problem behavior. We conducted a systematic review of early childhood classroom interventions that had been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 49 published articles were identified, and an iterative process was used to identify common practice elements. The practice elements were subsequently reviewed by experts in social-emotional and behavioral interventions for young children. Twenty-four practice elements were identified and classified into content (the goal or general principle that guides a practice element) and delivery (the way in which a teacher provides instruction to the child) categories. We discuss implications that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practices.

  12. Quality Improvements in the Early Care and Education Workforce: Outcomes and Impact of the T.E.A.C.H. Early Childhood[R] Project

    Science.gov (United States)

    Miller, Joyce Ann; Bogatova, Tania

    2009-01-01

    To date there has not been a systematic, longitudinal research to assess the efficacy of public investments in the professional development of early childhood educators that are funded through the T.E.A.C.H. Early Childhood[R] Project. This study of the T.E.A.C.H. Early Childhood[R] Project Pennsylvania provides a longitudinal analysis of the data…

  13. Screening for Sleep Problems in Early Intervention and Early Childhood Special Education: A Systematic Review of Screening and Assessment Instruments

    Science.gov (United States)

    Bonuck, Karen A.; Hyden, Christel; Ury, Guenn; Barnett, Josephine; Ashkinaze, Hannah; Briggs, Rahil D.

    2011-01-01

    Behavioral insomnias of childhood (BIC) and sleep disordered breathing (SDB) disorders cause disrupted and/or inefficient sleep. Left untreated in early childhood, both conditions increase the risk of compromised development, particularly in the areas of behavior, cognition, and growth. This systematic review determined whether and how current…

  14. Dietary acid load in early life and bone health in childhood: the Generation R Study.

    Science.gov (United States)

    Garcia, Audry H; Franco, Oscar H; Voortman, Trudy; de Jonge, Ester A L; Gordillo, Noelia G; Jaddoe, Vincent W V; Rivadeneira, Fernando; van den Hooven, Edith H

    2015-12-01

    Dietary contribution to acid-base balance in early life may influence subsequent bone mineralization. Previous studies reported inconsistent results regarding the associations between dietary acid load and bone mass. We examined the associations of dietary acid load in early life with bone health in childhood. In a prospective, multiethnic, population-based cohort study of 2850 children, we estimated dietary acid load as dietary potential renal acid load (dPRAL), based on dietary intakes of calcium, magnesium, phosphorus, potassium, and protein, and as a protein intake to potassium intake ratio (Pro:K) at 1 y of age and in a subgroup at 2 y of age : Bone mineral density, bone mineral content (BMC), area-adjusted BMC, and bone area were assessed by dual-energy X-ray absorptiometry at the median age of 6 y. Data were analyzed by using multivariable linear regression models. After adjusting for relevant maternal and child factors, dietary acid load estimated as either dPRAL or Pro:K ratio was not consistently associated with childhood bone health. Associations did not differ by sex, ethnicity, weight status, or vitamin D supplementation. Only in those children with high protein intake in our population (i.e., >42 g/d), a 1-unit increase in dPRAL (mEq/d) was inversely associated with BMC (difference: -0.32 g; 95% CI: -0.64, -0.01 g). Dietary acid load in early life was not consistently associated with bone health in childhood. Further research is needed to explore the extent to which dietary acid load in later childhood may affect current and future bone health. © 2015 American Society for Nutrition.

  15. A Comparison of Student Knowledge between Traditional and Blended Instruction in a Physical Education in Early Childhood Course

    Science.gov (United States)

    Giannousi, Maria; Vernadakis, Nikolaos; Derri, Vassiliki; Antoniou, Panagiotis; Kioumourtzoglou, Efthimis

    2014-01-01

    Blended learning model combines different advantages of face to face education and e-learning to ensure an effective learning environment for students. The purpose of this study was to investigate the impact of traditional and blended instruction, in students' knowledge in a Physical Education in Early Childhood course. For the purpose of this…

  16. "..., But I Cannot Do Research": Action-Research and Early Childhood Teachers. A Case Study from Greece

