ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case for Early Childhood Development in Sub-Saharan Africa. Working Papers in Early Childhood Development, No. 51
Author: Pence, Alan
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Minority Groups,Early Childhood Education,Young Children,Foreign Countries,Child Care,Child Development,Child Welfare,Childrens Rights,Cultural Influences,Student Diversity,Indigenous Populations,Islamic Culture,Literacy Education,Politics of Education,Culturally Relevant Education,Western Civilization,Cultural Background,African Culture

Issues connected with children's welfare and child development are appearing on national and international agendas with greater prominence and frequency. However, the international image of children is becoming increasingly homogeneous and Western-derived, with an associated erosion of the diversity of child contexts. This essay explores the reasons behind such a reduction in diversity, factors that are often considered to be a necessary part of progress. The authors conduct an overview of relevant critiques in the literature of early childhood development (ECD). The paper focuses on international ECD since the UN adoption of the Convention on the Rights of the Child in 1989 and presents a review of key ECD developments in Africa since the early 1970s. Culture, context, and diversity are central concerns that have led to the development of several different critical streams of work within early childhood care and education during the 1990s. The authors describe some of these &quot;reconceptualising&quot; efforts and identify various areas of promise for future cooperative work. The second part of the essay represents an effort to move beyond the singular image of the &quot;global child.&quot; The authors address the need to support and promote local perspectives, questions and issues, and trace the &quot;triple heritage&quot; of ECD in Africa. It is hoped that this section, and the essay in its totality, will contribute to a much-needed expansion of thoughts and ideas about early childhood, both in Africa and the rest of the world, and to an appreciation that diversity is a strength to work with, rather than an obstacle  to overcome. The authors conclude that their role is to introduce a &quot;stutter&quot; into a powerful international narrative, thereby creating a space for other ideas and perspectives, in this case from Africa, to be heard and considered. They reiterate the need for the Minority World to help the Majority World in its quest for child well-being, by supporting Africa's efforts to hear its own voices and seek its own way forward. (Contains 3 footnotes.)
Bringing Politics into the Nursery: Early Childhood Education as a Democratic Practice. Working Papers in Early Childhood Development, No. 43
Author: Moss, Peter
Date: 2007-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Practices,Democratic Values,Child Development,Young Children,Politics of Education,Political Socialization,Democracy,Performance Factors,Citizen Participation,Time,Skilled Workers,Educational Resources,Nursery Schools,Educational Methods,Foreign Countries

Care and education for young children is often understood primarily as a commodity to be provided in the marketplace, or as a kind of factory to produce human capital. But institutions for children and young people can also serve a very different role. They can be understood as forums for democratic political practice. This is a choice that we, as citizens, can make. This paper applies the idea of democracy to a wide range of institutions providing education and care for young children. Observing that democracy is in a sickly state in neo-liberal societies , the author discusses the importance of democratic participation as a right of citizenship, a bulwark against oppression and injustice, and a means for fostering diversity in society. He then looks at what it means to have democracy in early childhood settings, distinguishing between a democratic ethos that values the sharing of opinions and perspectives, and democracy in the form of management structures that involve elected representatives of parents and educators. He looks at what we can learn from practices around Europe, especially in the Nordic countries, and at what conditions are necessary to foster the establishment of democratic participation in early childhood settings. (Contains 6 footnotes.)
The Influence of Maternal and Family Risk on Chronic Absenteeism in Early Schooling
Author: Romero, Mariajose
Date: 2008-01-00
Type: Numerical/Quantitative Data
Subjects: Poverty,Economically Disadvantaged,Physical Health,Attendance Patterns,Child Health,Risk,Grade 5,Mothers,Parent Influence,At Risk Students,Minority Group Children,One Parent Family,Early Parenthood,Employment Level,Family Structure,Educational Attainment,Racial Differences

This report is the second in a series examining the causes and consequences of chronic absenteeism during the early school years, based on analyses of data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K, National Center for Education Statistics). It is part of National Center for Children in Poverty's larger Pathways to Early School Success project which promotes strategies that improve the social, emotional and physical health of low-income children in the U.S.. This report shows that maternal and family risks are associated with greater absenteeism and that the cumulative exposure to risk best predicts chronic absenteeism in early schooling. Kindergartners in contact with three or more risks missed, on average, three or more days than their peers not facing any risks. But as children progress through the elementary grades, the impact of cumulative risk on school attendance lessens, only to rise again in the fifth grade. This report also reveals that it is the most vulnerable children--that is, those who are poor or racial/ethnic minorities or suffer from poor health--who have the greatest exposure to cumulative risk. (Contains 36 endnotes.)
Globalisation and Privatisation: The Impact on Childcare Policy and Practice. Working Papers in Early Childhood Development, No. 38
Author: Vanderbroeck, Michel
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Foreign Countries,Educational Practices,Global Approach,Privatization,Child Care,Educational Development,Child Welfare,Norms,Performance Factors,Economic Impact,Social Influences,Educational Quality,Educational Policy

