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Qualitative Research in Early Childhood Education and Care Implementation

• Wendy K. Jarvie 1  

International Journal of Child Care and Education Policy volume  6 ,  pages 35–43 ( 2012 ) Cite this article

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Governments around the world have boosted their early childhood education and care (ECEC) engagement and investment on the basis of evidence from neurological studies and quantitative social science research. The role of qualitative research is less understood and under-valued. At the same time the hard evidence is only of limited use in helping public servants and governments design policies that work on the ground. The paper argues that some of the key challenges in ECEC today require a focus on implementation. For this a range of qualitative research is required, including knowledge of organisational and parent behaviour, and strategies for generating support for change. This is particularly true of policies and programs aimed at ethnic minority children. It concludes that there is a need for a more systematic approach to analysing and reporting ECEC implementation, along the lines of “implementation science” developed in the health area.

Introduction

Research conducted over the last 15 years has been fundamental to generating support for ECEC policy reform and has led to increased government investments and intervention in ECEC around the world. While neurological evidence has been a powerful influence on ECEC policy practitioners, quantitative research has also been persuasive, particularly randomised trials and longitudinal studies providing evidence (1) on the impact of early childhood development experiences to school success, and to adult income and productivity, and (2) that properly constructed government intervention, particularly for the most disadvantaged children, can make a significant difference to those adult outcomes. At the same time the increased focus on evidence-informed policy has meant experimental/quantitative design studies have become the “gold standard” for producing knowledge (Denzin & Lincoln, 2005 ), and pressures for improved reporting and accountability have meant systematic research effort by government has tended to focus more on data collection and monitoring, than on qualitative research (Bink, 2007 ). In this environment the role of qualitative research has been less valued by senior government officials.

Qualitative Research-WhatIs It?

The term qualitative research means different things to different people (Denzin & Lincoln, 2005 ). For some researchers it is a way of addressing social justice issues and thus is part of radical politics to give power to the marginalised. Others see it simply as another research method that complements quantitative methodologies, without any overt political function. Whatever the definition of qualitative research, or its role, a qualitative study usually:

Features an in depth analysis of an issue, event, entity, or process. This includes literature reviews and meta studies that draw together findings from a number of studies.

Is an attempt to explain a highly complex and/or dynamic issue or process that is unsuited to experimental or quantitative analysis.

Includes a record of the views and behaviours of the players — it studies the world from the perspective of the participating individual.

Cuts across disciplines, fields and subject matter.

Uses a range of methods in one study, such as participant observation; in depth interviewing of participants, key stakeholders, and focus groups; literature review; and document analysis.

High quality qualitative research requires high levels of skill and judgement. Sometimes it requires pulling together information from a mosaic of data sources and can include quantitative data (the latter is sometimes called mixed mode studies). From a public official perspective, the weaknesses of qualitative research can include (a) the cost-it can be very expensive to undertake case studies if there are a large number of participants and issues, (b) the complexity — the reports can be highly detailed, contextually specific examples of implementation experience that while useful for service delivery and front line officials are of limited use for national policy development, (c) difficultyin generalising from poor quality and liable to researcher bias, and (d) focus, at times, more on political agendas of child rights than the most cost-effective policies to support the economic and social development of a nation. It has proved hard for qualitative research to deliver conclusions that are as powerful as those from quantitative research. Educational research too, has suffered from the view that education academics have over-used qualitative research and expert judgement, with little rigorous or quantitative verification (Cook & Gorard, 2007 ).

Qualitative Research and Early Childhood Education and Care

In fact, the strengths of qualitative ECEC research are many, and their importance for government, considerable. Qualitative research has been done in all aspects of ECEC operations and policies, from coordinating mechanisms at a national level (OECD, 2006 ), curriculum frameworks (Office for Children and Early Childhood Development, 2008 ), and determining the critical elements of preschool quality (Siraj-Blatchford et al., 2003 ), to developing services at a community level including effective outreach practices and governance arrangements. Qualitative research underpins best practice guides and regulations (Bink, 2007 ). Cross country comparative studies on policies and programs rely heavily on qualitative research methods.

For public officials qualitative components of program evaluations are essential to understanding how a program has worked, and to what extent variation in outcomes and impacts from those expected, or between communities, are the result of local or national implementation issues or policy flaws. In addition, the public/participant engagement in qualitative components of evaluations can reinforce public trust in public officials and in government more broadly.

In many ways the contrast between quantitative and qualitative research is a false dichotomy and an unproductive comparison. Qualitative research complements quantitative research, for example, through provision of background material and identification of research questions. Much quantitative research relies on qualitative research to define terms, and to identify what needs to be measured. For example, the Effective Provision of PreSchool Education (EPPE) studies, which have been very influential and is a mine of information for policy makers, rely on initial qualitative work on what is quality in a kindergarten, and how can it be assessed systematically (Siraj-Blatchford et al., 2003 ). Qualitative research too can elucidate the “how” of a quantitative result. For example, quantitative research indicates that staff qualifications are strongly associated with better child outcomes, but it is qualitative work that shows that it is not the qualification per se that has an impact on child outcomes-rather it is the ability of staff to create a high quality pedagogic environment (OECD, 2012 ).

Challenges of Early Childhood Education and Care

Systematic qualitative research focused on the design and implementation of government programs is essential for governments today.

Consider some of the big challenges facing governments in early childhood development (note this is not a complete list):

Creating coordinated national agendas for early childhood development that bring together education, health, family and community policies and programs, at national, provincial and local levels (The Lancet, 2011 ).

Building parent and community engagement in ECEC/Early Childhood Development (ECD), including increasing parental awareness of the importance of early childhood services. In highly disadvantaged or dysfunctional communities this also includes increasing their skills and abilities to provide a healthy, stimulating and supportive environment for young children, through for example parenting programs (Naudeau, Kataoka, Valerio, Neuman & Elder, 2011 ; The Lancet, 2011 ; OECD, 2012 ).

Strategies and action focused on ethnic minority children, such as outreach, ethnic minority teachers and teaching assistants and informal as well as formal programs.

Enhancing workforce quality, including reducing turnover, and improved practice (OECD, 2012 ).

Building momentum and advocacy to persuade governments to invest in the more “invisible” components of quality such as workforce professional development and community liaison infrastructure; and to maintain investment over significant periods of time (Jarvie, 2011 ).

Driving a radical change in the way health/education/familyservicepro fessions and their agencies understand each other and to work together. Effectively integrated services focused on parents, children and communities can only be achieved when professions and agencies step outside their silos (Lancet, 2011 ). This would include redesign of initial training and professional development, and fostering collaborations in research, policy design and implementation.

There are also the ongoing needs for,

Identifying and developing effective parenting programs that work in tandem with formal ECEC provision.

Experiments to determine if there are lower cost ways of delivering quality and outcomes for disadvantaged children, including the merits of adding targeted services for these children on the base of universal services.

Figuring out how to scale up from successful trials (Grunewald & Rolnick, 2007 ; Engle et al., 2011 ).

Working out how to make more effective transitions between preschool and primary school.

Making research literature more accessible to public officials (OECD, 2012 ).

Indeed it can be argued that some of the most critical policy and program imperatives are in areas where quantitative research is of little help. In particular, qualitative research on effective strategies for ethnic minority children, their parents and their communities, is urgently needed. In most countries it is the ethnic minority children who are educationally and economically the most disadvantaged, and different strategies are required to engage their parents and communities. This is an area where governments struggle for effectiveness, and public officials have poor skills and capacities. This issue is common across many developed and developing countries, including countries with indigenous children such as Australia, China, Vietnam, Chile, Canada and European countries with migrant minorities (OECD, 2006 ; COAG, 2008 ; World Bank, 2011 ). Research that is systematic and persuasive to governments is needed on for example, the relative effectiveness of having bilingual environments and ethnic minority teachers and teaching assistants in ECEC centres, compared to the simpler community outreach strategies, and how to build parent and community leadership.

Many countries are acknowledging that parental and community engagement is a critical element of effective child development outcomes (OECD, 2012 ). Yet public officials, many siloed in education and child care ministries delivering formal ECEC services, are remote from research on raising parent awareness and parenting programs. They do not see raising parental skills and awareness as core to their policy and program responsibilities. Improving parenting skills is particularly important for very young children (say 0–3) where the impact on brain development is so critical. It has been argued there needs to be a more systematic approach to parenting coach/support programs, to develop a menu of options that we know will work, to explore how informal programs can work with formal programs, and how health programs aimed young mothers or pregnant women can be enriched with education messages (The Lancet, 2011 ).

Other areas where qualitative research could assist are shown in Table 1 (see p. 40).

Implementation Science in Early Childhood Education and Care

Much of the suggested qualitative research in Table 1 is around program design and implementation . It is well-known that policies often fail because program design has not foreseen implementation issues or implementation has inadequate risk management. Early childhood programs are a classic example of the “paradox of non-evidence-based implementation of evidence-based practice” (Drake, Gorman & Torrey, 2005). Governments recognise that implementation is a serious issue: there may be a lot of general knowledge about “what works”, but there is minimal systematic information about how things actually work . One difficulty is that there is a lack of a common language and conceptual framework to describe ECEC implementation. For example, the word “consult” can describe a number of different processes, from public officials holding a one hour meeting with available parents in alocation,to ongoing structures set up which ensureall communityelementsare involved and reflect thespectrum of community views, and tocontinue tobuild up community awareness and engagement over time.

There is a need to derive robust findingsof generic value to public officials, for program design. In the health sciences, there is a developing literature on implementation, including a National implementation Research Network based in the USA, and a Journal of Implementation Science (Fixsen, Naoom, Blasé, Friedman & Wallace, 2005 ). While much of the health science literature is focused on professional practice, some of the concepts they have developed are useful for other fields, such as the concept of “fidelity” of implementation which describes the extent to which a program or service has been implemented as designed. Education program implementation is sometimes included in these fora, however, there is no equivalent significant movement in early childhood education and care.

A priority in qualitative research for ECEC of value to public officials would then appear to be a systematic focus on implementation studies, which would include developing a conceptual framework and possibly a language for systematic description of implementation, as well as, meta-studies. This need not start from scratch-much of the implementation science literature in health is relevant, especially the components around how to influence practitioners to incorporate latest evidence-based research into their practice, and the notions of fidelity of implementation. It could provide an opportunity to engage providers and ECE professionals in research, where historically ECEC research has been weak.

Essential to this would be collaborative relationships between government agencies, providers and research institutions, so that there is a flow of information and findings between all parties.

Quantitative social science research, together with studies of brain development, has successfully made the case for greater investment in the early years.There has been less emphasis on investigating what works on the ground especially for the most disadvantaged groups, and bringing findings together to inform government action. Yet many of the ECEC challenges facing governments are in implementation, and in ensuring that interventions are high quality. This is particularly true of interventions to assist ethnic minority children, who in many countries are the most marginalised and disadvantaged. Without studies that can improve the quality of ECEC implementation, governments, and other bodies implementing ECEC strategies, are at risk of not delivering the expected returns on early childhood investment. This could, over time, undermine the case for sustained government support.

It is time for a rebalancing of government research activity towards qualitative research, complemented by scaled up collaborations with ECEC providers and research institutions. A significant element of this research activity could usefully be in developing a more systematic approach to analysing and reporting implementation, and linking implementation to outcomes. This has been done quite effectively in the health sciences. An investment in developing an ECEC ‘implementation science’ would thus appear to be a worthy of focus for future work.

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This paper was originally prepared for the OECD Early Childhood Education and Care Network Meeting, 24 January 2012, Oslo, Norway.

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Jarvie, W.K. Qualitative Research in Early Childhood Education and Care Implementation. ICEP 6 , 35–43 (2012). https://doi.org/10.1007/2288-6729-6-2-35

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A top researcher says it's time to rethink our entire approach to preschool

Anya Kamenetz

Dale Farran has been studying early childhood education for half a century. Yet her most recent scientific publication has made her question everything she thought she knew.

