Too late and not enough for some children: early childhood education and care (ECEC) program usage patterns in the years before school in Australia

Gilley, Timothy; Tayler, Collette; Niklas, Frank; Cloney, Dan

doi:10.1186/s40723-015-0012-0

Cited by 26 publications

(22 citation statements)

References 25 publications

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“…It can also promote their sense of agency, self-regulation and self-independence, and contribute to their social and emotional development and skills from very early on in life. These children often present in the school setting with difficulties with regard to social and emotional skills and wellbeing (Gilley, Tayler, Niklas, & Cloney, 2015).…”

Section: Discussionmentioning

confidence: 99%

Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

et al. 2019

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In this article, an evaluation of the Journey to the Island of Calm programme in three sites in Queensland is presented. The evaluation examines the change in children’s sense of agency and capacity to manage their social and emotional well-being. Using a mixed method approach, the findings confirm that the Journey to the Island of Calm programme has accrued positive gains for children in their self-regulation and self-understanding. The findings are useful in developing intervention and learning programmes for children between 9 and 12 years of age in order to promote their sense of agency, capacity for self-regulation and self-independence, and contribute to children’s social and emotional development and skills from very early on in life.

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Section: Discussionmentioning

confidence: 99%

Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

et al. 2019

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“…Finally, there may be a ‘middle classing’ effect in the E4Kids study data. The selection of the vast majority of the children through their participation in ECEC programs is likely to understate the population of vulnerable children in the Australian population, on the basis that the most vulnerable children and families are less likely to participate in ECEC programs (Gilley et al., 2015; Goldfeld et al., 2016; Wong et al., 2014). This exclusion of more vulnerable children in the analyses on the basis of incomplete data remains as a limitation, and likely underestimates levels of risk and the association with child outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Whereas analyses with regard to vulnerable children in Australia have been reported recently (e.g., Brinkman et al., 2013; Gubhaju et al., 2013; Wong et al., 2014), this is one of the first studies to present results for a cohort of very young Australian children attending ECEC programs. In addition, the small cohort introduced later in the analyses consisted of children who did not attend an ECEC program in 2010, a group that is substantial in Australia in comparison to many other countries (Gilley et al., 2015; OECD, 2012). Results related to the links between risk indicators and child outcomes remained the same when only data of the small subsample group were analysed.…”

Section: Discussionmentioning

confidence: 99%

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Vulnerable children in Australia: Multiple risk factor analyses to predict cognitive abilities and problem behaviour

Niklas

Tayler

Gilley

2017

Australian Journal of Education

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A critical challenge within early childhood policy is to increase the capacity of early childhood education and care systems to intervene effectively and sufficiently early to improve the learning and development outcomes of marginalised children. An initial step is to reliably identify young children at risk of poorer learning outcomes. This article presents findings from the Australian E4Kids study, a longitudinal study of 2654 children recruited at age 3-4 years within a random sample of early childhood programs. Sixteen different child-, family-and community-level risk factors which had been identified previously as potentially having an adverse impact on child outcomes were analysed in relation to evidence of the children's cognitive abilities and problem behaviour. Fifteen risk factors were linked directly to either lower cognitive abilities, problem behaviour or both and poorer outcomes were found in children experiencing more risk factors. Risk groupings may be used to identify vulnerable children early and to provide evidence to support the development of appropriate service responses.

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“…Early education is nowadays recognized as an essential time for personality development and for ensuring optimal adaptation and integration of the child to the school environment and of the future adult in the socio-professional environment. In spite of the evidence found in many research conducted in other countries (Gilley T., 2015), there are few national research concerns in Romania to highlight the benefits of early education and especially to optimize the educational system and process in early childhood. The UNICEF study on the state of implementation of the National Early Childhood Education Strategy (2015) highlights the pecuniary nature of early childhood educational investigations as well as the "lack of longitudinal studies reflecting the long-term effects of the interventions under consideration" (Nedelcu, Ulrich, 2015, 26).…”

Section: Introductionmentioning

confidence: 99%

The Particularities of Teacher-Child Relationship That Supports Socio-Emotional Development of Preschool Children

Voicu¹

2018

MCDSARE

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The development of preschooler`s socio-emotional skills depends, on the one hand, on the personal factors of the child (as temperamental, motivational and even cognitive factors) and on the other hand on the quality of the two primary social backgrounds of the child (amily and kindergarten). Socio-emotional learning begins in the first year of life, under the influence of parental educational practices. The impact that family emotion socialization has on the emotional and social development of the child can be observed and modeled in the context of formal educational actions in the kindergarten. Here, the most important factor for the socio-emotional development is the relationship between the educator and the child. Recent studies highlight the fact that socio-emotional development is favored by a complex of characteristics of child-teacher interaction, known under the heading "emotional support to students". This study presents ways to investigate the quality of the educator-child relationship, carried out in the context of a broader research aimed at exploring the role of certain intrapersonal factors of the educator on the socio-emotional development of the child. The presented tool was built based on the Classroom Assessment Scoring System developed by Pianta, La Paro, & Hamre in 2008, and aimed at measuring those characteristics of the relationship between educator and children that could especially influence the children socio-emotional intelligence. These characteristics are organized on several variables: the teacher's responsiveness to the child's needs (if he/she identifies and responds to these needs), an open attitude towards the child's own perspective, the absence of negativity, the assurance of the sense of security and the state of mood. The constructed instrument has a broader implication in assessing early education quality and also, in supporting a reflexive professional development.

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Too late and not enough for some children: early childhood education and care (ECEC) program usage patterns in the years before school in Australia

Cited by 26 publications

References 25 publications

Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

Vulnerable children in Australia: Multiple risk factor analyses to predict cognitive abilities and problem behaviour

The Particularities of Teacher-Child Relationship That Supports Socio-Emotional Development of Preschool Children

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