This paper concentrates on the impact of globalisation on childcare since the late 1970s, particularly in the last two decades. It looks at how our views about children, parents and public services have changed as a result. In particular, the paper examines the case in Belgium, where the consequences of globalisation are also analyzed in terms of quality and accessibility of services and the shifting power relations between the state, childcare providers, parents and experts in the field of early childhood education. In order to understand our present-day views on the services provided to young children and their families, it is necessary to have some historical context. The paper therefore also investigates how childcare institutions have emerged over the history of western Europe, with special emphasis on Belgium, before examining their evolution in a more international context, looking at recent research from different countries. The paper concludes by distilling the situation into three apparently contradictory situations, and asking if they can be resolved. (Contains 3 figures and 3 footnotes.)
Beyond Fishing: KCDF's Approach to Capacity Development. Working Papers in Early Childhood Development, No. 32
Author: Mwaura, Nora
Date: 2003-07-00
Type: Reports - Descriptive
Subjects: Community Development,Foreign Countries,Child Development,Early Childhood Education,Community Programs,Training,Skill Development,Grantsmanship,Holistic Approach,Child Welfare,Local Government,Financial Support,Fiscal Capacity,Governance,Economic Factors

In &quot;Beyond Fishing,&quot; the Kenya Community Development Foundation (KCDF) documents its experiences as a local capacity building and grantmaking organisation and describes how it supports community based projects in developing their organisational capacity. In recent decades, development organisations have been supporting capacity building mainly through training. In this they have often been influenced by the paradigm, &quot;Give a man a fish and you feed him for today, but teach a man to fish, and you feed him for a lifetime.&quot; KCDF takes this paradigm a step further, moving &quot;beyond fishing,&quot; and emphasising the importance of &quot;helping the fisherman to gain access and increased control over all the resources to which he has a right.&quot; The first section of the Working Paper concentrates on the value of capacity building and grantmaking as a strategy for development in general. However, KCDF's work is also making a particularly meaningful contribution to meeting the goals of Early Childhood Development. In Section Two of the paper, KCDF explains its view on the value of a holistic development approach to improving the well-being of children. This is illustrated with a description of the work of KCDF with the Nyuat and El-barta projects, two of the Bernard van Leer Foundation's partner organisations in the Samburu district of Kenya. This description of KCDF's approach to development can be informative for readers working as programme staff, policy makers or academics, whose interests lie in finding ways to achieve local autonomy and participation. Funders and other development agencies will find that KCDF gives a useful description of the role that local grantmaking and endowment building can play in furthering community development; and of how a local community foundation can make a difference in this respect. Finally, the publication will appeal to a wide readership interested in concrete examples of integrated projects in support of the development of the young child. A glossary is included. (Contains 22 footnotes.)
Early Childhood in Brazil: General Overview and Current Issues. Working Papers in Early Childhood Development, No. 44
Author: de Aguiar, Gabriela Azevedo
Date: 2007-08-00
Type: Reports - Descriptive
Subjects: Low Income,Early Childhood Education,Childrens Rights,Foreign Countries,Educational Opportunities,Public Policy,Low Income Groups,Educational Policy,Child Health,Technical Assistance,Disadvantaged,Accidents,Child Abuse,Violence,Change Strategies,Poverty Programs,Child Development,Educational Practices,Educational Strategies,Educational Assessment,Educational Indicators

This paper describes important issues in the promotion of the development of children 0 to 6 years of age in Brazil, particularly in education, health, children's rights and public policy. Brazil exhibits tremendous disparities and some of the worst welfare indicators in Latin America. Much of the population faces poverty, limited educational opportunities, and inequitable access to services and basic protections. The youngest children are disproportionately affected. Indicators of malnutrition remain high. Despite the efforts of dedicated teachers and officials, the public education system is not providing an adequate foundation so that children from low-income families may one day rise out of poverty. Education has been a key area of public policy under several government administrations, but early childhood development has not been underscored. Nonetheless, there are reasons for optimism. This paper includes numerous examples of good practice in early childhood education in Brazil, including children's participation, progressive pedagogies that build on local cultures and well-designed, publicly funded early childhood education strategies. (Contains 4 figures and 26 footnotes.)
Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36
Author: Lansdown, Gerison
Date: 2005-05-00
Type: Reports - Descriptive
Subjects: Childrens Rights,Young Children,Participative Decision Making,Child Development,Child Safety,Democracy,Early Childhood Education,Participation,Methods,Family Relationship,Student School Relationship,Health Services,Child Health,Evaluation,Standards,Foreign Countries

