bluuebunny/crossref_metadata_2025 huggingface dataset:
Outcome and prognostic factors for children with supratentorial primitive neuroectodermal tumors treated with carboplatin during radiotherapy: A report from the Children's Oncology Group
Authors: Jakacki Regina I. , Burger Peter C. , Kocak Mehmet , Boyett James M. , Goldwein Joel , Mehta Minesh , Packer Roger J. , Tarbell Nancy J. , Pollack Ian F.
Published: February 2015

Background

Supratentorial PNETs (sPNET) are uncommon embryonal malignancies of the central nervous system whose prognosis has historically been poor. We evaluated the outcome and prognostic factors of children with sPNET treated prospectively on a Children's Oncology Group trial.

Procedure

Following surgery, patients received craniospinal radiotherapy with concurrent carboplatin followed by six months of maintenance chemotherapy with cyclophosphamide and vincristine.

Results

Five‐year overall survival (OS) and progression‐free survival (PFS) for all patients was 58 ± 7% and 48 ± 7%. For patients with pineoblastoma (n = 23), five‐year OS and PFS was 81 ± 9% and 62 ± 11%. Extent of resection but not M‐stage was prognostic. Five‐year OS and PFS for 37 patients with non‐pineal tumors (NPsPNET) was 44 ± 8% and 39 ± 8%, significantly worse than for PB (P = 0.055 and 0.009 respectively). Extent of resection and major radiotherapy deviations were prognostic. Five year OS was 59 +/− 11.4% for those undergoing complete resection versus 10.4 +/− 7% for those who did not (P = 0.017). Central pathologic review called 14 (38%) “classic” sPNET, 8 (22%) “undifferentiated” and 13 (35%) “malignant gliomas.” There was no significant difference between the subgroups, although survival distributions approached significance when the combined “classic” and “undifferentiated” group was compared to the “malignant gliomas.”

Conclusions

Carboplatin during RT followed by 6 months of non‐intensive chemotherapy is a feasible treatment strategy for patients with sPNET. Aggressive surgical resection should be attempted if feasible. The classification of supratentorial small cell malignancies can be difficult. Pediatr Blood Cancer 2015;62:776–783. © 2015 Wiley Periodicals, Inc.
Root Cause Analysis of Quality Defects Using HPLC–MS Fingerprint Knowledgebase for Batch‐to‐batch Quality Control of Herbal Drugs
Authors: Yan Binjun , Fang Zhonghua , Shen Lijuan , Qu Haibin
Published: February 2015

Introduction

The batch‐to‐batch quality consistency of herbal drugs has always been an important issue.

Objectives

To propose a methodology for batch‐to‐batch quality control based on HPLC–MS fingerprints and process knowledgebase.

Methods

The extraction process of Compound E‐jiao Oral Liquid was taken as a case study. After establishing the HPLC–MS fingerprint analysis method, the fingerprints of the extract solutions produced under normal and abnormal operation conditions were obtained. Multivariate statistical models were built for fault detection and a discriminant analysis model was built using the probabilistic discriminant partial‐least‐squares method for fault diagnosis.

Results

Based on multivariate statistical analysis, process knowledge was acquired and the cause–effect relationship between process deviations and quality defects was revealed. The quality defects were detected successfully by multivariate statistical control charts and the type of process deviations were diagnosed correctly by discriminant analysis.

Conclusion

This work has demonstrated the benefits of combining HPLC–MS fingerprints, process knowledge and multivariate analysis for the quality control of herbal drugs. Copyright © 2015 John Wiley & Sons, Ltd.
THE SECRET AGENT SOCIETY SOCIAL SKILLS PROGRAM FOR CHILDREN WITH HIGH‐FUNCTIONING AUTISM SPECTRUM DISORDERS: A COMPARISON OF TWO SCHOOL VARIANTS
Authors: Beaumont Renae , Rotolone Cassie , Sofronoff Kate
Published: February 2015

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high‐functioning autism spectrum disorders (HFASD) in a mainstream school context. Sixty‐nine students aged 7–12 took part in one of two different 10‐week versions of the program (structured versus unstructured) to determine their relative effectiveness. Results suggested that both program variants led to improvements in emotion regulation abilities, social skills, and behavior at school and home, maintained at 6‐week follow‐up. However, the structured intervention generally led to superior treatment outcomes. These results suggest that improvements in social–emotional functioning can be achieved for students with HFASD through time‐limited school‐based interventions. Limitations of this study and directions for future research are discussed.
An investigation into the origin of the biased agonism associated with the urotensin II receptor activation
Authors: Brancaccio Diego , Merlino Francesco , Limatola Antonio , Yousif Ali Munaim , Gomez‐Monterrey Isabel , Campiglia Pietro , Novellino Ettore , Grieco Paolo , Carotenuto Alfonso
Published: February 2015

