Serving families who face economic and related adversities: the '5 As' of effective ECEC service delivery

IntroductionFamilies with young children who face economic and related adversities are the most likely group to miss out on the advantages of regular sustained participation in high quality early childhood education and care. In Australia, there are an estimated 11% of children assessed by teachers to have two or more developmental vulnerabilities and many of these children are living in economically disadvantaged contexts. Government policy in Australia aspires to provide universal access to Early Childhood Education and Care (ECEC) services to support children's outcomes and ensure workforce participation, but policy falls short of ensuring all families can take up high quality early childhood education and care. Government responses to the Covid crisis saw significant changes to the ECEC policy and funding mechanisms. It is timely therefore to reflect on the level of 'competence' in the Australian ECEC systems. Coined this term to refer to a system that is sustainable, inclusive, and effective for all families. MethodsUsing a Delphi methodology, we coalesced the insights of high-level stakeholders who have expertise in delivering services to families experiencing adversities and noted points of consensus and of divergence among these stakeholders. We have taken up the challenge of considering the Australian system from the point of view of families who typically find services hard to use. Results and ConclusionWe put forward a model that frames the characteristics of services that can inclusively engage with families - Approachable, Acceptable, Affordable, Accessible and Appropriate. We argue that more needs to be known about appropriateness and what effective pedagogy looks like on the ground for families and children.

Stabilise, balance and adjust—Framing the early years transitions of children whose parents work non‐standard hours

This study examined talk by parents about the early years transitions of their children (n = 7) in the context of parental non‐standard working hours and Finnish early childhood education and care (ECEC) services. Parents were interviewed at three time points: when their child was aged one, four, five or six years (a total of 21 interviews). The third interview was conducted during the COVID‐19 pandemic. This article focuses on the children's ECEC transitions and the interpretative frames used by parents when talking about their work and childcare. The frames used by the parents to discuss the children's transitions were stabilising the children's lives, balancing between staying at home and attending ECEC and adjusting to norms and rules. The diversity of families' experiences and their children's transitions during the early years should be considered when developing family policy and ECEC services. [ FROM AUTHOR] Copyright of International Journal of Social Welfare is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Digital Reading Check-Ins: Supporting Independent Digital Reading

We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.

Report on the Condition of Education 2023. NCES 2023-144

The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]

Preschool teacher practices and beliefs about digital technology use in classrooms

The focus of this dissertation centers around the beliefs that early education teachers hold regarding the role digital technology plays in the learning and development of young children and how those beliefs are implemented in the classroom. Although there is some previous research on this topic not enough is known about digital technology beliefs and practices at the preschool level. Thus, the focus of this dissertation centers around including the "voices of preschool teachers."Using a mixed methods approach via survey and selected follow-up interviews;100 preschool teachers expressed their beliefs and practices about digital technology use. Three groupings emerged;one group that favored using technology with young children, one group that favored technology use but with limitations, and a final group that did not see any benefit in using technology with young children. Preschool teachers also related the role technology may play in the learning and development of young children and levels of technology access. Almost all teachers reported that they had access to at least one electronic device;children's access, however, was much more limited.Lived experiences as teachers worked through the COVID-19 pandemic were also reported. Many teachers found that they were able to form better connections with parents and families via an electronic format, often at times that were more convenient for parents to talk. Teachers also reported learning how to use various types of digital technology during the COVID-19 pandemic and they reported continuing to implement what they had learned. Teachers' beliefs about technology use in classrooms by teacher demographics were tested to detect whether there were differences between the three belief groupings. The results indicated that when teachers received technology support they were more likely to have favorable beliefs about technology use. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

