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This study examines whether the legal status of an organization alone can explain the differences in work motivations, by comparing different types of childcare centers in the U.S. The findings reveal both sectoral differences and within-sector variations based on centers' sponsorship status and funding structure. Childcare staff in sponsored nonprofit and public centers have stronger altruistic motivations to help children and families while those working in independent nonprofit and public centers are not different from for-profit center staff. Receiving a mix of government and private funding is also positively associated with childcare staff's altruistic motivations. [ABSTRACT FROM AUTHOR]

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studies suggest issues may arise when using childcare setting assessment tools designed for high-resource settings in low-resource settings to assess and improve the quality of care, including placing disproportionate weight on features of the childcare environment that may not be available or culturally appropriate within the low-resource context. This study compares a novel assessment tool developed in and for low-income and low-resource settings with a standardized “gold standard” tool developed for use in high-resource settings. The study included a randomized sample of 34 childcare centers in a low-resource context that provided care for approximately 918. Results suggest that the WCI-QCUALS assessment tool performed better at differentiating among childcare settings that were consolidated into the lowest rating on the ECERS-R. Further, the WCI-QCUALS was found to be a feasible, appropriate stand-alone tool for assessing the quality of childcare centers in low-resource settings. Additional refinement and validity testing in other countries and contexts will improve the understanding of how the quality of childcare across different contexts can be measured, and improved assessment of childcare quality in low-resource settings will enhance the ability to identify low-quality care that can be remedied to ensure appropriate care for vulnerable children.

This case study examines young children’s access to fresh local produce in childcare settings in rural Appalachia. In-depth, semi-structured interviews with childcare center directors participating in farm to early care and education programming were conducted in the spring of 2023. Centering the per­spective of childcare directors, this research explores why farm to school programming is diffi­cult to implement. It specifically addresses the bar­riers preventing early childcare centers from pro­viding access to fresh and local produce to enrolled children. Eight primary obstacles to implementing farm to early care and education programming were identified: lack of staff; too wide a variety of tasks for directors; the “extra” work that fresh pro­duce requires; lack of knowledge about how to grow food; lack of required kitchen equipment; need for additional funding; unclear or out-of-date regulations about food safety; and a lack of paren­tal time. Limitations of the research include the specific geographic location of the study and the long-lasting implications of the COVID-19 pan­demic. Recommendations drawn from this case study include improving communication between childcare centers and regulatory agencies; creative use of alternative gardening practices; participating in a regional food hub; and improved funding.

Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic specifically affected parent–teacher relationships. This study examined whether parent, teacher and other program characteristics had an impact on early childhood parents' ratings of the quality of their relationships with teachers. Results suggest that parent's education, income, age of child, location of the center and distance learning availability, impacted how parents perceived their relationships with teachers. Supporting parents' home environments may be one effective strategy for promoting positive relationships between parents and teachers in times of challenges. [ABSTRACT FROM AUTHOR]

It is widely known how modern life from activities, games, and technologies has consumed children’s lives and attention, distracting them from the natural environment and its benefits. Moreover, although childcare centers are nowadays considered one of the primary environments where children spend most of their time, a child-nature connection is not much considered in their designs, giving more attention to technologies and artificial life. Environmental psychology theories declare that children are greatly affected by the surrounding physical environments, emphasizing nature as the richest environment that can feed their cognition and enhance their thinking skills, creativity, and development. A wealth of research studied the effect of nature-connected environments through biophilic design on children’s physical and psychological developmental aspects (226,975 articles since 2000). However, less concern is given to the cognitive development aspect (only 18.75% of the total), with a gap in terms of metacognition as a kind of high-order thinking. Metacognition enhances children's behavior and high-order thinking skills such as reflective thinking, creativity, and problem-solving. Hence, this paper aims to investigate the role of biophilic design in supporting metacognition in young children by conducting a multidisciplinary study that addresses the four theories Biophilic, Attention Restoration, Froebel’s theory, and Metacognition. The aim of this paper was achieved, firstly, by conducting a structured literature review in a multidisciplinary approach in Architectural, Environmental Psychology, Educational, and Cognitive Psychology fields using academic databases such as Elsevier, Scopus, Research Gate, and Academia. Secondly, analyzing the gathered data and the interrelations between the previously mentioned four selected theories. This paper’s findings show three conclusions; firstly, a restorative environment supports metacognition by stimulating reflective thinking and developing skills. Secondly, biophilic design’s attributes fulfill the factors for creating a restorative environment. Thirdly, specific metacognitive skills are supported by certain biophilic attributes. This paper revisits the design criteria for childcare centers providing a framework and a guideline abstracted from the biophilic approach for supporting children’s development and metacognition.