&quot;Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them&quot; emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)
Early Childhood in the Caribbean. Working Papers in Early Childhood Development, No. 47
Author: Barrow, Christine
Date: 2008-04-00
Type: Reports - Research
Subjects: Disabilities,Caring,Poverty,Crime,Mothers,Economically Disadvantaged,Childrens Rights,Children,Foreign Countries,Punishment,Socialization,Child Rearing,Laws,Public Policy,Child Development,Social Development,Physical Development,Social Support Groups,Television Viewing,Fear,Juvenile Gangs,Drug Abuse,Young Children

This report looks at the development and socialisation of children under 5 years of age in two Caribbean countries, Trinidad and Tobago and Dominica. It involved fieldwork in four very different communities as well as extensive discussion with academics and professionals. Too little is known about child socialisation in the Caribbean, and this research, the authors believe, breaks new ground. It shows that although most children are loved and cared for, the lives of many are scarred by poverty. The two countries the authors worked in are by no means the poorest in the developing world. But they both have substantial poor populations. Poor families are offered only the most basic help by the state. Child-rearing in the communities they studied remains highly traditional. Corporal punishment is common and children are often ignored, shouted at or belittled. Both countries have signed up to the Convention on the Rights of the Child, and their laws and policies pay attention to it. But the day-to-day lives of children have changed little. This applies particularly to children living in poverty, with a disability or with some other form of disadvantage. But the picture is not one of unrelieved gloom. Child-rearing in the region does seem to be getting less regimented and more caring, and there is a growing realisation that the first few years of a child's life are vital to his or her social as well as intellectual and physical development. However, many of the people they met said that Caribbean communities are less supportive than in the past. This means that children are cared for increasingly by their mothers. Despite stereotypes of extended Caribbean families, many mothers are not involved in a wide network of female support. The feeling is that families are drawing in on themselves because of cultural change, including more television watching, and the fear of crime, especially from gangs of drug-fuelled young men. A bibliography is included. (Contains 1 footnote.) [This paper was written with Martin Ince.
HIV/AIDS: What about Very Young Children? Working Papers in Early Childhood Development. Young Children and HIV/AIDS Sub-Series, No. 35
Author: Dunn, Alison
Date: 2005-03-00
Type: Information Analyses
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Early Childhood Education,Young Children,Child Health,Communicable Diseases,Child Development,Early Intervention,Mothers,Parent Child Relationship,Caregivers,Family Structure,Females,At Risk Persons,Psychology,Social Influences,Preschool Teachers,Grandparents,Peer Relationship,Case Studies,Mass Media,Advocacy,Economic Factors,Public Health,Age Differences,Foreign Countries

The research reviewed and the current responses identified in this paper show that at local, national and international levels there are gaps in programming and policy to engage ideas and mobilise resources to address the needs and experiences of very young children infected/affected by HIV and AIDS. Chapter one identifies some key areas where the lives of very young children are affected by the pandemic. Chapter two reveals that HIV and AIDS and early childhood development (ECD) programming has shown a limited response so far. Finally, in Chapter three, conclusions are drawn that indicate that services are required urgently to support very young children both directly and through the families and communities in which they live. (Lists 9 resources and 11 online resources.)
Young Children and HIV/AIDS: Mapping the Field. Working Papers in Early Childhood Development. Young Children and HIV/AIDS Sub-Series, No. 33
Author: Sherr, Lorraine
Date: 2005-01-00
Type: Reports - Evaluative
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Early Childhood Education,Young Children,Psychology,Parents,Death,Intervention,Drug Therapy,Mental Health,Child Neglect,Sibling Relationship,Grandparents Raising Grandchildren,Child Development,Emotional Development,Social Development,Physical Development,Screening Tests,Neurological Impairments,Clinical Diagnosis