"It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this."

And by "this," she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science.

The Tennessee Pre-K Debate: Spinach Vs. Easter Grass

Farran and her co-authors at Vanderbilt University followed both groups of children all the way through sixth grade. At the end of their first year, the kids who went to pre-K scored higher on school readiness — as expected.

But after third grade, they were doing worse than the control group. And at the end of sixth grade, they were doing even worse. They had lower test scores, were more likely to be in special education, and were more likely to get into trouble in school, including serious trouble like suspensions.

"Whereas in third grade we saw negative effects on one of the three state achievement tests, in sixth grade we saw it on all three — math, science and reading," says Farran. "In third grade, where we had seen effects on one type of suspension, which is minor violations, by sixth grade we're seeing it on both types of suspensions, both major and minor."

That's right. A statewide public pre-K program, taught by licensed teachers, housed in public schools, had a measurable and statistically significant negative effect on the children in this study.

Farran hadn't expected it. She didn't like it. But her study design was unusually strong, so she couldn't easily explain it away.

"This is still the only randomized controlled trial of a statewide pre-K, and I know that people get upset about this and don't want it to be true."

Why it's a bad time for bad news

It's a bad time for early childhood advocates to get bad news about public pre-K. Federally funded universal prekindergarten for 3- and 4-year-olds has been a cornerstone of President Biden's social agenda, and there are talks about resurrecting it from the stalled-out "Build Back Better" plan. Preschool has been expanding in recent years and is currently publicly funded to some extent in 46 states. About 7 in 10 4-year-olds now attend some kind of academic program.

This enthusiasm has rested in part on research going back to the 1970s. Nobel Prize-winning economist James Heckman, among others, showed substantial long-term returns on investment for specially designed and carefully implemented programs.

To put it crudely, policymakers and experts have touted for decades now that if you give a 4-year-old who is growing up in poverty a good dose of story time and block play, they'll be more likely to grow up to become a high-earning, productive citizen.

What went wrong in Tennessee

No study is the last word. The research on pre-K continues to be mixed. In May 2021, a working paper (not yet peer reviewed) came out that looked at Boston's pre-K program. The study was a similar size to Farran's, used a similar quasi-experimental design based on random assignment, and also followed up with students for years. This study found that the preschool kids had better disciplinary records and were much more likely to graduate from high school, take the SATs and go to college, though their test scores didn't show a difference.

Farran believes that, with a citywide program, there's more opportunity for quality control than in her statewide study. Boston's program spent more per student, and it also was mixed-income, whereas Tennessee's program is for low-income kids only.

So what went wrong in Tennessee? Farran has some ideas — and they challenge almost everything about how we do school. How teachers are prepared, how programs are funded and where they are located. Even something as simple as where the bathrooms are.

In short, Farran is rethinking her own preconceptions, which are an entire field's preconceptions, about what constitutes quality pre-K.

Do kids in poverty deserve the same teaching as rich kids?

"One of the biases that I hadn't examined in myself is the idea that poor children need a different sort of preparation from children of higher-income families."

She's talking about drilling kids on basic skills. Worksheets for tracing letters and numbers. A teacher giving 10-minute lectures to a whole class of 25 kids who are expected to sit on their hands and listen, only five of whom may be paying any attention.

A Harsh Critique Of Federally Funded Pre-K

"Higher-income families are not choosing this kind of preparation," she explains. "And why would we assume that we need to train children of lower-income families earlier?"

Farran points out that families of means tend to choose play-based preschool programs with art, movement, music and nature. Children are asked open-ended questions, and they are listened to.

5 Proven Benefits Of Play

This is not what Farran is seeing in classrooms full of kids in poverty, where "teachers talk a lot, but they seldom listen to children." She thinks that part of the problem is that teachers in many states are certified for teaching students in prekindergarten through grade 5, or sometimes even pre-K-8. Very little of their training focuses on the youngest learners.

So another major bias that she's challenging is the idea that teacher certification equals quality. "There have been three very large studies, the latest one in 2018, which are not showing any relationship between quality and licensure."

Putting a bubble in your mouth

In 2016, Farran published a study based on her observations of publicly funded Tennessee pre-K classrooms similar to those included in this paper. She found then that the largest chunk of the day was spent in transition time. This means simply moving kids around the building.

Partly this is an architectural problem. Private preschools, even home-based day cares, tend to be laid out with little bodies in mind. There are bathrooms just off the classrooms. Children eat in, or very near, the classroom, too. And there is outdoor play space nearby with equipment suitable for short people.

Putting these same programs in public schools can make the whole day more inconvenient.

"So if you're in an older elementary school, the bathroom is going to be down the hall. You've got to take your children out, line them up and then they wait," Farran says. "And then, if you have to use the cafeteria, it's the same thing. You have to walk through the halls, you know: 'Don't touch your neighbor, don't touch the wall, put a bubble in your mouth because you have to be quiet.' "

One of Farran's most intriguing conjectures is that this need for control could explain the extra discipline problems seen later on in her most recent study.

"I think children are not learning internal control. And if anything, they're learning sort of an almost allergic reaction to the amount of external control that they're having, that they're having to experience in school."

In other words, regularly reprimanding kids for doing normal kid stuff at 4 years old, even suspending them, could backfire down the road as children experience school as a place of unreasonable expectations.

We know from other research that the control of children's bodies at school can have disparate racial impact. Other studies have suggested that Black children are disciplined more often in preschool, as they are in later grades. Farran's study, where 70% of the kids were white, found interactions between race, gender, and discipline problems, but no extra effect of attending preschool was detected.

Preschool Suspensions Really Happen And That's Not OK With Connecticut

Where to go from here.

The United States has a child care crisis that COVID-19 both intensified and highlighted. Progressive policymakers and advocates have tried for years to expand public support for child care by "pushing it down" from the existing public school system, using the teachers and the buildings.

Farran praises the direction that New York City, for one, has taken instead: a "mixed-delivery" program with slots for 3- and 4-year-olds. Some kids attend free public preschool in existing nonprofit day care centers, some in Head Start programs and some in traditional schools.

But the biggest lesson Farran has drawn from her research is that we've simply asked too much of pre-K, based on early results from what were essentially showcase pilot programs. "We tend to want a magic bullet," she says.

"Whoever thought that you could provide a 4-year-old from an impoverished family with 5 1/2 hours a day, nine months a year of preschool, and close the achievement gap, and send them to college at a higher rate?" she asks. "I mean, why? Why do we put so much pressure on our pre-K programs?"

We might actually get better results, she says, from simply letting little children play.

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Early Childhood Education Institute

Research Topics | Early Childhood Education Institute

Research Topics

Adoption/fostering.

Benton, A. L. (2020). An Autoethnographic Tale of One Louisiana Mother’s Personal Journey of Fostering and Adopting: The Impact of the Fostering Process Versus the Fostering Process in Classrooms. Journal of Foster Care, 1(1), 23-35.

DiCarlo, C. & Ota, C. (2017). Advocacy in early childhood teacher preparation (Chapter 5). In Advocacy in Academia and the Role of Teacher Preparation Programs (Thomas, U. Ed). IGI Global.

Reames, H. Sistrunk, C., Prejean, J., & DiCarlo, C.F. (2016). Advocating for recess: Preservice teachers perspectives on the advocacy process. Journal for Service-Learning, Leadership, and Social Change.

Attention/Engagement

DiCarlo, C., Baumgartner, J., Ota, C., & Brooksher, M. (in review). Recommended practice in whole-group instruction: Increasing child attention. International Journal of Early Years Education.

DiCarlo, C., Deris, A., & Deris, T. (in review). mLearning versus paper & pencil practice for telling time: Impact for attention & accuracy. Journal of Elementary Education.

DiCarlo C. F., Baumgartner, J. J., Ota, C.L., Deris, A.R. & Brooksher, M.H. (2020) Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy, DOI: 10.1080/00168890.2020.184840

DiCarlo, C.F., Baumgartner, J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-aged children. Journal of Research in Childhood Education, 30(2), 143-152.

DiCarlo, C.F., Geary, K. E., & Ota, C.L.  (2016). The impact of choice on child sustained attention in the preschool classroom. Journal of Research Childhood Education.

DiCarlo, C.F., Baumgartner, J., Pierce, S.H., Harris, M.E., & Ota, C. (2012). Whole group instruction practices and young children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Pierce, S., Baumgartner, J.J., Harris, M., & Ota, C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Baumgartner, J., Schellhaas, A., & Pierce,S., (2012). Using Structured Choice to Increase Child Engagement in Low Preference Centers. Early Child Development & Care, 183(1), 109-124.

Isbell, D. (2019). Intermediate and High School Band. In Conway, C., Stanley, A., Pelligrino, K., and West, C. (Eds.), Handbook of Preservice Music Teacher Education. Oxford Publishing

Isbell, D. and Stanley, A. M. (2011).  Keeping instruments out of the attic: The concert band experiences of the non-music major. Music Education Research International,5, 22-32

Isbell, D. (2006). The Steamboat Springs high school ski band 1935-2005.  Journal of Historical Research in Music Education, 28(1), 21-37.

Caregiver Health and Identity

Baumgartner, J., Carson, R., Ota, C., DiCarlo, C., Bauer, R. (in review). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities. Early Child Development and Care.

Bergen, D., Lee, L., Dicarlo, C. & Burnett, G. (2020). Enhancing Young Children’s Brain Development in Infants and Young Children: Strategies for Caregivers and Educators. New York, NY: Teacher’s College Press.

DiCarlo, C., Meaux, A., & LaBiche - Hebert, E. (in press). The impact of mindfulness practices on classroom climate and perceived teacher stress. Early Childhood Education Journal.

Chiang, C.J.,Jonson-Reid, M., & Drake, B. (2020). Caregiver physical health and child maltreatment reports and re-reports. Children and Youth Services Review, 108, 104671.

Baumgartner, J., & DiCarlo, C.F. (2013). Reducing workplace stress. Childcare Exchange. May/June, 60-63.

Ota, C.L., Baumgartner, J.J., & Austin, A.M.B. (2013). Provider stress and children's active engagement. Journal of Research in Childhood Education, 27, 1-13. doi: 10.1080/02568543.2012.739588

Baumgartner, J., DiCarlo, C., & Apavaloie, L. (2011). Finding more joy in teaching children. Dimensions, 39(2), 34-38.

Isbell, D. (2008) Musicians and Teachers: The Socialization and Occupational Identity of Preservice Music Teachers. Journal of Research in Music Education, 56(2). 162-178.

Child Health

Shon, E., Choe, S, Lee, L., & Ki, Y. (In Press). Influenza Vaccination among U.S. College or University Students: A Systematic Review. American Journal of Health Promotion.

Fowler L.A., Grammer A.C., Staiano A.E., Fitzsimmons-Craft E.E., Chen L., Yaeger L.H., & Wilfley D.E. (2021). Harnessing technological innovations for childhood obesity prevention and treatment: A systematic review and meta-analysis of current applications. International Journal of Obesity.

Kepper M.M., Walsh-Bailey C., Staiano A.E., Fowler L., Gacad A., Blackwood A., Fowler S., & Kelley M. (2021). Health Information Technology use among healthcare providers treating children and adolescents with obesity: A systematic review. Current Epidemiology Reports.

