Do Parental Work Hours and Nonstandard Schedules Explain Income-Based Gaps in Center-Based Early Care and Education Participation?

2019 ◽  
Vol 93 (1) ◽  
pp. 55-95
Author(s):  
Alejandra Ros Pilarz ◽  
Ying-Chun Lin ◽  
Katherine A. Magnuson
Keyword(s):  
Work Hours ◽  
Early Care And Education ◽  
Early Care ◽  
Nonstandard Schedules ◽  
Education Participation ◽  
Parental Work

The status of early care and education in Wisconsin

2004 ◽  
Author(s):  
Jeannine Love ◽  
Erica Williams ◽  
Anne W. Mitchell
Keyword(s):  
Early Care And Education ◽  
Early Care ◽  
The Status

‘A place where my children could learn to read, write, and play’: The search for early care and education among undocumented Central American immigrant mothers

2021 ◽  
Vol 56 ◽  
pp. 306-319
Author(s):  
Colleen K. Vesely ◽  
Elizabeth K. DeMulder ◽  
Amber B. Sansbury ◽  
Elizabeth F. Davis ◽  
Bethany L. Letiecq ◽  
...  
Keyword(s):  
Early Care And Education ◽  
Central American ◽  
Early Care ◽  
Immigrant Mothers ◽  
American Immigrant

scholarly journals Table Talk: development of an observational tool to assess verbal feeding communications in early care and education settings

2017 ◽  
Vol 20 (16) ◽  
pp. 2869-2877 ◽  
Author(s):  
Taren Swindle ◽  
Julie M Rutledge ◽  
Belynda Dix ◽  
Leanne Whiteside-Mansell
Keyword(s):  
Head Start ◽  
Weight Status ◽  
Early Care And Education ◽  
Early Care ◽  
Observational Tool ◽  
Potential Applications ◽  
Table Talk ◽  
Short And Long Term ◽  
Trained Observers

AbstractObjectiveChildren’s dietary intake impacts weight status and a range of short- and long-term health outcomes. Accurate measurement of factors that influence children’s diet is critical to the development and evaluation of interventions designed to improve children’s diets. The purpose of the current paper is to present the development of the Table Talk observational tool to measure early care and education teachers’ (ECET) verbal feeding communications.DesignAn observational tool to assess ECET verbal communication at mealtimes was deigned based on the extant literature. Trained observers conducted observations using the tool during lunch for both lead and assistant ECET. Descriptive statistics, test–retest for a subgroup, interclass correlations for each item, and comparisons between leads and assistants were conducted.SettingHead Start centres, Southern USA.SubjectsSeventy-five Head Start educators.ResultsOn average, 17·2 total verbal feeding communications (sd8·9) were observed per ECET. For lead ECET, the most prevalent Supportive Comment was Exploring Foods whereas for assistants Making Positive Comments was the most prevalent. Overall, lead ECET enacted more Supportive Comments than assistant ECET (F(2,72)=4·8,P=0·03). The most common Unsupportive Comment was Pressuring to Eat, with a mean of 3·8 (sd4·3) and a maximum of 25. There was no difference in Unsupportive Comments between lead and assistant ECET.ConclusionsTable Talk may be a useful tool to assess verbal feeding communications of ECET, with potential applications such as informing ECET training and assessing intervention efforts.

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