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1.
J Autism Dev Disord ; 50(4): 1364-1379, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-31925669

RESUMO

This study aimed to provide initial validity and reliability of the Measure of NDBI Strategy Implementation-Caregiver Change (MONSI-CC), a novel measure that captures changes in caregivers' implementation of NDBI strategies during early intervention. The MONSI-CC was applied to 119 observations of 43 caregiver-child dyads of preschoolers with autism spectrum disorders (ASD). The MONSI-CC showed high inter-rater and test-retest reliability and captured significant improvements in caregivers' implementation of NDBI strategies. Significant associations between improvements in caregiver NDBI implementation and improvements in the child's ASD symptoms also emerged. Our work shows promising evidence for the utility of the MONSI-CC to evaluate implementation of NDBI strategies by caregivers as a mediating and moderating factor for treatment effects on children with ASD.


Assuntos
Transtorno do Espectro Autista/reabilitação , Cuidadores/normas , Intervenção Educacional Precoce/normas , Cuidadores/psicologia , Criança , Pré-Escolar , Intervenção Educacional Precoce/métodos , Família/psicologia , Feminino , Humanos , Masculino , Avaliação de Resultados em Cuidados de Saúde , Reprodutibilidade dos Testes
2.
Matern Child Health J ; 24(2): 204-212, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31828576

RESUMO

OBJECTIVES: The primary goal was to examine outcomes of Part C early intervention (EI) referrals from a high-risk infant follow-up program and factors associated with success. A secondary aim was to determine how many referred children not evaluated by EI would have likely qualified by either automatically meeting state eligibility criteria with a condition associated with "high-probability" for developmental delays or having test scores evidencing developmental delays. METHODS: Participants included 77 children referred directly to EI from a high-risk infant follow-up program. Scores on the Bayley Scales of Infant and Toddler Development-III, basic demographics, and medical variables were extracted from electronic medical records. Information regarding referral outcomes was gathered via follow-up phone calls to EI programs several months after referral. RESULTS: Results indicate 62% of EI referrals resulted in evaluation, with 69% of those evaluated being found eligible for services. Overall, 34% of referrals resulted in EI enrollment. Of those who were not evaluated, 71% were likely to have qualified based on state eligibility criteria. Follow-up phone call results indicated the majority of families not evaluated (64%) were never successfully contacted by the EI program. CONCLUSIONS: Findings from the present study illustrate the extent of challenges in connecting families with needed EI services and indicate an opportunity for improvement in EI referral processes to increase enrollment for eligible children. Improved communication between referral sources and service providers could support enrollment with detailed documentation of prior testing and explicit reasons for referral. Follow-up calls to confirm receipt of referral may also be necessary.


Assuntos
Deficiências do Desenvolvimento/terapia , Intervenção Educacional Precoce/normas , Encaminhamento e Consulta/normas , Criança , Pré-Escolar , Deficiências do Desenvolvimento/complicações , Deficiências do Desenvolvimento/psicologia , Intervenção Educacional Precoce/métodos , Intervenção Educacional Precoce/estatística & dados numéricos , Feminino , Humanos , Lactente , Recém-Nascido , Masculino , Desenvolvimento de Programas/métodos , Desenvolvimento de Programas/estatística & dados numéricos , Encaminhamento e Consulta/estatística & dados numéricos , Fatores de Risco , População Rural/estatística & dados numéricos , População Urbana/estatística & dados numéricos , Washington/epidemiologia
3.
Sch Psychol ; 34(5): 541-554, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31169381

RESUMO

The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study explored the extent to which there were distinct patterns of performance on embedded assessments for intervention participants within the context of a large-scale randomized control trial of the ROOTS intervention. This study also examined how performance on embedded assessments was associated with pretest mathematics scores and residual gains on mathematics measures, and how those associations differed based on (a) the point in the intervention when students demonstrated difficulty, and (b) intervention intensity. Findings from this study suggest that participants fell into 4 distinct performance categories and performance classifications were associated with pretest measures and gains in mathematics achievement. Study results also highlight the potential relevance of instructional intensity and timely monitoring of student performance. Implications for intervention and instructional planning in the context of tiered instructional delivery models are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Desempenho Acadêmico/normas , Intervenção Educacional Precoce/normas , Matemática/educação , Criança , Pré-Escolar , Intervenção Educacional Precoce/métodos , Feminino , Humanos , Masculino , Instituições Acadêmicas , Estudantes
4.
An. pediatr. (2003. Ed. impr.) ; 90(5): 301-309, mayo 2019. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-186662

