Is cognitive development at three years of age associated with ECEC quality in Norway?

In countries with universal access to early childhood education and care (ECEC), child participation is high across a range of socioeconomic groups. However, ECEC quality is often varying, and many children spend much time in ECEC settings that are not necessarily high quality. In this observational study, we therefore examined the relationship between observed ECEC quality and children’s cognitive development at age three years in Norway – a country that provides universal access to ECEC from age one. The sample comprised 800 children, enrolled in 83 ECEC centers, who were assessed in verbal and non-verbal cognitive ability. ECEC quality was measured with the Infant/Toddler Environment Rating Scale (ITERS-R), and cognitive outcomes were measured with the Naming Vocabulary and Picture Similarities subtests of the British Ability Scales III (BAS III). The results showed that children’s cognitive development at age three was not associated with ECEC quality; irrespective of socioeconomic background

Inter-agency coordination of services for children and families - initial literature review

Disadvantaged families living in poverty, especially those living in deprived neighborhoods where risks tend to accumulate, have diverse needs for support. Throughout Europe different models of service-coordination and integration exist, but a systematic overview of experiences and evidence on effectiveness is not available. The aim of this initial review is to: - identify facilitators and challenges at the interpersonal and at the structural-organizational level that are relevant to successful coordination, collaboration and integration of multiple services for young children (e.g. communication, case management, financial resources, policy measures); - identify models of working and domains for the development of a common framework; - summarize the potential impact of inter-agency working upon children, families and communities

Early childhood education and care

Book synopsis: The Cambridge Encyclopedia of Child Development remains the most authoritative and accessible account of all aspects of child development. Written by an international team of experts, its comprehensive coverage includes everything from prenatal development to adolescence, pediatrics, theories and research methods, physical development, social and emotional development, perceptual and cognitive development, language development, psychopathology, and parenting. The second edition has also been thoroughly updated to reflect major developments over the last decade in areas such as neuroscientific methods, developmental cognitive and social neuroscience, the effects of environmental influences on gene expression, and the relationship between human development and evolution. Throughout 124 entries, the Encyclopedia advocates an integrated, interdisciplinary approach to the study of child development. With clear, jargon-free style and user-friendly format, this is the essential reference for researchers and students of child development, as well as healthcare professionals, social workers, educators, and anyone interested in the well-being of children