Staiano, A.E., Shanley, J.R., Kihm, H., Hawkins, K.R., Self-Brown, S., Hӧchsmann, C., Osborne, M., LeBlanc, M.M., Apolzan, J.W., & Martin, C.K. (2021). Digital tools to support family-based weight management for children: Mixed methods pilot and feasibility study. Pediatrics and Parenting. 4(1) doi: 10.2196/24714 PMID: 33410760

Antczak, D., Lonsdale, C., Lee, J., Hilland, T., Duncan, M.J., del Pozo Cruz, B., Hulteen, R.M., Parker, P. and Sanders, T. (2020). Physical Activity and Sleep are Weakly Related in Children: A Systematic Review and Meta-Analysis. Sleep Medicine Reviews, 51, doi: 10.1016/j.smrv.2020.101278 

Olson KL, Neiberg R, Espeland M, Johnson K, Knowler W, Pi-Sunyer X, Staiano AE, Wagenknecht L, & Wing RR. (2020) Waist circumference change during intensive lifestyle intervention and cardiovascular morbidity and mortality in the Look AHEAD trial. Obesity.

Kracht CL, Katzmarzyk PT, & Staiano AE. (2020) Comparison of abdominal visceral adipose tissue measurements in adolescents between magnetic resonance imaging and dual energy x-ray absorptiometry. International Journal of Obesity.

Kracht CL, Webster E, & Staiano AE. (2020). A natural experiment of state-level physical activity and screen-time policy changes: Early childhood education (ECE) centers and child physical activity. BMC Public Health.

Fearnbach SN, Johannsen NM, Martin CK, Beyl RA, Hsia DS, Carmichael CT, & Staiano AE. (2020) A pilot study of cardiorespiratory fitness, adiposity, and cardiometabolic health in youth with overweight and obesity. Pediatric Exercise Science.

Webster E, & Staiano AE. (2020) Extended heavy television viewing may impact weight long-term in adolescents. Journal of Adolescent Health.

Kepper MM, Staiano AE, Katzmarzyk PT, Reis RS, Eyler AA, Griffith DM, KendallML, ElBanna B, Denstel KD, & Broyles ST. (2020). Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments. Health and Place.

Kracht CL, Joseph ED, & Staiano AE. (2020). Video games, obesity, and children. Current Obesity Reports.

Kracht CL, Champagne CM, Hsia DS, Martin CK, Newton RL, Katzmarzyk PT, & Staiano AE. (2020). Association between meeting physical activity, sleep, and dietary guidelines and cardiometabolic risk factors and adiposity in adolescents. Journal of Adolescent Health.

Hulteen, R.M., Waldhauser, K.J. and Beauchamp, M.R. (2019). Promoting Health-Enhancing Physical Activity: A State-of-the-Art Review of Peer-Delivered Interventions. Current Obesity Reports, 8, 341-353. doi: 10.1007/s13679-019-00366-w (invited)

Kracht CL, Chaput JP, Martin CK, Champagne CM, Katzmarzyk PT, & Staiano AE. (2019). Associations of sleep with food cravings, diet, and obesity in adolescence. Nutrients.

Joseph E, Kracht CL, St. Romain J, Allen AT, Barbaree C, Martin CK, & Staiano AE. (2019). Young children’s screen-time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health.

Staiano AE, Adams MA, & Norman GJ. (2019). Motivation for Exergame Play Inventory:  Construct validity and test-retest reliability. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Hawkins KR, Apolzan JW, Staiano AE, Shanley JR, & Martin CK. (2019). Efficacy of a home-based parent training-focused weight management intervention for preschool children: The DRIVE randomized controlled pilot trial. Journal of Nutrition Education and Behavior.

Sandoval P, Staiano AE, & Kihm H. (2019). The influence of visual and auditory stimuli on intensity of physical activity in school-aged children. The Physical Educator.

Webster EK, Martin CK, & Staiano AE. (2019) Fundamental motor skills, physical activity, and screen-time in preschoolers. Journal of Sport and Health Science.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton R.L. (2018). A 12-week randomized controlled pilot study of dance exergaming in a group: Influence on psychosocial factors in adolescent girls. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Katzmarzyk PT, Denstel KD, Beals K, Carlson J, Crouter SE, McKenzie TL, Pate RR, Sisson SB, Staiano AE,Stanish H, Ward DS, Whitt-Glover M, & Wright C. (2018). Results from the United States 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity & Health.

Staiano AE, Kihm H, & Sandoval P. (2018). The use of competition to elicit high intensity physical activity during children’s exergame play. Journal of Family & Consumer Sciences.

Flynn, R.M.,Staiano, A.E., Beyl, R., Richert, R.A., Wartella, E. & Calvert, S.L. (2018). The influence of active gaming on cardiorespiratoryfitness in Black and Hispanic youth. Journal of School Health.

Staiano, A.E., Webster, E.K., Allen, A.T., Jarrell, A.R., & Martin, C.K. (2018). Screen-time policies and practices in early care and education centers in relationship to child physical activity. Childhood Obesity.

Staiano, A.E., Martin, C.K., Champagne, C.M., Rood, J.C., & Katzmarzyk, P.T. (2018). Sedentary time, physical activity, and adiposity in a longitudinal cohort of non-obese young adults. American Journal of Clinical Nutrition.

Staiano, A.E., Beyl, R.A., Guan, W., Hendrick, C.A., Hsia, D.S., & Newton, R.L. (2018). Home-based exergaming among children with overweight and obesity: A randomized clinical trial. Pediatric Obesity.

Staiano, A.E., Allen, A.T., Fowler, W., Gustat, J., Kepper, M.M., Lewis, L., Martin, C.K., St. Romain, J., & Webster, E.K. (2018). State licensing regulations on screen-time in childcare centers: An impetus for participatory action research. Progress in Community Health Partnerships:  Research, Education, and Action.

Heerman, W.J., Bennett, W.L., Kraschnewski, J.L., Nauman, E., Staiano, A.E., & Wallston, K.A. (2018) Willingness to participate in weight-related research among patients in PCORnet Clinical Data Research Networks. BMC Obesity.

Cohen, K.E., Morgan, P.J., Plotnikoff, R.C., Hulteen, R.M. and Lubans, D.R. Psychological, social and physical environmental mediators of the SCORES intervention on physical activity among children living in low-income communities. (2017). Psychology of Sport & Exercise, 32, 1-11. doi: 10.1016/j.psychsport.2017. 05.001

Katzmarzyk, P.T., & Staiano, A.E. (2017). Relationship between meeting 24-hour movement guidelines and cardiometabolic risk factors in children. Journal of Physical Activity & Health.

Staiano, A.E., Beyl, R.A., Hsia, D.S., Katzmarzyk, P.T., Mantzor, S., Newton, R.L., Jarrell, A., & Tyson, P. (2017). Step tracking with goals increases children’s weight loss in a behavioral intervention. Childhood Obesity

Staiano, A.E., Marker, A.M., Liu, M., Hayden, E., Hsia, D.S., & Broyles, S.T. (2017). Childhood obesity screening and treatment practices of pediatric healthcare providers. Journal of the Louisiana State Medical Society

Baranowski, T., Blumberg, F., Gao, Z., Kato, P.M., Kok, G., Lu, A.S., Lyons, E.J., Morrill, B.A., Peng, W., Prins, P.J., Snyder, L., Staiano, A.E., & Thompson, D. (2017) Getting research on games for health funded. Games for Health Journal.

Wilfley, D.E., Staiano, A.E., Altman, M., Lindros, J., Lima, A., Hassink, S.G., Dietz, W.H., & Cook, S. (2017). Improving Access and Systems of Care for Evidence-Based Childhood Obesity Treatment Conference W. Improving access and systems of care for evidence-based childhood obesity treatment: Conference key findings and next steps. Obesity.

Kihm H, Staiano AE, & Sandoval P. (2017) Project IPAL: To enhance the well-being of elementary school children. Journal of Family & Consumer Sciences 109(1) 54-56.

Staiano AE, Marker AM, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). A randomized controlled trial of dance exergaming for exercise training in overweight and obese adolescent girls. Pediatric Obesity. 12(2) 120-128.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Broyles ST. (2017). Family-based behavioral treatment for childhood obesity: Parent-reported barriers and facilitators. The Ochsner Journal. 17(1):83-92.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). Twelve weeks of dance exergaming in overweight and obese adolescent girls: Transfer effects on physical activity, screen time, and self-efficacy. Journal of Sport and Health Science.

Katzmarzyk PT, Denstel KD, Beals K, Bolling C, Wright C, Crouter SE, McKenzie TL, Pate RR, Saelens BE, Staiano AE, Stanish HI, & Sisson SB. (2016). Results from the United States of America's 2016 report card on physical activity for children and youth. Journal of Physical Activity and Health.

Staiano AE, Morrell M, Hsia DS, Hu G, & Katzmarzyk PT. (2016) The burden of obesity, elevated blood pressure, and diabetes in uninsured and underinsured adolescents. Metabolic Syndrome and Related Disorders. 14(9), 437-441.

Staiano AE, Marker AM, Martin CK, & Katzmarzyk PT. (2016). Physical activity, mental health, and weight gain in a longitudinal observational cohort of nonobese young adults. Obesity, 24(9), 1969-1975.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Martin CK. (2016). Influence of screen-based peer modeling on preschool children's vegetable consumption and preferences. Journal of Nutrition Education and Behavior, 48(5), 331-335

Mackintosh KA, Standage M, Staiano AE, Lester L, & McNarry MA. (2016). Investigating the physiological and psychosocial responses of single-and dual-player exergaming in young adults. Games for Health Journal, 5(6), 375-381

Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Green CS, Kato PM, Lu AS, Maloney AE, Mellecker R, Morrill BA, Peng W, Shegog R, Simons M, Staiano AE, Thompson D, & Young K. (2016). Games for health for children-current status and needed research. Games for Health Journal, 5(1), 1-12.

Michel, G. F., Marcinowski, E. C., Babik, I., Nelson, E. L., & Campbell, J. M. (2015). An Interdisciplinary Biopsychosocial Perspective on Infant Development. In S. Calkins (Ed.) Handbook of Infant Development: A Biopsychosocial Perspective, 427-446. 

Staiano AE, Broyles ST, & Katzmarzyk PT. (2015). School term vs. school holiday: Associations with children's physical activity, screen-time, diet and sleep. International Journal of Environmental Research and Public Health, 12(8), 8861-8870.

Staiano AE, Harrington DM, Johannsen NM, Newton RL, Jr., Sarzynski MA, Swift DL, & Katzmarzyk PT. (2015). Uncovering physiological mechanisms for health disparities in type 2 diabetes. Ethnicity and Disease, 25(1), 31-37.

Marker AM, & Staiano AE. (2015) Better together: Outcomes ofcooperation versus competition in social exergaming. Games for Health Journal, 4(1), 25-30.

Carson V, Staiano AE, & Katzmarzyk PT. (2015). Physical activity, screen time, and sitting among U.S. adolescents. Pediatric Exercise Science, 27(1), 151-159.

Pere, C., Ginn, R., Hill, N., & DiCarlo, C.F. (2015). Childhood Obesity prevention: A service-learning advocacy project. Journal for Service-Learning, Leadership, and Social Change.

Harshaw, C., Marcinowski, E. C., & Campbell, J. M. (2014). Communicating Developmental Psychobiology to the Masses: Why Psychobiologists Should Contribute to Wikipedia. Developmental Psychobiology, 56 (7), 1439-1441. 

Staiano AE, & Flynn R. (2014). Therapeutic uses of active videogames: A systematic review. Games for Health Journal, 3(6), 351-365.

Staiano AE. (2014). Learning by playing: Video gaming in education-a cheat sheet for games for health designers. Games for Health Journal, 3(5), 319-321.

Flynn RM, Richert RA, Staiano AE, Wartella E, & Calvert SL. (2014). Effects of exergame playon EF in children and adolescents at a summer camp for low income youth. Journal of Educational and Developmental Psychology, 4(1), 209-225.