BackgroundRapid urbanization and increased women’s involvement in paid work have contributed to the upsurge of informal childcare centers, especially in low-income settings where quality is a major issue. However, there are limited data on the factors associated with the quality of childcare centers in informal settlements in Africa.MethodsWe conducted a quantitative observation and questionnaire survey of 66 childcare centers to identify the factors associated with the quality of childcare services in two informal settlements (Korogocho and Viwandani) in Nairobi. The quality of the centers (outcome variable) was assessed using a locally developed tool. Data on center characteristics including type, size, location, length of operation, charges, and number of staff were collected. Center providers’ knowledge, attitude, and practices (KAP) in childcare were assessed through a questionnaire, focusing on nurturing care and business management. Data were described using means and standard deviation or frequencies and percentages. Associations between quality center score (outcome variable) and other variables were examined using multivariable linear regression to identify potential predictors of the quality of the center environment.FindingsA total of 129 childcare centers were identified and categorized as home-based (n = 45), center-based (n = 14), school-based (n = 61), and church-based (n = 9). The number of home-based centers was particularly high in Viwandani (n = 40; 52%). Only 9% of home-based centers reported any external support and 20% had any training on early childhood development. Of the 129 centers, 66 had complete detailed assessment of predictors of quality reported here. Unadjusted linear regressions revealed associations between quality of childcare center and center providers’ education level, type of center, support received, caregiver–child ratio, number of children in the center, and center providers’ KAP score (p

The purpose of this study was to examine implementation of serving food and beverage evidence-based practices (nutrition EBPs) across CACFP participating licensed childcare centers (CCCs, n = 51) and family childcare homes (FCCHs, n = 49) in central California. Results indicated that FCCHs reported significantly higher (p <.05) implementation of nutrition EBPs and barriers than CCCs. Both CCCs and FCCHs refer families to WIC/SNAP when they observe child food insecurity and control how much food is served to children. It is important to consider organizational structure (CCCs, FCCHs) and child food insecurity when developing policies/interventions for improving implementation of nutrition EBPs in ECEs. [ABSTRACT FROM AUTHOR]

Copyright of Anáhuac Journal is the property of Universidad Anahuac del Sur S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is no denying that female entrepreneurship success has been making a significant impact on the world. Females now own businesses at a rate that surpasses males, and they are also leading the way in many industries. At the same time, extant literature indicates that female entrepreneurship success is low compared to male counterparts. Concerning enriching the literature, this study aimed to explore the missing catalysts of female entrepreneurship success in a developing country perspective, Bangladesh. Using a purposive sampling strategy, the researchers used semi‐structured interviews to collect data from 14 participants, including female entrepreneurs and professors of entrepreneurs. Collected data were thematically analyzed. The study's findings are concurrent with the previous literature, while it also provides some new insights relating to the catalysts for business success among female entrepreneurs. The study has found that networking, digital leadership, institutional supports, childcare centers, healthcare systems, and secure transportation are the missing catalysts for female entrepreneurship success in Bangladesh. The study concludes with implications for females' entrepreneurial journey with regards to theory, practice, and future directions. [ABSTRACT FROM AUTHOR]

BackgroundInclusion in childcare centers involves a support system that includes funding policies, inclusive practices and access to ongoing training. The province of Quebec (Canada) benefits from a network of subsidized childcare services for children from birth to 5 years old. Although two financial measures support educational childcare centers welcoming children with disabilities, there is a lack of knowledge about how these measures are used.Research questionsThe research questions are: (1) How do childcare centers use financial measures to support inclusion? (2) What adaptations are made in childcare centers? and (3) What is the ongoing training of educators to support inclusion?MethodThis research presents the results of an online survey completed by 94 childcare management staff and 154 childcare educators. The survey was developed using a two-way process involving the researchers along with representatives from government ministries and agencies and childcare management staff.ResultsResults reveal that just over half of management staff request financial measures for all children with special needs and does so mainly to hire additional and specialized human resources and replace staff in meetings with specialized services. The financial measures are perceived to meet material adaptation needs better than those for human resources. Adaptations made by educators relate to instructions, individual interventions, equipment, group activities, physical environment, and schedule and routines. Over half the educators report that adaptations involving group activities and schedules and routines are the most difficult to implement. Less than half the managers and educators had received ongoing training on inclusive practices. Issues addressed during such training include commonly recognized interventions based on diagnoses, collaboration with parents, collaboration with partner agencies or institutions, instructions, individual interventions, group activities, equipment, physical environment, and schedules and routines.DiscussionResults are discussed in terms of (1) needs met and funding model, and (2) dimensions of quality inclusive practices such as leadership of childcare management staff, training and professional development, collaboration with health and specialized social services, learning environments and partnership with families.

