scholarly journals The Effect of Early Childhood Education and Care Services on the Social Integration of Refugee Families

2019 ◽  
Author(s):  
Ludovica Gambaro ◽  
Guido Neidhöfer ◽  
C. Katharina Spiess
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Integration ◽  
Childhood Education ◽  
Care Services ◽  
Refugee Families ◽  
The Social ◽  
Education And Care

Parent Choice of Early Childhood Education and Care Services

2007 ◽  
Vol 32 (2) ◽  
pp. 51-57 ◽  
Author(s):  
Karen Noble
Keyword(s):  
Early Childhood ◽  
Grounded Theory ◽  
Social Context ◽  
Early Childhood Education ◽  
Knowledge Bases ◽  
Theory Analysis ◽  
Parent Choice ◽  
Childhood Education ◽  
Care Services ◽  
Education And Care

THIS PAPER REPORTS ON A STUDY designed to enhance knowledge and understanding of parent choice in relation to early childhood education and care (ECEC) services. It investigates the ways parents make their choices of early childhood services and examines and interprets the meanings they ascribe to those choices. An orthodox grounded theory analysis of interviews with parents was conducted to elicit the knowledge bases parents draw on as they make judgements about the early childhood services they access for their children. This investigation informs ECEC professionals about the variations in the ways parents make choices for their young children. Specifically, there is a strong sense of the influence of social context and existing beliefs and understandings. However, equally importantly, parent choice is also strongly influenced by more pragmatic concerns. Therefore, choice of ECEC service is both complex and pragmatic.

Trust, Empathy and Time: Relationship Building with Families Experiencing Vulnerability and Disadvantage in Early Childhood Education and Care Services

2017 ◽  
Vol 42 (4) ◽  
pp. 4-12 ◽  
Author(s):  
Wendy Roberts
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interpretative Phenomenological Analysis ◽  
Social Inclusion ◽  
Structured Interview ◽  
Relationship Building ◽  
Childhood Education ◽  
Care Services ◽  
Starting Point ◽  
Education And Care

THIS ARTICLE IDENTIFIES some key enablers and barriers in early childhood education and care (ECEC) environments in Australia encountered by early childhood educators and professionals (ECEPs) and by the children and their families experiencing vulnerability and disadvantage. Improving educational outcomes can change the cycle of disadvantage for children and their families. This research asks both the providers and users of services concurrently about what they think is important and effective. This qualitative case study used Interpretative Phenomenological Analysis (IPA) to analyse semi-structured interview data gathered from 30 families and their children and 33 qualified ECEPs. The research focused on the enablers and barriers around social inclusion, access, participation and engagement at the different levels of system, service, children and their families, and ECEPs. The study found that the participant groups shared an understanding that empathy, trust and time proved key to relationship building as a starting point in addressing some of the key barriers. Social inclusion, access, participation and engagement are key to early learning success in early childhood—a time integral to overall health, wellbeing and future role in society. This study has led to the development of a new model for engagement and relationship building.

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

scholarly journals Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 229
Author(s):  
Ruth Wallace ◽  
Karen Lombardi ◽  
Charlotte De Backer ◽  
Leesa Costello ◽  
Amanda Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Food Sharing ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Care Services ◽  
Education And Care ◽  
Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

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