Father Involvement in Early Head Start Research Programs

This study examined fathers\u27 participation in Early Head Start programs using quantitative and qualitative data from 326 Early Head Start fathers when children were 36 months of age. About half (49%) of the fathers were involved in at least one program activity. A quarter (26%) of the fathers participated at a higher level, in two or more types of program activities. Fathers participated in parent education programs (17%), group socializations (15%), father-only activities (6%), policy councils and program committees (9%), home visits (32% ever, 17% monthly), and in dropping children off at the Early Head Start center (24% ever, 12% nine times or more). In multivariate analyses, at least one level of involvement was predicted by maternal engagement in the program and maturity of the father involvement program. Higher level involvement in the program was predicted by the father being African American/Black or Hispanic, maternal engagement in the program, and maturity of the father involvement program. Bivariate analyses showed that fathers in predominantly homebased programs who participated in frequent home visits were more often married, non-English speaking, and in families where both mothers and fathers had lower than typical levels of education. Fathers in predominantly center-based programs who frequently dropped off the Early Head Start child at the center were more often men of color, fathers of girls, and partnered with an employed mother or a mother rated as engaged in the Early Head Start program. Qualitative analyses underscore the potential for father program participation in mature programs and among policy-relevant groups

Exploring the Essence of Student-Athlete Spirituality: a Phenomenological Investigation of NCAA Division I Athletes

The purpose of this phenomenological qualitative study was to explore the essence of eight NCAA Division I student-athletes‘ experiences related to spirituality while participating in intercollegiate athletics. Discussions of NCAA Division I athletes often reveal ideas and misunderstandings of the student-athlete experience. There exists an increase in contemporary conversations about spirituality in higher education, and with that a need to better understand the student-athlete experience related to this complex construct. This study examined the experiences of student-athletes and how their spirituality, differentiated from religion, influenced how they utilized their athletic abilities. Through semi-structured, face-to-face in-depth interviews which were digitally recorded and analyzed, qualitative data revealed the emergence of four themes: (a) defining spirituality; (b) inseparability of spiritual, student, and athlete; (c) responsibility; and (d) influence on others. The Moustakas (1994) phenomenological research method revealed the essence of the student-athlete spiritual experience. The findings resulted in implications for those who concern themselves with the holistic education and development of college student-athletes, as well as recommendations for future practice and research.Mark H. RaikesHinton, Kandace G.Scott E. GaierJoshua PowersDoctor of PhilosophyDepartment of Educational Leadership, Administration, and FoundationsCunningham Memorial library, Terre Haute,Indiana State University201005-16DoctoralTitle from document title page. Document formatted into pages: contains 181p.: ill. Includes bibliography, abstract and appendix

Reaching expert consensus on training different cadres in delivering early childhood development: technical report

The Sustainable Development Goals (SDGs) signal a greater focus on inter-sectoral, collaborative approaches to ensuring that all human beings can fulfil their potential in dignity and equality. This is reflected in the current global concern with promotion of holistic, community-based programmes to support early childhood development and wellbeing ? widely referred to as ?early childhood development? (ECD). Within this context, the study reported here sought to achieve consensus among 14 global experts on training needs for three groups of personnel (?cadres?) involved in delivery of early childhood development (ECD) programmes. The three cadre groups, identified via a comprehensive review of literature on current issues in the provision of ECD, comprise delivery of education, health and community-based early childhood interventions across a diverse range of low resource settings. The study responds to a gap in knowledge on training needs for ECD cadres, associated with a serious dearth of human resources to support provision of ECD services. Key challenges reported here, based on comprehensive review of available literature, include: 1. A long-running, severe global shortage in availability of cadres to support delivery of ECD programmes. 2. To date, delivery of key health and education interventions principally in siloes, with limited integration and practitioners/professionals/para-professionals widely employed in vertical programmes. 3. Low professional and social status of many ECD cadres, due to a lack of systematic recognition and support. This has resulted in large numbers of cadres with undefined career paths, and high rates of turnover / attrition2. In response, expert consensus points to the following potential strategies for enhancing provision of ECD cadres training and professional development: 1. Development of coherent systems to support ECD training and professional development. a. Findings indicate consensus around commonalities among and distinctions between essential skills and knowledge required for education professionals, health professionals and non-certified para-professional groups. These insights could provide a basis for establishing coherent, joined-up professional pathways and support systems for development of ECD cadres. b. Consensus around the respective roles of these three cadres is reflected in the distinct training needs outlined for each group. There is consensus that, while noncertified para-professionals require programme-specific training to facilitate delivery of particular tasks, certified education and health professionals require training in more advanced skills such as problem-solving and flexibility. Exposure to a range of different programmes and approaches is required for certified professionals, to facilitate informed decision making around programme development and adapting / responding to local contextual needs. These distinctions could provide a basis for establishing clarity in respective roles for ECD cadres with regard to programme delivery. c. Consensus around training needs across cadre groups is indicated, in particular the need for on-going mentoring and supervision. While there is acknowledgment among experts about complexities associated with provision of on-going support, consensus around this component of training was strongest among all aspects surveyed. This reflects widespread concern among participating experts, as well as within the literature, that short-term training for ECD cadres must be followed up with opportunities for continuing professional development and systematic support, to facilitate sustained effective practice. 2. Within systems for ECD cadres training, a strong focus on the importance of contextually grounded programmes, materials / resources and strategies for implementation. a. There is strong consensus that ECD cadres training should be contextually-grounded to ensure responsive, effective provision. Training should be based on and promote careful consideration of a range of factors that shape provision of ECD, including but not restricted to, policy, budgets, available resources, local values, beliefs and practices. 3. Adoption of the concept of nurturing care as an underpinning principle for provision of ECD cadres training. a. Delphi findings indicate consensus around essential dispositions, or attitudes, required to support caring, respectful, responsive and trustful interactions with children, caregivers and communities. They also indicate that all cadres require knowledge and skills in promoting early stimulation; child-centred learning and development; effective communication and collaboration; problem solving, and reflective practice. These strategies are outlined in the proposed framework provided below, which identifies unique roles / training needs for different cadre groups, as well as opportunities for enhancing integration across ECD cadres training systems. 3 Experts suggest that these ?dispositions?, which are essential for effective provision, should be viewed as malleable. Training should work / be designed to promote, model and strengthen these characteristics