BackgroundGlobally, 350 million under-5s do not have adequate childcare. This may damage their health and development and undermine societal and economic development. Rapid urbanization is changing patterns of work, social structures, and gender norms. Parents, mainly mothers, work long hours for insecure daily wages. To respond to increasing demand, childcare centers have sprung up in informal settlements. However, there is currently little or no support to ensure they provide safe, nurturing care accessible to low-income families. Here, we present the process of co-designing an intervention, delivered by local government community health teams to improve the quality of childcare centers and ultimately the health and development of under-5 children in informal settlements in Kenya.MethodsThis mixed methods study started with a rapid mapping of the location and basic characteristics of all childcare centers in two informal settlements in Nairobi. Qualitative interviews were conducted with parents and grandparents (n = 44), childcare providers, and community health teams (n = 44). A series of 7 co-design workshops with representatives from government and non-governmental organizations (NGOs), community health teams, and childcare providers were held to design the intervention. Questionnaires to assess the knowledge, attitudes, and practices of community health volunteers (n = 22) and childcare center providers (n = 66) were conducted.ResultsIn total, 129 childcare centers were identified −55 in Korogocho and 77 in Viwandani. School-based providers dominated in Korogocho (73%) while home-based centers were prevalent in Viwandani (53%). All centers reported minimal support from any organization (19% supported) and this was particularly low among home-based (9%) and center-based (14%) providers. Home-based center providers were the least likely to be trained in early childhood development (20%), hence the co-designed intervention focused on supporting these centers. All co-design stakeholders agreed that with further training, community health volunteers were well placed to support these informal centers. Findings showed that given the context of informal settlements, support for strengthening management within the centers in addition to the core domains of WHO's Nurturing Care Framework was required as a key component of the intervention.ConclusionImplementing a co-design process embedded within existing community health systems and drawing on the lived experiences of childcare providers and parents in informal settlements facilitated the development of an intervention with the potential for scalability and sustainability. Such interventions are urgently needed as the number of home-based and small center-based informal childcare centers is growing rapidly to meet the demand; yet, they receive little support to improve quality and are largely unregulated. Childcare providers, and government and community health teams were able to co-design an intervention delivered within current public community health structures to support centers in improving nurturing care. Further research on the effectiveness and sustainability of support to private and informal childcare centers in the context of low-income urban neighborhoods is needed.

Abstract Background Bacterial communities within built environments reflect differences in sources of bacteria, building design, and environmental contexts. These communities impact the health of their occupants in many ways. Children interact with the built environment differently than do adults as a result of their unique behaviors, size, and developmental status. Consequently, understanding the broader bacterial community to which children are exposed will help inform public health efforts and contribute to our growing understanding of the bacterial community associated with childcare centers. Methods We sampled childcare centers to survey the variation in bacterial community composition across five surfaces found inside and outside twelve classrooms and six centers using 16S rRNA marker gene amplicon sequencing. We then correlated these bacterial community analyses of surfaces with environmental and demographic measures of illumination and classroom occupant density. Results The childcare environment was dominated by human-associated bacteria with modest input from outdoor sources. Though the bacterial communities of individual childcare centers differed, there was a greater difference in the bacterial community within a classroom than among centers. Surface habitats—fomites—within the classroom, did not differ in community composition despite differing proximity to likely sources of bacteria, and possible environmental filters, such as light. Bacterial communities did correlate with occupant density and differed significantly between high and low usage surfaces. Conclusions Our results suggest built environments inhabited by young children are similar to functionally equivalent built environments inhabited by adults, despite the different way young children engage with their environment. Ultimately, these results will be useful when further interrogating microbial dispersal and human exposure to microorganisms in built environments that specifically cater to young children.

BackgroundAccountability strategies are expected to enhance access to water, sanitation and hygiene (WASH) service delivery in low-and middle-income countries (LMIC). Conventional formal social accountability mechanisms (SAMs) for WASH service delivery have been inadequate to meet the needs of residents in informal settlements in LMICs. This has prompted growing interest in alternative informal SAMs (iSAMs) in Nairobi's informal settlements. To date, iSAMs have shown a limited effect, often due to implementation failures and poor contextual fit. In childcare centers in Nairobi's informal settlements, co-creation of the iSAMs process, where parents, childcare managers, researchers and other WASH stakeholders, contribute to the design and implementation of iSAMs, is an approach with the potential to meet urgent WASH needs. However, to our knowledge, no study has documented (1) co-creating iSAMs processes for WASH service delivery in childcare centers and (2) self-evaluation of the co-creation process in the informal settlements.MethodsWe used a qualitative approach where we collected data through workshops and focus group discussions to document and inform (a) co-creation processes of SAMs for WASH service delivery in childcare centers and (b) self-evaluation of the co-creation process. We used a framework approach for data analysis informed by Coleman's framework.ResultsStudy participants co-created an iSAM process that entailed: definition; action and sharing information; judging and assessing; and learning and adapting iSAMs. The four steps were considered to increase the capability to meet WASH needs in childcare centers. We also documented a self-evaluation appraisal of the iSAM process. Study participants described that the co-creation process could improve understanding, inclusion, ownership and performance in WASH service delivery. Negative appraisals described included financial, structural, social and time constraints.ConclusionWe conclude that the co-creation process could address contextual barriers which are often overlooked, as it allows understanding of issues through the ‘eyes' of people who experience service delivery issues. Further, we conclude that sustainable and equitable WASH service delivery in childcare centers in informal settlements needs research that goes beyond raising awareness to fully engage and co-create to ensure that novel solutions are developed at an appropriate scale to meet specific needs. We recommend that actors should incorporate co-creation in identification of feasible structures for WASH service delivery in childcare centers and other contexts.

