International Journal of Child Care and Education Policy

Early Childhood Program Quality Improvement and Indicator Model National data base

Abstract This study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with autism. In the quantitative phase, data from the accomplished questionnaires of 124 parent–caregiver dyads were collected and analyzed. Four factors extracted from the literature: treatment attitude, treatment compliance, level of stress, and perceived autism severity were examined as possible predictors of parent–therapist alliance, caregiver–therapist alliance, and parent–caregiver alliance. In the qualitative phase, eight parent–caregiver dyads (who both scored high in their alliance with therapist, alliance with each other, treatment attitude, treatment compliance, and level of stress) were interviewed to probe on their experiences of alliance-building, parenting, and caregiving. The integration of both quantitative and qualitative data led to the formulation of a conceptual framework that explains how the factors influence the secondary system of therapeutic alliance. These findings emphasize that tapping into the personal experiences of parents and caregivers can help in identifying what they value in a working, therapeutic relationship. Moreover, communication, skills training, and feedback among therapists, parents, and caregivers are essential to enhance positive attitude toward treatment, promote compliance to treatment recommendations, and address sources of personal stress. Nevertheless, this study calls for future studies to build into the factors associated with the systemic therapeutic alliance and to implement intervention programs that may target issues relating to attitude toward treatment, compliance to treatment, and experience of parental and caregiver stress.

Abstract This study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with autism. In the quantitative phase, data from the accomplished questionnaires of 124 parent–caregiver dyads were collected and analyzed. Four factors extracted from the literature: treatment attitude, treatment compliance, level of stress, and perceived autism severity were examined as possible predictors of parent–therapist alliance, caregiver–therapist alliance, and parent–caregiver alliance. In the qualitative phase, eight parent–caregiver dyads (who both scored high in their alliance with therapist, alliance with each other, treatment attitude, treatment compliance, and level of stress) were interviewed to probe on their experiences of alliance-building, parenting, and caregiving. The integration of both quantitative and qualitative data led to the formulation of a conceptual framework that explains how the factors influence the secondary system of therapeutic alliance. These findings emphasize that tapping into the personal experiences of parents and caregivers can help in identifying what they value in a working, therapeutic relationship. Moreover, communication, skills training, and feedback among therapists, parents, and caregivers are essential to enhance positive attitude toward treatment, promote compliance to treatment recommendations, and address sources of personal stress. Nevertheless, this study calls for future studies to build into the factors associated with the systemic therapeutic alliance and to implement intervention programs that may target issues relating to attitude toward treatment, compliance to treatment, and experience of parental and caregiver stress.

Abstract Child care prices are expected to reflect the quality of provision. However, in contexts where there are high information asymmetries between the users of the services and providers, we may expect this link between quality and prices to be weaker. Turkey is selected for the study as it has a highly regulated child care sector where the costs of accreditation and initial setup are high. However, there is very little on-going supervision and no information provided to users on the quality or ranking of these services. This paper investigates the role of quality in determining private child care prices using a unique provider-level data set collected in five provinces of Turkey. Regression results show that prices are mainly driven by infrastructure quality while human resources and curriculum and materials quality scores that are more likely to have a strong bearing on child development do not have a significant impact on prices.

Abstract This study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.

Abstract Child care prices are expected to reflect the quality of provision. However, in contexts where there are high information asymmetries between the users of the services and providers, we may expect this link between quality and prices to be weaker. Turkey is selected for the study as it has a highly regulated child care sector where the costs of accreditation and initial setup are high. However, there is very little on-going supervision and no information provided to users on the quality or ranking of these services. This paper investigates the role of quality in determining private child care prices using a unique provider-level data set collected in five provinces of Turkey. Regression results show that prices are mainly driven by infrastructure quality while human resources and curriculum and materials quality scores that are more likely to have a strong bearing on child development do not have a significant impact on prices.

Abstract This study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.

Abstract Introduction Our study examined whole-child preschool programming from a policy perspective. We suggest that whole-child wellness must include sustainable approaches that are systematic and holistic approaches for educating children. The Preschool Partnership Grant was a means of funding preschool districts, who successfully applied for the grant across our state to initiate, continue, and sustain quality programming with their respective local preschool partners. Funding also enabled districts to increase access to quality programming while fostering kindergarten readiness in participating children. Case description We conducted a case study by analyzing data provided by district Preschool Partnership Grantees. Data included quantitative measures of district and partner preschools and open-ended items describing professional development opportunities, holistic interventions, and effective preschool activities afforded by grant funding. Results Grant recipients (n = 79) reported that they engaged in a number of different public and private partnerships. They reported being able to serve more children due to grant funding, and gave a variety of reasons for serving more children, with improved collaboration being the most reported reason. District grantees also indicated increased consultation, intervention services, and professional development opportunities through grant funding. Finally, they reported on key challenges they faced during the grant period. Discussion and evaluation Data suggested that school districts recognized the importance of collaboration, trust, and relationship building among districts, partners, and families. Descriptive data indicated the importance of sustaining quality programming during the grant period. Districts also clearly voiced their appreciation of the importance of relationships and collaboration among key stakeholders who touched the lives of children enrolled in the grantee districts. Conclusions Our study suggests that early childhood policy should enable systematic and sustainable partnerships that approach preschool programming from a holistic perspective.

Abstract Early intervention (EI) for families of infants and toddlers with or at risk for developmental delays or disabilities is federally guided to begin at birth or older. With technological advances in prenatal testing, pregnant families are increasingly learning of diagnoses that result in EI eligibility once the child is born. For these families, research is needed to determine the effects of beginning EI prenatally rather than waiting until birth. In this exploratory study, the perspectives of state EI administrators were uncovered to inform the development of a prenatal intervention to undertake such research. Participants reported strong support for prenatal EI, provided recommendations for prenatal intervention design, and offered potential systems change needs. These findings will contribute to the development and testing of a prenatal intervention that makes sense to and is compatible with one critical stakeholder groupâ those who administer EI programs.

Abstract Introduction Our study examined whole-child preschool programming from a policy perspective. We suggest that whole-child wellness must include sustainable approaches that are systematic and holistic approaches for educating children. The Preschool Partnership Grant was a means of funding preschool districts, who successfully applied for the grant across our state to initiate, continue, and sustain quality programming with their respective local preschool partners. Funding also enabled districts to increase access to quality programming while fostering kindergarten readiness in participating children. Case description We conducted a case study by analyzing data provided by district Preschool Partnership Grantees. Data included quantitative measures of district and partner preschools and open-ended items describing professional development opportunities, holistic interventions, and effective preschool activities afforded by grant funding. Results Grant recipients (n = 79) reported that they engaged in a number of different public and private partnerships. They reported being able to serve more children due to grant funding, and gave a variety of reasons for serving more children, with improved collaboration being the most reported reason. District grantees also indicated increased consultation, intervention services, and professional development opportunities through grant funding. Finally, they reported on key challenges they faced during the grant period. Discussion and evaluation Data suggested that school districts recognized the importance of collaboration, trust, and relationship building among districts, partners, and families. Descriptive data indicated the importance of sustaining quality programming during the grant period. Districts also clearly voiced their appreciation of the importance of relationships and collaboration among key stakeholders who touched the lives of children enrolled in the grantee districts. Conclusions Our study suggests that early childhood policy should enable systematic and sustainable partnerships that approach preschool programming from a holistic perspective.