Emotional quality of early education programs improves language learning: A within‐child across context design

Rankin, Peter; Staton, S.; Potia, Azhar Hussain; Houen, Sandy; Thorpe, Karen

doi:10.1111/cdev.13811

Cited by 11 publications

(4 citation statements)

References 94 publications

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“…Although this may have been because educators had conflated research-related paperwork with the CP3 itself, this aspect remains important. Research in the early childhood education sector has highlighted that issues such as paperwork are a major impediment to workplace well-being and the educational effectiveness of educators [ 31 ], which can, in turn, influence the quality of OSHC service provision and child outcomes [ 32 , 33 ]. The digitization of CP3 implementation and support tools is planned to minimize the administrative burden of the CP3.…”

Section: Discussionmentioning

confidence: 99%

Supporting Children’s Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program

Milton,

Mengesha,

Ballesteros

et al. 2023

JMIR Pediatr Parent

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Background School-age care, such as outside school hours care (OSHC), is the fastest-growing childhood education sector in Australia. OSHC provides a unique opportunity to deliver programs to enhance primary school–age children’s social, emotional, physical, and cognitive well-being. Objective This study aimed to pilot the co-designed Connect, Promote, and Protect Program (CP3) and conduct formative and process evaluations on how well the CP3 achieved its intended aims, ascertain areas for improvement, and determine how the CP3 model could be better sustained and extended into OSHC settings. Methods A naturalistic formative and process evaluation of the CP3 implementation was undertaken at 1 and then 5 OSHC sites. Qualitative and quantitative feedback from stakeholders (eg, children, OSHC educators, volunteers, and families) was collected and incorporated iteratively for program improvement. Results The formative and process evaluations demonstrated high program engagement, appropriateness, and acceptability. Co-design with children was viewed as highly acceptable and empowered children to be part of the decision-making in OSHC. Feedback highlighted how the CP3 supported children in the 4 CP3 domains: Build Well-being and Resilience, Broaden Horizons, Inspire and Engage, and Connect Communities. Qualitative reports suggested that children’s well-being and resilience were indirectly supported through the Broaden Horizons, Inspire and Engage, and Connect Communities CP3 principles. Matched-sample 2-tailed t tests found that children’s prosocial behaviors increased (mean difference=0.64; P=.04; t57=−2.06, 95% CI −1.36 to −0.02) and peer problems decreased (mean difference=−0.69; P=.01; t57=2.57, 95% CI 0.14-1.13) after participating in the CP3. Program feasibility was high but dependent on additional resources and CP3 coordinator support. Conclusions To our knowledge, the CP3 is the first co-designed well-being program developed and evaluated specifically for OSHC services. This early evidence is promising. The CP3 may provide a unique opportunity to respond to the voices of children in OSHC and those that support them through creative and engaging co-designed activities. Our research suggests that CP3 provides OSHC with a framework and high-quality program planning tool that promotes tailored interventions developed based on the unique needs and preferences of those who will use them.

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Section: Discussionmentioning

confidence: 99%

Supporting Children’s Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program

Milton,

Mengesha,

Ballesteros

et al. 2023

JMIR Pediatr Parent

View full text Add to dashboard Cite

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“…Second, in-person observations can be prohibitively expensive to implement, as these require on-site (or virtual) human personnel to conduct such observations (Pianta and Hamre, 2009 ). Consequently, larger-scale studies of children's language experiences often rely on infrequent, brief observations of children, upon which generalizations are drawn (Rankin et al, 2022 ; Vitiello et al, 2022 ). For instance, in a study of the effectiveness of teacher-child instructional interactions, Cabell et al ( 2013 ) analyzed data derived from a single observation conducted in each of 314 preschool classrooms.…”

Section: Accuracy Of Automated Processing Of Child and Adult Language...mentioning

confidence: 99%

Evaluating the accuracy of automated processing of child and adult language production in preschool classrooms

Pelfrey,

Justice,

Gonzalez Villasanti

et al. 2024

Front. Psychol.

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Young children's language and social development is influenced by the linguistic environment of their classrooms, including their interactions with teachers and peers. Measurement of the classroom linguistic environment typically relies on observational methods, often providing limited 'snapshots' of children's interactions, from which broad generalizations are made. Recent technological advances, including artificial intelligence, provide opportunities to capture children's interactions using continuous recordings representing much longer durations of time. The goal of the present study was to evaluate the accuracy of the Interaction Detection in Early Childhood Settings (IDEAS) system on 13 automated indices of language output using recordings collected from 19 children and three teachers over two weeks in an urban preschool classroom. The accuracy of language outputs processed via IDEAS were compared to ground truth via linear correlations and median absolute relative error. Findings indicate high correlations between IDEAS and ground truth data on measures of teacher and child speech, and relatively low error rates on the majority of IDEAS language output measures. Study findings indicate that IDEAS may provide a useful measurement tool for advancing knowledge about children's classroom experiences and their role in shaping development.

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“…As a national indicator of quality, NQS quality assessment data provide information that informs policy and holds services accountable. However, research has indicated a mismatch between NQS quality ratings and quality when assessed with quality rating scales frequently used in research (Siraj et al, 2019;Kirk et al, 2022;Rankin et al, 2022). Indeed, Siraj et al (2019) report that NQS quality ratings of exceeding the NQS (the highest rating) align with basic levels of quality on average when compared with evidence-based environmental rating scales designed to directly measure elements of curriculum, pedagogy and practice linked to high-quality ECEC provision, i.e., ECERS-E (Sylva et al, 2003) and the SSTEW (Siraj et al, 2015).…”

Section: The National Quality Standardmentioning

confidence: 99%

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

et al. 2023

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While access to quality education in early childhood is an international priority, the characteristics of quality continue to be debated. In the Australian context, differing views on the characteristics of quality may be a result of differing stakeholder priorities. Divergent notions of quality may lead to initiatives that emphasize educator practice and frame a dominant discourse that situates responsibility for enactment of quality at Early Childhood Education and Care (ECEC) service room level. Challenges arising from initiatives driving increased access to ECEC coinciding with workforce shortages are addressed. National longitudinal research is needed to determine the impact of participation in ECEC on child outcomes, as is ECEC quality assessment across regions and jurisdictions over time. Prior to this, stakeholder conversations are needed to achieve consensus on the characteristics of quality. This could lead to the development of an instrument for assessing quality that is systemically relevant and could inform evidence-based decision making by ECEC teachers and educators, primary caregivers, regulators, researchers and policy makers to distribute accountability for quality across the ECEC system.

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Emotional quality of early education programs improves language learning: A within‐child across context design

Cited by 11 publications

References 94 publications

Supporting Children’s Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program

Supporting Children’s Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program

Evaluating the accuracy of automated processing of child and adult language production in preschool classrooms

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

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