RESUMO

Introducción: La Atención Temprana (AT), como servicio pediátrico, obliga a cuantificar resultados de intervención y calidad de servicio ofrecido. La disposición de instrumentos de medida válidos y fiables permitirá a los profesionales evaluar la calidad de estos servicios. Objetivo principal: Revisar la literatura científica, analizar la calidad metodológica de las herramientas utilizadas en AT para la medición de la calidad de servicio. Métodos: Se realizó una búsqueda en diferentes bases de datos: Medline (a través de Pubmed), Web of Science, PsycINFO, Cochrane, Scopus, ERIC y Scielo. La calidad metodológica de los estudios identificados se evaluó a través de la escala Consensus-based Standards for the Selection of Health Measurement (COSMIN) Resultados: Se seleccionaron 13 artículos que cumplieron los criterios de inclusión, de los cuales 10 obtuvieron una puntuación «buena» o «razonable» según la escala COSMIN. Conclusiones: Pese a su importancia, aún no existe consenso entre los autores sobre la medición de la calidad de servicio en AT. Habitualmente, es la familia de los niños atendidos en AT la población sobre la que se realizan los estudios, aunque la perspectiva de los profesionales toma auge y completa la información


Introduction: Early Intervention (EI), as a paediatric service, has the duty of quantifying the results and the quality of its services provided. The accessibility of valid and reliable tools allows professionals to evaluate the quality of these services. Main objective: The aim of this study is to review the scientific literature on tools used to measure the methodological and service quality in EI. Methods: A search was made in different databases: Medline (from PubMed), Web of Science, PsycINFO, Cochrane, Scopus, ERIC and Scielo. The methodological quality of the studies was tested using the COSMIN scale. Results: A total of 13 manuscripts met the criteria to be included in this review. Ten of them received a "Good" or "reasonable" score based on the COSMIN scale. Conclusions: Despite its importance, there is no consensus among authors on the measurement of service quality in EI. It is often the family of the children attended in EI that are considered the target to study, although the opinion of professionals carries more weight and completes the information


Assuntos
Humanos , Criança , Intervenção Educacional Precoce/normas , Deficiências do Desenvolvimento/terapia , Qualidade da Assistência à Saúde , Pediatria/organização & administração , Pediatria/normas
5.
Res Dev Disabil ; 90: 101-112, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31031082

RESUMO

BACKGROUND: Research in autism spectrum disorders (ASD) has identified a need to understand key components of complex evidence-based practices (EBP). One approach involves examining the relationship between component use and child behavior. AIMS: This study provides initial evidence for identifying key components in a specific EBP, Pivotal Response Training (PRT). We examined which components were related to child response and evaluated relationships between provider characteristics, child characteristics and component intensity. METHODS: Trained coders reviewed archival videos (n = 278) for PRT fidelity and child behavior. We completed multi-level regression and latent profile analysis to examine relationships between intensity of individual or combinations of PRT components and child behavior, and moderators of component use. RESULTS: Analyses indicated differential relationships between specific components and child behaviors which may support methods of altering intensity of components to individualize intervention. Profile analysis suggested relatively intensive use of most PRT components, especially antecedent strategies, may maximize child responsivity. Providers with postgraduate education trended toward higher intensity component use. Child characteristics did not moderate use. IMPLICATIONS: Careful examination of key components of ASD interventions may helps clarify the mechanisms of action. Recommendations specific to PRT implementation and use of the methodology for other interventions are discussed.


Assuntos
Aptidão , Transtorno do Espectro Autista , Comportamento Infantil/psicologia , Intervenção Educacional Precoce , Transtorno do Espectro Autista/diagnóstico , Transtorno do Espectro Autista/psicologia , Transtorno do Espectro Autista/reabilitação , Criança , Crianças com Deficiência/educação , Crianças com Deficiência/psicologia , Crianças com Deficiência/reabilitação , Intervenção Educacional Precoce/métodos , Intervenção Educacional Precoce/normas , Prática Clínica Baseada em Evidências , Feminino , Humanos , Masculino
6.
Infant Behav Dev ; 55: 10-21, 2019 05.
Artigo em Inglês | MEDLINE | ID: mdl-30825714

