Effect of preschool childcare on school‐aged children’s adiposity in Quebec, Canada

2021 ◽  
Author(s):  
Tanya J. Murphy ◽  
Jay S. Kaufman ◽  
Patricia Li ◽  
Russell Steele ◽  
Seungmi Yang
Keyword(s):  
Preschool Childcare

Fostering the Emotional Well-Being of our Youth

2020 ◽  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
School Safety ◽  
Mental Health Problems ◽  
Factor Model ◽  
Emotional Health ◽  
Well Being ◽  
Evidence Based ◽  
Preschool Childcare

Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.

Adolescent emotional and behavioural outcomes of nonparental preschool childcare

2011 ◽  
Vol 47 (3) ◽  
pp. 399-407 ◽  
Author(s):  
Holan Liang ◽  
Andrew Pickles ◽  
Nicky Wood ◽  
Emily Simonoff
Keyword(s):  
Preschool Childcare

scholarly journals Vplivi na obisk gozda v splošnih in gozdnih vrtcih

2021 ◽  
Vol 126 ◽  
pp. 1-10
Author(s):  
Aleš Golob ◽  
Mojca Nastran
Keyword(s):  
Preschool Children ◽  
Everyday Life ◽  
Natural Environment ◽  
General Public ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Bad Weather ◽  
Forest Visitation ◽  
Preschool Childcare ◽  
Childcare Programs

Preschool children spend a large part of their everyday life in kindergartens, so it is necessary to include visits to the forest, which is the most extensive natural environment in Slovenia, in preschool childcare programs. Based on surveys with preschool teachers of public kindergartens in Slovenia (N = 133), we analysed the habits, purposes, barriers and concerns associated with visiting the forest. The frequency and duration of forest visits largely depend on the distance of the forest from the kindergarten. The habits of forest visits among forest kindergartens which are included in the Network of Forest Kindergartens organized by the Institute of Forest Pedagogy do not differ significantly from that of general public kindergartens. They differ mainly with respect to the frequency of visitation in bad weather and the purpose of visitation. The main concerns when visiting the forest are ticks, fear of injury, and the children having inappropriate equipment. The reasons for less frequent forest visitation include different pedagogical priorities of the kindergartens and lack of support from the management and parents, which highlight the need for the strategic promotion and implementation of forest visitation in preschool education.

scholarly journals Trust and Early Years Childcare: Parents’ Relationships with Private, State and Third Sector Providers in England

2011 ◽  
Vol 40 (4) ◽  
pp. 695-715 ◽  
Author(s):  
JONATHAN ROBERTS
Keyword(s):  
Public Service ◽  
A Priori ◽  
Third Sector ◽  
Early Years ◽  
Staff Turnover ◽  
For Profit ◽  
Organisational Form ◽  
Trust Relationships ◽  
Provision Of Services ◽  
Preschool Childcare

AbstractRelationships of trust are central to the provision of public services. There are, however, concerns that public service reform may disrupt established trust relations. One such reform is the provision of services by a mix of organisations from state, for-profit and third sectors. This paper reports upon an empirical study of the trust relationships between parents and diverse organisations providing early years childcare. It considers whether organisational form or sector is perceived to be a significant indicator of trustworthiness or untrustworthiness, and examines organisational behaviours which may support or hinder trusting relationships. The paper reports that a priori signals, such as sector, have little effect on decisions to trust. Instead, parents actively construct trust through observation of and interactions with providers. Attention therefore shifts to trust-producing organisational behaviours, such as transparency, and to trust-reducing behaviours, such as staff turnover. The paper identifies some benefit in provision through an integrated centre, where parents develop trust over time prior to preschool childcare use. Such a process may be particularly helpful to parents who face disadvantage.

Sign in / Sign up

Export Citation Format

Share Document