GOVERNANCE OF HINDU EARLY CHILDHOOD EDUCATION CURRICULUM AFTER COVID-19 PANDEMIC IN MATARAM CITY

This study aims to explore the governance of Hindu early childhood education curriculum in Mataram City after the COVID-19 pandemic. This research focuses on understanding the challenges and opportunities that arise in designing and implementing curricula in the postpandemic era. This type of research uses critical Qualitative Research methods that criticize and analyze the Governance of the Hindu ECCE Curriculum in Mataram City After the Covid-19 Pandemic. This research uses the type of operations research (action research). So that in this study research activities are attached to an ongoing activity without a direct goal at that time to change or create a new implementation system. As a result, there is a need to adapt the curriculum by coordinating new health and safety protocols to ensure the well-being of students and teachers. The role of a teacher in the world of education should not be replaced, therefore a teacher in carrying out duties and responsibilities must be based on a call so that along with the development of digital technology running so rapidly as it is today, the quality and quality of education has also increased and remains guaranteed and there is no term technology stuttering teacher because the welfare that has been given is used to support competency improvement, His professionalism, and His skill in teaching. Therefore, a teacher, especially an ECCE teacher, must have a "personal touch" that can evoke a mood and that is pleasant for their students, this will not be replaced by technological advances. [ FROM AUTHOR] Copyright of Jurnal Syntax Admiration is the property of Ridwan Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Associations between parental well-being and early learning at home before and during the COVID-19 pandemic: observations from the China Family Panel Studies.

Background: COVID-19-related lockdowns and preschool closures resulted in many young children spending all their time at home. Some parents had to manage child care while working from home, and increased demands may have led them to experience considerable stress. Evidence indicates that among parents with young children, those who had pre-existing mental and physical conditions adapted less well than other parents. We considered associations between parental well-being and the home learning environment for young children. Method: We leveraged data from the nationally representative China Family Panel Studies. We analyzed longitudinal data collected before (2018) and during (2020) the pandemic. Participants were parents of 1,155 preschoolers (aged 3-5 years in 2020). Moderated mediation models were conducted. Maternal and paternal psychological well-being, depression, physical health, and physical illness in 2018 and 2020 were predictors. The frequency of marital and intergenerational conflicts in 2020 were mediators. Primary caregiver-reported engagement in home learning activities and family educational expenditure and parent-reported time spent on child care in 2020 were outcome variables. The number of COVID-19 cases in each province 3 months before the 2020 assessment was the moderator. Child, parental, and household characteristics and urbanicity were covariates. Results: Controlling for covariates, improvements in parental psychological well-being predicted more home learning activities and increases in paternal depression predicted less time spent by fathers on child care. Negative changes in maternal physical health predicted less family educational expenditure and mothers spending more time on child care. Family conflicts mediated the association between maternal physical illness in 2018 and family educational expenditure. The number of COVID-19 cases in a province (i) was positively associated with mothers spending more time on child care, (ii) moderated the association of improvements in maternal physical health and mothers spending less time on child care, and (iii) moderated the association of family conflicts and more family educational expenditure. Conclusion: The findings indicate that decreased parental psychological and physical well-being foretells reductions in monetary and non-monetary investment in early learning and care at home. Regional pandemic risk undermines maternal investment in early learning and care, especially for those with pre-existing physical conditions.

Teaching Experiences of Early Childhood Educators in the New Normal: The Multi-Faceted Endeavor Theory

Early childhood is considered to be the fastest developmental stage in human life and is essential for the formation of the physical, intellectual, social and emotional domains. Early childhood educators are expected to provide quality education to all young learners because of their high impact. However, before the COVID-19 pandemic, moderate to high levels of psychological burnout already existed among early childhood educators (Al-Adwan, Zaid, Al-Khayat, Mohammad, 2017). The outbreak of the COVID-19 pandemic has caused widespread concern globally, posing unprecedented challenges to various parts of society and education, considered one of the most vulnerable sectors (Lansangan & Gonzales, 2020). All the demands, expectations, and other concerns in this new normal have made teaching and learning an important and popular research topic (Sut & So, 2021). However, little is known about the teaching experiences of the early childhood educators. In this study, it sought to generate a theory in the teaching experiences of early childhood educators in the new normal. With this purpose, this paper utilized the deductive axiomatic approach in theory generation following the steps provided by Padua (2012). There are five axioms construed: (1) the teaching experiences of early childhood educators in the new normal echo the educators' process of development in adjusting to environmental changes;(2) the teaching experiences of the early childhood educators in the new normal involve a learning cycle on how to teach during a pandemic;(3) the teaching experiences of the early childhood educators in the new normal cultivate survival behaviors for overcoming personal and occupational challenges;(4) the teaching experiences of the early childhood educators in the new normal emphasize the fundamental roles of educators in supporting the cognitive, social and emotional needs of children and their families;and (5) the teaching experiences of the early childhood educators in the new normal point out the motivation to achieve a goal. From these five axioms, five propositions were formulated: (1) government agencies and academic institutions should provide substantial supports to early childhood educators to adjust with the environmental changes in teaching during this new normal;(2) professional learning communities of early childhood educators should be encouraged to reflect and share on the teaching experiences during the new normal;(3) trainings cultivating survival behaviors for overcoming personal and occupational challenges should be implemented as part of the early childhood education capability enhancement program;(4 teacher-led guidance and counseling activities for parents and children's wellness should be enhanced to support their cognitive, social and emotional needs;and(5) early childhood educators should continue to stay focus and motivated in achieving their goal by giving them opportunities for reflective narratives. With these papers, a multi-faceted Endeavor theory emerged from the classroom experiences of early childhood educators in the new normal. This theory highlights the multiple challenges and struggles early childhood educators experience in teaching in the new normal.

