Individual, family and neighbourhood factors related to life satisfaction and perceived discrimination among low-income, non-immigrant mothers in seven European countries

We examined associations between dimensions of social exclusion and maternal life satisfaction and maternal perceived discrimination for low-income, non-immigrant mothers of children at preschool and primary school age in seven European countries (Czech Republic, England, Germany, Greece, Italy, Poland, Portugal – N = 1227), using standardized survey data from a large-scale interview study. Life satisfaction and perceived discrimination were found to be associated, indicating that both dimensions are important to consider in relation to subjective well-being. The results of linear mixed effect regression models demonstrated that lack of resources in multiple dimensions of social exclusion were linked to our well-being measures, including objective life condition variables (material deprivation, poor neighbourhood quality; both outcomes) as well as more relational aspects (unemployment, less social support; life satisfaction) and adult literacy related difficulties (perceived discrimination). These findings reaffirm the importance of combatting social exclusion. There are implications for public policy, emphasizing the importance of joined-up policies that tackle different forms of exclusion

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

A literature review of the impact of early years provision upon young children, with emphasis given to children from disadvantaged backgrounds

This report reviews international research on the impact of early years provision upon young children. Emphasis is given to work related to disadvantaged children. The issues of timing, duration, type, quality and quantity of early years provision are considered in terms of developmental effects upon children and when possible parents. An evaluative summary of the literature on cost benefit analyses of early years provision is also included. Conclusions tempered by the relative rigour and extensiveness of the evidence are produced. Early research was primarily concerned with whether children attending institutions developed differently from those not attending such centres. Later work recognised that childcare is not unitary and that the quality or characteristics of experience matters. Further research drew attention to the importance of the interaction between home and out of home experience. High quality childcare has been associated with benefits for children\u27s development, with the strongest effects for children from disadvantaged backgrounds. There is also evidence that sometimes negative effects occur. The studies have largely been American but research elsewhere, including the UK, indicates results are not culture-specific. While the research on pre-school education (3+ years) is fairly consistent, the research evidence on the effects of childcare (0-3 years) upon development has been equivocal with some studies finding negative effects, some no effects and some positive effects. Discrepant results may relate to age of starting and also probably at least partly to differences in the quality of childcare received by children. In addition childcare effects are mediated by family background with negative, neutral and positive effects occurring depending on the relative balance of quality of care at home and in childcare. Recent large-scale studies (EPPE, NICHD) find effects related to both quantity and quality of childcare. The effect sizes for childcare factors are about half that for family factors. However, family effects incorporate genetic factors. Hence, family and childcare effects may be more equivalent than this comparison implies. Family factors and childcare quality covary, low-income families tending to have lowest quality care. The analysis strategy of most studies attributes variance to childcare factors only after family factor variance has been extracted. Where the two covary this will produce conservative estimates of childcare effects

Daycare

Book synopsis: The Cambridge Encyclopedia of Child Development is an authoritative, accessible and up-to-date account of all aspects of child development. Written by an international team of leading experts, it adopts an interdisciplinary approach and covers everything from prenatal development to education, pediatrics, neuroscience, theories and research methods to physical development, social development, cognitive development, psychopathology and parenting. It also looks at cultural issues, sex differences and the history of child development. The combination of comprehensive coverage, clear, jargon-free style and user-friendly format will ensure this book is essential reading for students, researchers, health care professionals, social workers, education professionals, parents and anyone interested in the welfare of children

Parenting training improves problem behaviour in children at risk of conduct disorder

Does Webster-Stratton Incredible Years basic parenting programme improve behavioural outcomes in preschool children at risk of developing conduct disorder when delivered in a community setting