The urotensin II receptor (UTR) has long been studied mainly for its involvement in the cardiovascular homeostasis both in health and disease state. Two endogenous ligands activate UTR, i.e. urotensin II (U‐II) and urotensin II‐related peptide (URP). Extensive expression of the two ligands uncovers the diversified pathophysiological effects mediated by the urotensinergic system such as cardiovascular disorders, smooth muscle cell proliferation, renal disease, diabetes, and tumour growth. As newly reported, U‐II and URP have distinct effects on transcriptional activity, cell proliferation, and myocardial contractile activities supporting the idea that U‐II and URP interact with UTR in a distinct manner (biased agonism). To shed light on the origin of the divergent activities of the two endogenous ligands, we performed a conformational study on URP by solution NMR in sodium dodecyl sulfate micelle solution and compared the obtained NMR structure of URP with that of hU‐II previously determined. Finally, we undertook docking studies between URP, hU‐II, and an UT receptor model. Copyright © 2015 European Peptide Society and John Wiley & Sons, Ltd.
Screening of catalytic effects on copper–zinc thin film combinatorial libraries for formaldehyde oxidation
Authors: Pötzelberger Isabella , Mardare Andrei Ionut , Hassel Achim Walter
Published: February 2015

A CuZn thin film combinatorial library was fabricated using a thermal co‐evaporator. Using scanning electron microscopy (SEM), X‐ray fluorescence spectroscopy (XRF) and X‐ray diffraction (XRD) microcstructure, composition and crystallographic properties were investigated. Pure brass alloys were evidenced due to solid solution mixing of Cu and Zn. The crystallite size and lattice parameters were calculated and compared with values of pure Cu and α‐brass. With the aid of scanning in a wide compositional spread (3.4 at.% Zn to 27 at.% Zn). droplet cell microscopy (SDCM) the thermally evaporated CuZn thin film combinatorial library was screened for electrocatalytic effects on the formaldehyde oxidation. The obtained cyclic voltammograms show the occurrence of the formaldehyde oxidation leading to formic acid. CuZn thin film alloys were examined for their electrocatalytic oxidation of formaldehyde in an aqueous 0.1 M Na2SO4 solution at different pH values using cyclic voltammetry. The highest catalytic effect was obtained at a pH value of 13.0 for a composition of Cu–8.0 at.% Zn.
Unintended Environmental Consequences of Improvement Actions: A Qualitative Analysis of Systems' Structure and Behavior
Authors: Laurenti Rafael , Singh Jagdeep , Sinha Rajib , Potting Josepha , Frostell Björn
Published: February 2015

We qualitatively analysed how and why environmental improvement actions often lead to unintended environmental consequences. Different theories are integrated to delineate the underlying system structure causing this system behavior. Causal loop diagram technique is utilized to explore and visualize: how incremental improvements in material and energy efficiency can unintendedly cause consumption to increase; how this consumption rebound effect is linked to generation of waste and pollution; and how this can give rise to social and negative externalities, economic inequalities and other broad unintended consequences in our society. Consumption and incremental innovation are found to be the highest leverage points and reinforcing factors driving unintended environmental consequences in this complex system. The paper in addition explores two potential modes of behaviour dissimilar to those of unintended environmental consequences. These emerging modes of behaviour are product‐service systems and environmental policy instruments. Their combination forms a prominent transition pathway from a production‐consumption‐dispose economy to a so‐called circular economy. Copyright © 2015 John Wiley & Sons, Ltd.
Optimization of synthesis and characterization of oxidized starch‐graft‐poly(styrene‐butyl acrylate) latex for paper coating
Authors: Cheng Shijie , Zhao Wenpeng , Wu Yumin
Published: February 2015

Oxidized starch‐graft‐poly(styrene‐butyl acrylate)[OS‐g‐P(ST‐BA)] latex with core‐shell structure was synthesized by the graft copolymerization of OS with ST and n‐butyl acrylate (BA) via emulsion polymerization. A three‐level, four‐variable Box‐Behnken design was employed to investigate the effects of the concentration of OS, initiator, monomers, and temperature on the graft copolymerization. The significance of variables and their interactions were analyzed using analysis of variance and the model's significance was confirmed. The OS‐g‐P(ST‐BA) was characterized by FTIR, TEM, DSC, and dynamic light scattering. The core‐shell structure of OS‐g‐P(ST‐BA) particle was clearly shown in TEM micrographs and confirmed by DSC analysis. Application of the OS‐g‐P(ST‐BA) latex as a binder in paper coating improved the gloss, print gloss, and picking resistance of coated paper.
Brief Report: Isogenic Induced Pluripotent Stem Cell Lines From an Adult With Mosaic Down Syndrome Model Accelerated Neuronal Ageing and Neurodegeneration
Authors: Murray Aoife , Letourneau Audrey , Canzonetta Claudia , Stathaki Elisavet , Gimelli Stefania , Sloan-Bena Frederique , Abrehart Robert , Goh Pollyanna , Lim Shuhui , Baldo Chiara , Dagna-Bricarelli Franca , Hannan Saad , Mortensen Martin , Ballard David , Syndercombe Court Denise , Fusaki Noemi , Hasegawa Mamoru , Smart Trevor G. , Bishop Cleo , Antonarakis Stylianos E. , Groet Jürgen , Nizetic Dean
Published: February 2015