The article focuses on a research which examines that how New Zealand addresses disaster preparedness among childcare facilities. It highlights five factors essential for childcare center emergency preparedness including planning and developing an emergency plan with policy clarity, informal and formal communication between government agencies and childcare centers and role of leadership as a key component of preparedness in childcare centers.

Studies suggest issues may arise when using childcare setting assessment tools designed for high-resource settings in low-resource settings to assess and improve the quality of care, including placing disproportionate weight on features of the childcare environment that may not be available or culturally appropriate within the low-resource context. This study compares a novel assessment tool developed in and for low-income and low-resource settings with a standardized "gold standard" tool developed for use in high-resource settings. The study included a randomized sample of 34 childcare centers in a low-resource context that provided care for approximately 918. Results suggest that the WCI-QCUALS assessment tool performed better at differentiating among childcare settings that were consolidated into the lowest rating on the ECERS-R. Further, the WCI-QCUALS was found to be a feasible, appropriate stand-alone tool for assessing the quality of childcare centers in low-resource settings. Additional refinement and validity testing in other countries and contexts will improve the understanding of how the quality of childcare across different contexts can be measured, and improved assessment of childcare quality in low-resource settings will enhance the ability to identify low-quality care that can be remedied to ensure appropriate care for vulnerable children., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Huynh, Puffer, Ostermann, Weinhold, Lopez, McGovern and Whetten.)

Background: Child care centers (CCC) can be strategic settings to establish healthy lifestyle behaviors through obesity prevention programs. Fidelity to the implementation of such programs is a vital evaluation component, but is often not measured. This study assessed CCC teacher fidelity to the implementation of “Healthy Caregivers, Healthy Children (HC2)”, a CCC-based obesity prevention intervention. Methods: CCCs serving low-resource, ethnically diverse families with ≥ 50 children ages 2-to-5 years old that were randomized to the HC2 intervention and that had teacher fidelity data collected (n = 9 CCC) were included in this analysis. The Environment and Policy Assessment and Observation (EPAO) tool assessed the CCC nutrition and physical activity (PA) environment at the beginning/end of the school year. Fidelity assessments were conducted in CCCs randomized to HC2 in Spring 2016 (n = 33 teachers) and 2017 (n = 39 teachers) by a trained observer. The relationship between teacher fidelity and EPAO was assessed via mixed models. Results: For every-one unit rise in teacher fidelity, EPAO nutrition increased 0.055 points (p =.006). No significant relationship was shown between teacher fidelity and EPAO PA score (p =.14). Conclusion: Teacher fidelity to obesity prevention program implementation may support a healthy CCC obesity prevention and nutrition environment but might require continued support for all components.

The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children's social–emotional development from early to middle childhood. The sample consisted of 293 (T1; M age = 2.81), 239 (T2; M age = 3.76), and 189 (T3; M age = 9.69) children from 25 childcare centers in Switzerland. Fourteen familial risk factors were subsumed to a family risk score at T1. Parents and teachers reported on children's conduct problems (CP), emotional problems (EP), and prosocial behavior (PB) at T2 and T3. Childcare process quality was assessed at T2 using external observations of teaching and interaction, provisions for learning, and key professional tasks. Results showed that early family risks were positively associated with CP and EP and negatively associated with PB in the long term. High-quality teaching and interaction as well as caregivers' professional behavior in terms of systematic observation, documentation, and planning of children's individual learning processes and needs protected children from the undesirable long-term effects of early family risks on conduct problems, emotional problems, and prosocial behavior from early to middle childhood. The results indicate that a high process quality in ECEC might serve as an essential contextual protective factor in the development of resilience in children at risk. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children’s social–emotional development from early to middle childhood. The sample consisted of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) children from 25 childcare centers in Switzerland. Fourteen familial risk factors were subsumed to a family risk score at T1. Parents and teachers reported on children’s conduct problems (CP), emotional problems (EP), and prosocial behavior (PB) at T2 and T3. Childcare process quality was assessed at T2 using external observations of teaching and interaction, provisions for learning, and key professional tasks. Results showed that early family risks were positively associated with CP and EP and negatively associated with PB in the long term. High-quality teaching and interaction as well as caregivers’ professional behavior in terms of systematic observation, documentation, and planning of children’s individual learning processes and needs protected children from the undesirable long-term effects of early family risks on conduct problems, emotional problems, and prosocial behavior from early to middle childhood. The results indicate that a high process quality in ECEC might serve as an essential contextual protective factor in the development of resilience in children at risk.