A Toolkit for Measuring Early Childhood Development in Low and Middle-Income Countries

The Toolkit provides a practical, “how-to” guide for selection and adaptation of child development measurements for use in low- and middle-income countries. Users can follow the proposed step-by-step process to select, adapt, implement, and analyze early childhood development data for diverse purposes and projects. Researchers, evaluators, and program personnel from various disciplines interested in assessing early childhood development in low- and middle-income countries will find the book useful for planning and evaluating interventions, monitoring development over time, or conducting a situation analysis. The book updates and expands a previous 2009 edition, incorporating new research on the use of child development measurement tools in low- and middle-income countries. The ECD Measurement Inventory that accompanies this Toolkit contains 147 measurement tools for children under 8 years. For each test it reports the domains assessed, age range for which the tool is appropriate, method of administration, purpose of the assessment, origin and locations of use, logistics, and cost

Training early childhood development cadres in low-resource contexts

This brief summarises findings from an extended literature review on the current status of early childhood development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on training different cadres in delivering early childhood development at scale in low-resource contexts. The work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of Wollongong and University College London. The following overarching questions guided this study: ? To whom does the term ?ECD cadre? most usefully apply, given the wide range of settings and aims of early childhood development programmes? ? What are expert views on essential knowledge and skills required of ECD cadres working in different contexts? ? What are expert views on appropriate methods for delivery of training, and post-training follow-up, for ECD cadres? ? What are expert views on the necessary conditions for effective scale-up of ECD cadres training

Training early childhood development cadres in low-resource contexts. UK Government Department for International Development.

This brief summarises findings from an extended literature review on the current status of early childhood development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on training different cadres in delivering early childhood development at scale in low-resource contexts. The work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of Wollongong and University College London. The following overarching questions guided this study: • To whom does the term ‘ECD cadre’ most usefully apply, given the wide range of settings and aims of early childhood development programmes? • What are expert views on essential knowledge and skills required of ECD cadres working in different contexts? • What are expert views on appropriate methods for delivery of training, and post-training follow-up, for ECD cadres? • What are expert views on the necessary conditions for effective scale-up of ECD cadres training

Families' social backgrounds matter : socio-economic factors, home learning and young children's language, literacy and social outcomes

Parental support with children's learning is considered to be one pathway through which socio-economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents' socio-economic status and their impact on young children's language/literacy and socio-emotional competence. The findings consistently showed that, irrespective of socio-economic status, parents engaged with various learning activities (except reading) roughly equally. The socio-economic factors examined in this study, i.e., family income and maternal educational qualifications, were found to have a stronger effect on children's language/literacy than on social-emotional competence. Socio-economic disadvantage, lack of maternal educational qualifications in particular, remained powerful in influencing competencies in children aged three and at the start of primary school. For children in the first decade of this century in England, these findings have equity implications, especially as the socio-economic gap in our society widens

Sources of Community Health Worker Motivation: A Qualitative Study in Morogoro Region, Tanzania.

There is a renewed interest in community health workers (CHWs) in Tanzania, but also a concern that low motivation of CHWs may decrease the benefits of investments in CHW programs. This study aimed to explore sources of CHW motivation to inform programs in Tanzania and similar contexts. We conducted semi-structured interviews with 20 CHWs in Morogoro Region, Tanzania. Interviews were digitally recorded, transcribed, and coded prior to translation and thematic analysis. The authors then conducted a literature review on CHW motivation and a framework that aligned with our findings was modified to guide the presentation of results. Sources of CHW motivation were identified at the individual, family, community, and organizational levels. At the individual level, CHWs are predisposed to volunteer work and apply knowledge gained to their own problems and those of their families and communities. Families and communities supplement other sources of motivation by providing moral, financial, and material support, including service fees, supplies, money for transportation, and help with farm work and CHW tasks. Resistance to CHW work exhibited by families and community members is limited. The organizational level (the government and its development partners) provides motivation in the form of stipends, potential employment, materials, training, and supervision, but inadequate remuneration and supplies discourage CHWs. Supervision can also be dis-incentivizing if perceived as a sign of poor performance. Tanzanian CHWs who work despite not receiving a salary have an intrinsic desire to volunteer, and their motivation often derives from support received from their families when other sources of motivation are insufficient. Policy-makers and program managers should consider the burden that a lack of remuneration imposes on the families of CHWs. In addition, CHWs' intrinsic desire to volunteer does not preclude a desire for external rewards. Rather, adequate and formal financial incentives and in-kind alternatives would allow already-motivated CHWs to increase their commitment to their work