Trisomy 21 (T21), Down Syndrome (DS) is the most common genetic cause of dementia and intellectual disability. Modeling DS is beginning to yield pharmaceutical therapeutic interventions for amelioration of intellectual disability, which are currently being tested in clinical trials. DS is also a unique genetic system for investigation of pathological and protective mechanisms for accelerated ageing, neurodegeneration, dementia, cancer, and other important common diseases. New drugs could be identified and disease mechanisms better understood by establishment of well-controlled cell model systems. We have developed a first nonintegration-reprogrammed isogenic human induced pluripotent stem cell (iPSC) model of DS by reprogramming the skin fibroblasts from an adult individual with constitutional mosaicism for DS and separately cloning multiple isogenic T21 and euploid (D21) iPSC lines. Our model shows a very low number of reprogramming rearrangements as assessed by a high-resolution whole genome CGH-array hybridization, and it reproduces several cellular pathologies seen in primary human DS cells, as assessed by automated high-content microscopic analysis. Early differentiation shows an imbalance of the lineage-specific stem/progenitor cell compartments: T21 causes slower proliferation of neural and faster expansion of hematopoietic lineage. T21 iPSC-derived neurons show increased production of amyloid peptide-containing material, a decrease in mitochondrial membrane potential, and an increased number and abnormal appearance of mitochondria. Finally, T21-derived neurons show significantly higher number of DNA double-strand breaks than isogenic D21 controls. Our fully isogenic system therefore opens possibilities for modeling mechanisms of developmental, accelerated ageing, and neurodegenerative pathologies caused by T21. Stem Cells  2015;33:2077–2084

Video Highlight: https://youtu.be/MoMwXg2azGo
Mesenchymal Wnt/β-Catenin Signaling Controls Epithelial Stem Cell Homeostasis in Teeth by Inhibiting the Antiapoptotic Effect of Fgf10
Authors: Yang Zheqiong , Balic Anamaria , Michon Frederic , Juuri Emma , Thesleff Irma
Published: February 2015

Continuous growth of rodent incisors relies on epithelial stem cells (SCs) located in the SC niche called labial cervical loop (LaCL). Here, we found a population of apoptotic cells residing in a specific location of the LaCL in mouse incisor. Activated Caspase 3 and Caspase 9, expressed in this location colocalized in part with Lgr5 in putative SCs. The addition of Caspase inhibitors to incisors ex vivo resulted in concentration dependent thickening of LaCL. To examine the role of Wnt signaling in regulation of apoptosis, we exposed the LaCL of postnatal day 2 (P2) mouse incisor ex vivo to BIO, a known activator of Wnt/β-catenin signaling. This resulted in marked thinning of LaCL as well as enhanced apoptosis. We found that Wnt/β-catenin signaling was intensely induced by BIO in the mesenchyme surrounding the LaCL, but, unexpectedly, no β-catenin activity was detected in the LaCL epithelium either before or after BIO treatment. We discovered that the expression of Fgf10, an essential growth factor for incisor epithelial SCs, was dramatically downregulated in the mesenchyme around BIO-treated LaCL, and that exogenous Fgf10 could rescue the thinning of the LaCL caused by BIO. We conclude that the homeostasis of the epithelial SC population in the mouse incisor depends on a proper rate of apoptosis and that this apoptosis is controlled by signals from the mesenchyme surrounding the LaCL. Fgf10 is a key mesenchymal signal limiting apoptosis of incisor epithelial SCs and its expression is negatively regulated by Wnt/β-catenin. Stem Cells  2015;33:1670–1681
The Sulfated Polysaccharide Fucoidan Rescues Senescence of Endothelial Colony-Forming Cells for Ischemic Repair
Authors: Lee Jun Hee , Lee Sang Hun , Choi Sung Hyun , Asahara Takayuki , Kwon Sang-Mo
Published: February 2015

