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21 – 30 of over 15000
Book part
Publication date: 11 November 2016

Elita Amini Virmani, Ann-Marie Wiese and Peter L. Mangione

This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to…

Abstract

This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to relational family engagement, a new approach to engaging families in their children’s early learning. Relational family engagement is discussed as central to effectively engaging culturally and linguistically diverse families as active contributors to their children’s lifelong success as learners. The authors delineate three principles fundamental to relational family engagement, supported by an interdisciplinary review of research. Reflective practice is explored as a pathway to relational family engagement. The authors assert that the integration of reflective practice holds promise as a way to facilitate and deepen relationships among staff in early childhood programs, between the early childhood education program staff and families, and between families and children, such that children’s early learning experiences are enhanced across both home and preschool contexts while drawing upon their families’ cultural and linguistic assets.

Book part
Publication date: 26 November 2015

Joseph Seyram Agbenyega

Drawing from the inclusive pedagogical approach in action framework and Pierre Bourdieu’s social theory concepts of habitus, field and capital, this chapter positions literacy and…

Abstract

Drawing from the inclusive pedagogical approach in action framework and Pierre Bourdieu’s social theory concepts of habitus, field and capital, this chapter positions literacy and numeracy learning as core components of further learning, and living successfully in the world. It addresses learner diversity in early childhood settings and recognises the uniqueness of every child within the context of a broad range of cultural knowledge. The chapter concludes with two sample lessons and reflective questions, which early childhood teachers can use as models to expand children’s literacy and numeracy concepts, enabling creative and critical interactions across a range of modes in the context of everyday life across families and cultures.

Details

Inclusive Pedagogy Across the Curriculum
Type: Book
ISBN: 978-1-78441-647-8

Keywords

Book part
Publication date: 12 October 2011

Shira M. Peterson and Amy C. Baker

Understanding the complexity of the change process is critical if early childhood improvement initiatives are to result in lasting change. One of the keys to effective programs…

Abstract

Understanding the complexity of the change process is critical if early childhood improvement initiatives are to result in lasting change. One of the keys to effective programs and efficient use of resources is an understanding of readiness to change. This chapter presents a theoretical approach to understanding readiness to change in the field of early education and care. We describe applications of this approach used within a community-wide initiative in Rochester, New York, funded by an Early Childhood Educator Professional Development grant. The goal of the initiative was to create an integrated professional development system from entry level through the completion of a bachelor degree, with the priorities of increasing access, alignment, and articulation. We describe interventions at the community, organization, and individual level, and explore the impact of readiness to change at each of these levels.

Evaluation results show that educators enrolled in the research-based mentoring program offered by this grant became involved in other types of professional development programs, made significant gains in the quality of the classroom environment, and had children who made gains in overall development and vocabulary beyond developmental expectations. We conclude with a discussion of these results as well as implications for policy, practice, and future research.

Details

The Early Childhood Educator Professional Development Grant: Research and Practice
Type: Book
ISBN: 978-0-85724-280-8

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Article
Publication date: 16 March 2012

Stephanie Lee, Elizabeth Drake, Annie Pennucci, Gretchen Bjornstad and Triin Edovald

This paper seeks to describe a cost‐benefit analysis of early childhood education programmes.

Abstract

Purpose

This paper seeks to describe a cost‐benefit analysis of early childhood education programmes.

Design/methodology/approach

The analysis utilises the best evidence available for early education programmes, combined with data from Washington State and economic literature to determine the monetary implications of these programmes.

Findings

The results indicate that early childhood education can yield benefits that substantially outweigh the costs of the programmes. In addition, these benefits were found to apply in many different public sector areas.

Originality/value

The paper offers an analytic model to determine the long‐term benefits of early intervention programmes.

Details

Journal of Children's Services, vol. 7 no. 1
Type: Research Article
ISSN: 1746-6660

Keywords

Book part
Publication date: 18 January 2013

Suchit Arora

The Epidemiologic Transition can help us understand a fundamental puzzle about aging. The puzzle stems from two seemingly contradictory facts. The first fact is that death rates…

Abstract

The Epidemiologic Transition can help us understand a fundamental puzzle about aging. The puzzle stems from two seemingly contradictory facts. The first fact is that death rates from noninfectious degenerative maladies – the so-called diseases of aging – increase as people age. It seems to be at odds with the historical fact that for nearly a century in which people were aging more than ever before, the aggregate rates of such diseases have been decreasing. In what sense can both be true? Crucial to resolving the puzzle are the age-profiles of such diseases in cohorts that grew up in the different regimes of the Transition. For each cohort, noninfectious diseases had increased with age, resulting in an upward-sloping age profile, which affirms the first fact. As the regimes were transitioning from the Malthusian to the modern one, however, the profiles of successive cohorts had been shifting downward: death rates from noninfectious diseases were shrinking at each age, signifying the newer cohorts’ greater aging potentials. The shifting profiles had been renewing the cohort mix of the population, shaping the century-long descent of such diseases in aggregate, giving rise to the historical fact. The profiles had shifted early in the cohorts’ adult years, associating closely with the newer epidemiologic conditions in childhood. Those conditions appear to be a circumstance under which aging potentials of cohorts could be misgauged, including in one troubling episode in the first half of the nineteenth century when the potentials had reversed.

