High quality infant and toddler (IT) child care has repeatedly been linked to better outcomes for children. However, in the U.S., IT child care has also been plagued by poor quality. Using a mixed-methods design, the purpose of this study was to provide an indepth explanation of quality change in IT classrooms and the myriad of factors that contribute to higher quality. Framed in an ecological model that views quality as the product and interaction of process, structural, and caregiver characteristics, this study addressed the impact of a variety of variables on quality change. The sample was comprised of 86 classrooms nested within 48 centers that participated in Baby Steps, a quality improvement project administered by the Utah Office of Child Care. Quantitative data included ITERS-R scores, wages, turnover, capacity, geographic location, and parent fees collected between 2003 and 2010 as part of the Baby Steps Project. Seven center directors completed semi-structured interviews that provided an insider perspective on their perceptions of the barriers and contributors to improved quality. A mixed model analysis was used to examine quality change over time. Results indicate that classroom quality scores (as measured by the ITERS-R) did increase by the second year of participation in Baby Steps; however, subsequent years of participation did not lead to significantly higher scores. Specialized training also appears to contribute to higher quality but high turnover was associated with lower quality programs. Non-urban programs appeared to be especially receptive to the intervention. Center directors echoed these findings and spoke to the

This dissertation is comprised of two studies, which taken together aim to enhance healthy lifestyle habits of young children. In the first study, early childhood professionals (N = 39) identified their beliefs and values regarding the role of physical activity and sleep in child development, and their role in assisting children with establishing healthy behaviors. Correlational analyses were conducted to examine if early childhood professionals’ beliefs and values were associated with an array of demographic characteristics (e.g., age, gender, and ethnicity) and/or the early care professional’s perceived personal health and body mass index. Descriptive analyses revealed that early care professionals believe physical activity and sleep are important contributors to the healthy development of young children, yet place less value on their role in assisting children with establishing healthy habits. Demographic and health variables of the early childhood professional were not associated with their beliefs and values. Using the results from Study 1 to address gaps in professional development on healthy habits in early childhood, Study 2 involved the development, implementation, and evaluation of two, 3-hour professional development trainings each focused on a contributor to the obesity epidemic (i.e., physical activity and sleep). Both trainings included an overview of the state of the science on the topic as it relates to early childhood and the area, recommendations for obesity prevention in the classroom, specific, hands-on examples of the early care professionals’ role (i.e., behavioral and environmental) in establishing healthy habits. Pre- and post-surveys were used to assess the effectiveness of the training on knowledge of physical activity and/or sleep as it relates to early childhood. Additionally, two researchers conducted classroom observations prior to and following (M = 4.5 weeks) the training to assess potential behavior change within the classroom. Paired-samples t tests indicated that early care professionals improved their general knowledge of physical activity and sleep in child development. Results indicated minimal behavioral and environmental changes in the classroom following the professional development.

No / This important text will provide a critical analysis of contemporary developments in child care policy under New Labour and the resulting policy and practice implications. The authors will draw on sociological debates, the growing children's rights literature and wider developments within social policy in order to provide a thorough and balanced guide to contemporary developments in this rapidly changing field. Ideologies behind recent initiatives in a wide range of practice areas are explored, and the implementation of key developments are appraised. This will be primary reading for all students specializing in work with children and their families.

Child care centers are becoming much more influential in educating and caring for children because more and more families choose supplemental care for their young children in child development programs. In June 1997, Child and Adult Food Program (CACFP) served nearly 2.2 million children and provided meals to 2.6 million children in March 1998. A large number of children eat at least one and sometimes two or more of their meals at child care centers. It is imperative that nutritious and satisfying meals and snacks are served at child care centers. The purpose of this study was to examine menus planned in Head Start Program and Child Day Care Centers in Virginia and to assess if they meet the national Recommended Dietary Allowances (RDAs) standards for vitamin A, vitamin C, calcium and iron. Lunch menus for 3-5 year old children were collected from 114 CACFP staffs attending a state wide CACFP menu training session. Fifty-seven weekly menus were selected based on geographic representation to analyze vitamin A, vitamin C, calcium and iron levels by a nutritional analysis computer program. Menus were also divided into Head Start Program and Child Day Care Center for further analysis and comparison. For all 57 sites, the mean values of these lunches exceeded the one-third RDAs for vitamin A, vitamin C, and calcium; the average percentages were 198%, 121% and 134%, respectively. But the average iron level was only 63% RDAs. None of the child care centers met 100% of one-third RDAs for the lunch menus. Because dietary iron levels are consistently low, iron food sources were studied. The results showed no significant (p< 0.05) difference between the Head Start Program and Child Day Care Center. Based on the findings of this study, following the established meal pattern guidelines for the child nutrition programs did not guarantee adequate iron levels in the planned menus of the child care centers. Some foods with high iron levels should be used more often. Further research is needed for this population in implementing the appropriate dietary guideline. In addition, the menu planing, food purchasing and preparation should be part of the training programs for child care centers. / Master of Science

