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Constructing policy change : early childhood education and care in liberal welfare states
\"In Constructing Policy Change, Linda A. White examines the expansion of early childhood education and care (ECEC) policies and programs in liberal welfare states, including Australia, Canada, New Zealand, the UK, and the USA. In the first part of the book, the author investigates the sources of policy ideas that triggered ECEC changes in various national contexts. This is followed by a close analysis of cross-national variation in the implementation of ECEC policy in Canada and the USA. White argues that the primary mechanisms for policy change are grounded in policy investment logics as well as cultural logics: that is, shifts in public sentiments and government beliefs about the value of ECEC policies and programs are rooted in both evidence-based arguments and in principled beliefs about the policy. A rich, nuanced examination of the reasons motivating ECEC policy expansion and adoption in different countries, Constructing Policy Change is a corrective to the comparative welfare state literature that focuses on political interest alone.\"-- Provided by publisher.
Book
The Provision of Trauma Awareness Training in the Early Childhood Education & Care Profession: A Systematic Review
Advances in the field of Early Childhood Education & Care (ECEC) are catalysing an important paradigm shift in the understanding of childhood trauma throughout the life course. While there is little dispute regarding the unique role of ECEC practitioners in providing critical support to children who experience trauma, international provisions of trauma-related education for this cohort require further interrogation. A systematic literature review was performed to examine the delivery of trauma awareness training in the ECEC profession. Relatedly, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were implemented to facilitate the review process, which yielded a total of 10 papers across five electronic databases to be appraised. Findings consolidated that, presently, there appears to be (i) a paucity of international research pertaining to trauma awareness training in ECEC, (ii) a lack of a standardised measurement tools to evaluate trauma-focused interventions in an ECEC context, and (iii) an absence of practitioner well-being components in current training interventions. Due to the practical and theoretical importance of ECEC practitioners receiving trauma awareness training, this review serves to highlight the urgent need for increased, and context-specific, training provisions for ECEC practitioners worldwide.
Journal Article
Composition of staff teams in early childhood education and care centres in nine countries
This study draws on data from TALIS Starting Strong 2018, an international survey of early childhood education and care (ECEC) staff and leaders, to examine the staff roles (leader, teacher, assistant, specialised staff, intern, other) that are included in ECEC centres in nine countries: Chile, Denmark, Germany, Iceland, Israel, Japan, Korea, Norway and Türkiye. The staffing profiles in ECEC centres are compared across countries as well as within countries, according to whether the centre was co-located with a primary school, its size in terms of the number of children enrolled, and the concentration of children with special needs and those from socio-economically disadvantaged homes. In addition, associations between the share of teachers and assistants in ECEC centres and staff reports of their time working on tasks without children, their collaboration with colleagues, their work-related stress and job satisfaction were examined. Results are discussed in terms of the different policy contexts in the participating countries and implications for building an ECEC workforce to address demands for both increased access to and better ECEC quality for children.
Journal Article
Multi-professional teamwork in Finnish early childhood education and care
This article analyses the theoretical, practical, and political interpretations of multi-professional teamwork in Finnish early childhood education and care during the last two decades. A semi-systematic approach was used to provide an overview of teams, teamwork, team composition, and multi-professionalism. The data were drawn from two main sources: key Finnish policy documents that regulate or guide multi-professional teamwork and a systematic literature review of multi-professional teamwork in Finnish research studies over the past 20 years. The data were examined through the lens of thematic analysis. In the final phase of the analysis, we constructed a narrative timeline. The timeline indicates two main themes: one is an emphasis on multi-professional teamwork as a resource combined with the challenges in implementing it, the other is an emphasis on pedagogy and the clarification of professional profiles. The timeline illustrates changes in the ways multi-professional teamwork has been interpreted, guided, and studied.
Journal Article
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis
High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size [ES] = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.