Background: Bacterial communities within built environments reflect differences in sources of bacteria, building design, and environmental contexts. These communities impact the health of their occupants in many ways. Children interact with the built environment differently than do adults as a result of their unique behaviors, size, and developmental status. Consequently, understanding the broader bacterial community to which children are exposed will help inform public health efforts and contribute to our growing understanding of the bacterial community associated with childcare centers. Methods: We sampled childcare centers to survey the variation in bacterial community composition across five surfaces found inside and outside twelve classrooms and six centers using 16S rRNA marker gene amplicon sequencing. We then correlated these bacterial community analyses of surfaces with environmental and demographic measures of illumination and classroom occupant density. Results: The childcare environment was dominated by human-associated bacteria with modest input from outdoor sources. Though the bacterial communities of individual childcare centers differed, there was a greater difference in the bacterial community within a classroom than among centers. Surface habitats—fomites—within the classroom, did not differ in community composition despite differing proximity to likely sources of bacteria, and possible environmental filters, such as light. Bacterial communities did correlate with occupant density and differed significantly between high and low usage surfaces. Conclusions: Our results suggest built environments inhabited by young children are similar to functionally equivalent built environments inhabited by adults, despite the different way young children engage with their environment. Ultimately, these results will be useful when further interrogating microbial dispersal and human exposure to microorganisms in built environments that specifically cater to young children. [ABSTRACT FROM AUTHOR]

Aim: To advance the science of translational research and triangulation through a case study of community-based participatory research (CBPR) study on children's exposure to environmental tobacco smoke (ETS). Subjects and Methods: A total of 130 African American parents and children were recruited to participate in 13 parent advisory board key informant interviews (n = 6), parent tobacco use and behavior survey (n = 63), children's (aged 6 months to 5 years) salivary assays (n = 43), and three member check focus groups (n = 18). Results: Data were collected and analyzed separately, and overall findings were evaluated for consistency, inconsistency, divergent data, and data saturation using a data matrix table aligned with the social ecological model. Out of 43 children, 39.5% had levels of cotinine, suggesting high ETS exposure. The findings demonstrated that extremely low knowledge on how to protect children from exposure as well as low education and poverty increase the likelihood that parents do not believe in the harms of ETS. Custodial parents cannot control noncustodial parents smoking around children and 28% of children live in homes with no or partial smoking restrictions. Children's healthcare providers are inconsistently inquiring about ETS exposure. Children living in attached homes had a greater likelihood of being exposed to ETS by another adult outside the home. Conclusion: CBPR is an effective strategy for translating science into promising community-informed interventions that meet the cultural and social needs of medically underserved populations. Integrated diverse data sets were utilized in the formation of a parental intervention targeting factors identified in the matrix. [ABSTRACT FROM AUTHOR]

This study aims to clarify the specific effects of third parties on parents' access to consultation services at childcare centers and, based thereon, to consider ways in which childcare centers can support parents to improve parental access to consultation services. Parents using licensed nursery schools in A Prefecture were asked to provide free-form descriptive answers regarding the content of their consultations with childcare centers, whether their consultations had been facilitated by a third party, and the specific influence of the third party in prompting them to seek consultation. The text mining method was used to analyze the content of the free-form descriptive answers, indicating three specific ways that parents' access to consultation services was influenced by third parties: creating a sense of security in relation to consultation, creating an awareness for parents of the value of consulting with a childcare center, and creating a sense of expectation that parents would gain a deeper understanding of their children. Informed by these third-party influences, as a support measure on the part of childcare centers to improve parents' access to consultation, and in cases where a third party encounters a parent who is hesitating to consult with the childcare center, information provision support by the childcare center is required so that the third party can appropriately provide the parents with information on the consultation support available at the childcare center. The results also suggest that childcare centers play an important role in providing support for the formation of a positive stance and attitude in third parties involved with parents. [ABSTRACT FROM AUTHOR]

This exploratory study examines disaster preparedness in childcare centers. It was conducted in Aotearoa New Zealand--a small nation at risk to many types of hazards--to understand, ultimately, how best to keep very young children safe in disasters. To add to the discussion of disaster preparedness for childcare centers and children's vulnerability in disasters, the study utilized interviews with childcare center directors and teachers, government employees, and researchers, and carried out observations at childcare centers and at government-sponsored trainings. The themes that were identified in the data are five elements that are key in the process of implementing preparedness measures, namely regulation clarity, communication, leadership, training, and community networks. Factors that hinder or assist childcare center preparedness are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 2018, the number of babies born fell to the lowest level in 40 years, and according to statistics from the Ministry of Education, the preschool enrollment rate of infants aged 3 to 5 who are subject to kindergarten education is half as of 2016. As of February 2016, Seoul, which has the fiercest competition for admission, had an average competition rate of 4.8 to 1, and the average waiting rate exceeded 62. The competition rate for private companies is 2 to 1 and the waiting list is 19 during the same period. Day care centers are more serious. According to the Ministry of Health and Welfare, the number of people waiting to enter national and public daycare centers as of June last year was about 282,000. Compared to 179,000 children attending daycare centers, the waiting rate is more than 157%. Therefore, in order to understand the relationship between childcare facilities and childcare teachers, this paper aims to analyze the ratio of daycare center quota and childcare teachers to the number of children born annually by dividing into 25 districts in Seoul using big data analysis solutions R and storage and pig. [ABSTRACT FROM AUTHOR]