Katzmarzyk PT, Barlow S, Bouchard C, Catalano PM, Hsia DS, Inge TH, Lovelady C, Raynor H, Redman LM, Staiano AE, Spruijt-Metz D, Symonds ME, Vickers M, Wilfley D, & Yanovski JA. (2014). An evolving scientific basis for the prevention and treatment of pediatric obesity. International Journal of Obesity, 38(7), 887-905.

Staiano AE, Gupta AK, & Katzmarzyk PT. (2014). Cardiometabolic risk factors and fat distribution in children and adolescents. Journal of Pediatrics, 164(3), 560-565.

Baranowski T, Adamo KB, Hingle M, Maddison R, Maloney A, Simons M, & Staiano AE. (2013). Gaming, adiposity, and obesogenic behaviors among children. Games for Health Journal, 2(3), 119-126.

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2013). How the development of handedness could contribute to the development of language. Developmental Psychobiology, 55(6), 608-20. 

Staiano AE, Broyles ST, Gupta AK, Malina RM, & Katzmarzyk PT. (2013). Maturity-associated variation in total and depot-specific body fat in children and adolescents. American Journal of Human Biology, 25(4), 473-479.

Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013) Ethnic and sex differences in visceral, subcutaneous, and total body fat in children and adolescents. Obesity, 21(6), 1251-1255.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). BMI percentiles for the identification ofabdominal obesity and metabolic risk in children and adolescents: Evidence in support of the CDC 95th percentile. European Journal of Clinical Nutrition, 67(2), 218-222.

Staiano AE, Harrington DM, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Television, adiposity, and cardiometabolic risk in children and adolescents. American Journal of Preventive Medicine, 44(1), 40-47.

Calvert SL, Staiano AE, & Bond BJ. (2013). Electronic gaming and the obesity crisis. New Directions for Child and Adolescent Development, 139,51-57.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Waist circumference measurement site does not affect relationships with visceral adiposity and cardiometabolic risk factors in children. Pediatric Obesity, 8(3), 199-206.

Barreira TV, Staiano AE, & Katzmarzyk PT. (2013). Validity assessment of a portable bioimpedance scale to estimate body fat percentage in white and African-American children and adolescents. Pediatric Obesity, 8(2), 29-32.

Staiano AE, Abraham AA, & Calvert SL. (2012). The Wii Club: Gaming for weight loss in overweight and obese youth. Games for Health Journal, 1(5), 377-380.

Broyles ST, Staiano AE, Drazba KT, Gupta AK, Southern M, & Katzmarzyk PT. (2012). Elevated C-reactive protein in children from risky neighborhoods: Evidence for a stress pathway linking neighborhoods and inflammation in children. PloS One, 7(9)

Staiano AE, Katzmarzyk PT. (2012). Ethnic and sex differences in body fat and visceral and subcutaneous adiposity in children and adolescents. International Journal of Obesity, 36(10), 1261-1269.

Staiano AE, & Calvert SL. (2012).  Digital gaming and pediatric obesity: At the intersection of science and social policy. Social Issues and Policy Review, 6(1), 54-81.

Staiano AE, & Calvert SL. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2),93-98.

Child Trauma

Kim, H., Jonson-Reid, M., Kohl, P., Chiang, C. J., Drake, B., Brown, D., McBride, T., & Guo, S. (2020).Latent class analysis risk profiles: An effective method to predict a first re-report of maltreatment. Evaluation and Program Planning, 101792.

Jonson-Reid, M., Chiang, C.J., Kohl, P., Drake, B., Brown, D., Guo, S., & McBride, T. (2019). Repeat reports among cases reported for child neglect: A scoping review. Child Abuse & Neglect, 92, 43-65.

Chiang, C. J.,& Ma, T. J. (2013). Working experiences with children witnessed domestic homicide, Taiwanese Social Work, 11, 115-144

Lee, L., Miller, C., & Caballero, J, (In Progress). Community-based, social justice-oriented experiences in ethnically, socio-economically diverse preschools: Early childhood pre-service teachers’ perspectives.

Drake, B., Jonson-Reid, M., Kim, H., Chiang, C. J., & Davalishvili, D. (2021) Disproportionate Need as a Factor Explaining Racial Disproportionality in the CW System. In Racial Disproportionality and Disparities in the Child Welfare System (pp. 159-176). Springer, Cham.

Kracht CL, Webster EK, & Staiano AE. (2019). Sociodemographic differences in young children meeting 24-hour movement guidelines. Journal of Physical Activity & Health.

Lee, L. (2018). Korean mode of color-blind perspectives on ethnic diversity: A case study of Korean Elementary teachers. International Journal of Diversity of Education, 18(1), 27-38.

Lee, L. (2016, Summer). A learning journey with Latino immigrant children: An American low-income preschool project. Childhood Explorer, 3.

Lee, L., & Misco, T. (2014). All for one or one for all: An analysis of the concepts of patriotism and others in multicultural Korea through elementary moral education textbooks. The Asia-Pacific Education Researcher. 23(1), 2-10.

Misco, T., & Lee, L. (2013). “There is no such thing as being Guamanian”: Controversial Issues in the context of Guam. Theory and Research in Social Education, 42(3), 414-439.

Misco, T.,& Lee, L. (2012).1Multiple and overlapping identities: The case study of Guam. Multicultural Education, 20(1), 23-32.

Lee, L. (2011). Language and identity in the moral domains: Minority children in education. Focus on Elementary, 23(3). 3-6.

Lee. L. (2011). Cultural awareness in beliefs and practice: An elementary teacher’s perspective on Korean children and their culture. Focus on Teacher Education, 11(2), 4-10.

ECE Professional Attrition

Chiang, C.J., Jonson-Reid, M., Kim. H., Drake. B., Pons. L., Kohl. P., Constantino. J., & Auslander. W., (2018) Service engagement and retention: Lessons from the Early Childhood Connections Program. Children and Youth Services Review, 88, 114-127. DOI: 10.1016/j.childyouth.2018.02.028

Carson, R. L., Baumgartner, J. J., Ota, C.L., Pulling Kuhn, A. C., & Durr, A. (2016). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers. Early Childhood Education Journal, 1-8.

Educational Leadership

Nelson-Smith, K. (2009). Building Opportunities through Leadership Development (BOLD). A curriculum.

Jonson-Reid, M., & Chiang, C. J.(2019). Problems in Understanding Program Efficacy in Child Welfare. In Re-Visioning Public Health Approaches for Protecting Children (pp. 349-377). Springer, Cham.

Environment (Classroom)

Deris, A., DiCarlo, C., Wagner, D. & Krick-Oborn, K. (in press). Using environmental modification and teacher mediation to increase literacy behaviors in inclusive preschool settings. Infants & Young Children

Reames, H. & DiCarlo, C.F. (2016). Creating a learner-centered classroom. Focus on PK/K, Early Years Bulletin, 3(3), 1-3, 7.

Guan, X. & DiCarlo, C.F. (2009). Minimizing stressors in the early childhood classroom. Collaborations, 2, 22-23.

Wayne, A., DiCarlo, C., Burts, D., & Benedict, J. (2007). Increasing the literacy behaviors of preschool children through environmental modifications. The Journal of Research in Childhood Education, 22(1), 5-16.

DiCarlo, C.F., Stricklin, S., & Reid, D.H. (2006). Increasing toy play among toddlers with and without disabilities by modifying structural quality of the classroom environment. National Head Start Association Dialog, 9(1)49-62.

Behavior Guidance

Reames, H. & DiCarlo, C. (2018). Using positive reinforcement to increase attentive behavior and correct task performance for preschoolers during extra curricular activities. Journal of Teacher Action Research, 4(2), 1-9.

DiCarlo, C.F., Baumgartner, J., & Ourso, J. & Powers, C. (2016). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classroom. Early Childhood Education Journal, 44(6) 1-10.doi:10.1007/s10643- 016-0825-7.

DiCarlo, C. & Baumgartner, J. (2011). Promoting Positive Behavior in the Preschool Classroom. Focus on Pre-K and K, 24(1), 4-7.

Torres, A., & DiCarlo, C.F. (2008). Positive Guidance. Collaborations. 3, 14-15.

Literacy and Language

Terrusi, M. (2020).  Illustrated books without words for inclusion: Method reflections on  reading, between form and metaphor. In E.A. Emili & V. Macchia (Eds.), Reading the inclusion: Picture books and books for one and all (pp. 77-88). ETS Editions. 

Terrusi, M. (2018). Silent Books. Wonder, Silence and Other Metamorphosis in Wordless Picture Books. Proceedings, 1(9), 1 – 12. http://dx.doi.org/10.3390/proceedings1090879

Terrusi, M. (2017). Child portraits. Representations of the child body in children's illustration and literature: Some interpretative categories. Magazine of history of education, 4(1),  183 – 210. http://dx.doi.org/10.4454/rse.v4i1.28

Terrusi, M. (2017). Constellation of early childhood, Gugu's firmament. A portrait of Augusta Rasponi del Sale (Ravenna 1864-1942), author of picture book. Research of education  and education, 12(2), 71 – 88. http://dx.doi.org/10.6092/issn.1970-2221/7082

Terrusi, M. (2017). Eternals, children, winged: Neoteny, lightness and literature for children. Training Studies, 20(2), 387 – 408. http://dx.doi.org/10.13128/Studi_Formaz-22195

Terrusi, M. (2017). Mute wonders: Silent book and children's literature. Carocci.  

Beach, D., & DiCarlo, C.F. (2016). Can I play, again? Using a literacy ipad app to increase letter recognition & phonemic awareness. Journal of Teacher Action Research,2(2), 70-76.

Terrusi, M. (2016). Children read great. In C.I. Salviati (Ed.), In vitro: An experimental project    to promote reading (pp. 18-21). Center for Literature and Reading. MIBAC Ministry of Artistic and Cultural Heritage.

Terrusi, M. (2016). The possible, the visible, the questionable: Unexpected (or wordless) books   at school. In E. A. Emili (Ed.), Languages ​​for an inclusive school (pp. 51-66). Free Books.

Grilli, G. & Terrusi, M. (2014). A (Visual) Journey to Italy. In E. Arizpe, T. Colomer, & C. Martinez-Roldan (Eds.), Visual Journeys Through Wordless Narratives (pp. 217-238). Bloomsbury Academic.

Grilli, G. & Terrusi, M. (2014).  Migrant readers and wordless books: Visual narratives' inclusive experience. Encyclopaideia, 18(38), 67 – 90. http://dx.doi.org/10.6092/issn.1825-8670/4508

Ota, C. L. & Austin, A.M. (2013). Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children. Early Childhood Research Quarterly 28(4), 972-983

Terrusi, M. (2013). The room of children's literature: Educators, teachers and storytellers. In C.  Panciroli & F. D. Pizzigoni (Eds.), The museum as a workshop of experiences with heritage: The example of the Mode (pp. 1-199). Quiedit.

Terrusi, M. (2013). The life of children in the figures: Gugú, a forgotten author. Childhood, 6(1), 335-339. 

Terrusi, M. (2012). Illustrated books: Read, look, name the world in children's books. Carocci

Brintazzoli, G. & Terrusi, M. (2011). At the edge of the page. Li.Ber books for children and boys, 92(1), 50 – 52.

Terrusi, M. (2011). Read the visible. The world pictured in the pages. Form and poetics of early childhood books. In E. Beseghi & G. Grilli (Eds.), The invisible literature: Childhood and children's books (pp. 143-164). Carocci.

Chung, M. & Lee, L. (2009). Critical literacy theories for media literacy education. Academic Exchange Quarterly, 13(4), 121-127.

Lee, L. (2009). Media literacy. Academic Exchange Quarterly, 13(4), 10.

Terrusi, M. (2009). Classic fairy tales with contemporary design, interview with Steven Guarnaccia. Li.Ber books for children and boys, 82(1), 60 – 61. 