The efficacy of cell therapy using endothelial colony-forming cells (ECFCs) in the treatment of ischemia is limited by the replicative senescence of isolated ECFCs in vitro. Such senescence must therefore be overcome in order for such cell therapies to be clinically applicable. This study aimed to investigate the potential of sulfated polysaccharide fucoidan to rescue ECFCs from cellular senescence and to improve in vivo vascular repair by ECFCs. Fucoidan-preconditioning of senescent ECFCs was shown by flow cytometry to restore the expression of functional ECFC surface markers (CD34, c-Kit, VEGFR2, and CXCR4) and stimulate the in vitro tube formation capacity of ECFCs. Fucoidan also promoted the expression of cell cycle-associated proteins (cyclin E, Cdk2, cyclin D1, and Cdk4) in senescent ECFCs, significantly reversed cellular senescence, and increased the proliferation of ECFCs via the FAK, Akt, and ERK signaling pathways. Fucoidan was found to enhance the survival, proliferation, incorporation, and endothelial differentiation of senescent ECFCs transplanted in ischemic tissues in a murine hind limb ischemia model. Moreover, ECFC-induced functional recovery and limb salvage were markedly improved by fucoidan pretreatment of ECFCs. To our knowledge, the findings of our study are the first to demonstrate that fucoidan enhances the neovasculogenic potential of ECFCs by rescuing them from replicative cellular senescence. Pretreatment of ECFCs with fucoidan may thus provide a novel strategy for the application of senescent stem cells to therapeutic neovascularization. Stem Cells  2015;33:1939–1951
Concise Review: Humanized Models of Tumor Immunology in the 21st Century: Convergence of Cancer Research and Tissue Engineering
Authors: Holzapfel Boris Michael , Wagner Ferdinand , Thibaudeau Laure , Levesque Jean-Pierre , Hutmacher Dietmar Werner
Published: February 2015

Despite positive testing in animal studies, more than 80% of novel drug candidates fail to proof their efficacy when tested in humans. This is primarily due to the use of preclinical models that are not able to recapitulate the physiological or pathological processes in humans. Hence, one of the key challenges in the field of translational medicine is to “make the model organism mouse more human.” To get answers to questions that would be prognostic of outcomes in human medicine, the mouse's genome can be altered in order to create a more permissive host that allows the engraftment of human cell systems. It has been shown in the past that these strategies can improve our understanding of tumor immunology. However, the translational benefits of these platforms have still to be proven. In the 21st century, several research groups and consortia around the world take up the challenge to improve our understanding of how to humanize the animal's genetic code, its cells and, based on tissue engineering principles, its extracellular microenvironment, its tissues, or entire organs with the ultimate goal to foster the translation of new therapeutic strategies from bench to bedside. This article provides an overview of the state of the art of humanized models of tumor immunology and highlights future developments in the field such as the application of tissue engineering and regenerative medicine strategies to further enhance humanized murine model systems. Stem Cells  2015;33:1696–1704
Starting Strong: An Exercise in International Learning
Authors: Moss Peter
Published: February 2015

Starting Strong, a comparative review of early childhood education and care (ECEC) in 20 countries organised by OECD, is an important study. It provides a wealth of documentation, findings and conclusions. The article provides some background to the review, highlighting its broad, holistic, rights-based approach. It overviews some of the reviews main findings, including the widespread policy trends it identifies, as well as eight major policy conclusions and ten areas of policy option that ‘major ECEC stakeholders’ are recommended to consider. The article then offers the author’s own perspective on why the review is so important; in particular, while offering valuable pointers to what works, i.e. technical issues, it also places in the public arena some of the most important political and ethical issues with which the development of ECEC confronts stakeholders. Five of these issues are discussed: the relationship between ECEC and school; national responsibility, decentralisation and democracy; the status, conditions and structure of the workforce; the question of paradigm; and pedagogical approaches. The article concludes by considering what might happen next. How do we take the work forward? How do we use this rich cross-national material? Suggestions made include: using the documentation from the review to deepen critical reflection on policy, provision and practice; developing exchange and dialogue between people and organisations in different countries, through which to learn with others about issues of common interest and concern; and using the method developed for doing Starting Strong to undertake reviews of ECEC on a regular basis.
Towards the Right of New Zealand Children for Free Early Childhood Education
Authors: May Helen
Published: February 2015

This paper provides an historical and policy overview of early childhood education in New Zealand. The analysis is framed around the introduction, in July 2007, of the government’s policy of 20 hours-a-week free early childhood education for three and four year old children in teacher-led early childhood programmes. This initiative extended a raft of policies intended to improve quality participation in early childhood as part of the Government’s ten year Strategic Plan Pathways to the Future: Ngã Huarahi Arataki 2002–2012. A key plank of this policy is that by 2012 all adults working in teacher-led services will have teaching qualifications. Realising this has been challenging and the implementation of the ‘20 hours free’ policy became a controversial media story. From age five, all New Zealand children have long had a ‘right as a citizen’ to free schooling. There was a level of expectation from parents that this ‘right’ had been extended to early childhood education. The policy was not so bold. This paper outlines the journey towards matching the rights of the school aged and preschool aged child for free education. The ‘20 hours free’ policy is an important step in the process. The paper concludes with an early commentary on the issues that this policy raises in relation to: the rights of children and parents, the costs of quality, and the conflicting roles of government, community, and private enterprise in the provision of early childhood services.
Research and Policy in Developing an Early Years’ Initiative: The Case of Sure Start
Authors: Belsky Jay , Melhuish Edward , Barnes Jacqueline
Published: February 2015

