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Delivers a comprehensive coverage of local and overseas research on transition to school.
The second volume in this Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children’s education and care. Each country featured in this volume presents its own unique perspective in relation to the cultural and societal constraints around teacher training and/or family practices and the thinking around those practices that are important for early childhood development. Offering a unique insight into how teachers and families work together in different countries, the book is essential reading for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
The survey study was carefully crafted and executed by the team at the EdTech Research Association, with active contribution from co-author Kavita Roy, aiming to explore the intricate landscape of preschool education in India using a qualitative research design. Semi-structured interviews served as the primary method of data collection, allowing researchers to capture nuanced perspectives and experiences of parents navigating the preschool education system. The research sample, consisting of parents from diverse regions across India, was meticulously selected to represent various socio-economic backgrounds and cultural contexts prevalent in the country, ensuring comprehensive representation. Purposive sampling was utilized, considering factors such as socio-economic strata and geographic locations, resulting in a sample size of approximately 38,416 parents, derived from population size data provided by the Ministry of Finance. This calculation aimed to achieve statistical significance while encompassing a wide range of parental perspectives nationwide. In addition to interviews, a structured questionnaire gathered demographic information and insights related to parents' perceptions and experiences with preschool education, enriching the findings with qualitative depth. Participant recruitment, conducted through various channels, aimed to ensure diversity within the sample, followed by obtaining informed consent from all participants. Data collection involved meticulously conducted interviews, recorded for thematic analysis to identify recurring themes and patterns. Triangulation enhanced the validity and reliability of findings by cross-referencing interview data with demographic information. Adherence to ethical guidelines ensured participant confidentiality and respect throughout the research process, culminating in comprehensive reporting of findings through academic publications and presentations, contributing valuable insights to the field of early childhood education in India. In examining the extensive dataset derived from a survey of 38,416 parents of early childhood care and education (ECCE) children across India, a plethora of insights emerged, offering profound implications for policy and practice in preschool education. The analysis explored various dimensions, from socio-economic and geographical factors influencing parental choices to perspectives on inclusive education and the impact of preschool on parental expectations and aspirations. Key findings revealed the complex interplay of family wealth, regional accessibility, and caste dynamics in parental decision-making, with nuanced approaches evident in balancing affordability with educational standards specific to localities. Challenges in accessing quality preschools were illuminated, underscoring the imperative of equitable distribution of educational resources. Parental perspectives on inclusive preschool education emphasized the importance of fostering acceptance, respect for diversity, and equity, calling for policies promoting inclusivity. Recommendations for policy and practice highlighted the need for advocacy, collaboration, professional development, parental involvement, and research-driven initiatives, reflecting a holistic approach to enhancing preschool education. In conclusion, the dataset provided a comprehensive understanding of the multifaceted challenges and opportunities in preschool education in India, urging policymakers, educators, and stakeholders to collaborate in building an inclusive, high-quality preschool education system meeting the diverse needs of children nationwide.
Early childhood care and education (ECCE) settings offer an opportunity to provide children with a solid beginning in all areas of their development. The quality and efficacy of these settings depend largely on the individuals within the ECCE workforce. Policy makers need a complete picture of ECCE teachers and caregivers in order to tackle the persistent challenges facing this workforce. The IOM and the National Research Council hosted a workshop to describe the ECCE workforce and outline its parameters. Speakers explored issues in defining and describing the workforce, the marketplace of ECCE, the effects of the workforce on children, the contextual factors that shape the workforce, and opportunities for strengthening ECCE as a profession.
The second volume in this Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children’s education and care. Each country featured in this volume presents its own unique perspective in relation to the cultural and societal constraints around teacher training and/or family practices and the thinking around those practices that are important for early childhood development. Offering a unique insight into how teachers and families work together in different countries, the book is essential reading for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.