RESUMO

Toddler emotion regulation develops within the context of relationships but is also influenced by toddlers' individual characteristics. Drawing on transactional and differential susceptibility frameworks, this study examined direct and interactive associations of intrusive parenting, teacher sensitivity, and negative emotionality on toddler emotion regulation development in a sample of Early Head Start families utilizing center-based child care. Latent growth models indicated that, after controlling for a series of family and child care covariates, intrusive parenting at 14 months had diminishing effects on trajectories of emotion regulation across toddlerhood (14 to 36 months), whereas teacher sensitivity in child care was promotive for emotion regulation growth. Toddlers with high negative emotionality were not more susceptible to the effects of intrusive parenting or teacher sensitivity on emotion regulation development, however, results suggested emerging evidence for individual differences in the protective nature of teacher sensitivity in the context of high intrusion at home. Results are discussed in terms of their implications for informing parents and early care and education providers in nurturing relationships with the children who may be the most challenging to care for but may stand to make the greatest gains in emotion regulation development in quality caregiving settings.


Assuntos
Cuidado da Criança/métodos , Cuidado da Criança/psicologia , Desenvolvimento Infantil/fisiologia , Intervenção Educacional Precoce/métodos , Emoções/fisiologia , Poder Familiar/psicologia , Professores Escolares/psicologia , Criança , Pré-Escolar , Intervenção Educacional Precoce/normas , Feminino , Humanos , Lactente , Masculino , Mães/psicologia , Pais/psicologia , Professores Escolares/normas , Autoimagem , Comportamento Social
7.
Soc Work Public Health ; 34(3): 239-250, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30810505

RESUMO

This study examines Head Start's impact on children's cognitive and social-emotional outcomes by considering the quality of Head Start and heterogeneity in types of care received by the control group. The questions addressed in this article are (1) Do children who attended high-quality Head Start programs have better outcomes than those in low-quality Head Start, home-based, or center-based care and (2) Do child and family characteristics and overall quality affect child outcomes? This study found that high-quality Head Start children had higher cognitive scores than children in low quality Head Start or center-based care. Child and family characteristics and overall quality moderated the effects of type of care on children's cognitive and social-emotional outcomes.


Assuntos
Desenvolvimento Infantil , Intervenção Educacional Precoce/normas , Pré-Escolar , Feminino , Humanos , Masculino , Estados Unidos
8.
J Autism Dev Disord ; 49(5): 1853-1862, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30617551

RESUMO

Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted the Autism Program Environment Rating Scale Preschool/Elementary to Swedish community context (APERS-P-SE). Following translation and a multistep modification process, independent experts rated the content validity of the adaptation. Findings indicate high cross-cultural validity of the adapted APERS-P-SE. The cultural adaption process of the APERS-P-SE highlights similarities and differences between the American and Swedish preschool systems and their impact on early ASD intervention.


Assuntos
Transtorno do Espectro Autista/reabilitação , Comparação Transcultural , Intervenção Educacional Precoce/normas , Criança , Pré-Escolar , Intervenção Educacional Precoce/métodos , Meio Ambiente , Feminino , Humanos , Masculino , Instituições Acadêmicas/normas , Suécia , Traduções
9.
Ann Dyslexia ; 69(1): 34-53, 2019 04.
Artigo em Inglês | MEDLINE | ID: mdl-30617942

RESUMO

In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so it is necessary to understand the knowledge they have about the structure of RTI in their individual schools. This study reviews the results of an exploratory factor analysis of a survey aimed at measuring teachers' knowledge about RTI implementation and their understanding of RTI implementation within their school. The 52-item survey was administered online to 139 general and special education teachers. The three final factors from this factor analytic work were (1) Teacher Knowledge about Tier 1 Implementation, (2) Teacher Knowledge about Leadership and School Systems, and (3) Teacher Knowledge about Data-Based Decision Making. Factor determinacy scores demonstrated that the survey had high internal consistency. On average, teachers' survey scores were higher on the first two factors and slightly lower on the third factor. Implications of the findings for teachers of students with learning disabilities, including dyslexia, and directions for future research were discussed.


Assuntos
Dislexia/terapia , Intervenção Educacional Precoce/normas , Professores Escolares/normas , Estudantes , Capacitação de Professores/normas , Adolescente , Criança , Dislexia/psicologia , Intervenção Educacional Precoce/métodos , Análise Fatorial , Feminino , Humanos , Masculino , Professores Escolares/psicologia , Instituições Acadêmicas/normas , Estudantes/psicologia , Inquéritos e Questionários , Capacitação de Professores/métodos
10.
J Autism Dev Disord ; 49(5): 1863-1875, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30627891

RESUMO

Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports.