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Rapid urbanization and increased women's involvement in paid work have contributed to the upsurge of informal childcare centers, especially in low-income settings where quality is a major issue. However, there are limited data on the factors associated with the quality of childcare centers in informal settlements in Africa., Methods: We conducted a quantitative observation and questionnaire survey of 66 childcare centers to identify the factors associated with the quality of childcare services in two informal settlements (Korogocho and Viwandani) in Nairobi. The quality of the centers (outcome variable) was assessed using a locally developed tool. Data on center characteristics including type, size, location, length of operation, charges, and number of staff were collected. Center providers' knowledge, attitude, and practices (KAP) in childcare were assessed through a questionnaire, focusing on nurturing care and business management. Data were described using means and standard deviation or frequencies and percentages. Associations between quality center score (outcome variable) and other variables were examined using multivariable linear regression to identify potential predictors of the quality of the center environment., Findings: A total of 129 childcare centers were identified and categorized as home-based ( n  = 45), center-based ( n  = 14), school-based ( n  = 61), and church-based ( n  = 9). The number of home-based centers was particularly high in Viwandani ( n  = 40; 52%). Only 9% of home-based centers reported any external support and 20% had any training on early childhood development. Of the 129 centers, 66 had complete detailed assessment of predictors of quality reported here. Unadjusted linear regressions revealed associations between quality of childcare center and center providers' education level, type of center, support received, caregiver-child ratio, number of children in the center, and center providers' KAP score ( p  < 0.05). However, in the multivariable regression, only higher levels of center provider KAP ( β = 0.51; 95% CI: 0.18, 0.84; p  = 0.003) and center type ( β = 8.68; 95% CI: 2.32, 15.04; p  = 0.008) were significantly associated with center quality score., Implication: Our results show that center providers' knowledge and practices are a major driver of the quality of childcare centers in informal settlements in Nairobi. Interventions for improving the quality of childcare services in such settings should invest in equipping center providers with the necessary knowledge and skills through training and supportive supervision., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Nampijja, Langat, Oloo, Okelo, Muendo, Kiyeng, Amboka, Abboah-Offei, Ray, Kitsao-Wekulo, Kimani-Murage and Elsey.)

Early childhood educators are key players in shaping young children's active behavior. However, their involvement in children's physical activity (PA) may vary along a continuum, ranging from active participation to distant supervision. This qualitative study sought to explore how childcare directors and early childhood educators (ECEs) perceive early childhood educators' role in children's PA. Data collection included 12 semistructured interviews (nine ECEs and three directors) that focused on three aspects defining the role: the expected role, the role played, and the desired role. The thematic analysis revealed that ECEs value PA but understand their role as professionals in varying ways due to unknown expectations. They identified their planning and motivation as solutions to promote PA; yet professional freedom hinders change in practices. Overall, discrepancies exist between the expected, played, and desired roles. Results are discussed from an ecological perspective and suggest improving communication between ECEs, parents, and directors to increase children's PA levels and strengthen ties between the homes and childcare centers. [ABSTRACT FROM AUTHOR]

We used Google Analytics to assess whether annual kids' art competitions changed traffic to a Web site on appropriate antibiotic use. We found that announcements about kids' art competitions correlated with increased traffic to the Web site, suggesting that this innovation has promise in promoting antimicrobial stewardship efforts. [ABSTRACT FROM AUTHOR]

This study was performed to obtain preliminary data for improving the quality of food service sanitary management in childcare centers by investigating the factors to be managed by priority and finding related personnel education strategies using Importance-Performance Analysis (IPA) and IPA Grid analysis in South Korea. A survey using a self-administered questionnaire was conducted with the cooks at all 190 childcare centers registered in Yongin City Center for Children’s Food Service Management. Among 123 questionnaires collected, 115 were used for the final analysis. The questionnaire consisted of 15questions using a structured 5-point Likert scale, based on 4 areas of individual sanitation, food ingredient sanitation, production sanitation, and facility equipment and kitchen utensil sanitation. The priority items to be managed was determined as ‘unable to work when having symptoms of vomiting, diarrhea or wounds on hands’ by IPA Grid analysis. Sanitation management was perceived to be less important by those cooks having worked for more than 10 years as opposed to those having worked for less than 10 years (p < 0.05). Both perceived importance and performance scores in sanitary management of those working at home-type childcare centers were significantly lower than those working at national or public childcare centers (p < 0.05) in the area of food ingredient sanitary management. In conclusion, there were substantive differences in the importance and performance levels of the sanitary management of cooks depending on their working duration and the type of childcare center they were employed at. The results suggest a need to prioritize education and support programs customized for cooks working at home-type childcare centers along with those with relatively long careers. [ABSTRACT FROM AUTHOR]