Terrusi, M. (2009). The art of the three little pigs. Li.Ber books for children and boys, 82(1), 59 – 63.

Terrusi, M. (2007). Philosophers animals: whether they are feathered canids or felines, we can consider them Masters. Li.Ber books for children and boys, 74(1), 30 – 31.

Terrusi, M. (2007). Families and new conformisms: The challenge of the bourgeois mentality seen through the complex father-son dialectic: Holidays with the father by Marcello Argilli. Li.Ber books for children and boys, 73(1), 44-45. 

Terrusi, M. (2007).  Books on the road. Li.Ber books for children and boys, 76(1), 54 – 55. 

Terrusi, M. (2006). Andersen Press turns 30: from the voice of its founder, Klaus Flugge, the story of the famous English publishing house. Andersen, 224(1), 31 – 35.

Mathematics

Hendershot, S., Austin, A. M. B., Blevins-Knabe, B., & Ota, C.L. (2015). Young children’s mathematics references during free play in family child care settings. Early Child Development and Care.  186(7), 1126-1141.

Misco, T., Lee, L., & Malone, K. Goley, S., & Seabolt, P. (2012).*Using the idea of insurance to develop mathematical skills and democratic dispositions. Interdisciplinary Journal of Teaching and Learning, 2(2), 78-89.

Austin, A.M., Blevins-Knabe, B., Ota, C., Rowe, T., & Knudsen Lindauer, S. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181-1198.

Motor Skills

Molinini, R. M., Koziol, Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., Harbourne, R. T., Lobo, M. A., McCoy, S. W., Bovaird, J., & Dusing, S. C. (2021). Early motor skills predict the developmental trajectory of problem solving skills in young children with motor impairments. Developmental Psychobiology. [Early View] 

Barnett, L.M., Stodden, D.F., Hulteen, R.M. and Sacko, R. (2020). Motor Proficiency Assessment. In T. Brusseau, S. Fairclough & D. Lubans (Eds.), The Routledge Handbook of Youth Physical Activity.

Gonzalez, S. L., Campbell, J. M., Marcinowski, E. C., Michel, G. F., Coxe, S., & Nelson, E. L. (2020). Preschool language ability is predicted by toddler hand preference trajectories. Developmental Psychology, 56(4), 699-709. 

Hulteen, R.M., Barnett, L.M. True, L., Lander, N., Cruz, B.P. and Lonsdale, C. (2020). Validity and Reliability Evidence for Motor Competence Assessments in Children and Adolescents: A Systematic Review. Journal of Sports Sciences, 38(15), 1717-1798, doi: 10.1080/02640414.2020.1756674  

Hulteen, R.M., True, L., and Pfeiffer, K. (2020). Differences in Associations of Product- and Process-Oriented Motor Competence Assessments with Physical Activity in Children. Journal of Sports Sciences, 38(4), 375-382. doi:10.1080/02640414.2019.17 02279

Webster, E.K., Kracht, C.L., Newton, R.L., Beyl, R.A., & Staiano, A.E. (2020). Intervention to improve preschoolers’ fundamental motor skills: Protocol of a parent-focused, mobile app-based comparative effectiveness trial. Research Protocols, 9(10):e19943.

Fearnbach, S.N., Martin, C.K., Heymsfield, S.B., Staiano, A.E., Newton, R.L., Garn, A.C., Johannsen, N.M., Hsia, D.S., Carmichael, O.T., Murray, K.B., Ramakrisnapillai, S., Murray, K.B., Blundell, J.E., & Finlayson, G.S. (2020) Validation of the Activity Preference Assessment: A tool for quantifying children’s implicit preferences for sedentary and physical activities. International Journal of Behavioral Nutrition and Physical Activity

Kracht, C.L., Webster, E.K., & Staiano, A.E. (2020) Relationship between the 24-hour movement guidelines and fundamental motor skills in preschoolers. Journal of Science and Medicine in Sport.

Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., McCoy, S. W., & Dusing, S. C. (2019). Sitting skill and the emergence of arms‐free sitting affects the frequency of object looking and exploration. Developmental Psychobiology, 61 (7), 1035-47. 

Marcinowski, E. C., Nelson, E. L., Campbell, J. M., & Michel, G. F. (2019). The development of object construction from infancy through toddlerhood. Infancy, 24(3), 368-391. 

Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2018). The Development of Neuromotor Skills and Hand Preference During Infancy. Developmental Psychobiology, 60(2), 165-175. 

lteen, R.M., Morgan, P.J., Barnett, L.M., Robinson, L.E. Barton, C., Wrotniak, B., and Lubans, D.R. (2018). Initial Predictive Validity of the Lifelong Physical Activity Skills Battery. Journal of Motor Learning and Development, 6(2), 301-314. doi: 10.1123/jmld.2017-0036

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2018). Evolution and Development of Handedness: An Evo-Devo Approach. In G. Forrester, W. D. Hopkins, K. Hudry, & A. K. Lindell (Eds.), Cerebral Lateralization and Cognition: Evolutionary and Developmental Investigations of Motor Biases. Elsevier Inc.: Academic Press. 347-374. 

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F. and Lubans, D.R. Development of Foundational Motor Skills: A Conceptual Model for Physical Activity Across the Lifespan. (2018). Sports Medicine, 48(7), 1533-1540. doi: 10.1007/s4029-018-0892-6

Marcinowski, E. C., & Campbell, J. M. (2017). Building on what you have learned: Constructing skill during infancy influences the development of spatial relation words. International Journal of Behavioral Development, 41(3), 341-349. doi:10.1177/0165025416635283 

Nelson, E. L., Gonzalez, S., Coxe, S., Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2017). Toddler hand preference trajectories predict 3-year language outcome. Developmental Psychobiology, 59(7), 876-887. 

Nathan, N., Cohen, K., Beauchamp, M. W.L., Hulteen, R.M., Babic, M. and Lubans, D.R. Feasibility and Efficacy of the Greater Leaders Active StudentS (GLASS) Program on Improving Children’s Fundamental Movement Skills: A Pilot Study. (2017). Journal of Science and Medicine in Sport, 20(12), 1081-1086. doi: 10.1016/j.jsams.2017.04.016

Johnson, T.M., Ridgers, N.D. Hulteen, R.M., Mellecker, R.R. and Barnett, L.M. (2016). Does Playing a Sports Active Video Game Improve Young Children’s Ball Skill Competence? Journal of Science and Medicine in Sport, 19(5), 432-436. doi: 10.1016/j.jsams.2015.05.002

Marcinowski, E. C., Campbell, J. M., Faldowski, R. A., & Michel, G. F. (2016). Do hand preferences predict stacking skill during infancy? Developmental Psychobiology, 58(8), 958-967. 

Michel, G. F., Campbell, J. M., Marcinowski, E. C., Nelson, E. L., & Babik, I. (2016). Infant Hand Preference and the Development of Cognitive Abilities. Frontiers in Psychology, 7, 410. http://dx.doi.org/10.3389/fpsyg.2016.00410 

Campbell, J. M., Marcinowski, E. C., Babik, I., & Michel, G. F. (2015). The influence of a hand preference for acquiring objects on the development of a hand preference for unimanual manipulation from 6 to 14 months. Infant Behavior and Development, 39, 107-117. 

Campbell, J. M., Marcinowski, E. C., Latta, J. A., & Michel, G. F. (2015). Different assessment tasks produce different estimates of handedness stability during the 8 to 14 month age period. Infant Behavior and Development, 39, 67-80. 

Hulteen, R.M., Johnson, T.M., Ridgers, N.D., Mellecker, R.R. and Barnett, L.M. (2015). Children’s Movement Skills When Playing Active Video Games. Perceptual and Motor Skills, 121(3), 1-24. doi: 10.2466/25.10.PMS.121c24x5

Michel, G. F., Nelson, E. L., Babik, I., Campbell, J. M., & Marcinowski, E. C. (2013). Multiple trajectories in the developmental psychobiology of human handedness. In R. M. Lerner, & J. B. Benson (Eds.), Embodiment and epigenesis: Theoretical and methodological issues in understanding the role of biology within the relational developmental system Part B: Ontogenetic Dimensions. Elsevier Inc.: Academic Press, 227-260. 

Music Education

Isbell, D. (2018). Music educators consider musical futures. Contributions in Music Education. 43(1). 39-58.

Isbell, D. S., & Stanley, A. M. (2018). Code-switching musicians: an exploratory study. Music Education Research,20(2), 145-162.

Isbell, D. (2015). My Music and School Music: Formal and Informal Music Experiences. In Burton, S. and Snell, A. (Eds.), Engaging Musical Practices: A Sourcebook for Instrumental Music. Rowman and Littlefield Education Publishers, Inc.

Isbell, D. and Stanley, A. (2015) Are you a musical code-switcher?Polyphonic.org: The Orchestra Music Forum. http://www.polyphonic.org/2015/06/22/are-you-a-musical-code-switcher/.

Isbell, D. (2015)Apprehensive and excited: Music education students ’ encounter vernacular musicianship. Journal of Music Teacher Education. doi:10.1177/1057083714568020.

Isbell, D. (2014). The socialization and identity of undergraduate music teachers: A review of literature. Update: Applications for Research in Music Education.doi: 10.1177/8755123314547912.

Isbell, D. (2012). Learning theories: Insights for music educators. General Music Today 25(2). 9-23.

Isbell, D. (2009). Understanding Socialization and Occupational Identity among Preservice Music Teachers. In M. Schmidt (Ed.), Collaborative action for change:Selected proceedings from the 2007 symposium on music teacher education. Lanham, MD: Rowman and Littlefield Publishers, Inc.

Isbell, D. (2007). Popular music and the public school music classroom. Update: Applications for Research in Music Education.26(1).

Bowers, J., Cassellberry, J., Isbell, D., Kyakuwa, J., Li, Y., Mercado, E., and Wallace, E.(2019) A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers. Journal of Research in Childhood Education, 33(2). doi: 10.1080/02568543.2019.1577770.

National Disasters

DiCarlo, C.F., Burts, D., Buchanan, T., Aghayan, C., & Benedict, J. (2007). Making Lemonade from Lemons: Early Childhood Teacher Educators’ Programmatic Responses to Hurricanes Katrina and Rita. Journal of Early Childhood Teacher Education, 28 (1), 61-68.

Outdoor Education

Terrusi, M. (2020). Children's books and outdoor education imagery: Stories and figures to tell each other. In S. Meo & M. Ognissanti (Eds.), From risk to opportunity: Outdoor education experiences in childcare and primary school services (pp. 115-118). Junior-   Children Editions.

Farné, R., Bortolotti, A., Terrusi, M. (2018) Introduction: Natural educational needs. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and  good practices (pp. 13-24). Carocci.

Terrusi, M. (2018). Children's literature and natural imaginary. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 183- 200). Carocci.

Terrusi, M. (2015). The green ship: natural education and reading for children. Li.Ber books for children and boys, 106(2), 40 – 42.

Terrusi, M. (2015). The teacher's shelf. Childhood, 1(4), 334 – 336.

Terrusi, M. (2014). Children's literature and natural narratives. In R. Farné & F. Agostini (Eds.) Outdoor education: Education takes care of outdoors (pp. 69-74). Junior-Spaggiari.

Grantham-Caston, M., & Perry, M. & DiCarlo, C.F. (2019). Playful Reggio Emilia. International Play Association, Spring-Fall, 20-25.

Dicarlo, C.F., Baumgartner, J.J., Ota, C.L. & Jensen, C. (2015). Preschool teachers’ perceptions of rough and tumble play vs. aggression in preschool-aged boys. Early Child Development and Care, 185(5), 779-790.

Carson, R., Lima, M. & DiCarlo, C.F. (2015). Play On! Playground learning activities for youth fitness (2nd edition). Reston, VA: American Association for Physical Activity and Recreation.