This paper explores some of the psychological and other issues associated with HIV infection in children. Although the majority of studies are in the West, a growing core of information is emerging from other centres. This paper attempts to summarise the complexity of who the children are, examine emerging orphan and vulnerability issues, explore HIV/AIDS treatment interventions and how they affect the emerging scenario in terms of child and parent infection, and then focus on the widespread psychological effects of HIV/AIDS on the young child. (Contains 4 tables.)
Young Children, HIV/AIDS and Gender: A Summary Review. Working Papers in Early Childhood Development. Young Children and HIV/AIDS Sub-Series, No. 39
Author: Bhana, Deevia
Date: 2006-08-00
Type: Reports - Descriptive
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Females,Prevention,Economically Disadvantaged,Young Children,Young Adults,Foreign Countries,At Risk Persons,Gender Differences,Health Education,Program Implementation,Disease Control

Studies point to the existence of a global HIV/AIDS emergency among young people. An estimated 6,000 youths a day become infected, an average of one new infection every 14 seconds. The most socially and economically disadvantaged young people appear to be especially at risk of infection, and young women in developing contexts are at the greatest risk. The rate of HIV infection among girls is rapidly outstripping the rate among boys. Girls already account for nearly 60 percent of the infections in sub-Saharan Africa, where the pandemic is most virulent. This paper adopts the hypothesis that this pandemic can be confronted already in early childhood. During the first eight years of life the foundations are set for the capacities, beliefs and attitudes that support individuals later in life. In early childhood, people can therefore more easily learn and integrate appropriate risk avoidance behaviours that may prove useful in the global war on HIV/AIDS. The earliest years may represent a window of opportunity for the successful implementation of HIV/AIDS reduction and prevention programmes. (Contains 190 endnotes.) [This paper was written with Glenda Mac Naughton and Robert Zimmermann.]
Effects of Social Skill Instruction
Author: Calhoun, Trish
Date: 2011-05-01
Type: Reports - Research
Subjects: Interpersonal Competence,Instructional Effectiveness,Action Research,Grade 2,Elementary School Students,Student Behavior,Classroom Environment,Conflict Resolution,Direct Instruction,Student Surveys

This research proposal is a mixed method action research project. Social problems in the school setting can affect students negatively. This project will see if explicit instruction reduces conflict and increase confidence to handle problems. The participants are 46, 2nd grade students. Quantitative and qualitative data are collected in this research project to determine the correlation between social skill instruction and social problems in school. A phenomenological data technique is used to analyze the qualitative data from an open-ended question about a possible scenario in school. The project found a correlation between instruction and increased student confidence with dealing with social problems. The project found no decrease in social problems. The next step would be to hold a teacher in-service project to possibly eliminate misunderstanding in the student observation portion of the project. The unit of study can be viewed at http://w.taskstream.com/Unit/View/  87A215051BEC94C8D26E3E3295843942. An appendix includes: (1) Letter of Consent; (2) Student Observation Chart; and (3) Student Survey.
Recreating Public Schools: Guide to Restructuring Large Schools into Smaller Learning Communities
Author: Haifetz, Daniel
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,School Restructuring,House Plan,Change Strategies,Educational Improvement,Accountability,Educational Planning,Teacher Administrator Relationship,Educational Cooperation,Educational Facilities,Student Recruitment,Instructional Leadership,Team Teaching,Competition,Thematic Approach,Questionnaires

School restructuring is a process of reform that attempts to reconcile idealistic aspirations of educators with the realities of large public schools. While most educators have high expectations for their students, the impersonal structure of public schools is an obstacle to achieving these goals. In order to be effective, teachers must know the students in their school and must be able to identify their students' needs and take actions to meet them. If schools are to be effective, they must have a sense of community, clarity of purpose, and a curriculum that engages students. This guide is intended to give a sense of what restructuring entails. It relies heavily on the experiences of experts who have led the process in their own schools. The process is divided into five phases, which span the course of two to three years, with all succeeding years devoted to assessment and improvement. This is by no means a standardized model, but a collection of practices which any educator may find useful. Appended are: (1) School Questionnaire; and (2) Citations, Additional Resources, Notes. (Contains 9 resources.)
CEI-PEA Alert, Summer 2006
Author: Center for Educational Innovation - Public Education Association
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Academic Standards,Technical Education,Career Education,Parent Influence,Parent Role,Food Processing Occupations,Labor Force Development,Developmental Studies Programs,Job Skills,Public Schools,Advocacy,Newsletters

The &quot;CEI-PEA Alert&quot; is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Practical Skills &amp; High Academic Standards: Career Technical Education; (2) Parents: Help Your Children Gain &quot;Soft Skills&quot; for the Workforce; (3) Culinary Arts Motivate High School Students; (4) NYC College of Technology Prepares Students for Jobs of the Future; and (5) From the Desk of: Sy Fliegel, CEI-PEA President.