The British government’s wish to eliminate the cycle of disadvantage for children from poor families led to Sure Start. The initiative set up 260 Sure Start Local Programmes (SSLPs) by 2001, which were expanded to 524 programmes within 2 years. SSLPs aimed to enhance the health and development of children under four and their families in deprived communities. SSLPs were area-based, with all children under four and their families in an area being eligible. This allowed efficient delivery of services without stigmatisation. SSLPs did not have a prescribed “protocol” of services. Instead, each SSLP had autonomy to improve and create services, with general goals and some specific targets but without specification of how services were to be delivered. The National Evaluation of Sure Start (NESS) undertook a multifaceted evaluation of SSLPs, and by 2005 research evidence led to a fundamental shift with SSLPs becoming Children’s Centres. The story of how this happened is discussed herein, with latest findings summarised.
Early Childhood Teacher Policy in the United States: Continuing Issues, Overcoming Barriers, and Envisioning the Future
Authors: Cho Eun Kyeong , Couse Leslie J.
Published: February 2015

The decentralized and fragmented nature of the early childhood education and care (ECEC) system in the U.S., coupled with an ongoing teacher shortage, high teacher turnover rates, and the increasing demand for early childhood (EC) teachers, has led to low entry requirements and lenient regulations for most EC sectors. Yet, the recent call for school readiness of preschoolers is pushing the field to be equipped with highly qualified EC teachers with professional knowledge and competence. Efforts to provide quality ECEC services by improving the quality of the teaching force at various levels have been initiated in the U.S. In this paper, we describe: demographic profile of America’s ECEC teaching force; regulatory standards regarding entry-level teacher requirements; condition of pre-service teacher training in higher education; and provision of professional development and retention efforts. Current trends and challenges of EC teacher policy in the U.S. are presented, and implications for EC policymakers are discussed.
Early Childhood Education and Care in Hungary: Challenges and Recent Developments
Authors: Korintus Marta
Published: February 2015

The article gives an overview of the main features of early childhood education and care (ECEC) services for children in Hungary, tracing their history and outlining some of the challenges. Hungary, as a member of the European Union, is expected to meet the Lisbon and the Barcelona targets related to women’s employment and services for children, respectively. However, there are many challenges and problems that are rooted in the inherited system, financial constraints, and policy making. Questions about the length and payment level of available childcare leaves for parents and about the right mix of paid leaves and ECEC services arose within this context.
Canada’s Early Childhood Education and Care Policy: Still a Laggard?
Authors: Mahon Rianne
Published: February 2015

Canada’s early childhood education and care (ECEC) system has fared poorly in recent international comparisons. Its laggard status can be attributed to the “liberal” character of its social policy regime and to the federal structure of the Canadian state. This paper argues, however, that there are signs of change. While these are currently most visible in certain provinces, the issue of creating an effective pan-Canadian ECEC framework is still very much alive on the federal agenda.
Early Childhood Education and Relative Policies in China
Authors: Zhu Jiaxiong
Published: February 2015

This paper reviews the development of early childhood education in China in the recent 3 decades and examines the advantages and disadvantages of the relative policies made by the government. This paper mainly focuses on one child policy, the policies about early childhood curriculum reform and teacher education, and policies of early childhood education administration. Contemporary early childhood education is becoming more diverse in its forms, funding sources, and educational approaches, and is aligning itself with the increasingly open and diversified society. It is clear that early childhood education in China is strongly influenced by socio-cultural changes and conditions, and reflects the Chinese culture, the political system and influence of western cultures. Chinese early childhood educators and policy makers should re-think what has happened in the past years, especially the issues of cultural and regional appropriate, and continue to promote development in early childhood education.
Developing Multicultural Early Childhood Education in a Finnish Context
Authors: Ojala Mikko
Published: February 2015

In this article conditions and activities for developing multicultural educational practices during early childhood education are examined. Within this context, basic ideas for constructing a curriculum, from the national level to the school, teacher and child levels, are described. in important forum for developing educational practices in multicultural education is co-operation with other countries. Theoretical light is shed on the ongoing EU-project INCLUD-ED and recent Finnish experiments and concrete strategies for changing early childhood practices to a more inclusive pedagogy are suggested. Finally, some evaluative comments and questions about fostering multicultural early childhood education in Finland are raised. In this context the important role of early childhood education is recognized as preventing societal and educational exclusion and fostering student’s long-term school success.
The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration
Authors: Choo Khoo Kim
Published: February 2015

The development of the childcare and kindergarten systems in Singapore took different paths historically before reaching common grounds for collaboration. While the objectives of kindergartens under the Ministry of Education have been vey much focused on preparing children for school, that of the childcare system, under the Ministry of Community Development, Youth and Sports have been very much influenced by various policies throughout the years — welfare, economic, population, social and education policies. All these policies have helped to shape the quality of the care, development and education of young children in the childcare system today. To benefit all young children in childcare or kindergartens, services for the early years need to be geographically and financially accessible, of good quality and address issues of equity as well. Singapore depends on the political will and private initiatives working in partnership with parents to bring the early childhood field to the next level of development.
Governance of Education Related ECCE Policies in Malaysia
Authors: Boon Ng Soo
Published: February 2015