Casey, E. M. & DiCarlo, C.F. (2015). Play traditions in the Garifuna culture of Belize. International Play Association eJournal, www.Ipausa.org.

DiCarlo, C.F. & Vagianos, L.A. (2009). Preferences and play. Young Exceptional Children, 12(4), 31-39.

Popular Culture

Lee, L. (2012). Conceptualizing childhood in Korean Educational Broadcasting System (EBS): Critical analysis of Popular Picture Book, Pororo. In V. Cvetkovic & D. Olsen (Eds.), Fleeting Images: A Childhood Studies Examination of Children in Popular Culture (pp. 85-100). Lexington Press. 

Lee, L. (2012). "That's a great idea but I will think about it later": Early childhood pre-service Teachers' perceptions about popular culture in Teaching. Teacher Education and Practice, 25(1), 87-99.

Lee, L. (2010). Disney in Korea: A socio-cultural context of children’s popular culture. Red Feather Journal: An International Journal of Children’s Visual Culture, 1(2), 41-45.

Lee, L.,& Goodman, J. (2010). Romantic love and sexuality in Disney: A study of young, Korean immigrant girls’ perspectives. Education and Society, 28(1), 25-47.

Lee, L. & Goodman, J. (2009). Traversing the challenges of conducting research with young immigrant children: The case of Korean children. Interchange, 40(2), 225–244.

Lee, L. (2009). American immigrant girls’ perceptions about female body image in Disney: A critical analysis of young Korean girls. European Early Childhood Education Research Journal, 17(3), 363-375.

Lee, L. (2009). Marry the prince or stay with family—That is the question: A perspective of young Korean immigrant girls on Disney’s marriages in the United States. Australian Journal of Early Childhood, 34(2), 39-46.

Lee, L. (2009). Young American immigrant children’s interpretations of royalty in popular culture: A case study of Korean girls’ perspectives. Journal of Early Childhood Research, 7(2), 200-215.

Lee, L. (2008). Issues of popular culture and young children in American society: A Critical perspective. Academic Exchange Quarterly, 12(4),49-53.

Lee, L. (2008). Understanding gender through Disney’s marriages: A study of young Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18.

Parents in Education

Kepper MM, Staiano AE,Katzmarzyk PT, Reis R, Eyler A, Griffith DM, Kendall M, ElBanna B, Denstel KD, & Broyles ST (2019). Neighborhood influences on women’s parenting practices for adolescents’ outdoor play: A qualitative study. International Journal of Environmental Research and Public Health.

Baumgartner, J., McBride, B., Ota, C.L., & DiCarlo, C., (2016). How much do they need to be the same? What parents believe about continuity between home and childcare environments. Early Child Development and Care, 187(7), 1184-1193.

Professional Development

Bowers, J., Isbell, D., Stanley, A., and West, J. (in press). Attrition, (De)motivation, and “Effective” Music Teacher Professional Development: An Instrumental Case Study. Bulletin of the Council for Research in Music Education.

Grantham-Caston, M. & DiCarlo, C. (2019). Lights! Camera! Action! Improving your teaching through video self-reflection. Young Children, 74(4)

Grantham-Caston, M. & DiCarlo, C. (2019). The impact of video self-reflection on teacher practice. National Head Start Association Dialog, 22(2), 61-75.

Grantham-Caston, M. & DiCarlo, C. (2019). Video self-reflection. Dialog, 22(2), 99-102.

Isbell, D. and Russell, J. (2009). Perceptions of Music Educators Regarding the Practice, Impact, and Outcomes of Professional Development.  Southern Music Education Journal.

Physical Education

Ferkel, R.C.. Allen, H.R., True, L. and Hulteen, R.M. (2018). Split-Week Programming for Secondary Physical Education: Inducing Behavioral Change for Lifetime Fitness. Journal of Physical Education, Recreation and Dance, 89(8), 11-22. doi: 10.1080/07303084.2018.1503118

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Barton, C., Wrotniak, B., Robinson, L.E. and Lubans, D.R. (2018). Development, Content Validity and Test-Retest Reliability of the Lifelong Physical Activity Skills Battery in Adolescents. Journal of Sports Sciences, 36(20), 2358-2367. doi: 10.1080/02640414.2018.1458392

Hulteen, R. M., Smith, J.J., Morgan, P.J., Barnett, L.M, Hallal, P.C., Colyvas, K. and Lubans, D.R. (2017). Global Sport and Leisure-Time Physical Activities Participation: A Systematic Review and Meta-Analysis. Preventive Medicine, 95, 14-25. doi: 10.1016/j.ypmed.2016.11.027

Hulteen, R.M., Lander, N.J., Morgan, P.J., Barnett, L.M., Robertson, S.J. and Lubans, D.R. (2015). Validity and Reliability of Field-Based Measures for Assessing Movement Skill Competency in Lifelong Physical Activities: A Systematic Review. Sports Medicine, 45(10), 1443-54. doi: 10.1007/s40279-015-0357-0

Physical Therapy

Harbourne, R. T., Dusing, S. C., Lobo, M. A., McCoy, S. W., Koziol, N. A., Hsu, L.-Y., Willett, S., Marcinowski, E. C., Babik, I., Cunha, A. B., An, M., Chang, H.-J., Bovaird, J. A., Sheridan S. M. (2020). START-Play physical therapy intervention impacts motor and cognitive outcomes in infants with neuromotor disorders: A multisite randomized clinical trial. Physical Therapy, 101(2), 1-11. 

Dusing, S. C., Harbourne, R. T., Lobo, M. A., Westcott-McCoy, S., Bovaird, J., Kane, A. E., Syed, G., Marcinowski, E. C., Koziol, N., Brown, S. E. (2019). A physical therapy intervention to advance cognitive skills a young child with cerebral palsy: A single subject with severe motor impairments. Pediatric Physical Therapy, 31(4), 347-352. 

Dusing, S. C., Marcinowski, E. C., Tripathi, T., Rocha, A., & Brown, S. (2018). A perspective on the importance of assessing parent-child interaction in rehabilitation using high or low tech methods. Physical Therapy Journal, 99(6), 658-665. 

Harbourne, R. T., Dusing, S. C., Lobo, M. A., McCoy, S. W., Bovaird, J., Sheridan, S., Galloway, J. C., Chang, H.-J., Hsu, L.-Y., Koziol, N., Marcinowski, E. C., & Babik, I. (2018). Sitting Together and Reaching to Play (START-Play): Protocol for a multisite randomized controlled efficacy trial on intervention for infants with neuromotor disorders. Physical Therapy, 76(1), 1-31. 

Dusing, S. C., Tripathi, T., Marcinowski, E. C., Thacker, L., Brown, L., & Hendricks-Munoz, K. (2018). Supporting Play Exploration and Early Developmental Intervention versus usual care to enhance developmental outcomes during the transition from the Neonatal Intensive Care Unit to home: A pilot randomized controlled trial. BMC Pediatrics, 18(46), 1-12. 

Social-Emotional

DiCarlo, C. F., Ota, C., & Deris, A. (under revision). Social behavior in kindergarten. Journal of Early Childhood Research.

DiCarlo, C., Hebert, E. & Meaux, A. (in review). Finding the “om” in your ABCs: Mindfulness in the classroom. Child Care Exchange.

Chiang, C.J., Chen, Y. C., Wei, H. S., & Jonson-Reid, M. (2020). Social bonds and profiles of delinquency among adolescents: Differential effects by gender and age. Children and Youth Services Review, 104751

Benton, A., & DiCarlo, C. F. The impact of social stories on compliance and aggression in a kindergarten aged child. The Journal of Teacher Action Research, 4(3), 55 – 67.

DiCarlo, C.F, Ota, C.L., & Deris, A. (2020). An ecobehavioral analysis of social behavior across learning contexts in kindergarten.  Early Childhood Education Journal, DOI 10.1007/s10643-020-01103-y

DiCarlo, C.F., & Melikyan, S. (2016). Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom. Literacy Experiences Special Interest Group (LESIG), 46(1) 14-35.

Beckert, T., Lee, C., & Ota, C.L.  (2015). Correlates of psychosocial development for Taiwanese youth. Journal of Cross-Cultural Psychology, 46(6), 837-855.

DiCarlo, C.F., Onwujuba, C., & Baumgartner, J.J. (2014). Infant Communicative Behaviors and Maternal Responsiveness. Child and Youth Care Forum, 43(2), 195-209.

Deris, A. R., DiCarlo, C., Flynn, L. L., Ota, C.L., & O’Hanlon, A. (2012). Importance of social supports of parents of children with autism.  International Journal of Early Childhood Special Education, 4(1), 17-31.

Baumgartner, J., Burnett, L., DiCarlo, C. & Buchanan, T. (2012). An inquiry of children’s social support networks using eco-maps. Child and Youth Care Forum, doi: 10.1007/s10566-011-9166-2

Deris, A. R., DiCarlo, C. F., & Deris, T. P. (2012). Evidence-based practices: Using story-based interventions to improve social behavior in the general education setting. Focus on Inclusive Education, 10(1), 5-8.

Social Studies

Casey, E., DiCarlo, C., & *Sheldon, K. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research. doi:http://dx.doi.org/10.1016/j.jssr.2018.12.001

Casey, E. & DiCarlo, C.F. (2016). Social studies surprises found in the garden. Focus on PK/K, Early Years Bulletin, 4(2), 7-10. http://www.acei.org/sites/default/files/eybwinter2016.pdf

Lee, L., & Misco, T. (2016). Seeking moral autonomy in a Chinese context: A study of elementary moral education standards. Journal of International Social Studies, 6(2), 84 95.

Special Education

Deris, A., & DiCarlo, C.F. (2015). Effects of using a weighted or pressure vest for a child with autism. Autonomy, the critical journal of interdisciplinary Autism studies, 1(4).

Deris, A. R., & DiCarlo, C. F. (2013). Working with young children with autism in inclusive classrooms. Support for Learning, 28(2), 52-56.

Deris, A. R., DiCarlo, C., Flynn, L. L., Ota, C., & O’Hanlon, A. (2012). Investigation of social supports for parents of children with autism. International Journal of Early Childhood Special Education, 4(1), 17-32.

Sola, S. & Terrusi, M. (2010). Just like us. Li.Ber books for children and boys, 87(1), 50 – 51.

DiCarlo, C.F., Schepis, M., & Flynn, L. (2009). Embedding sensory preferences in toys to enhance toy play in toddlers with disabilities. Infants and Young Children, 22(3), 187-199.

Flynn-Wilson, L, & DiCarlo, C.F. (2009). Transdisciplinary intervention: What does it look like in community-based child care? Collaborations, 1, 30-32.

Sola, S. & Terrusi, M. (2009). The difference is not a subtraction: Books for children and disabilities. Lapis.

DiCarlo, C.F., Benedict, J., & Aghayan, C. (2008). Social proximity of preschoolers with disabilities in an inclusive classroom. The Journal of Early Childhood Education and Family Review

Terrusi, M. (2008). All uses of the book at all. Childhood, 4(1), 46-49.  

DiCarlo, C.F., & Reid, D.H. (2004). Increasing pretend toy play among 2-year-old children with disabilities in an inclusive setting. Journal of Applied Behavior Analysis. 37, 197-207.

Reid, D.H., DiCarlo, C.F., Schepis, M.M., Hawkins, J., & Stricklin, S.B. (2003). Observational assessment of toy preferences among young children with disabilities in inclusive settings: Efficiency analysis and comparison with staff opinion. Behavior Modification, 27(2), 233-250.

Banajee, M., DiCarlo, C., & Stricklin, S. (2003). Core vocabulary determination for toddlers. Augmentative/Alternative Communication, 19, 67-73.