'Sorry, we're closed': a fuzzy-set ideal-type analysis of pandemic childcare-policy responses in 28 European countries

Based on an original data set of early childhood education and care/school closures and reopenings, this article presents a fuzzy-set ideal-type analysis of pandemic childcare-policy responses in 28 European countries and explores the complex empirical variety of these policies across Europe. The analysis shows that European countries cluster into five models, comprising not only the opposite poles of strict closures (public-health approach) or absence of closures (high-risk approach) but also more 'mixed' approaches prioritising early childhood education and care/schools' educational (educational approach) or work-care functions (lenient work-care approach or strict work-care approach). A few countries' poor fit within these approaches indicates struggles in balancing different, often contradictory, policy goals during COVID-19. The findings reflect how (continued) provision of early childhood education and care/schools became a highly contested issue, especially as the pandemic evolved and public-health concerns were increasingly weighted against the implications for work-care balance and educational outcomes.

Systems of analysis of the involvement of families in early childhood distance education

Early childhood education is one of the stages that ensures the formation of future citizens for the good of society. For this reason, the present study describes and analyzes, based on the reports, the implications of mothers on the distance education of their children during the pandemic. A descriptive qualitative study was carried out with the participation of 11 families, the data was collected through an interview. Of the 4 subcategories, the involvement of mothers in terms of time and space, use of digital resources and internet connectivity was difficult. In conclusion, during the distance education of children in times of the COVID-19 pandemic, mothers showed greater commitment and accompaniment in learning activities, despite the difficulties in managing virtual resources, inadequate internet connectivity and little time for their daily tasks inside and outside the home. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Reflective supervision in early childhood education: how one program used the intervention during the COVID-19 pandemic

The COVID-19 crisis created stress, anxiety, and depression in early childhood educators, with particular adverse effects on minority and marginalized populations. The use of reflective supervision (RS) has helped childhood education (ECE) programs respond to the ill effects of the pandemic. Thus, it is important to explore the specific mechanisms of how RS supports ECE workers in such times of stress. This phenomenological case study was conducted at Educare DC, an ECE program that serves a low-income, predominantly African American population in Ward 7 of Washington, DC. It aimed to examine the lived experiences of supervisors who used RS during the early months of the pandemic to support staff during this period of heightened stress. Semi-structured interviews were conducted with 12 supervisors to develop an understanding of their experiences of providing and receiving RS. The findings led to the creation of a model of workplace reflective supervision in early childhood education. They show that the COVID-19 pandemic changed the needs of Educare DC staff and as a result, RS evolved to address these needs. Reflective supervision relies on a strong supervisory alliance, and the data illustrate that culture supports relationship building, which then promotes trust and the creation of a safe space in RS. Trust and a safe space create an environment of psychological safety, supervisor self-efficacy, and agency for supervisor and supervisee. This culture of trust then leads to the workplace providing intangible rewards for staff, like an inclusive and culturally accepting work environment, which has been shown to lead to increased productivity and job satisfaction. These rewards likely helped Educare DC staff feel supported during the pandemic. The data represent the transformative power of RS and how it can be adapted to meet the needs of ECE programs in crisis. It also provides a look at how one ECE program was able to support their staff during the pandemic, which can help other similar programs formulate their own support plans. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Uncovering the Filipino mothers' experiences in teaching young children during uncertain times through reflexive thematic analysis