    Science.gov (United States)

    Magos, Kostas

    2012-01-01

    Although action-research is a well-known research methodology in the field of education, in the case of Greece there are few actions-researches carried out by early childhood teachers. The absence of action-research in early childhood education settings is related to the way many early childhood teachers shape their professional role as well as…

  17. Integration of Digital Technologies into Play-Based Pedagogy in Kuwaiti Early Childhood Education: Teachers' Views, Attitudes and Aptitudes

    Science.gov (United States)

    Aldhafeeri, Fayiz; Palaiologou, Ioanna; Folorunsho, Aderonke

    2016-01-01

    Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers' views, aptitudes and attitudes towards digital technologies in…

  18. "Baby Teachers": How Pre-Service Early Childhood Students Transform Their Conceptions of Teaching and Learning through an Infant Practicum

    Science.gov (United States)

    Recchia, Susan L.; Shin, Minsun

    2010-01-01

    This qualitative study explores how working with infants changed pre-service early childhood students' thinking about important aspects of early childhood education. Through a qualitative analysis of four pre-service early childhood students' weekly dialogue journals during a required, one-semester infant practicum, the authors discovered how the…

  19. Vietnamese Textual Methodologies: A Comparison of Australian with Swedish and New Zealand Early Childhood Visual Literacy Contexts

    Science.gov (United States)

    Gilmore, Gwen; Truong, Thi My Dung; Reilly, Michelle

    2016-01-01

    For preservice teachers in early childhood education, having a rich exposure to multiple forms of literacy in diverse communities is an essential dimension of their teacher education. In this study, 10 Australian preservice early childhood education students, in the first year of their course, visit two early childhood settings in a large city in…

  20. Multimodal optical device for early childhood caries: a clinical prototype

    Science.gov (United States)

    Zhang, Liang; Ridge, Jeremy S.; Nelson, Leonard Y.; Berg, Joel H.; Seibel, Eric J.

    There is currently a need for a safe and effective way to detect and diagnose early childhood caries. We have developed a multimodal optical clinical prototype for testing in vivo. The device can be used to quickly image and screen for any signs of demineralized enamel by obtaining high-resolution and highcontrast surface images using a 405-nm laser as the illumination source, as well as obtaining autofluorescence and bacterial fluorescence images. Then, when a suspicious region is located, the device can perform dual laser fluorescence spectroscopy using 405-nm and 532-nm laser excitation which is used to compute an autofluorescence ratio. This ratio can be used to quantitatively diagnose enamel health. The device is tested on four in vivo test subjects as well as 17 extracted teeth with clinically diagnosed carious lesions. The device was able to provide detailed images which served to screen for suspected early caries. The autofluorescence ratios obtained from the extracted teeth were able to discriminate between healthy and unhealthy enamel. Therefore, the clinical prototype demonstrates feasibility in screening for and in quantitatively diagnosing healthy from demineralized enamel.

  1. Developmental Changes in Sleep Oscillations during Early Childhood

    Directory of Open Access Journals (Sweden)

    Eckehard Olbrich

    2017-01-01

    Full Text Available Although quantitative analysis of the sleep electroencephalogram (EEG has uncovered important aspects of brain activity during sleep in adolescents and adults, similar findings from preschool-age children remain scarce. This study utilized our time-frequency method to examine sleep oscillations as characteristic features of human sleep EEG. Data were collected from a longitudinal sample of young children (n=8; 3 males at ages 2, 3, and 5 years. Following sleep stage scoring, we detected and characterized oscillatory events across age and examined how their features corresponded to spectral changes in the sleep EEG. Results indicated a developmental decrease in the incidence of delta and theta oscillations. Spindle oscillations, however, were almost absent at 2 years but pronounced at 5 years. All oscillatory event changes were stronger during light sleep than slow-wave sleep. Large interindividual differences in sleep oscillations and their characteristics (e.g., “ultrafast” spindle-like oscillations, theta oscillation incidence/frequency also existed. Changes in delta and spindle oscillations across early childhood may indicate early maturation of the thalamocortical system. Our analytic approach holds promise for revealing novel types of sleep oscillatory events that are specific to periods of rapid normal development across the lifespan and during other times of aberrant changes in neurobehavioral function.