Details

Research in Economic History
Type: Book
ISBN: 978-1-78190-557-9

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Article
Publication date: 28 October 2022

Md. Ismail Hossain, Iqramul Haq, Md. Sanwar Hossain, Md. Jakaria Habib, Fiza Binta Islam, Sutopa Roy and Mofasser Rahman

Early literacy and numeracy development among children may be the best measure of a child's well-being. The purpose of this research was to examine the impact of child factors…

Abstract

Purpose

Early literacy and numeracy development among children may be the best measure of a child's well-being. The purpose of this research was to examine the impact of child factors, quality of care and household factors, and community factors in early childhood on the development of literacy and numeracy skills of children in Bangladesh.

Design/methodology/approach

For this study, the authors used data from Bangladesh's 2019 Multiple Indicator Cluster Survey. The association between response variables and selected covariates was examined using the chi-square test. To determine the risk factors for early child literacy and numeracy development, the authors applied two-level logistic regression models.

Findings

Among the total of under five children (n = 9,449), in general, 29.1% of the children were growing in the development early childhood literacy and numeracy in Bangladesh. Children (36–47 months), male children, children with moderate stunting, children with severe and moderate underweight status, mothers without education and primary education, and mothers from the poorest, poorer, middle and richer households were less likely than their counterparts to develop children's early literacy and numeracy skills. In contrast, women from the eastern and central regions, children who read at least 3 books, and early childhood education had higher odds of children's literacy and numeracy skills development than their counterparts.

Originality/value

The results from this study suggest that children's, community, quality of care and household level significant factors should be considered when trying to improve children's literacy and numeracy skills development in Bangladesh.

Details

International Journal of Social Economics, vol. 50 no. 3
Type: Research Article
ISSN: 0306-8293

Keywords

Book part
Publication date: 3 October 2015

Kristen M. Kemple, Michelle G. Harris and Il Rang Lee

When young children notice and comment about physical appearance differences often associated with race, adults may experience discomfort and uncertainty about how to respond. As…

Abstract

When young children notice and comment about physical appearance differences often associated with race, adults may experience discomfort and uncertainty about how to respond. As a result, many adults try to avoid or terminate such discussion, leaving children with unanswered questions and misunderstandings. To prepare educators to be supportive of the development of children’s positive racial identity and racial awareness, it is important for educators to examine their own attitudes, biases, and knowledge about race and racism. This chapter summarizes research on children’s racial identity and awareness, describes critical approaches to anti-racist education, and provides resources and strategies through which professionals can better understand themselves and the young children they serve.

Book part
Publication date: 18 January 2021

Gabrielle D. Young, David Philpott, Sharon C. Penney, Kimberly Maich and Emily Butler

This paper examines whether participation in quality early child education (ECE) lessens special education needs and insulates children against requiring costly, intensive…

Abstract

This paper examines whether participation in quality early child education (ECE) lessens special education needs and insulates children against requiring costly, intensive supports. Sixty years of longitudinal data coupled with new research in the United Kingdom and Canada were examined to demonstrate how quality ECE reduces special education needs and mitigates the intensity of later supports for children with special education needs. Research demonstrates that quality ECE strengthens children's language, literacy/numeracy, behavioural regulation, and enhances high-school completion. International longitudinal studies confirm that two years of quality ECE lowers special education placement by 40–60% for children with cognitive risk factors and 10–30% for social/behavioural risk factors. Explicit social-emotional learning outcomes also need to be embedded into ECE curricular frameworks, as maladaptive behaviours, once entrenched, are more difficult (and costly) to remediate. Children who do not have the benefit of attending quality ECE in the earliest years are more likely to encounter learning difficulties in school, in turn impacting the well-being and prosperity of their families and societies.

Book part
Publication date: 29 July 2009

Sally Lindsay

There is growing evidence to suggest that childhood deprivation is linked to social inequalities and has important consequences for health in later life. Past studies tend to…

Abstract

There is growing evidence to suggest that childhood deprivation is linked to social inequalities and has important consequences for health in later life. Past studies tend to focus on the influence of cumulative deprivation on the risk of developing a particular disease. This study adds to the literature by exploring how deprivation in childhood may be linked to how people (who already have a disease) self-manage their condition in later life. Questionnaires and focus groups were analysed to explore this relationship (n=91) among coronary heart disease patients living in a deprived urban area of Northern England. The results suggest that childhood deprivation may influence health behaviours and lifestyle in later life especially with regard to diet, health locus of control and doctor visits.

Details

Social Sources of Disparities in Health and Health Care and Linkages to Policy, Population Concerns and Providers of Care
Type: Book
ISBN: 978-1-84855-835-9

Book part
Publication date: 26 July 2005

Celia Genishi, Shin-ying Huang and Tamara Glupczynski

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and…

Abstract

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

21 – 30 of over 15000