Master of Science / Department of Family Studies and Human Services / Bronwyn Fees / An increased focus on school readiness in recent years has placed more attention on the importance of quality early care and education settings for children ages 3 to 5 years. The first five years of a child’s life represent a crucial period for development, and care settings impact children’s outcomes in a variety of domains. Preparation of teachers in order to provide a high-quality level of care that supports positive outcomes for children is critical. This report assesses the current state of the literature on effective professional development for early childhood professionals (primarily those working center-based settings with children ages 3 to 5 years), specifically as it relates to improved outcomes for children in the areas of social-emotional competence and language and literacy development. Methods for adult learning are also reviewed and recommendations for appropriate models of professional development based upon this review are provided. It is recommended that specific aspects within models of professional development be reviewed further to determine more concrete predictors in terms of what is effective for adult learning and application of concepts. It also is recommended that early care and education providers take part in professional development activities that have an added level of support and feedback, such as coaching, to assist in improving instructional practices to impact developmental outcomes in targeted areas, such as literacy.

M. Tech. (Food Service Management, Dept. of Hospitality and tourism, Faculty of Human Sciences)|, Vaal University of Technology, / INTRODUCTION: Caring for children is a challenge that requires a number of resources including knowledge, a reasonable workload, time and social support of the caregiver. Maternal education is an important asset in providing good care giving practices: child feeding practices and the use of preventative health services depend on knowledge more than on household resources. Poverty has been linked with poor childcare and child malnutrition; South African children especially those who are living in informal settlements, are vulnerable to poverty. Appropriate practices by caregivers have enabled them to raise well~ nourished children in a community where there is poverty. This implies that caregiver's attitudes, beliefs and practices in relation to childcare, and proper utilisation of limited resources can make a major difference in their children's health, growth and development. In order to plan appropriate interventions in the Eatonside informal settlement, an improvement in the knowledge of, attitude toward and practice of childcare and care giv1ing is required. OBJECTIVES: To examine the knowledge, attitudes and practices (KAP) of caregivers regarding childcare and care giving behaviours with children aged 0- 60 months and to assess existing types of care arrangements in the study area. STUDY DESIGN: An exploratory study was conducted among 145 randomly selected caregivers of children aged 0-60 months, living in the informal settlement of Eatonside. Knowledge and practices were determined by focus group discussions (FGD); an attitude scale questionnaire was used to determine attitude; and a hygiene and feeding observation checklist was used to determine the hygiene and feeding practices.

石粒子. / "2013年8月". / "2013 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 20-23). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Shi Lizi.

This research examines parents’ perceptions of quality on early childhood services as they support families in the care and education of children. Data were collected from parents of under school-aged children using interviews, questionnaires and focus groups. Data analysis has enabled a determination of: the link between parents’ perceptions of quality and early childhood professionals’ views as expressed in the literature; parents’ satisfaction with services and the evaluation processes used by them; opportunities available to parents to engage with service staff to influence the quality of the services provided; and parents’ knowledge and use of the information services provided by the National Childcare Accreditation Council to assist them in their decision making regarding early childhood services. Results showed that communication between parents and staff is problematic. An accretion model of communication is developed to enhance the quality of early childhood services by promoting shared understanding and values between parents and staff, enabling parents to take part in decision making and minimising perceptions of threat to staff’s professional integrity / University of Western Sydney

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 108-114). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 108-114). Also available on the Internet.