Do Variables Associated With Quality Child Care Programs Predict the Inclusion of Children With Disabilities?

Essa, Eva L.; Bennett, Patrick R.; Burnham, Melissa M.; Martin, Sally S.; Bingham, Ann; Allred, Keith W.

doi:10.1177/0271121408324447

Cited by 25 publications

(28 citation statements)

References 29 publications

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“…In fact, one study suggests that the most prevalent barrier to inclusive childcare is lack of knowledge regarding care requirements of children with special needs (Dinnebeil, McInemey, Fox, & Juchartz-Pendry, 1998). Training surrounding the care of children with disabilities is a predictor of the quality of inclusive childcare environments (Essa et al, 2008). In Canada, training requirements vary by province but may not require experience working with children with disabilities or on facilitating inclusion (Irwin, Lero, & Brophy, 2000).…”

Section: Discussionmentioning

confidence: 99%

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

Crawford¹,

Stafford²,

Phillips³

et al. 2014

Physical & Occupational Therapy In Pediatrics

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The purpose of this integrative review was to examine strategies that facilitate inclusion in play among children with physical disabilities in childcare centers. Nine databases were systematically searched for peer reviewed empirical studies investigating inclusion strategies for play in childcare settings among preschoolers with physical disabilities. Nine studies met the inclusion criteria and were appraised using the McMaster Critical Review Forms. The inclusion approaches identified were grouped into relevant strategies during analysis. Two main strategies were identified: role of the adult facilitator and environmental factors. substrategies within the role of the adult facilitator included: customize approach for specific child's needs; adult facilitator self-awareness of presence; prompting and praise; and promote fairness, equity, and play interaction. Substrategies within the environmental factors included: physical setting; type of toys; and type of play activity. The findings suggest play inclusion strategies in the childcare environment. Therapists are encouraged to apply inclusion strategies to improve play opportunities for children with disabilities, but future research is necessary to confirm the effectiveness of these strategies using higher quality study designs.

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Section: Discussionmentioning

confidence: 99%

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

Crawford¹,

Stafford²,

Phillips³

et al. 2014

Physical & Occupational Therapy In Pediatrics

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“…There were no differences in the number of childcare arrangements between children with EOD and typically developing children. In slight contrast to other research (Essa et al,2008;Rosenzweig et al, 2008), Booth-LaForce & Kelly (2004) found that the most common type of childcare that children with EOD received was non-parental relative care, that is to say, for example care by a grandparent. The second most common form of care was provided by the father's/mother's partner.…”

Section: Outcomes Associated With Childcarecontrasting

confidence: 64%

“…For example previous studies (Essa et al, 2008) have found that children with differences were more likely to attend childcare that was larger in size, such as centre care. Yet other research suggested that children with disabilities received the least amount of childcare in a professional childcare setting such as centres or preschool (Rosenzweig et al, 2008).…”

Section: Types Of Childcarementioning

confidence: 99%

Childcare usage among Canadian preschoolers with early observable differences

Ouellette¹

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The author has granted a nonexclusive license allowing Library and Archives Canada to reproduce, publish, archive, preserve, conserve, communicate to the public by telecommunication or on the Internet, loan, distribute and sell theses worldwide, for commercial or noncommercial purposes, in microform, paper, electronic and/or any other formats. L'auteur a accorde une licence non exclusive permettant a la Bibliotheque et Archives Canada de reproduire, publier, archiver, sauvegarder, conserver, transmettre au public par telecommunication ou par I'lnternet, preter, distribuer et vendre des theses partout dans le monde, a des fins commerciales ou autres, sur support microforme, papier, electronique et/ou autres formats. Bien que ces formulaires aient inclus dans la pagination, il n'y aura aucun contenu manquant.

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“…Furthermore, teachers are encouraged to recognize and leverage the links among academic and non-academic learning areas, with the final aim of fostering children’s holistic development. In summary, both the NEL and the Guide fully embrace a Western constructivist epistemological perspective (Essa and Burnham, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks

Bautista

Bull

et al. 2020

Policy Futures in Education

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As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore’s Nurturing Early Learners and Hong Kong’s Kindergarten Education Curriculum Guide present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teachers, principals, teacher educators, and parents, we advocate for the design of 'glocal' (global/local, explicitly hybrid) curriculum frameworks, based on principles that are culturally appropriate and socially situated. Drawing on recent research studies, we analyze current curriculum/practice gaps in relation to the notions of Child-Centeredness, Quality Interactions, Creativity and Self-Expression, and Play. In seeking the global/local balance that is needed in Singapore and Hong Kong, four alternative glocal notions are proposed: Child-Appropriateness, Pedagogical Quality, Arts Engagement, and Child-Led Activities. We conclude there is an urgent need for generating a solid corpus of local research in both jurisdictions, which should guide subsequent curriculum reforms and teacher preparation models. Our final aim is to contribute to early childhood education policy discussions in Asia, against the background of internationalization.

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Do Variables Associated With Quality Child Care Programs Predict the Inclusion of Children With Disabilities?

Cited by 25 publications

References 29 publications

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

Strategies for Inclusion in Play among Children with Physical Disabilities in Childcare Centers: An Integrative Review

Childcare usage among Canadian preschoolers with early observable differences

“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks

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