  2. Parental Reports on Touch Screen Use in Early Childhood.

    Directory of Open Access Journals (Sweden)

    Alejandrina Cristia

    Full Text Available Touch screens are increasingly prevalent, and anecdotal evidence suggests that young children are very drawn towards them. Yet there is little data regarding how young children use them. A brief online questionnaire queried over 450 French parents of infants between the ages of 5 and 40 months on their young child's use of touch-screen technology. Parents estimated frequency of use, and further completed several checklists. Results suggest that, among respondent families, the use of touch screens is widespread in early childhood, meaning that most children have some exposure to touch screens. Among child users, certain activities are more frequently reported to be liked than others, findings that we discuss in light of current concern for children's employment of time and the cognitive effects of passive media exposure. Additionally, these parental reports point to clear developmental trends for certain types of interactive gestures. These results contribute to the investigation of touch screen use on early development and suggest a number of considerations that should help improve the design of applications geared towards toddlers, particularly for scientific purposes.

  3. Parental Reports on Touch Screen Use in Early Childhood.

    Science.gov (United States)

    Cristia, Alejandrina; Seidl, Amanda

    2015-01-01

    Touch screens are increasingly prevalent, and anecdotal evidence suggests that young children are very drawn towards them. Yet there is little data regarding how young children use them. A brief online questionnaire queried over 450 French parents of infants between the ages of 5 and 40 months on their young child's use of touch-screen technology. Parents estimated frequency of use, and further completed several checklists. Results suggest that, among respondent families, the use of touch screens is widespread in early childhood, meaning that most children have some exposure to touch screens. Among child users, certain activities are more frequently reported to be liked than others, findings that we discuss in light of current concern for children's employment of time and the cognitive effects of passive media exposure. Additionally, these parental reports point to clear developmental trends for certain types of interactive gestures. These results contribute to the investigation of touch screen use on early development and suggest a number of considerations that should help improve the design of applications geared towards toddlers, particularly for scientific purposes.

  4. Healing from Childhood Sexual Abuse: A Theoretical Model

    Science.gov (United States)

    Draucker, Claire Burke; Martsolf, Donna S.; Roller, Cynthia; Knapik, Gregory; Ross, Ratchneewan; Stidham, Andrea Warner

    2011-01-01

    Childhood sexual abuse is a prevalent social and health care problem. The processes by which individuals heal from childhood sexual abuse are not clearly understood. The purpose of this study was to develop a theoretical model to describe how adults heal from childhood sexual abuse. Community recruitment for an ongoing broader project on sexual…

  5. [Caribbean Community-based Early Childhood Education Centres, National Fund Raising, and a Profile of the National Association of Early Childhood Educators.

    Science.gov (United States)

    Renard, Rosamunde

    Community-based early childhood education and development programs can serve a geographical community, but may also serve a group not necessarily from the same community but who have a deep interest in one or more community-based schools. This set of booklets provides a proposal and program characteristics for a community-based early childhood…

  6. A Nordic approach to Early Childhood Education (ECE) and socially endangered children

    DEFF Research Database (Denmark)

    Jensen, Bente

    2009-01-01

    system fails to provide equal social and intellectual opportunities to all children, further development in this area is required. Based on an analysis of the Nordic situation, a recent Danish intervention involving some 60 centres and 2.700 pre-school children and some preliminary results are presented......Summary In this paper I examine the Nordic model, i.e. a child-centred and holistic approach, in order to discuss Early Childhood Education (ECE) as a key policy instrument for fighting social inequality. Since 1999 it has been an important goal for the Danish government to ensure equal...... opportunities for all by starting with early intervention. This is particularly especially relevant in Denmark, where >95% of all children attend in day-care. International research shows that early interventions can make a positive difference, and as shown in American Randomised Controlled Trial (RCT) studies...