DiCarlo, C.F., Reid, D.H., & Stricklin, S. (2003). Increasing toy play among toddlers with multiple disabilities in an inclusive classroom: A more-to-less, child-directed intervention continuum. Research in Developmental Disabilities, 24, 195-209.

DiCarlo, C.F., Stricklin, S., Banajee, M., & Reid, D. (2001). Effects of manual signing on communicative vocalizations by toddlers with and without disabilities in inclusive classrooms. The Journal of the Association for Persons with Severe Handicaps, 26(2), 1-7.

DiCarlo, C.F., & Banajee, M. (2000). Using voice output devices to initiations among children with disabilities. Journal of Early Intervention, 23(3), 191-199. http://jei.sagepub.com/content/23/3/191.full.pdf+html

DiCarlo, C.F., Banajee, M., Stricklin, S. (2000). Circle time: Embedding augmentative communication into routine activities. Young Exceptional Children, 3, 18-26.

Teacher Education

Baumgartner, J., DiCarlo, C.F., & Casbergue, R. (in press). Service-learning in early childhood education: The Intersection of modeling developmentally appropriate teacher education & the P.A.R.E. model. Journal of Early Childhood Teacher Education.

Isbell, D. S. (2020). Early Socialization and Opinions of Musicianship Among Preservice Music Teachers. Journal of Music Teacher Education,29(3), 62-76. https://doi.org/10.1177/1057083720928496

Lee, L. (2016). Infant-toddler field experience design: A developmentally and culturally relevant approach in restrictive reality. Early Years Bulletin, 4(1), 7-11.

Isbell, D. (2009) Understanding Music Teacher Preparation. Saarbrucken, Germany: VDM, Verlag Publishing, Inc

Isbell, D. (2009). Role Models and Career Commitment Among Music Education Undergraduate Students. Music Education Research International, 3.13-27

Lee, L. & McMullen, M. B. (2006). Social ideology and early childhood education: A comparative analysis of Korean early childhood teacher education textbooks written in 1993 and 2003. Contemporary Issues in Early Childhood, 7(2), 119-129.

Ota, C.,DiCarlo, C.F.,Burts,D., Laird, R., & Gioe, C. (2006).  Training and the needs of adult learners. Journal of Extension, 44(6), Article 6TOT5.

Ota, C.,DiCarlo, C.F.,Burts,D., Laird, R., & Gioe, C. (2006).  The impact of training on caregiver responsiveness. The Journal of Early Childhood Teacher Education, 27(2), 149-160

Teaching Practices

Hulin, C., DiCarlo, C., & Grantham-Caston, M. (in review). The Impact of responsive partnership strategies on the satisfaction of co-teaching relationships in early childhood classrooms. NHSA Dialog: The Research-to-Practice Journal for the Early Childhood Field.

Watson, K.J. & DiCarlo, C.F. (2015). Increasing completion of classroom routines through the use of picture activity schedules. Early Childhood Education Journal. DOI 10.1007/s10643-015-0697-2

DiCarlo, C.F. & Haney, L. (2014). Action research/evidence-based practice in early childhood. Focus on Infants & Toddlers, 1(4), 11-14.

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• Open access
• Published: 02 May 2024

Association between early childhood caries and parental education and the link to the sustainable development goal 4: a scoping review

• Morenike Oluwatoyin Folayan 1 , 2 ,
• Elisa Maria Rosa de Barros Coelho 3 , 4 ,
• Imen Ayouni 5 ,
• Arthemon Nguweneza 6 ,
• Ola Barakat Al-Batayneh 1 , 7 , 8 ,
• Hamideh Daryanavard 1 , 9 ,
• Duangporn Duangthip 1 , 10 , 16 ,
• Ivy Guofang Sun 10 ,
• Arheiam Arheiam 1 , 11 ,
• Jorma I. Virtanen 1 , 12 ,
• Balgis Gaffar 1 , 13 ,
• Maha El Tantawi 1 , 14 ,
• Robert J Schroth 1 , 15 &
• Carlos Alberto Feldens 1 , 3  

BMC Oral Health volume  24 , Article number:  517 ( 2024 ) Cite this article

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The goal of the United Nations Sustainable Development Goal (SDG) 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The aim of this scoping review was to map the current evidence on the association between the prevalence of early childhood caries (ECC) and parental education; and to identify possible pathways by which parental education may protect against ECC.

The two questions that guided this review were: what is the existing evidence on the association between maternal and paternal education and ECC; and what are the pathways by which parental education protects against ECC? The initial search was conducted in January 2023 in PubMed, Web of Science and Scopus. Articles published in English between January 2000 and October 2022 that reported on the association between parental education and ECC were screened, and the extracted data were compiled, summarized, and synthesized. Review papers and non-primary quantitative research papers were excluded from the full-text review. Open coding was applied to develop a conceptual framework.

In total, 49 studies were included: 42 cross-sectional, 3 case-control and 4 cohort studies. The majority (91.8%) reported on the associations between ECC and maternal ( n  = 33), paternal ( n  = 3), and parental ( n  = 9) level of education, and 13 (26.7%) reported on the association between parental education and the severity of ECC. Mothers with more than primary school education ( n  = 3), post-secondary/college/tertiary education ( n  = 23), and more than 4–12 years of education ( n  = 12) had children with lower risk for ECC. Two studies reporting on parental education found an association between maternal but not paternal education and ECC. The review suggests that achieving the SDG 4.1 may reduce the risk of ECC. Possible pathways by which maternal education protects from ECC were feeding practices, oral hygiene practices, and the use of dental services.

The study findings suggests that higher maternal educational level may reduce the risk for the consumption of cariogenic diet, poor oral hygiene practices and poor use of dental services for caries prevention. However, the association between paternal education and ECC was not consistently observed, with significant associations less frequently reported compared to maternal education. Future studies are needed to define the magnitude and modifiers of the impact of maternal education on the risk for ECC.

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Introduction

The goal of the United Nations’ Sustainable Development Goal (SDG) 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all [ 1 ]. Access to education is critical as it is the principal pathway to financial security, stable employment, safe neighborhoods, healthier lifestyles, and social success, all of which protect or enhance health [ 2 , 3 ]. Education also improves individuals’ knowledge, skills, reasoning, effectiveness, and other abilities that can be utilized to achieve optimal health [ 4 ]. Earning an education credential is a potent signal about one’s skills and abilities to be economically and socially secured [ 4 ]. Education influences health and longevity through a causal relationship that results in skills acquisition and the ability to be dynamic and flexible with mechanisms [ 5 , 6 , 7 , 8 , 9 , 10 ].

The health of young children is intrinsically linked to the educational level of their parents; education improves economic opportunities by reducing financial difficulties among households and improves health literacy [ 11 ]. The relationship between parental education and the health of the child is stronger for maternal than paternal education, however this varies by racial and ethnic background [ 12 ]. The exact mechanism through which parental education affects the health of the child health is still unclear [ 13 , 14 ]. Low parental health literacy increased the risk of under-5 mortality [ 15 ], child malnutrition [ 14 ], unnecessary visits to emergency departments, mistakes in the administration of medication, as well as increased risk of exposure to secondhand tobacco smoke [ 13 ].

Parental education may also be intrinsically linked to the risk for early childhood caries (ECC), defined as cavitated and non-cavitated caries lesions present on the teeth of children < 72 months [ 16 ]. An analysis of the ECC chain of causality shows that socioeconomic factors are among the determinants of behavioral factors that cause the disease including the early introduction of sugar and high frequency of sugar consumption in the diet of infants, toddlers, and pre-school children [ 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 ] and other oral health behaviors [ 25 ]. Among non-communicable diseases, ECC is the first consequence of sugar consumption and can affect children even before completing the first year of life [ 18 , 19 , 20 ]. Parental level of education is associated with offering sugar in the first year of life [ 18 , 26 ] and early introduction of mature oral bacteria [ 27 ] both of which are important factors associated with ECC. However, little is known about the pathways by which parental education may affect the risk for ECC. This information can inform public policies that address the SDG 4.

Parental education is intricately linked to SDG4, as it affects the health and wellbeing of communities. Education fosters health and healthy lifestyle choices, empowers individuals to adopt and sustain healthy behaviours throughout their lives, addresses health inequalities, and strengthens community resilience to health threats and emergencies [ 28 ]. The 10 targets and 11 indicators of the Sustainable Development Goal 4 are all focused on ensuring access to equitable and quality primary and secondary education that promotes effective learning outcomes [ 29 ].

Thus, the aim to this scoping review was to map the current evidence on the associations between parental (maternal and paternal) education and ECC, and to investigate possible pathways by which parental education may protect against ECC. The study also identified the link between studies on parental education and ECC with the SDG 4.

This scoping review was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines [ 30 ].

Research questions

The research question that guided this study was: What is the existing evidence on the association between maternal and paternal education and ECC? An additional question investigated was: what are the pathways by which maternal and paternal (parental) education protects against ECC?

Identifying relevant articles

The initial search was conducted on three electronic databases in January 2023. PubMed, Web of Science and Scopus. The search was performed using the following key terms: “early childhood caries”, “dental caries”, “tooth decay” “parental”, “maternal”, “mother”, “father”, “paternal”, “education”, “schooling”. Search terms were tailored to the specific requirements of each database. Publications, including e-pub ahead from 2000 to 2023, were screened. Additional hand searching was done. The search was completed in January 2023. No protocol was published for this review.

Eligibility and selection

Literature obtained through database searches were exported to the reference management software Zotero version 6, where duplicates were removed using the “duplicates items” function. Title and abstract screening were conducted by two independent reviewers, guided by eligibility criteria for this review. No authors or institutions were contacted to identify additional sources.

Inclusion criteria

This review only included English language publications from January 2000 until October 2022. Studies that were cross-sectional, case-control, and cohort in design, and presented findings about the association between education and ECC among children below the age of six years were included.

Exclusion criteria

As the aim of this review was to assess the association between parental education and ECC, studies focusing exclusively on ECC prevalence were excluded from this review. Ecological studies were excluded as well. Review papers and non-primary quantitative research papers were excluded from the full-text review screening and analysis.

Data extraction

The data extraction was performed in four phases. The first phase was conducted by one reviewer (IA) who searched in the three databases for the information. In the second phase, the same reviewer screened the title and abstracts of all identified manuscripts and removed the duplicates. In the third phase two reviewers (IA and AN) reviewed the manuscripts independently and discrepancies were discussed with a third reviewer (MOF) to reach a consensus. The name of the author, publication year of the manuscript, study location, study design, study sample size, age of the children studied, study aim, data collection methods, and main findings were extracted from the studies included in this review. The extracted data from each study were compiled and summarized in Table  1 . In the fourth phase, the summarized data was shared with two experts for their review (CAF and EMRBC). Publications were retained only when there was consensus between the experts and the earlier three reviewers. In the fifth phase, the consensus document was shared with members of the Early Childhood Caries Advocacy Group ( www.eccagroup.org ) to identify other published ECC literature reporting on the association between ECC and parental education not retrieved by the original search strategy.

Synthesis of results

There were two steps for data synthesis. First, a descriptive analysis of the publications included in the review was conducted. The descriptions included countries where the studies were conducted, the study design, the journals (dental or non-dental) in which the studies were published and the results on the associations between maternal/paternal education levels and ECC. Countries where the studies were conducted were classified by World Health Organization region into Americas region (AMR); Eastern Mediterranean Region (EMR); African region (AFR), European region (EUR); Southeast Asian region (SEAR) and the Western Pacific region (WPR).

Next, open coding was applied for the identification of concepts, categories, or themes to generate initial codes that capture the main ideas emanating from the study findings [ 31 ]. The findings were used to revise the categories of the chart and establish key themes across the included manuscripts. From this analysis, a conceptual framework was created based on an analysis done using the socioecological model and revised by all authors. The developed conceptual framework could guide future empirical studies on the links between parental education and ECC. It can also guide policy making by identifying entry points for interventions and policies. For the current study, the conceptual framework illustrates how the exposure of interest (parental education) can directly or indirectly influence the outcome (ECC).

