Advancing Investments in the Early Years: Opportunities for Strategic Investments in Evidence-Based Early Childhood Programs in New Hampshire

2019 ◽  
Author(s):  
Lynn Karoly
Keyword(s):  
Early Childhood ◽  
New Hampshire ◽  
Early Years ◽  
Evidence Based ◽  
Early Childhood Programs ◽  
Strategic Investments

Child-Centred, Family-Centred, Decentred: Positioning Children as Rights-Holders in Early Childhood Program Collaborations

2012 ◽  
Vol 2 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Frances Press ◽  
Sandie Wong ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Blind Spot ◽  
Research Literature ◽  
Early Years ◽  
Children And Families ◽  
Early Childhood Programs ◽  
Policy And Practice ◽  
Policy Context ◽  
Rights Of The Child ◽  
United Nations Convention

Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of collaborative practice. A potential blind spot concerns the positioning of the child, whose perspectives, needs and desires are easily subsumed by the intentions of the adults around them, either as professionals or family members. With reference to the United Nations Convention on the Rights of the Child and drawing on extant literature and data from two Australian research projects examining integrated and collaborative practices in early childhood programs, this article interrogates the positioning of the child in interprofessional and transprofessional collaborations, and examines the potential of the early childhood educator to sharpen the focus on children.

A Strategic Approach to Collaborating with Parents for Gender Equity in Early Childhood

1997 ◽  
Vol 22 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Glenda MacNaughton
Keyword(s):  
Early Childhood ◽  
Gender Equity ◽  
Parental Attitudes ◽  
Early Years ◽  
Early Childhood Programs ◽  
Feminist Poststructuralism ◽  
Strategic Approach

This article draws on recent Australian research to explore the complexities of parental attitudes in relation to gender equity in early childhood programs. It describes parental attitudes to their children's involvement in centres where early childhood staff were implementing gender equity programs. Key ideas within feminist poststructuralism are introduced and used to discuss ways in which early years educators can use these ideas to plan a strategic approach to their gender equity work with parents.

eye brings you another batch of the latest products and books on offerSpecial Educational Needs: A Guide for Inclusive Practice edited by Lindsay Peer and Gavin Reid (ISBN: 9781473904545). Paperback. £24.99. Published by SAGE Publications. Tel: 020 73248500; www.sagepublications.com Review by Neil HentyTime to Discover Maths Mathematical Development in the Early Years by Trudi Fitzhenry and Karen Murphy (ISBN: 9781472924056). Paperback. £9.99. Published by Bloomsbury Education. Tel: 01256 302699; www.bloomsbury.com/uk; [email protected] Review by Neil HentyPhonological Skills and Learning to Read by Usha Goswami and Peter Bryant (ISBN: 9781138907845). Paperback. £31.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Neil HentyPromoting Fundamental British Values in the Early Years by Marianne Sargent (ISBN: 9781909280953). Paperback. £19.99. Published by Practical Pre-School Books. Tel: 0333 800 1900; www.practicalpreschoolbooks.com Review by Neil HentyApplied Behaviour Analysis in Early Childhood Education: An Introduction to Evidence-Based Interventions and Teaching Strategies by Laura Baylot Casey and Stacy L Carter (ISBN: 9781138025127). Paperback. £24.99. Paperback. £19.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Neil HentyUnderstanding and Using Educational Theories by Karl Aubrey and Alison Riley (ISBN: 9781473905900). Paperback. £22.99. Published by SAGE Publications. Tel: 020 73248500; www.sagepublications.com Review by Neil HentyEarly Years Practice for Educators and Teachers by Elaine Hallet (ISBN: 9781446298718). Paperback. £22.99. Published by SAGE Publications. Tel: 020 73248500; www.sagepublications.com Review by Neil Henty

2016 ◽  
Vol 18 (5) ◽  
pp. 46-48
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Early Years ◽  
Evidence Based ◽  
Learning To Read ◽  
Childhood Education ◽  
Behaviour Analysis ◽  
Inclusive Practice ◽  
School Books

Potential of ‘stacking’ early childhood interventions to reduce inequities in learning outcomes

2019 ◽  
Vol 73 (12) ◽  
pp. 1078-1086 ◽  
Author(s):  
Carly Molloy ◽  
Meredith O'Connor ◽  
Shuaijun Guo ◽  
Colleen Lin ◽  
Christopher Harrop ◽  
...  
Keyword(s):  
Early Childhood ◽  
Home Visiting ◽  
Child Outcomes ◽  
Cumulative Risk ◽  
Cumulative Effect ◽  
Early Years ◽  
Evidence Based ◽  
Children's Reading ◽  
Early Childhood Interventions ◽  
Children’S Reading

BackgroundEarly childhood interventions are critical for reducing child health and development inequities. While most research focuses on the efficacy of single interventions, combining multiple evidence-based strategies over the early years of a child’s life may yield greater impact. This study examined the association between exposure to a combination of five evidence-based services from 0 to 5 years on children’s reading at 8–9 years.MethodsData from the nationally representative birth cohort (n=5107) of the Longitudinal Study of Australian Children were utilised. Risk and exposure measures across five services from 0 to 5 years were assessed: antenatal care, nurse home-visiting, early childhood education and care, parenting programme and the early years of school. Children’s reading at 8–9 years was measured using a standardised direct assessment. Linear regression analyses examined the cumulative effect of five services on reading. Interaction terms were examined to determine if the relationship differed as a function of level of disadvantage.ResultsA cumulative benefit effect of participation in more services and a cumulative risk effect when exposed to more risks was found. Each additional service that the child attended was associated with an increase in reading scores (b=9.16, 95% CI=5.58 to 12.75). Conversely, each additional risk that the child was exposed to was associated with a decrease in reading skills (b=−14.03, 95% CI=−16.61 to −11.44). Effects were similar for disadvantaged and non-disadvantaged children.ConclusionThis study supports the potential value of ‘stacking’ early interventions across the early years of a child’s life to maximise impacts on child outcomes.

Background Brief on Early Childhood Programs

2006 ◽  
Author(s):  
Sandy Thiele-Cirka ◽  
Patrick Brennan
Keyword(s):  
Early Childhood ◽  
Early Childhood Programs

Evidence-based practice in infant and early childhood psychology

2011 ◽  
Author(s):  
Florence Rubinson ◽  
Anastasia E. Yasik ◽  
Barbara A. Mowder
Keyword(s):  
Early Childhood ◽  
Evidence Based Practice ◽  
Evidence Based
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