The present study examined the preparations made by 14 mothers to ensure that their children's education was unhampered during the COVID-19 crisis and ready for face-to-face classes when permitted. The study used a reflexive thematic analysis of the face-to-face interviews with participants belonging to low-income families living in the central Philippines whose children used printed modules as teaching materials provided by the school. The study generated three themes: "realizing the gaps” (realizing that in-person campus-based instruction is better because distant learning is not effective);"filling in the gaps” (taking the lead in teaching the child at home and assisted by family and community members) and "getting back on track” (preparing children for face-to-face classes against the COVID-19). The study showed how Filipino parents particularly mothers kept their children in school despite pandemic-induced uncertainties, economic scarcities and social inequalities. The desire driven by the perceived benefits derived from education brought out the pathways to resourcefulness. This study draws attention to equal opportunities for learning across socio-economic statuses and a more inclusive delivery of instruction during a crisis such as the COVID-19 pandemic. © 2023 by the authors;licensee Asian Online Journal Publishing Group.

Learning from COVID: recognising the centrality of the relational in early years practice and research

The initial aim of this research was to undertake an in-depth study to understand the impact of COVID-19 on early years practitioners. Following a survey and interviews with staff in Kids Planet Day Nurseries, an early years organisation in England, we used thematic analysis to analyse their responses. The findings were diverse, particularly highlighting the centrality of relationships in influencing how people responded to the anxiety caused by the pandemic, but the learning did not stop there. The research team was multidisciplinary, including university researchers and a manager from Kids Planet. It was discovered that the professional role of the interviewer influenced the response to the questions. Similarly, discussions within the research group highlighted the entanglement of knowledge acquisition and ethical practice, with consequent challenges. We discuss the value of explicitly supporting a relational worldview in Early Childhood Education and Care as the foundation for understanding and promoting improved ways of working together. [ FROM AUTHOR] Copyright of Early Years: Journal of International Research & Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

‘Go away from this galaxy coronavirus': children's meanings and feelings of the Covid-19 pandemic through narrated drawings

Children, like everyone, have been affected in multiple ways by the changes the pandemic has caused. This study aims to explore how 4–6-year-olds (N =  50) express through drawings and narrations their meanings and feelings around coronavirus. From a rights-based approach and in particular, children's rights to access information, to express their ideas and be listened to, the study captures how young children think of and feel about the coronavirus, during the first lockdown in early 2020. There were three overarching themes that emerged through data, indicating how children represent the physical characteristics of coronavirus, the relationship between coronavirus and people's health and routines and various emotional states stemming from and towards coronavirus. Such findings draw attention to the importance of taking into account children's perspectives, while providing them with information that promotes their well-being and health, despite the occurrence of challenging and/or disruptive situations, like the pandemic.

Cultures of Play: Actors, Affordances and Arenas

The principles of EECERA focus on providing a relevant and rigorous academic forum in Europe;facilitating collaboration and cooperation between European researchers and other researchers around the world;encouraging clear articulation and communication links between research, practice, and policy;and offering interaction, development, and support to those interested in early childhood education. The conference aimed to answer the following questions: * In what ways do cultures shape play in early childhood across time and space? * How is play sculpted by its actors, affordances, and arenas? * In light of the recent global pandemic and other disruptions to daily life, how does play feature in research, teaching, and experience? In addition to these thought-provoking keynote addresses, researchers and practitioners engaged in special interest group presentations in the following areas: birth to three, children from refugee or migrant backgrounds, digital childhoods, multimodality and STEM, disability studies and inclusive education in the early years, gender balance, holistic wellbeing, mathematics birth to 8 years, multilingual childhoods, outdoor play and learning, participatory pedagogy and praxeological research, professionalism in early childhood education and care, rethinking play, sustainability in early childhood education, transforming assessment evaluation and documentation in early childhood pedagogy, transitions, working with parents and families, and young children's perspectives.

Toddler-teacher interaction and teachers' sensitivity as predictors of toddler's development during COVID-19: Stability or change over time.