Early Childhood Care and Education (ECCE) in Malaysia is catching much more limelight now than in the past. In a country where governance is very centralized, such attention has given rise to more quality preschool classes and initiatives. Comprehensive policies have been developed and implemented, however studies have shown that there are gaps between the aspired and the implemented. Good governance ensures successful implementation of policies. Good governance requires the authority and other stakeholders to focus on the vulnerable population including the indigenous people, children with special needs and refugee. Providing effective dissemination of policies, maintaining a sustainable mechanism of monitoring, attention to coordination and integration are tasks at hand to ensure successful implementation of policies. The ECCE Policy Implementation Review initiated by UNESCO and UNICEF has provided much evidence-based input to tackle these issues. This paper provides a situation analysis of the status of ECCE in Malaysia based on the findings of ECCE Policy Implementation Review.
Schools as Integrated Service Hubs for Young Children and Families: Policy Implications of the Toronto First Duty Project
Authors: Corter Carl , Pelletier Janette
Published: February 2015

In many parts of the world early childhood services are disconnected in ways that reduce their effectiveness in supporting family life, healthy child development, and the transition to school. Furthermore, access to these services is often limited, particularly for marginalized families. There is increasing policy interest around the world in building early childhood service systems that are universal and integrated, as a way of strengthening the effectiveness and equity of early childhood services. Although there is a growing push to unify child care and education in a universal system, both in Canada and elsewhere, a fully integrated system would bring together additional services for family support, health and community programs. The Toronto First Duty demonstration project was designed to test the feasibility and effects of a universal model for integrating child care, kindergarten, family support and other services in school-based community hubs. The intent of the project partners — a charitable foundation, municipal government, and school board- was to mobilize knowledge to improve early childhood programs and policy at both the local and provincial levels. A university-based research team has worked over the last decade to evaluate the implementation process and outcomes of the project, and has contributed to the knowledge mobilization for practice and policy change. The research found positive evidence on the feasibility of implementing the model, as well as evidence about the processes that work through program and family pathways to enhance child development and parenting. Findings from the project have helped to move provincial policy in Ontario and elsewhere in Canada. Although fixed models may not apply to new contexts, some of the evidence-informed design principles from this project converge with findings from other jurisdictions and have broad implications for policies promoting universal, integrated service systems for early childhood.
Enhancing the Quality of Full-day Kindergarten Education in Korea
Authors: Moon Mugyeong
Published: February 2015

Increases in the numbers of working mothers, combined with decreases in the levels of support for child-rearing within families in Korea requires the search for alternative forms of support. In order to lessen the burden of child-rearing on working mothers, as well as to ensure healthy development and learning environment for children, the Korean government has been striving since the 1990s to expand full-day kindergartens. Despite truly remarkable quantitative expansion and increased governmental financial support, several challenges remain in the provision of quality full-day kindergarten programs. These challenges include an absence of agreed upon educational programs, inadequate classroom environments, a lack of full-day class teachers, amongst other difficulties. In order to understand the current status of full-day kindergartens in Korea, a national survey was conducted. It was found that there are significant differences between public and private kindergartens as well as differences between cities and rural areas. Several policy measures are suggested for quality assurance of full-day kindergartens and related issues are discussed.
Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century
Authors: Ishimine Karin , Tayler Collette , Bennett John
Published: February 2015

The expectation of quality early childhood education and care (ECEC) is that higher quality inputs will produce higher quality outcomes for children. There are many ways that outcomes may be expressed and measured, though current procedures emphasize threshold quality. However, threshold quality is essentially an entry-level concept — once the entry requirements are met, quality is assumed to have been attained and subsequently sustained. A more sophisticated, comprehensive procedure is needed. For more than a decade ECEC policy in Australia has been generally weak, fragmented and dominated by matters related to quantity (market issues) rather than quality (pedagogical issues), despite the rhetoric. What should be measured to identify quality in ECEC settings? What should a quality directed ECEC policy emphasize? This paper addresses significant issues in determining and measuring quality for a comprehensive ECEC policy and the links to a rating system in Australia.
Early Childhood Education Policy Development in China
Authors: Zhou Xin
Published: February 2015

Great progress in the field of early childhood education policy in China has been made in 2010. In the light of the National Plan for Medium and the Long-term Program for Education Reform and Development, the Chinese government has made a series of efforts aimed at promoting the development of early childhood education. The new policies include an increase in the 3-year early childhood program enrollment; the clarification of the governments’ main responsibilities for the provision of early childhood education; an increase of funding for early childhood education, (especially for disadvantaged children); the strengthening of teacher capacity; and the strengthening of program quality and management amongst other changes. Each province has developed a 3-year Action Plan to implement the policy. The challenges for the implementation of the new policy are also discussed.
Social Investment Policies in Canada, Australia, Japan, and South Korea
Authors: Peng Ito
Published: February 2015