Background From the early 1900s to the 1950s, Yakima Valley orchards were commonly treated with lead arsenate (LA) insecticides. Lead (Pb) and arsenic (As) soil contamination has been identified on former orchard lands throughout Central Washington and pose a threat to human health and the environment. Objectives The levels of Pb and As in soil and interior dust at participating childcare centers in the Upper Yakima Valley (Yakima County), Washington were sampled to explore exposure potential for young children. Methods Childcare center soils were collected from two soil depths, homogenized, and analyzed in bulk by a field-portable X-ray fluorescence spectrometer (XRF). Interior dust wipes samples were collected from at least two locations in each facility. All soil samples >250 mg/kg Pb and/or >20 As mg/kg were sieved to 250 μm, tested by XRF a second time, and analyzed via acid digestion and inductively coupled plasma mass spectrometry (ICP-MS) analysis. Results Bulk and sieved XRF results, as well as ICP-MS to XRF results were strongly correlated. Maximum Pb and As XRF results indicated that 4 (21%) and 8 (42%) of the 19 childcare centers surveyed exceeded the regulatory standard for Pb and As, respectively. Historic land use was significantly associated with elevated Pb and As levels. Interior dust loadings were below United States Environmental Protection Agency (EPA) guidelines. Conclusions Childcare centers are areas of intensive use for children and when coupled with potential residential exposure in their homes, the total daily exposure is a potential hazard to children. [ABSTRACT FROM AUTHOR]

Background: Globally, 350 million under-5s do not have adequate childcare. This may damage their health and development and undermine societal and economic development. Rapid urbanization is changing patterns of work, social structures, and gender norms. Parents, mainly mothers, work long hours for insecure daily wages. To respond to increasing demand, childcare centers have sprung up in informal settlements. However, there is currently little or no support to ensure they provide safe, nurturing care accessible to low-income families. Here, we present the process of co-designing an intervention, delivered by local government community health teams to improve the quality of childcare centers and ultimately the health and development of under-5 children in informal settlements in Kenya., Methods: This mixed methods study started with a rapid mapping of the location and basic characteristics of all childcare centers in two informal settlements in Nairobi. Qualitative interviews were conducted with parents and grandparents ( n = 44), childcare providers, and community health teams ( n = 44). A series of 7 co-design workshops with representatives from government and non-governmental organizations (NGOs), community health teams, and childcare providers were held to design the intervention. Questionnaires to assess the knowledge, attitudes, and practices of community health volunteers ( n = 22) and childcare center providers ( n = 66) were conducted., Results: In total, 129 childcare centers were identified -55 in Korogocho and 77 in Viwandani. School-based providers dominated in Korogocho (73%) while home-based centers were prevalent in Viwandani (53%). All centers reported minimal support from any organization (19% supported) and this was particularly low among home-based (9%) and center-based (14%) providers. Home-based center providers were the least likely to be trained in early childhood development (20%), hence the co-designed intervention focused on supporting these centers. All co-design stakeholders agreed that with further training, community health volunteers were well placed to support these informal centers. Findings showed that given the context of informal settlements, support for strengthening management within the centers in addition to the core domains of WHO's Nurturing Care Framework was required as a key component of the intervention., Conclusion: Implementing a co-design process embedded within existing community health systems and drawing on the lived experiences of childcare providers and parents in informal settlements facilitated the development of an intervention with the potential for scalability and sustainability. Such interventions are urgently needed as the number of home-based and small center-based informal childcare centers is growing rapidly to meet the demand; yet, they receive little support to improve quality and are largely unregulated. Childcare providers, and government and community health teams were able to co-design an intervention delivered within current public community health structures to support centers in improving nurturing care. Further research on the effectiveness and sustainability of support to private and informal childcare centers in the context of low-income urban neighborhoods is needed., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Oloo, Elsey, Abboah-Offei, Kiyeng, Amboka, Okelo, Kitsao-Wekulo, Kimani-Murage, Langa't and Nampijja.)

Background: Initially launched in 2012, the Quality Rated (QR) program in Georgia is a policy tool for assessing, improving, and communicating the quality of early childhood education and care. Star level designations – zero-star, one-star, two-star, and three-star – are assigned based on a portfolio of QR standards and an onsite Environment Rating Scales observation. In the present study, we used QR data to determine if childcare quality measures (QR ratings) are linked with the readiness of children to enter kindergarten. Methods: QR data were collected from one-star, two-star, and three-star childcare learning centers (n = 16) located within Child Care Resource and Referral Regions 3 and 5 in Georgia. The Bracken School Readiness Assessment – 3rd Edition (BSRA-3) was administered to each child (n =318) eligible for inclusion. Height and weight information (n =335) was collected before assessment. Multilevel analyses were used to establish whether children in programs that score higher on QR (0 to 3 stars) show better school readiness (i.e., by BSRA-3 assessment or body mass index) than peers in programs with lower scores. Results: For the children, there were no significant differences in scores of school readiness based on the QR of childcare and learning centers. Conclusions: The results reinforce the need for continued research of the childcare QR system in Georgia to inform stakeholders in early childcare and education about ways to enhance the quality of early child care and to improve the long-term educational and health outcomes of children across the state. Future studies should examine a larger sample size, which would allow for more precise, multilevel analyses.

