Ready, steady, learn: school readiness and children’s voices in English early childhood settings

Internationally, school readiness is increasingly the rationale for early childhood education and care. This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policymakers regarding the need for coherent policy concerning the purpose of early childhood education and care, with practitioner training and a framework aligned fully with that policy. A larger study is indicated

Utilising a cultural–historical analysis to map the historicity of Social Studies, Natural Science and Technology education in the early years

Background: South Africa needs citizens who are morally sound, adaptive to change, technologically innovative and literate in socio-scientific issues. The young child is apparently being prepared for active citizenry through basic “Social Science, Natural Sciences and Technology” education as encapsulated in the South African curriculum. Aim: We foreground a theoretical and analytical framework to map the cultural–historical trajectory of South Africa’s Beginning Knowledge curriculum. Setting: Cultivating citizenship requires that these science subject domains be incorporated in a coherent, well-conceptualised and relevant early childhood curriculum as suggested by international literature. Educators need to be specialists in socio-scientific issues in both the content and pedagogy of these sciences in order to expound the curriculum. Methods: Our newly coined hybridised theoretical framework - the ‘Hybrid CHAT’ - together with an aligned analytical framework enabled us to illuminate the historical subject-didactical genetic development of Beginning Knowledge. An extensive sample of typographical textbooks, artefacts and cultural tools were analysed and interpreted. Results: Beginning Knowledge is afforded limited teaching time. The knowledge, skills and values associated with these science subjects serve to support and strengthen the acquisition of language and mathematics competencies. Currently, Beginning Knowledge does not sufficiently prepare child citizens for the global demands of the 21st century. Conclusion: Hybrid CHAT could invite further studies to place Beginning Knowledge on par with international curricula. This would also align the curriculum with the aspirations for an ideal South African citizenry as well as prepare child citizens to pursue Science and Technology for social development

Improving the assessment and management of obesity in UK children and adolescents: the PROMISE research programme including a RCT

BackgroundFive linked studies were undertaken to inform identified evidence gaps in the childhood obesity pathway.Objectives(1) To scope the impact of the National Child Measurement Programme (NCMP) (study A). (2) To develop a brief evidence-based electronic assessment and management tool (study B). (3) To develop evidence-based algorithms for identifying the risk of obesity comorbidities (study B). (4) To conduct an efficacy trial of the Healthy Eating and Lifestyle Programme (HELP) (study C). (5) To improve the prescribing of anti-obesity drugs in UK adolescents (study D). (6) To investigate the safety, outcomes and predictors of outcome of adolescent bariatric surgery in the UK (study E).MethodsFive substudies – (1) a parental survey before and after feedback from the National Childhood Measurement Programme, (2) risk algorithm development and piloting of a new primary care management tool, (3) a randomised controlled trial of the Healthy Eating and Lifestyle Programme, (4) quantitative and qualitative studies of anti-obesity drug treatment in adolescents and (5) a prospective clinical audit and cost-effectiveness evaluation of adolescent bariatric surgery in one centre.ResultsStudy A – before the National Childhood Measurement Programme feedback, three-quarters of parents of overweight and obese children did not recognise their child to be overweight. Eighty-seven per cent of parents found the National Childhood Measurement Programme feedback to be helpful. Feedback had positive effects on parental knowledge, perceptions and intentions. Study B – risk estimation models for cardiovascular and psychosocial comorbidities of obesity require further development. An online consultation tool for primary care practitioners is acceptable and feasible. Study C – the Healthy Eating and Lifestyle Programme, when delivered in the community by graduate mental health workers, showed no significant effect on body mass index at 6 months (primary outcome) when compared with enhanced usual care. Study D – anti-obesity drugs appear efficacious in meta-analysis, and their use has expanded rapidly in the last decade. However, the majority of prescriptions are rapidly discontinued after 1–3 months of treatment. Few young people described positive experiences of anti-obesity drugs. Prescribing was rarely compliant with the National Institute for Health and Care Excellence guidance. Study E – bariatric surgery appears safe, effective and highly cost-effective in adolescents in the NHS.Future work and limitationsWork is needed to evaluate behaviour and body mass index change in the National Childhood Measurement Programme more accurately and improve primary care professionals’ understanding of the National Childhood Measurement Programme feedback, update and further evaluate the Computer-Assisted Treatment of CHildren (CATCH) tool, investigate delivery of weight management interventions to young people from deprived backgrounds and those with significant psychological distress and obtain longer-term data on anti-obesity drug use and bariatric surgery outcomes in adolescence.Trial registrationCurrent Controlled Trials ISRCTN99840111.FundingThis project was funded by the National Institute for Health Research (NIHR) Programme Grants for Applied Research programme and will be published in full inProgramme Grants for Applied Research; Vol. 8, No. 3. See the NIHR Journals Library website for further project information.</jats:sec

Childhood; the beginning years and beyond ...

Mode of access: Internet

1969 John W McFarland Speech on Education

A speech given by John W. McFarland at the Association for Childhood Education International Study Conference at Houston, Texas in 1969 regarding the future of education and the responsibilities of educators

Childhood education.

Official journal of the International Kindergarten Union, 1925-June 1930; journal of the Association for Childhood Education International (formerly Association for Childhood Education) Sept. 1930-Mode of access: Internet.Published in Baltimore by Williams & Wilkins, 1924-June 1929.Absorbed: ACEI exchange with fall 1991 issue.Issues for Sept. 1966-May/June 1981 include: ACEI branch exchange; Issues for 1991- include: ACEI exchange, for : ACEI yearbook.PRINT CANCELED end of 2011-2 1

Our present is their future Quality in early childhood education

Consists of booklet (containing a transcript of comments made in video) and video cassetteSIGLEAvailable from British Library Document Supply Centre- DSC:V94/26083 / BLDSC - British Library Document Supply CentreGBUnited Kingdo