Assuntos
Transtorno Autístico/reabilitação , Serviços Comunitários de Saúde Mental/métodos , Intervenção Educacional Precoce/métodos , Atenção , Transtorno Autístico/psicologia , Pré-Escolar , Serviços Comunitários de Saúde Mental/normas , Intervenção Educacional Precoce/normas , Feminino , Implementação de Plano de Saúde/métodos , Implementação de Plano de Saúde/normas , Humanos , Masculino , Instituições Acadêmicas
11.
Child Care Health Dev ; 45(2): 257-270, 2019 03.
Artigo em Inglês | MEDLINE | ID: mdl-30682732

RESUMO

BACKGROUND: Assessment of early childhood development programme effectiveness in South Africa is hampered by a lack of suitable measures that account for variations in cultural and socio-economic backgrounds and can be administered by non-professionals. This contribution reports the standardisation of the South African Early Learning Outcomes Measure (ELOM), an instrument designed for population level monitoring of the developmental status of children aged 50-69 months and for evaluation of early learning programmes. METHODS: The development of the ELOM was informed by South Africa's National Curriculum Framework from Birth to Four and its National Early Learning and Development Standards. ELOM items were drawn from reliable and valid instruments, particularly those used in Africa and other developing regions and were clustered in five domains: gross motor development, fine motor coordination and visual motor integration, emergent numeracy and mathematics, cognition and executive functioning, emergent literacy and language. The ELOM was standardised on a sample of 1,331 children aged 50-69 months, from five South African official languages and five socio-economic strata. Item Response Theory techniques were used to establish reliability, validity, and differential item functioning. RESULTS: Confirmatory Factor Analysis established that ELOM domains are unidimensional and internally consistent. Items discriminate reliably between more and less able children and do not discriminate unfairly between children of the same ability from different language backgrounds. Socio-economic gradients were evident in children's performance. South African Early Learning Development Standards (ELDS) based on standard scores were developed and set at the 60th percentile of the sample standard score distribution. CONCLUSIONS: This research produced the first South African, age-validated population-level standardised instrument that can be administered relatively cheaply by trained non-professionals. This will facilitate the assessment of the efficacy of early learning programmes in enabling children to reach ELDS prior to entering Grade R and track progress toward Sustainable Development Goal 4.2.


Assuntos
Desenvolvimento Infantil/fisiologia , Intervenção Educacional Precoce/normas , Aprendizagem , Destreza Motora , Pré-Escolar , Currículo , Intervenção Educacional Precoce/organização & administração , Análise Fatorial , Feminino , Pesquisa sobre Serviços de Saúde , Humanos , Idioma , Masculino , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Psicometria , Fatores Socioeconômicos , África do Sul
12.
J Autism Dev Disord ; 49(2): 660-668, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30203311

RESUMO

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program.


Assuntos
Transtorno do Espectro Autista/psicologia , Instrução por Computador/normas , Intervenção Educacional Precoce/normas , Educação Especial/normas , Habilidades Sociais , Realidade Virtual , Transtorno do Espectro Autista/reabilitação , Criança , Pré-Escolar , Emoções , Feminino , Humanos , Masculino , Pais
13.
An Pediatr (Barc) ; 90(5): 301-309, 2019 May.
Artigo em Espanhol | MEDLINE | ID: mdl-29887369

RESUMO

INTRODUCTION: Early Intervention (EI), as a paediatric service, has the duty of quantifying the results and the quality of its services provided. The accessibility of valid and reliable tools allows professionals to evaluate the quality of these services. MAIN OBJECTIVE: The aim of this study is to review the scientific literature on tools used to measure the methodological and service quality in EI. METHODS: A search was made in different databases: Medline (from PubMed), Web of Science, PsycINFO, Cochrane, Scopus, ERIC and Scielo. The methodological quality of the studies was tested using the COSMIN scale. RESULTS: A total of 13 manuscripts met the criteria to be included in this review. Ten of them received a "good" or "reasonable" score based on the COSMIN scale. CONCLUSIONS: Despite its importance, there is no consensus among authors on the measurement of service quality in EI. It is often the family of the children attended in EI that are considered the target to study, although the opinion of professionals carries more weight and completes the information.


