Romania Early Childhood Development

Adams, Lindsay; Sava, Alina; Moarcas, Mariana Doina; Hygum, Catalina Ulrich

doi:10.1596/33370

Cited by 3 publications

(3 citation statements)

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“…Beyond these implementation efforts, ECEC systems work is receiving scholarly attention. Often launched with the goal of better understanding systems, discerning their impact, and producing data that will improve their quality, such studies in countries around the world complement efforts in the field (Adams et al 2019;Araujo et al 2016;Bertram and Pascal 2016;Kagan et al 2016;Kagan and Landsberg 2019;Meloy, Gardner, and Darling-Hammond 2019;Neuman, Roth, and Kagan, forthcoming;OECD 2001OECD , 2017aOECD , 2017bVargas-Barón 2013;Weiland and Yoshikawa 2013;World Bank 2018). To garner a contemporary perspective on this issue, a recent comparative analysis examines ECEC systems and their infrastructure in six jurisdictions-Australia; England; Finland; Hong Kong SAR, China; Korea; and Singapore (Kagan and Landsberg 2019).…”

Section: The Ecec Systemmentioning

confidence: 99%

“…Whatever their organizational structure, these hubs often engage in planning, systems design, ongoing evaluation, and increasingly interdisciplinary professional development. BSMs, deemed "institutional anchors" by SABER-ECD (Systems Approach for Better Education Results-Early Childhood Development), are a recurring policy recommendation for low-and middle-income countries striving to create early learning services (Adams et al 2019;World Bank 2018). They are also used to create links among levels of government and diverse services, particularly in decentralized contexts, where community, regional, state, and federal services overlap (Britto, Engle, and Super 2013;Naumann et al 2013).…”

Section: Needs Assessmentmentioning

confidence: 99%

“…Limited coordination across sectors is a common challenge across countries; in many countries where infrastructure efforts are under way, staffing remains insufficient to overcome alignment challenges. Romania, for example, has coordinated offices of early education but has employed only limited staff (Adams et al 2019) to enable comprehensive systemic alignment. In short, a major problem, and one more fully addressed below, is that most current alignment efforts do not reflect systemic thinking and consequently do not address the infrastructural elements that could promote durable alignment.…”

Section: Annex 5a: Questionnaire Surveymentioning

confidence: 99%

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Quality Early Learning: Nurturing Children's Potential

2022

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Some rights reserved 1 2 3 4 25 24 23 22 This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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Section: The Ecec Systemmentioning

confidence: 99%

Section: Needs Assessmentmentioning

confidence: 99%

Section: Annex 5a: Questionnaire Surveymentioning

confidence: 99%

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Quality Early Learning: Nurturing Children's Potential

2022

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Mind the crèche! Controversial perspectives on the educational quality of Romanian crèches

Hygum

2023

European Early Childhood Education Research Journal

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Antecedents of child literacy in Romania

Petrescu,

Iliescu

2024

Journal Research in Reading

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BackgroundThis paper investigates multiple antecedents of literacy in children, such as demographics, child reading behaviour, parent reading behaviour and family context.MethodsThe study included a Romanian sample of 924 primary schoolers (Grades 1–4) and their parents; children and parents were tested with a standardised measure of literacy, and parents answered a number of self‐report questions about their and their child's literacy‐related behaviours.ResultsRegression analyses and relative predictor weights showed a significant positive association between child literacy and child behaviour (time currently spent by the child reading books), as well as with family context (especially parent literacy), followed by demographics and, to a lesser degree, with parent behaviour.ConclusionsThe findings provide a first solid understanding of the children's literacy phenomenon in the less investigated educational and cultural environment of Romania and encourage further research on this important topic.

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Romania Early Childhood Development

Cited by 3 publications

References 0 publications

Quality Early Learning: Nurturing Children's Potential

Quality Early Learning: Nurturing Children's Potential

Mind the crèche! Controversial perspectives on the educational quality of Romanian crèches

Antecedents of child literacy in Romania

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