  7. BUILDING A WORKFORCE COMPETENCY-BASED TRAINING PROGRAM IN INFANT/EARLY CHILDHOOD MENTAL HEALTH.

    Science.gov (United States)

    Priddis, Lynn E; Matacz, Rochelle; Weatherston, Deborah

    2015-01-01

    This article describes findings from a project conducted in Western Australia (Mental Health Commission WA, 2015) that investigated the education and training needs of the Infant/Early Childhood Mental Health (I/ECMH) workforce. We examined international training programs and models of delivery in infant mental health, including a review of the current training available in Australia. Data collected from over 60 interviews were analyzed, and a staged delivery model for I/ECMH training and supervision that aligned with the Michigan Association for Infant Mental Health (2014) Competency Guidelines was recommended. These findings led to the purchase of the Michigan Association for Infant Mental Health (2014) for use in Western Australia. In a very short time, use of the Michigan Competency Framework by the Australian Association for Infant Mental Health West Australian Branch Incorporated has begun to change the training and education opportunities for upskilling the infant and early childhood workforce in Western Australia. It has resulted in a map to guide and develop training in the I/ECMH field for individual practitioners and professionals as well as for workplaces that will ultimately benefit Western Australian infants, young children, and their families during the perinatal period and in the early years. © 2015 Michigan Association for Infant Mental Health.

  8. Childhood in early Icelandic society : representations of children in the Icelandic Sagas

    OpenAIRE

    Hansen, Anna

    2002-01-01

    Drawing especially on the research of the past decade, including works such as Shulamith Shahar’s 'Childhood in the Middle Ages' (1992) and Sally Crawford’s 'Childhood in Anglo-Saxon England' (1999), I have come to the conclusion that representations of children in the Icelandic sagas suggest that the thirteenth century Icelanders acknowledged an early phase of life, childhood, which was distinct from the latter phases of life, adulthood. Unlike Western twentieth century attitudes towards chi...

  9. A Nordic approach to Early Childhood Education (ECE) and socially endangered children

    DEFF Research Database (Denmark)

    Jensen, Bente

    2009-01-01

    Summary In this paper I examine the Nordic model, i.e. a child-centred and holistic approach, in order to discuss Early Childhood Education (ECE) as a key policy instrument for fighting social inequality. Since 1999 it has been an important goal for the Danish government to ensure equal...... system fails to provide equal social and intellectual opportunities to all children, further development in this area is required. Based on an analysis of the Nordic situation, a recent Danish intervention involving some 60 centres and 2.700 pre-school children and some preliminary results are presented...

  10. Professional learning communities (PLCs) for early childhood science education

    Science.gov (United States)

    Eum, Jungwon

    beliefs toward science teaching. Face-to-face group teachers' comfort with planning and doing different science activities increased significantly after the workshop and after the combination of workshop and face-to-face PLC. This study contributes to the research about various forms of professional development and their process and outcome in early childhood science education and informs early childhood professional communities of creative ways to improve science teaching and learning.

  11. Re-Inventing Teachers’ Competences at Early Childhood Education in Building Characters Needed for Global Competition

    Directory of Open Access Journals (Sweden)

    Karmila Machmud

    2015-12-01

    Full Text Available The goal of this paper is to elaborate and to re-invent the competencies needed by early childhood education teachers. Building children’s character from an early age is significant, but the main problem that is often overlooked is the contribution of Early Childhood Education teachers. Children’s character formation is largely determined by the quality of early childhood teachers. So if we want to instill character values required by our nations, the improvement of the quality of early childhood teachers is very significant. In terms of shaping children’s character, they should be equipped with some important skills and competences, because they have a significant role in building the Indonesian Children’s characters needed in global competition without abandoning their identity as a dignified Indonesian.