Assuntos
Deficiências do Desenvolvimento/terapia , Intervenção Educacional Precoce/normas , Qualidade da Assistência à Saúde , Criança , Humanos , Pediatria/organização & administração , Pediatria/normas
15.
West J Nurs Res ; 41(4): 615-630, 2019 04.
Artigo em Inglês | MEDLINE | ID: mdl-29690853

RESUMO

Despite continuing interest in interprofessional teamwork to improve nurse outcomes and quality of care, there is little research that focuses on nurse job satisfaction and retention after an interprofessional team intervention. This study explored registered nurse (RN) job satisfaction and retention after a purposeful interprofessional team training and structured interprofessional bedside rounds were implemented. As part of a larger study, in this comparative cross-sectional study, pre- and post-intervention data on RN job satisfaction and turnover rate were collected and analyzed. It was found that RNs had significantly higher job satisfaction after the interprofessional team intervention. The 6-month period turnover rate in the post-intervention period was slightly lower than the 6-month period turnover rate in pre-intervention period; however, the rate was too low to provide statistical evidence. Ongoing coaching and supportive work environments to improve RN outcomes should be considered to enhance quality of care and patient safety in healthcare.


Assuntos
Intervenção Educacional Precoce/normas , Satisfação no Emprego , Enfermeiras e Enfermeiros/psicologia , Estudos Transversais , Intervenção Educacional Precoce/métodos , Humanos , Intenção , Equipe de Assistência ao Paciente , Reorganização de Recursos Humanos , Psicometria/instrumentação , Psicometria/métodos , Inquéritos e Questionários , Ensino/psicologia , Ensino/normas
16.
J Hosp Palliat Nurs ; 20(5): 486-491, 2018 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-30188443

RESUMO

Current research demonstrates that pediatric symptom management care is often initiated in the late stages of disease once clinicians are no longer able to meaningfully impact symptom burden. Given that physicians or nurse practitioners are responsible for initiating palliative care referrals, it is incumbent upon registered nurses to advocate when improved symptom management care is needed. The pediatric palliative care screening instrument pilot provides a centralized instrument to document and quantify a patient's symptom profile, giving registered nurses the opportunity to objectively communicate and track a patient's need for improved symptom management care within the areas of pain, secretions, dyspnea, intractable seizures, nausea, vomiting, constipation, diarrhea, anorexia, cachexia, sleep disturbance, lethargy, anxiety, depression, and/or agitation. The 4-week quality improvement project at an academic teaching hospital formally incorporated the bedside registered nurses' symptom assessment into a centralized document. Fifty-three patients were identified as having an uncontrolled symptom burden in at least one of the symptom domains, indicating that excessive and untreated symptom burden was present on the acute care floor. The pediatric palliative care screening instrument could act as a conduit between bedside registered nurses and the palliative care team, serving to reduce the time between onset of excessive symptom burden and initiation of symptom management services.


Assuntos
Intervenção Educacional Precoce/métodos , Programas de Rastreamento/métodos , Cuidados Paliativos/métodos , Intervenção Educacional Precoce/normas , Humanos , Programas de Rastreamento/normas , Avaliação em Enfermagem/métodos , Avaliação em Enfermagem/normas , Projetos Piloto , Melhoria de Qualidade , Inquéritos e Questionários , Virginia
17.
Eval Rev ; 42(3): 318-357, 2018 06.
Artigo em Inglês | MEDLINE | ID: mdl-30081667

RESUMO

Policy makers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pilot, efficacy, effectiveness, and scale-up studies. In this article, we examine a scale-up of an early math intervention to the state level, using a cluster randomized controlled trial. The intervention, Pre-K Mathematics, has produced robust positive effects on children's math ability in prior pilot, efficacy, and effectiveness studies. In the current study, we ask if it remains effective at a larger scale in a heterogeneous collection of pre-K programs that plausibly represent all low-income families with a child of pre-K age who live in California. We find that Pre-K Mathematics remains effective at the state level, with positive and statistically significant effects (effect size on the Early Childhood Longitudinal Study, Birth Cohort Mathematics Assessment = .30, p < .01). In addition, we develop a framework of the dimensions of scale-up to explain why effect sizes might decrease as scale increases. Using this framework, we compare the causal estimates from the present study to those from earlier, smaller studies. Consistent with our framework, we find that effect sizes have decreased over time. We conclude with a discussion of the implications of our study for how we think about the external validity of causal relationships.