Transitions from one classroom to the next as children reach a certain age or achieve certain milestones seem inevitable; however, this taken-for-granted practice in early childhood centers has not been looked at closely in research. This article considers what happens when we look more in depth at these day-to-day experiences of teachers and children, examining teachers’ experiences and perspectives during children’s transitions to new classrooms within an early childhood center. Framed within a postdevelopmental perspective on teacher research, thematic narrative analysis of teachers’ journals and field notes generated connecting themes regarding teachers’ personal experiences during classroom transitions and their perceptions of the children’s transition processes. Findings reveal much complexity around the transition process, specifically in regard to the teachers’ emotional involvement and their perceptions of children’s shifting identities, opening spaces for new perspectives on children’s transitions between classrooms. Implications for practice and further research are also considered. [ABSTRACT FROM AUTHOR]

The study objective was to quantify sugar-sweetened beverage (SSB) offerings to children in Pennsylvania (PA) childcare centers and determine whether this information is communicated to parents. In October 2014, a SurveyMonkey link was sent to 4461 PA childcare centers. The 518 respondents represented 88% of PA counties. 279 centers (54%) serve SSBs. 330 (65%) of childcare centers provide parents a report of their child’s daily intake. Of 185 centers serving SSBs and providing a daily intake report, 91% include SSB consumption. In total, 38% of centers (103/272) offer but do not report SSB consumption. In 96% of centers, parents may request their child not receive SSBs. In conclusion, though more than half of PA childcare centers surveyed offer SSBs, those providing daily intake reports usually include SSB consumption. Requiring daily intake reports may be a strategy to increase parental awareness of items consumed outside the home. [ABSTRACT FROM AUTHOR]

The problem of childhood obesity can be addressed through study of how built environment characteristics can foster physical activity (PA) among preschool children. A sample of 355 behavior settings in 30 childcare center outdoor learning environments (OLEs) was studied using behavioral mapping techniques. Observers coded activity levels of preschool children across behavior settings. The level of PA observed in 6,083 behavioral displays of children aged 3 to 5 was modeled using multi-level statistical techniques. Both adjacency and centrality of play settings were found to be important factors in increasing the degree of PA, net the effect of numerous other variables. In addition, child-to-child interaction was found to foster PA (more for boys than girls) whereas a teacher’s custodial actions limit PA. Results demonstrate that design of OLE form (particularly adjacency of behavior settings) and content (use of manipulable items such as wheeled toys and balls) facilitates higher levels of PA. [ABSTRACT FROM AUTHOR]

El estudio desarrolla y valida dos escalas para la medición del nivel de Satisfacción Alimentaria-Nutricional (SAN) en representantes y madres cuidadoras de niños beneficiarios del programa Multihogares de Cuidado Diario (MCD), pertenecientes a una comunidad pobre urbana en Caracas, Venezuela. Dentro de la perspectiva naturalista-constructivista, se seleccionó una muestra intencional de 20 representantes y cuidadoras, para captar su percepción sobre el componente alimentario-nutricional del programa. De las entrevistas surgieron categorías que sirvieron para construir los ítemes de dos escalas tipo Likert, que miden la SAN en representantes y madres cuidadoras. Las escalas poseen diferentes dimensiones del servicio de alimentación y nutrición y fueron validadas en 73 representantes y 32 madres cuidadoras. Se determinó el análisis factorial y de componentes múltiples, el cual mostró que los ítemes de las escalas, en conjunto, explican 61% y 69% de la varianza a través de la variable "Satisfacción Alimentario-Nutricional" de representantes y cuidadoras respectivamente. La confiabilidad medida por el Coeficiente Alfa de Cronbach fue de 0,74 (representantes) y 0,77 (madres cuidadoras), lo que indica validez de contenido y confiabilidad. El 74% y 94% de los representantes y madres cuidadoras obtuvieron un elevado nivel de SAN, demostrando que el programa responde a las necesidades alimentario-nutricionales de la comunidad de multihogares de Antímano. Las escalas pueden detectar dimensiones de la SAN susceptibles de modificar, y así lograr programas más eficientes y efectivos. Se recomienda la validación externa de las escalas para obtener información útil para la vigilancia y evaluación del programa de MCD desde la perspectiva de sus gerentes y usuarios.Scales to measure parents´ and caretakers´ satisfaction with the food and nutrition component of Child-care Centers. Two Likert-type scales for measuring parents´ and caretakers´ level of satisfaction with the food and nutrition services offered at childcare multi-centers in a peri-urban community in Caracas, were developed and validated. An intentional sample of 20 parents and caretakers were interviewed within the naturalistic-constructivist perspective, to capture their perceptions of distinct aspects of the food and nutrition components of the program. Categories emerged from the interviews that served to construct the items for two scales that measure level of satisfaction of parents and caretakers with the food and nutrition aspects of the program. To validate the scales, they were applied to 73 parents and 32 caretakers. Factor and multiple components analysis showed that overall, the scales explained 61% and 69% of the variation in level of satisfaction of parents and caretakers respectively. Confiability measured with Alpha Cronbach coefficient was 0.74 and 0.77 for parents´ and caretakers´ scales respectively. These results reveal scales that have content validity and good reliability. Besides, the scales detect specific aspects of the food and nutrition service that should be reinforced or modified, to make the Child-care Centers program more effective and efficient. External validation of the scales is recommended, since they provide an instrument capable of capturing useful information for monitoring and evaluating the Child-care Centers program nation-wide, from the perspective of program managers and parents of program users.