The ethanol-lock technique appears to be a safe, well tolerated, and effective way to treat central venous line infections, even in small children. A prospective randomized study should be designed to compare antibiotic-lock, ethanol-lock technique, and systemic antibiotics alone in the treatment of device-associated bloodstream infection.

Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all members of the EECERA Professionalisation Special Interest Group (P-SIG) share their reflections on the professionalisation of early childhood. While professionalisation is associated with discretionary decision making that is premised upon an accepted body of knowledge, neoliberalism imposes constraints from on top, identifying through various forms of curricula, legislated standards, and policies what is appropriate and desirable practice. As a consequence, early childhood personnel are restricted in their professional agency and, their work is characterised by tension, as they strive to balance external expectations from a neoliberal stance and their own perspectives that prioritise a children's rights perspective. This paper questions how the sector manages the constraints imposed on it in a neoliberal political and social world. It calls upon those in the profession to resist neoliberalism and, to make a stand in terms of what is considered best practice. It further argues that ongoing debate is required as to the boundaries of what would be called the early childhood profession: considerations of ways in which the different sectors (education, health, and welfare) contribute to a holistic approach in working with children balanced against the requirement for a profession to have an identified and discrete body of knowledge. The implications of this for professionalisation of early childhood are widespread and, worthy of debate. While the inclusion of different sectors for example, addresses the holistic nature of early childhood work, it risks creating a broad and diffused knowledge base that might make it difficult to claim professionalisation. We hope that this paper contributes to reenergizing conversations on the professionalisation of the early childhood sector.

In 2013, inclusive education was legally fi xed in schools in Lower Saxony. Th e presented results are part of the scientifi c monitoring of inclusive education in primary schools in Lower Saxony, which was conducted between October 2014 and December 2017. Th e study aims at analyzing the current status of implementation and at identifying related conditions of success as well as challenges. It is based on a mixed-methods design and divided into three sub-studies. In this paper, selected quantitative and qualitative fi ndings are presented.

When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. RÉSUMÉ: Quand en Allemagne les enfants passent du préscolaire à l'école primaire, cela emmène également un changement de responsabilités politiques. Les points de vue des parents et des éducatrices sur le processus d'apprentissage des enfants défavorisés socio-économiquement lors de la transition ont été étudiés dans le cadre d'un projet de recherche basé sur le modèle de transition dynamique et écologique de Rimm-Kaufman et Pianta (2000). Nous étudions les constructions micro-systémiques dans une recherche longitudinale avec des méthodes qualitatives à partir d'une vision constructiviste de l'apprentissage. Les résultats présentés portent sur les 18 mois avant l'entrée réglementaire des enfants à l'école. Nous rendons compte des visions des parents et des éducateurs sur le soutien de l'apprentissage des enfants tant dans la famille que dans les institutions. Les résultats remettent en question l'idéal d'un partenariat éducatif, en mettant l'accent sur les demandes conflictuelles relatées à l'éducation préscolaire. ZUSAMMENFASSUNG: Während des Übergangs vom Kindergarten in die Grundschule vollziehen Kinder einen Wechsel zwischen zwei Systemen. Auf der Grundlage des Ecological and Dynamic Model of Transition von RimmKaufman und Pianta (2000) werden die Perspektiven der Eltern und ErzieherInnen auf die Lernprozesse sozioökonomisch benachteiligter Kinder in der Transition untersucht. Ausgehend von einem sozio-konstruktivistischen Lernverständnis werden die mikrosystemischen Konstruktionen in einem längsschnittlichen Design mit qualitativen Methoden erfasst. Die vorgestellten Ergebnisse beziehen sich auf anderthalb Jahre vor dem regulären Schuleintritt der Kinder. Die Perspektiven der Eltern und ErzieherInnen werden hier in Hinblick auf die wahrgenommene Unterstützung im Kontext der Familie und der Institution in ihrer Relation erfasst. Auf dieser Basis wird das Ideal einer Erziehungs-und Bildungspartnerschaft hinsichtlich konflikthafter Ansprüche an den Auftrag des Kindergartens kritisch hinterfragt.RESUMEN: En Alemania, cuando lo...

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