This study examined the stability and change patterns among toddlers' interactions with their teachers, teachers' sensitivity, and toddlers' development during the COVID-19 pandemic and the three plausible paths were tested to identify which of the study variables affected the development of toddlers in subsequent periods over time. The subjects of this study were 63 toddlers and 6 head teachers who attended a subsidized child care center, located in Kyunggi province, Korea. In order to carry out the research objectives, a non-experimental survey research design was undertaken, and the qualitative data was obtained via on-site observations by trained researchers. With regard to continuity and change patterns among the study variables toddlers who had been actively involved in initiating their verbal interactions with teachers showed more verbal interactions with their teachers even after 4 months passed. Also, it was found that the early (T1) social disposition of toddlers and the behavioral interaction that toddlers had initiated with teachers revealed a significant effect, supporting each of the three models, which are simultaneous, cumulative, and complex paths. The main results of this research support the contention that the interaction patterns vary by contexts of subject, time, and history, indicating that it would be useful to understand new competencies required for teachers within the context of the multi-faceted ramifications of the pandemic on toddler development.

Evaluation of Serial Testing After Exposure to COVID-19 in Early Care and Education Facilities, Illinois, March-May 2022.

OBJECTIVE: To understand SARS-CoV-2 transmission in early care and education (ECE) settings, we implemented a Test to Stay (TTS) strategy, which allowed children and staff who were close contacts to COVID-19 to remain in person if they agreed to test twice after exposure. We describe SARS-CoV-2 transmission, testing preferences, and the number of in-person days saved among participating ECE facilities. METHODS: From March 21 through May 27, 2022, 32 ECE facilities in Illinois implemented TTS. Unvaccinated children and staff who were not up to date with COVID-19 vaccination could participate if exposed to COVID-19. Participants received 2 tests within 7 days after exposure and were given the option to test at home or at the ECE facility. RESULTS: During the study period, 331 TTS participants were exposed to index cases (defined as people attending the ECE facility with a positive SARS-CoV-2 test result during the infectious period); 14 participants tested positive, resulting in a secondary attack rate of 4.2%. No tertiary cases (defined as a person with a positive SARS-CoV-2 test result within 10 days after exposure to a secondary case) occurred in the ECE facilities. Most participants (366 of 383; 95.6%) chose to test at home. Remaining in-person after an exposure to COVID-19 saved approximately 1915 in-person days among children and staff and approximately 1870 parent workdays. CONCLUSION: SARS-CoV-2 transmission rates were low in ECE facilities during the study period. Serial testing after COVID-19 exposure among children and staff at ECE facilities is a valuable strategy to allow children to remain in person and parents to avoid missing workdays.

Early Childhood Learning Losses during COVID-19: Systematic Review

The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others. © 2023 by the authors.

Balancing technology and outdoor learning: Implications for early childhood teacher educators

The integration of technology in the classroom has become commonplace in early childhood education;however, promoting outdoor learning is not as emphasized. A wealth of research has documented how young children learn and develop while engaging with technology or outdoor play, but limited literature exists on balancing these learning experiences to support children's developmental outcomes. The present paper seeks to review current literature on the effects of technology and outdoor learning on young children's development. Building off of the relevant literature, this paper will provide recommendations for early childhood teacher educators to guide teachers in training on balancing appropriate technology use and outdoor learning. Given the COVID-19 global pandemic, teaching implications regarding balancing technology and outdoor learning are also addressed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Reopening ECEC Services for Children Under Three Amidst the Pandemic: Investigating the Association of Health Measures with Pedagogical Practices and Children's Well-being.

In Portugal, early childhood education and care services for children under-three were the first educational services to reopen after periods of lockdown. COVID-19 prevention and control measures had to be implemented nationwide, but no knowledge was yet produced on their impact in educational settings. This study aimed to map the implementation of COVID-19 prevention and control measures and examine associations among prevention and control measures, perceived changes to pedagogical practices and children's well-being in early childhood education and care services for children under three. In this study, 1098 early childhood education and care professionals from all districts completed an online survey during January and February 2021. Results indicated that prevention and control measures were widely implemented. Furthermore, early childhood education and care professionals who started to implement prevention and control measures more frequently were more likely to perceive a reinforcement of their pedagogical practices at the level of adult-child interaction, emotional climate, and interaction with families, and reported higher levels of children's well-being. Findings highlighted the potential role of pedagogical practices in mitigating the effects of COVID-19 in early childhood education and care services for children under-three.