Assuntos
Intervenção Educacional Precoce/normas , Prática Clínica Baseada em Evidências , California , Pré-Escolar , Humanos , Matemática/educação , Estudos de Casos Organizacionais , Formulação de Políticas , Pobreza , Avaliação de Programas e Projetos de Saúde/métodos
18.
Ann N Y Acad Sci ; 1419(1): 57-73, 2018 05.
Artigo em Inglês | MEDLINE | ID: mdl-29791726

RESUMO

Building capacity within health and education systems of low- and middle-income countries in order to deliver high-quality early childhood services requires coordinated efforts across sectors, effective governance, sufficient funding, an adequate workforce, reliable data systems, and continuous monitoring, evaluation, and improvement cycles; it also requires partnerships with the private sector, communities, and parents. In addition, building capacity requires leadership, innovation of strategies to fit into existing structures, evidence-based intervention models, and effective partnerships that help make interventions more culturally relevant, help finance them, and help create institutional long-term support and sustainability for them. In this article, we focus on identifying eight critical aspects of enabling systemic support for early childhood services. Every action that strengthens these critical aspects should be seen as necessary, but insufficient, steps toward a national strong governance structure for delivering a locally relevant and comprehensive early child development program that promotes children's developmental potentials.


Assuntos
Fortalecimento Institucional/organização & administração , Desenvolvimento Infantil , Intervenção Educacional Precoce/normas , Desenvolvimento de Programas , Criança , Pré-Escolar , Intervenção Educacional Precoce/organização & administração , Humanos , Índia , Aprendizagem , Pobreza , Setor Privado
19.
Ann N Y Acad Sci ; 1419(1): 201-217, 2018 05.
Artigo em Inglês | MEDLINE | ID: mdl-29791734

RESUMO

Effectiveness trials of increasing childhood development interventions across low- and middle-income countries have shown significant variability. The strength and consistency of benefits for children are dependent on program quality, and this requires paying attention to program implementation. In this paper, we summarize findings on program quality and teacher practices and perceptions for the aeioTU program, a center-based Reggio-inspired program in Colombia, now serving more than 13,000 children. The research found engaged, committed staff who valued the emergent approach and understood the children as requiring opportunities to express themselves, being the source for the curriculum, and having relationships with the materials around them. Although the average classroom quality was low in 2011, it increased significantly by 2014, particularly in the language and reasoning and interactions items. Indicator-level analyses showed that higher-order interactions and language processes were observed in a large proportion of classrooms by 2014. Teachers' self-reports on the environment and their teaching and learning showed high levels of quality by 2013. These findings illustrate the significance of process data for program improvement, especially when a program is young. Program quality can be raised after teachers improve their skills, have experience enacting a curriculum, and after training has been strengthened in response to information, while simultaneously scaling up the program.


Assuntos
Desenvolvimento Infantil , Intervenção Educacional Precoce/métodos , Intervenção Educacional Precoce/normas , Aprendizagem , Melhoria de Qualidade , Pré-Escolar , Colômbia , Currículo , Humanos , Lactente , Recém-Nascido
20.
Ann N Y Acad Sci ; 1419(1): 38-56, 2018 05.
Artigo em Inglês | MEDLINE | ID: mdl-29791736

RESUMO

FSG is a mission-driven nonprofit organization supporting leaders in creating large-scale, lasting social change. A survey conducted by FSG in 2015 across 4407 low-income families in urban India showed that 95% of them send their children to preschools, a majority of choosing affordable private preschools (APSs), as parents perceive the quality of government schools to be poor. Parents use and value rote-based methods (e.g., reciting poems) to assess their children's learning in school; however, these methods fail to measure conceptual understanding. The APS system delivers on these rote approaches using inappropriate pedagogy, leading to poor learning outcomes. Affordable high-quality activity-based preschool solutions exist and could be brought to the APS to significantly improve the classroom environment and learning outcomes. This requires changing mindsets of all actors-solution provider companies, APS owners, APS teachers, and low-income parents. We present FSG's approach to shaping demand for quality preschool services and to improve learning outcomes in urban Indian APSs through the implementation of the pilot Program to Improve Private Early Education (PIPE).


Assuntos
Intervenção Educacional Precoce/normas , Estudos de Casos Organizacionais , Setor Privado , Desenvolvimento de Programas , Criança , Pré-Escolar , Intervenção Educacional Precoce/organização & administração , Características da Família , Humanos , Índia , Aprendizagem , Modelos Psicológicos , Pobreza , Avaliação de Programas e Projetos de Saúde , Instituições Acadêmicas/organização & administração , Instituições Acadêmicas/normas , Inquéritos e Questionários
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