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Early Care (early + care)
Selected AbstractsHealth and Safety Needs in Early Care and Education Programs: What do Directors, Child Health Records, and National Standards Tell Us?PUBLIC HEALTH NURSING, Issue 1 2010Abbey Alkon ABSTRACT Objective: To identify the overlapping and unique health and safety needs and concerns identified by early care and education (ECE) directors, health records, and observed compliance with national health and safety (NHS) standards. Design and Sample: Cross-sectional study. 127 ECE programs from 5 California counties participated in the study, including 118 directors and 2,498 children's health records. Measures: Qualitative data were collected using standardized ECE directors' interviews to identify their health and safety concerns; and objective, quantitative data were collected using child health record reviews to assess regular health care, immunizations, health insurance, special health care needs, and screening tests and an observation Checklist of 66 key NHS standards collected by research assistants. Results: The overlapping health and safety needs and concerns identified by the directors and through observations were hygiene and handwashing, sanitation and disinfection, supervision, and the safety of indoor and outdoor equipment. Some of the health and safety needs identified by only one assessment method were health and safety staff training, medical plans for children with special health care needs and follow-up on positive screening tests. Conclusions: Comprehensive, multimethod assessments are useful to identify health and safety needs and develop public health nursing interventions for ECE programs. [source] Improvements in early care in Russian orphanages and their relationship to observed behaviorsINFANT MENTAL HEALTH JOURNAL, Issue 2 2005Christina J. Groark This article describes a unique study that attempts to promote positive social-emotional relationships and attachment between caregivers and children in orphanages in St. Petersburg, Russia. The children who reside in these orphanages are typically between birth and 48 months of age; approximately 50% are diagnosed with disabilities, and approximately 60% leave through foreign adoption. Initially, their orphanage caregivers showed a high level of current anxiety and depression and were detached from and communicated little with the children. Likewise, during baseline observations, the children demonstrated poor attachment behaviors such as indiscriminant friendliness, lack of eye contact with adults, aggression, and impulsive behavior. Two interventions were used in a quasiexperimental design: (a) training of caregivers to promote warm, responsive caregiving and (b) staffing and structural alterations to support relationship building, especially increasing the consistency of caregivers. The methodology required that both the training and staffing interventions be provided to one orphanage, only the training to a second, and neither to a third. (At any one time, ns = 80,120 in each condition.) Initial informal observations reveal positive behaviors for both the caregivers and the children, such as increased two-way conversations, animated and enthusiastic emotional responses, and positive social and language interactions. Early data analyses show an increase in the consistency and stability of caregivers and increased scores for caregivers on every subscale of the HOME Scales. Children showed improvements in physical growth, cognition, language, motor, personal-social, and affect, with children having severe disabilities improving the most. The implications of these findings suggest that training staff with modest educational backgrounds and structural changes are effective, can increase socially responsive caregiving behaviors, and improves social interactions of children, at least temporarily. ©2005 Michigan Association for Infant Mental Health. [source] A longitudinal study of posttraumatic stress disorder, depression, and generalized anxiety disorder in Israeli civilians exposed to war traumaJOURNAL OF TRAUMATIC STRESS, Issue 3 2010Yuval Neria This 3-wave longitudinal study examined the mental health consequences of the Israel,Gaza 2008,2009 war among young Israeli civilians. Data on posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and generalized anxiety disorder (GAD), and their predictors were collected during the war, and 2 and 4 months after ceasefire. Results showed a sharp decline in symptom levels of PTSD, MDD, and GAD over time. Perceived social support during the war moderated the effects of immediate emotional response on subsequent levels of PTSD, MDD, and GAD. These findings underscore the importance of social support and immediate emotional response to trauma in predicting trauma-related psychopathology, and highlight the potential need for providing early care to exposed individuals exhibiting immediate and severe emotional responses. [source] Understanding nurturing practices , a comparison of the use of strategies likely to enhance self-esteem in nurture groups and normal classroomsBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2003John Colwell Nurture groups are now being established in many parts of the UK, as research evidence continues to confirm both their effectiveness and cost-efficiency in helping children with emotional and behavioural difficulties to remain within mainstream schools. Their conceptual framework is based on Bowlby's attachment theory, in which impaired early care is seen to have led to low self-esteem, mistrust of others and behaviour that impedes success in school. The nurture group provides the opportunity to re-experience early nurturing in a warm and accepting environment, which fosters positive self-regard and the development of secure relationships with the nurture group staff. The study reported in this article sought to determine a reason for the effectiveness of this early intervention by focusing on the enhancement of self-esteem. John Colwell, Senior Lecturer in Psychology at De Montfort University, and Tina O'Connor, a teacher at Oakthorpe Primary School in the London Borough of Enfield, conducted an observational study of nurture groups and normal classrooms in order to compare climates in terms of self-esteem enhancement strategies. Results confirmed that teachers' verbal and non-verbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils. In contrast, the communications of normal classroom teachers were found to be less likely to create an environment conducive to fostering positive self-esteem. The authors conclude that their evidence supports conceptual explanations of the effectiveness of nurture groups and propose that mainstream schools could become more inclusive if whole-school nurturing approaches were adopted. [source] Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool ProgramsCHILD DEVELOPMENT, Issue 2 2007Diane M. Early In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. [source] | ||||||||||