Journal Article
Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review
Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualification and the quality of the ECEC environment makes it difficult to identify strategies that could enhance developmental and educational outcomes. This meta-analytic review examines evidence on the correlation between teacher qualifications and the quality of ECEC environments. Results show that higher teacher qualifications are significantly correlated with higher quality ECEC environments. Specifically, the education level of teachers or caregivers is positively correlated to overall ECEC qualities, as well as subscale ratings including program structure, language, and reasoning.
Journal Article
Innovative ways of handling staff shortages in ECEC? Increasing flexibility in the regulatory frameworks for non-traditional and non-German professional staff qualifications
The staff shortages in the early childhood education and care (ECEC) sector in Germany are an important issue. They impact centres that are forced to close earlier, shut down entire groups or are unable to open at all due to the lack of pedagogical staff. However, the federal states have been making efforts to address this problem. This article discusses innovative ways of handling staff shortages based on qualitative analyses of current regulations regarding qualification requirements for the ECEC sector in Germany. Our analysis focused on the question concerning the degree to which a multi-professional orientation is already widespread in the 16 licensing laws of the federal states and what other conditions have to be met by individuals wishing to work in the ECEC sector who have no pedagogical qualifications. The second focus regarding the handling of staff shortages was on the formal recognition of migrant pedagogical staff with non-German qualifications. The results revealed first a tendency to open the labour market to individuals with non-pedagogical qualifications in the majority of the federal states. Second, most of the federal states have created ways of recognising non-German qualifications and of putting in place special regulations for Ukrainian pedagogues. In summary, it can be said that despite the relaxing of the licensing laws, no major changes in team composition could be observed. This is a positive sign given the unchanged division of tasks and positions in the teams, as there are currently no structures in place to adequately support team members with non-pedagogical qualifications.
Journal Article
Understanding territorial inequalities in decentralised welfare systems: early childhood education and care system expansion in Croatia
The decentralised provision of social services raises concerns about cn'ailability of sendees in different geographical areas, particularly in low- and middleincome countries with weak governance and fiscal redistributive capacities. Yet the interconnection of different decentralisation regimes and territorial inequalities in the provision of social services remains underexplored. This article engages with one aspect of this puzzle, the implications of the fiscal conditions on exacerbating (or overcoming) territorial inequalities in services provision. Using the Croatian system of early childhood education and care (data for the 2005-2018 period) as an empirical lens, the article shows that in the absence of a well-established policy andfiscal framework sensitive to regional inequalities in administrative and fiscal capacities, decentralised systems can only institutionalise territorial inequalities in services provision. Next to the legal entitlement to a certain service, inter-territorial fiscal equalisation policies are crucial in overcoming fragmentation in social rights along territorial lines.
Journal Article
Missing Early Education and Care During the Pandemic: The Socio-Emotional Impact of the COVID-19 Crisis on Young Children
Worldwide, millions of children have missed out on early childhood education and care (ECEC) due to the closure of their settings during the COVID-19 pandemic. However, little is known about the socio-emotional impact of these closures on young children. This paper draws upon a study of 506 parents of children aged 1–10 years in Ireland who completed the online Play and Learning in the Early Years (PLEY) Survey during lockdown in May and June 2020. Parents responded to a series of questions about their child’s play, learning and development during lockdown, and described the impact of the restrictions on their children’s lives. The study was approved by the institutional ethics committee. Findings indicate that most children missed their friends, playing with other children, and the routine and structure of ECEC and school settings. Parents described the negative impact of the closure of these settings on their children’s social and emotional well-being, which they suggested, resulted in tantrums, anxiety, clinginess, boredom, and under-stimulation. However, some parents did report positive aspects of lockdown for their children and the family, including more time to play with siblings and a break from the usual routine. While the findings of the PLEY study indicate that children’s socio-emotional development was severely disrupted during lockdown, with a variety of negative impacts, this experience was not universal. Moreover, the findings suggest that families missed the nurturing environment provided by ECEC programs that supported their children's socio-emotional development, as well as the structure and routine afforded by their children's participation in early childhood programs.
Journal Article