  12. Machine Learning Techniques for Prediction of Early Childhood Obesity.

    Science.gov (United States)

    Dugan, T M; Mukhopadhyay, S; Carroll, A; Downs, S

    2015-01-01

    This paper aims to predict childhood obesity after age two, using only data collected prior to the second birthday by a clinical decision support system called CHICA. Analyses of six different machine learning methods: RandomTree, RandomForest, J48, ID3, Naïve Bayes, and Bayes trained on CHICA data show that an accurate, sensitive model can be created. Of the methods analyzed, the ID3 model trained on the CHICA dataset proved the best overall performance with accuracy of 85% and sensitivity of 89%. Additionally, the ID3 model had a positive predictive value of 84% and a negative predictive value of 88%. The structure of the tree also gives insight into the strongest predictors of future obesity in children. Many of the strongest predictors seen in the ID3 modeling of the CHICA dataset have been independently validated in the literature as correlated with obesity, thereby supporting the validity of the model. This study demonstrated that data from a production clinical decision support system can be used to build an accurate machine learning model to predict obesity in children after age two.

  13. Examining the (False) Dichotomy between "Care" and "Education" in Early Childhood Programs: A Descriptive Case Study of Teacher-Child Relationships within a Standardized Curriculum Model

    Science.gov (United States)

    Ostrove, Randi

    2016-01-01

    Public preschool programs using standardized curriculum models are increasing rapidly, and while research has shown that teacher-child relationships have been used successfully as an intervention and compensatory measure, it is unclear what influence the public preschool setting and the use of a curriculum model have on teacher-child…

  14. Neurodevelopment: The Impact of Nutrition and Inflammation During Early to Middle Childhood in Low Resource Settings

    Science.gov (United States)

    John, Chandy C.; Black, Maureen M.; Nelson, Charles A.

    2017-01-01

    The early to middle childhood years are a critical period for child neurodevelopment. Nutritional deficiencies, infection and inflammation are major contributors to impaired child neurodevelopment in these years, particularly in low resource settings. This review identifies global research priorities relating to nutrition, infection, and inflammation in early to middle childhood neurodevelopment. Research priority areas identified include: 1) assessment of how nutrition, infection or inflammation in the pre-conception, prenatal and infancy periods (or interventions in these periods) affect function in early to middle childhood; 2) assessment of whether effects of nutritional interventions vary by poverty or inflammation; 3) determination of the feasibility of pre-school and school-based integrated nutritional interventions; 4) improved assessment of the epidemiology of infection- and inflammation-related neurodevelopmental impairment (NDI); 5) identification of mechanisms through which infection causes NDI; 6) identification of non-infectious causes of inflammation-related NDI and interventions for causes already identified (e.g, environmental factors); and 7) studies on the effects of interactions between nutritional, infectious and inflammatory factors on neurodevelopment in early to middle childhood. Areas of emerging importance which require further study include the effects of maternal Zika virus infection, childhood environmental enteropathy, and alterations in the child’s microbiome on neurodevelopment in early to middle childhood. Research in these key areas will be critical to the development of interventions to optimize the neurodevelopmental potential of children worldwide in the early to middle childhood years. PMID:28562249

  15. Effect of early childhood malnutrition on tooth eruption in Haitian adolescents.

    Science.gov (United States)

