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Full-Text Articles in Education
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Toby Carslake
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Syeda Kashfee Ahmed
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Petra Lietz
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Jen Jackson
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Syeda Kashfee Ahmed
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Toby Carslake
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Petra Lietz
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Jen Jackson
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle
Professor Kathryn Moyle (consultant)
Students in the Certificate III in Early Childhood Education and Care course at Batchelor Institute of Indigenous Tertiary Education (BIITE) incorporated the children’s television program Little J & Big Cuz into their early childhood programs and family life in the respective communities in which they live and work. This course is a three year program and enrolment requires that the students are working in early childhood settings. The BIITE students who planned and incorporated Little J & Big Cuz into their early childhood programs live in Yarralin and the Tiwi Islands.
Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle
Professor Kathryn Moyle (consultant)
The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …
Early Childhood Education And Local Economic Development, Timothy J. Bartik
Early Childhood Education And Local Economic Development, Timothy J. Bartik
Timothy J. Bartik
No abstract provided.
From Preschool To Prosperity: The Economic Payoff To Early Childhood Education, Timothy J. Bartik
From Preschool To Prosperity: The Economic Payoff To Early Childhood Education, Timothy J. Bartik
Timothy J. Bartik
Bartik shows that investment in high-quality early childhood education has several long-term benefits, including higher adult earnings for program participants.
Preschool And Prosperity, Timothy J. Bartik
Preschool And Prosperity, Timothy J. Bartik
Timothy J. Bartik
Substantial research shows that high-quality early childhood education programs have a large economic payoff. This payoff is increased earnings for former child participants, increased earnings for parents, and increased earnings for all workers when average worker skills improve. A program package of universal pre-K, combined with child care and parenting support for all low-income families, would cost $80 billion annually. But each dollar invested in this package would yield future economic benefits of over 10 times as great.
The Influence Of Model Infant Group Care On Parent/Child Interaction At Home., Carolyn Edwards, Mary Ellin Logue, Sandra Loehr, Sanford Roth
The Influence Of Model Infant Group Care On Parent/Child Interaction At Home., Carolyn Edwards, Mary Ellin Logue, Sandra Loehr, Sanford Roth
Mary Ellin Logue
The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day, high-quality infant-toddler program. Hypotheses concerned whether "child-centered" features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2-24 months at start) were followed for 8 months. All had employed or student mothers. Methods included brief parent-reported "spot" observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center …
Evaluation Of The Assessment And Rating Process Under The National Quality Standard For Early Childhood Education And Care And School Age Care, Sheldon Rothman, David Kelly, Bridie Raban, Mollie Tobin, Jocelyn Cook, Kate O’Malley, Clare Ozolins, Meredith Bramich
Evaluation Of The Assessment And Rating Process Under The National Quality Standard For Early Childhood Education And Care And School Age Care, Sheldon Rothman, David Kelly, Bridie Raban, Mollie Tobin, Jocelyn Cook, Kate O’Malley, Clare Ozolins, Meredith Bramich
Clare Ozolins
This evaluation of the assessment and rating process for early childhood education and care and school age care services had as its focus the validity and reliability of the process. In particular, do the items reviewed with the Assessment and Rating Instrument provide consistent and replicable measures? Would the judgements made by one authorised officer be made by other authorised officers reviewing the same service? Does the process—including use of the Instrument—allow distinctions between rating levels? The evaluation was undertaken by the Australian Council for Educational Research (ACER), which analysed assessment and rating data from both draft and final reports; …
Evaluation Of The Assessment And Rating Process Under The National Quality Standard For Early Childhood Education And Care And School Age Care, Sheldon Rothman, David Kelly, Bridie Raban, Mollie Tobin, Jocelyn Cook, Kate O’Malley, Clare Ozolins, Meredith Bramich
Evaluation Of The Assessment And Rating Process Under The National Quality Standard For Early Childhood Education And Care And School Age Care, Sheldon Rothman, David Kelly, Bridie Raban, Mollie Tobin, Jocelyn Cook, Kate O’Malley, Clare Ozolins, Meredith Bramich
Dr Sheldon Rothman
This evaluation of the assessment and rating process for early childhood education and care and school age care services had as its focus the validity and reliability of the process. In particular, do the items reviewed with the Assessment and Rating Instrument provide consistent and replicable measures? Would the judgements made by one authorised officer be made by other authorised officers reviewing the same service? Does the process—including use of the Instrument—allow distinctions between rating levels? The evaluation was undertaken by the Australian Council for Educational Research (ACER), which analysed assessment and rating data from both draft and final reports; …
Current Requirements For Tertiary Qualifications In Early Childhood Education : Implications For Policy : Final Report, Glenn Rowley, Julie Kos, Bridie Raban, Marilyn Fleer, Joy Cullen, Alison Elliott
Current Requirements For Tertiary Qualifications In Early Childhood Education : Implications For Policy : Final Report, Glenn Rowley, Julie Kos, Bridie Raban, Marilyn Fleer, Joy Cullen, Alison Elliott
Dr Julie Kos
The Office of Early Childhood Education and Child Care (OECECC) within the Department of Education, Employment and Workplace Relations (DEEWR) commissioned the Australian Council for Educational Research (ACER) to map and analyse currently available Early Childhood education and care (ECEC) tertiary courses across Australia. ACER is undertaking this project in partnership with Monash University. This report considers issues raised by the project and sets out four key issues raised by this work, detailing the possible policy implications that could flow from the findings, in addition to potential further research implications.
The Relationship Between Child Care Subsidies And Children’S Cognitive, Laura Hawkinson, Andrew Griffen, Nianbo Dong, Rebecca Maynard
The Relationship Between Child Care Subsidies And Children’S Cognitive, Laura Hawkinson, Andrew Griffen, Nianbo Dong, Rebecca Maynard
REBECCA A MAYNARD
Child care subsidies help low-income families pay for child care while parents work or study. Few studies have examined the effects of child care subsidy use on child development, and no studies have done so controlling for prior cognitive skills. We use rich, longitudinal data from the ECLS-B data set to estimate the relationship between child care subsidy use and school readiness, using value-added regression models as well as parametric and non-parametric models with propensity score matching. Compared to a diverse group of subsidy non-recipients in various types of non-parental care as well as parental care only, we find that …