This paper compares the social investment policy reforms that have been introduced by the two Anglo-Saxon liberal welfare regimes of Canada and Australia and the two East Asian welfare regimes of Japan and South Korea since the 1990s. The paper examines the causes of these social policy changes, and asks why these seemingly different contexts produce such similar policy idea. While all four countries share similar broad ideational template and language of social investment, they differ in terms of their target groups and policy instruments. Whereas Canada and Australia have focused their social investment policies on children through ECEC (what I call an “invest in the future” model); Japan and South Korea have approached social investment from a more general human capital and economic activation perspective (what I call a “human capital activation” model). As a result, social investment policies in these countries have targeted more broadly on children, women, and the elderly. I argue that these differences in social investment approaches stem from the differences in their social, political and economic contexts, and the political economic legacies.
Legal Frameworks for Early Childhood Governance in the Philippines
Authors: Manuel Marilyn F. , Gregorio Euberto B.
Published: February 2015

The Early Childhood Care and Development (ECCD) Act of 2000 is the national ECCD policy framework of the Philippines. A basic element of this framework is shared governance. This model exemplifies governance mechanisms at national, provincial, city/municipal and barangay levels to support delivery of integrated ECCD services. A decade of implementing this policy framework provides an excellent starting point and a rich context for looking at the current state of governance of ECCD in the country. The salient features of the ECCD Act and other related policies serve as a backdrop for the discussion of the progress and challenges of ECCD governance. This article concludes with three interrelated policy agenda that would strengthen the country’s governance of early childhood.
Child Care Friendly Policies and Integration of ECEC in Taiwan
Authors: Chiu Chih-Peng , Wei Suechun
Published: February 2015

The aims of this article are fourfold. Firstly, the article outlines the development of the ECEC policy in Taiwan, with a principle focus on female labor force participation rates and birth rates. Secondly, it describes the different types of ECEC services in Taiwan, discussing the process of their evolution and related statistics from a historical perspective. Thirdly, it introduces two important policy initiatives undertaken in the last decade, both of which are suggestive of either a) a political paradigm shift or, b) a transformation of the role of government in Taiwan. One is “woman/family friendly policies” or policies reconciling work and family, which also include maternity and paternity leaves, parental leave, flexible working hours as well as family leave; and the other are a number of “child care friendly policies”, comprising subsidies for infant care, an early childhood education voucher program, and the Free Tuition Education Project for 5 year old Children. Finally, the authors provide a general introduction of the ECEC integration policy in Taiwan together with an analysis of possible implications resulting from the implementation of the ECEC Act.
Implications of Full Day Kindergarten Program Policy on Early Childhood Pedagogy and Practice
Authors: Gananathan Romona
Published: February 2015

The government of Ontario is instituting a comprehensive early learning system that moves childcare and the caring profession into the realm of education through the integration of early education and care. This paper highlights the need for the preservation of care and nurturing, the hallmarks of the “caring profession” within the integrated staff team in Full Day Early Learning in Ontario to ensure quality early child development outcomes and the prevention of the “schoolification” of early learning and care programs. Caring and nurturing are important elements of early childhood education practice and form the basis of effective early child development programs. The value of care in early learning, and recognition for the capacities that ECEs bring to integrated staff teams in early education must be reflected in education policy at a team, school, organizational and systems level to ensure successful staff integration and a caring learning environment that contributes to positive child outcomes.
The Role of Korean Fathers: A Study of Korean Fathering Practices in the United States
Authors: Kim Keun Kyu , Chung Jaeyong
Published: February 2015

This study explored Korean immigrant fathers’ perspectives on their involvement in children’s learning and schooling in the United States with the intent to suggest for early childhood educators and teachers to consider the importance of involving the immigrant fathers in children’s learning and schooling. In-depth interviews were used to explore of three Korean fathers involvement both at home and at school settings. The results of the study overall indicated that three Korean fathers commonly experienced difficulties and frustration when they participated in their children’s learning, schooling, and playing. Additionally, the Korean fathers reported to encounter acknowledged challenges in terms of language issues, cultural differences, and negative experiences in their involvement in children’s learning and schooling.
Development and Pilot Application of an Integrated Support Model for Disadvantaged Young Children in Poor Rural China
Authors: Huo Liyan , Li Minyi
Published: February 2015