    Psoter, W; Gebrian, B; Prophete, S; Reid, B; Katz, R

    2008-04-01

    The objective of this retrospective cohort study was to determine the effects of early childhood protein-energy malnutrition (EC-PEM) and current nutritional status as defined by anthropomorphic measures on the exfoliation and eruption patterns of teeth among adolescents. Oral clinical examinations were conducted in 2005 using World Health Organization (WHO) diagnostic criteria on 498 11- to 13-year-old Haitians for whom early childhood malnutrition data were available. Anthropomorphic records (weight-for-age) from the Haitian Health Foundation computerized database on children from birth through 5-years old were utilized. Current heights and weights were ascertained. Both sets of data were converted to z-scores based on the National Center for Health Statistics (NCHS) referent database. Based upon these z-scores, EC-PEM and current malnutrition categories were developed for this study. The analyses separately regressed the number of primary and permanent teeth on age, gender, EC-PEM status and current nutritional status. Both a delayed exfoliation of primary teeth and a delayed eruption of permanent teeth were associated with EC-PEM and current stunting in adolescence. The observed associations were either direct and statistically significant or indirectly demonstrated by presenting evidence of confounding. The overall interpretation of the models is that malnutrition beginning in the earliest years and extending throughout childhood influences the exfoliation and eruption of teeth. These findings present evidence of an association between tooth exfoliation/eruption patterns and both EC-PEM and nutritional insufficiency (stunting) throughout childhood. This observed delay in the exfoliation of the primary dentition and in the eruption of the permanent dentition has practical significance in interpreting age-specific dental caries data from populations with different malnutrition experiences.

  16. Identification of Microbial and Proteomic Biomarkers in Early Childhood Caries

    Directory of Open Access Journals (Sweden)

    Thomas C. Hart

    2011-01-01

    Full Text Available The purpose of this study was to provide a univariate and multivariate analysis of genomic microbial data and salivary mass-spectrometry proteomic profiles for dental caries outcomes. In order to determine potential useful biomarkers for dental caries, a multivariate classification analysis was employed to build predictive models capable of classifying microbial and salivary sample profiles with generalization performance. We used high-throughput methodologies including multiplexed microbial arrays and SELDI-TOF-MS profiling to characterize the oral flora and salivary proteome in 204 children aged 1–8 years (n=118 caries-free, n=86 caries-active. The population received little dental care and was deemed at high risk for childhood caries. Findings of the study indicate that models incorporating both microbial and proteomic data are superior to models of only microbial or salivary data alone. Comparison of results for the combined and independent data suggests that the combination of proteomic and microbial sources is beneficial for the classification accuracy and that combined data lead to improved predictive models for caries-active and caries-free patients. The best predictive model had a 6% test error, >92% sensitivity, and >95% specificity. These findings suggest that further characterization of the oral microflora and the salivary proteome associated with health and caries may provide clinically useful biomarkers to better predict future caries experience.

  17. Childhood adversities and socioeconomic position as predictors of leisure-time physical inactivity in early adulthood

    NARCIS (Netherlands)

    Kestilä, Laura; Mäki-Opas, Tomi; Kunst, Anton E.; Borodulin, Katja; Rahkonen, Ossi; Prättälä, Ritva

    2015-01-01

    Limited knowledge exists on how childhood social, health-related and economic circumstances predict adult physical inactivity. Our aim was a) to examine how various childhood adversities and living conditions predict leisure-time physical inactivity in early adulthood and b) to find out whether

  18. Early Childhood Brain Development and Elementary Music Curricula: Are They in Tune?

    Science.gov (United States)

    Scott, Larissa K.

    2004-01-01

    This article examines elementary music curricula. It presents an overview of research on childhood mental development; the importance of the early experiences of children on childhood development; the impact of environmental factors on language development; children's acquisition of music ability; enhancing elementary music curriculum; and…

  19. Experiencing Multiculturalism First Hand: Looking at Early Childhood Education in China Teaches Us about Ourselves.

    Science.gov (United States)

    Freeman, Nancy K.

    Recognizing and appreciating culturally diverse views of what is best for children is important, as underscored by the views of childhood evident in early childhood education programs in China. Families and schools in modern China experience unique social and political pressures, the most obvious of which is the "one child policy," which…

  20. Parenting and Child Characteristics in the Prediction of Shame in Early and Middle Childhood

    Science.gov (United States)

    Mills, Rosemary S. L.; Arbeau, Kimberley A.; Lall, Debra I. K.; De Jaeger, Amy E.

    2010-01-01

    We examined individual differences in shame responding in early childhood and predictive relations with shame proneness in middle childhood. Child shame responding, parental shaming, and child temperamental inhibition were assessed at Time 1 (n = 225, aged 3-4 years), shame responding was reassessed at Time 2 (n = 199, aged 5-7 years), and shame…