As the biggest developing country in the world, China is now tackling the pressing problems of child poverty, whilst facing the increasing aging population at the same time. In August 2009 and April 2010, the China Development Research Foundation (CDRF) officially launched the Project Equal Start: Program of Early Childhood Development in Poor Rural Areas in Qinghai Province and Yunnan Province, which aims at enhancing early childhood development and tackling poverty in poor rural areas. In this article, we described the development the pilot programs’ sites, objects and phases, and also evaluated the significant improvement in multiple dimensions such as children’s early development, education attainments, and parental involvement. At last, it analysed the CDRF’S pilot programs’ policy advocacy, and prospected its influences over how to universalize early childhood development and education in poor rural China.
Policies and Practices for Promoting Multicultural Awareness of Indigenous Early Childhood Education in Indonesia
Authors: Hasan Aliah B. Purwakania , Suwarni Eny
Published: February 2015

Unlike other countries where indigenous people constitute the minority groups, in Indonesia majority of the population (about 95%) are natives (pribumi). There are over 300 ethnic groups in Indonesia who live side by side and in some cases form blurred inter-ethnic boundaries. In addition, Indonesia has unique indigenous Early Childhood Education model that is different from other countries. Indigenous Early Childhood Education in Indonesia is stated in the national laws and government regulations local contents curriculum in education. Local contents defined as educational programs, substances and media transfers, which are related with the natural, social and cultural environments and the needs of regional development being taught to students. The objective of this paper is to describe the implementation Indigenous Early Childhood Education for promoting the physical, intellectual, social, emotional growth of young children aged under three years in Indonesia. The paper also intends to explain the barriers encountered and recommend remedial measures.
Integration and Coordination of Early Childhood Care and Education in the Republic of Korea
Authors: Kaga Yoshie , Barnett Steven , Bennett John
Published: February 2015

UNESCO conducted a cross-national study on the issue of integration of early childhood care and education services within education in 2008–2009. In order to have a more comprehensive understanding of the issue, UNESCO undertook a review on a parallel ECCE system in the Republic of Korea by the request of the Korean Ministry of Education, Science and Technology. In this article, an overview of the Korean ECCE system is provided with a brief appraisal of the quality of the Korean ECCE system by referring to selected quality, access and financing indicators. We highlighted positive developments of the country in recent years and discussed issues and challenges that are directly or indirectly related to integration. The challenges include demographic changes and their implications for the parallel system, and uneven qualifications, training and working conditions of childcare and kindergarten staff. Based on observations during the review visit, we analyzed several integration options and provided related policy recommendations.
Transforming Early Learning Vision into Action in Ontario, Canada
Authors: Grieve Jim
Published: February 2015

In Canada, the provinces are responsible for education. This article describes the approach that Ontario, Canada’s most populous province, has taken to implement a new vision for early learning including universal full-day kindergarten for all children aged four and five and modernizing the province’s childcare system. This new vision is based on the current neuroscience, child development research and international promising practices in early childhood education and care. The article chronicles the progress that has been made from 2009 to the present in implementing full-day kindergarten and provides an update about the current status of Ontario’s childcare modernization activities.
A Comparison of International Child Care and US Child Care Using the Child Care Aware — NACCRRA Child Care Benchmarks
Authors: Fiene Richard
Published: February 2015

This is a first of its kind study comparing the USA to other world countries utilizing the Child Care Aware — NACCRRA (National Association of Child Care Resource and Referral Agencies) Child Care Benchmarks related to health and safety rules and regulations. A team of researchers analyzed the child care/early care & education rules and regulations from the USA and a selected group of countries to do a comparative analysis using the Child Care Aware — NACCRRA benchmarking scoring protocol. The results from the analyses were somewhat unexpected in that the scores between the USA and the other countries were not as statistically significant in the overall scores. However, when more specific benchmarks were compared statistically significant differences did appear in the health & safety and professional development areas.
Investigating Regional Disparities of Preschool Education Development with Cluster Analysis in Mainland China
Authors: Hong Xiumin , Luo Li , Cui Fangfang
Published: February 2015

The unbalanced development of preschool education in different regions severely hinders the process of universalizing preschool education in Mainland China. Using the method of cluster analysis, this paper examined the extent to which the development of preschool education varied in different regions, on the basis of the gross preschool enrollment rate, student-to-teacher ratio, percentage of preschool teachers with a college diploma or above, and per-child preschool education spending index in the year of 2011. This paper suggested 31 provinces in Mainland China be divided into three developmental tiers according to their developmental status of preschool education, and explored each tier’s characteristics in their development of preschool education. One significant finding was that the regional disparities in the development of preschool education correlated with the regional economic disparities in Mainland China.
Kindergarten — a Universal Right for Children in Norway
Authors: Haug Kristin Holte , Storø Jan
Published: February 2015

The article is divided into three parts. In part 1 the Norwegian kindergarten is introduced. We present some facts and the purpose of the kindergarten as it appears in state documents. We also describe a historical backdrop. In part 2 we present some issues crucial to understanding how the relationship between kindergartens and the Norwegian state. Drawing on research, we discuss a number of key concepts. In part 3 we discuss debates in Norway about the content of the kindergarten, how it is to be staffed and related issues about the quality of kindergarten education and care.