Role of the funding source

There was no funding for the study. The study design selection, data collection, data analysis, data interpretation and writing of the report were free from any form of influence. All authors had full access to all the data in the study and had final responsibility for the decision to submit for publication.

The initial search from PubMed, Web of Science and Scopus using the specified search terms yielded 1,551 potentially relevant articles. Of these, 193 papers were removed as duplicates, leaving 1,358 papers for title and abstract screening. Following that, 1,301 papers were excluded based on the eligibility criteria. Fifty-seven articles were eligible for full text screening. Studies that have ecological design or non-primary design, reported in a language other than English, did not assess the association between education related factors and ECC or had a sample of children older than six years were excluded. Finally, 49 studies that met the inclusion criteria were included in this scoping review [ 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 ]. All included articles assessed the association between maternal and/or paternal education and ECC. Figure  1 illustrates the flow of publication identification.

Study flowchart showing the flow of studies from retrieval to the final included studies

As shown in Table  1 , the studies included in the review were conducted in all the World Health Organization regions: SEAR ( n  = 14), AMR ( n  = 11), WPR ( n  = 11), AFR ( n  = 4), EUR ( n  = 5), and EMR ( n  = 4). When split by continent, the majority of the studies were conducted in Asia (52.1%), leaded by China [ 33 , 42 , 43 , 45 , 46 , 54 , 62 ]., This was followed by South America (16.7%), leaded by Brazil [ 39 , 41 , 53 , 55 , 56 , 59 , 64 , 71 ] and then followed by the Middle East (8.34%), Africa (8.3%) and Europe (8.3%). The least number of studies was conducted in North America (6.3%).

In addition, 42 (85.7%) studies were cross-sectional in design [ 32 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 48 , 49 , 50 , 51 , 52 , 53 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 70 , 71 , 72 , 73 , 74 , 75 , 77 , 78 , 80 ], three were case-control [ 47 , 54 , 79 ] and four were cohort [ 33 , 55 , 69 , 76 ] studies. In addition, 42 (85.7%) studies were published in dental journals [ 32 , 33 , 36 , 37 , 38 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 ] and seven (14.3%) studies were published in non-dental journals [ 34 , 35 , 39 , 40 , 49 , 50 , 51 ].

Of the 49 studies reviewed, 45 (91.8%) reported an association between maternal and or paternal education and the prevalence of ECC. These include 33 (73.3%) reports on maternal education [ 33 , 35 , 37 , 39 , 41 , 42 , 43 , 44 , 45 , 47 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 59 , 60 , 61 , 63 , 67 , 69 , 71 , 72 , 74 , 76 , 77 , 78 , 79 , 80 ], three (6.7%) reports on paternal education [ 34 , 40 , 62 ] and 9 (13.3%) reports on both fathers and mothers’ level of education [ 36 , 38 , 46 , 48 , 64 , 65 , 68 , 70 , 75 ] associations with ECC. Three (6.1%) studies did not find an association between ECC and maternal education [ 32 , 58 , 66 ], while one (2.0%) study did not find an association with paternal education [ 73 ]. In addition, two studies reported an association between maternal education and ECC but not with the father’s education [ 50 , 57 ].

Of the 45 studies that identified an association between maternal and or paternal education and the prevalence of ECC, 13 (28.9%) identified and association between maternal [ 36 , 45 , 51 , 56 , 57 , 66 , 71 , 72 , 74 , 78 , 80 ], paternal [ 45 ] or parental [ 48 , 62 ] level of education and the severity of ECC. In addition, different levels of maternal and or paternal education were associated with ECC.

The articles included in this scoping review that indicated an association between maternal and or paternal education and ECC suggest that achieving the SDG 4.1 – ensure that all girls and boys complete free, equitable and quality primary and secondary education - may reduce the risk of ECC at the family level in the future [ 81 ]. Table  1 summarizes the included studies.

Table  2 shows the possible pathways by which parental education may protect against ECC. The three mediating variables identified were all related to maternal education. The first was feeding practices: earlier introduction of sugary foods and drinks and higher risk of cariogenic feeding practices in children of mothers’ lower maternal education [ 82 , 83 , 84 ]. Second, higher maternal education was associated with better oral hygiene index, less plaque and Strep mutans count, and earlier introduction of fluoride toothpaste [ 58 , 80 , 85 , 86 , 87 ]. Third, higher level of maternal education was associated with the use of dental services and a higher proportion of dental visitation by children [ 88 , 89 , 90 ].

Figure  2 presents the conceptual model that situates maternal and or paternal education as a risk factor for ECC using the socioecological model. The findings from the scoping review suggest a household factor (parental education) influences the behavioral and biological risk of infants, toddlers, and preschool children for caries.

Conceptual framework depicting the relationships between contextual and individual factors and ECC. Blue arrows show the interactions between the variables analyzed in this study

The current evidence suggests that there is an association between maternal education level and ECC: the prevalence of ECC may be inversely related to the level of maternal education. There are however a few other insights revealed from our scoping review of the data.

First, the study findings suggest that parental education levels lower than 4 to 13 years were associated with higher risk for ECC while tertiary education is protective against ECC. Prior studies have indicated that adults’ access to tertiary education critically influences children’s general health, and lower levels in tertiary education adversely affect a country’s health situation [ 91 ]. This present review provides additional evidence to suggest that parental access to education above primary level of education – including maternal access to tertiary education – may lower the risk for ECC.

Second, not only did we find studies suggesting an inverse relationship between the prevalence of ECC and mothers’ educational level, but we also found studies suggesting an inverse relationship between the severity of ECC and mothers’ educational levels. A prior study had indicated that low maternal education increases the odds for treatment of ECC in the operating room using general anesthesia [ 92 ]. This suggests that low maternal education is associated with severe ECC as severe ECC is what requires treatment under general anesthesia [ 93 ]. Severe ECC affects general health and often causes pain, eating and sleeping difficulties, infection, impairs quality of life of affected children, results in absenteeism from school, and adversely affects the growth and development of the child [ 94 ]. It is therefore likely that regions of the world where poor attention is paid to maternal education, the risk of ECC may be high. Greater attention may, therefore, need to be paid to countries where the education of girls is given low priority in the attempt to reduce the global burden of ECC.

A region of interest is Africa, where the education of females is threatened by many factors such as conflict, economic deprivation, gender inequality, violence, traditional misconceptions, and social norms such as early marriage [ 95 ]. Africa is one of two regions of the world (the second is South-East Asia) with the highest burden of oral diseases [ 96 ]. The three studies that showed no associations between ECC and maternal education were conducted in countries in Africa [ 32 , 58 , 66 ]. A possible reason for these findings may be the high likelihood that the educational status of mothers largely cluster in the low educational status tercile. It is also possible that there are other drivers of the risk of ECC in the region beyond maternal education. Studies are, therefore, needed to unravel the role, impact, and pathways of influence of maternal and or paternal education on the risk of ECC.

We found that ECC risk behaviors such as feeding practices, hygiene practices and the use of dental services seem to be driven by the level of education of the mother. Children of mothers with low education tend to consume more cariogenic diets [ 82 , 83 , 84 ], use dental services less for preventive care [ 88 , 89 ] and have poorer oral hygiene [ 58 , 86 , 87 ]. These are known risk factor for caries [ 97 ]. Thus, the findings from this scoping review presuppose that healthier diets, better hygiene practices, and increased use of services may be possible pathways by which parental education protects against ECC. Testing this hypothesis requires further investigation. There was, however, a study that indicated that maternal educational status may not be associated with dental service utilization [ 90 ].

Of interest was the observation in the current study that there was more evidence of an inverse association between the prevalence of ECC and paternal educational level than the evidence that showed no association. This is unlike most studies that report no significant associations between paternal education and the child’s health [ 98 ]. Prior studies had indicated that fathers with higher education use resources more efficiently, improve their access to financial capital, have a larger social networking, better communication skills, and healthier behaviors [ 82 , 99 ]. These possibilities may have contributed to the lower risk of ECC. This postulation needs to be explored further.

Third, though there is a direct relationship between educational level and socioeconomic status, and socioeconomic encompasses income and educational attainment among others [ 100 ], the results of one of the studies suggested that education and not income was associated with the experience of ECC [ 33 ]. Some other maternal-related factors such as health beliefs, dental health locus of control, executive dysfunction, sense of coherence, dental self-efficacy, family organization, and access to social support may lead to better attitudes and behaviors and may explain the protective effect of mother’s education on childhood diseases [ 86 , 101 , 102 , 103 ]. These factors need to be explored in future studies.

The exact mechanism by which parental education links with ECC is complex and needs to be deepened. The reviewed studies suggest that higher maternal education protects against ECC through lower sugar consumption, later introduction of sucrose, better oral hygiene practices, and use of dental services. This relationship, however, does not seem to be result from a simple “increase in knowledge” provided by greater education. Rather, mothers with higher education are likely to be more aware of the risk of their children developing ECC, positively appraise the benefits of preventive actions, and have a lower sense of fatalism [ 104 ]. Psychosocial variables like perceived susceptibility, perceived severity, perceived benefits, and perceived barriers as represented by the Health Belief Model [ 105 , 106 ], possibly represent a pathway by which higher maternal education protects against ECC through different mechanisms. In addition, the Extended Health Belief Model, used to examine the role of self-efficacy for other health problems [ 107 , 108 , 109 , 110 ], can be used to examine the role of maternal self-efficacy for the prevention of ECC. Maternal education may also affect fatalistic health beliefs, inadequate knowledge of children’s needs, the prospect of living in deprived neighborhoods [ 52 , 111 ] and parenting style [ 112 ] all of which may increase the risk for ECC. The Extended Health Belief Model could also be combined with the Socioecological Model to understand contextual factors that directly or indirectly affects access of mothers and or fathers to education. Future studies on the link between parental education and ECC using theoretical models may help with identifying other parental related risk factors for ECC.

The Socioecological Model for the study of oral health in children [ 113 ] may also facilitate the study of other SDG 4 target’s direct and indirect influences on the risk of ECC. The current study on ECC and the SDG 4 suggests that the articles available on ECC is linked to only SDG 4.1. Thus, not only do we need a more comprehensive model developed to investigate factors that put children at risk of ECC using the parental education pathway, but models are also needed to enable us to learn how to ensure inclusive, equitable quality education and lifelong learning opportunities can reduce the risk for ECC.

The current study’s findings suggest several practical implications. Firstly, ensuring universal access to education and facilitating the educational progression of prospective mothers can potentially alleviate the burden of ECC. Additionally, there’s a call for policy implementations aimed at curbing teenage pregnancy, which is a pervasive factor contributing to school dropout rates and various adverse health outcomes throughout individuals’ live [ 114 ]. . Regarding future research directions, a systematic review with meta-analysis is needed to quantify the association between maternal/paternal educational level and the prevalence and severity of ECC. Such analysis could help identify regional and sub-regional level variabilities and provide information on the possible cutoff points at which the exposure variable (maternal/paternal education) significantly increases the risk for ECC. The systematic review and meta-analysis can also explore the role of contextual factors (fluoride in water, availability of health services) as a modifier of the effect of maternal and paternal educational level on the risk for ECC.

Despite the findings presented in this scoping review, a few limitations were identified. First, our search was confined to English-language literature, potentially excluding studies on the association between ECC and parental education published in other languages. This language restriction was strictly enforced during the article selection process for full-text review, ensuring transparency regarding the availability of eligible reports in languages other than English, as illustrated in Fig.  1 [ 115 ]. The decision to restrict our search to English literature was due to our inability to understand and interpret literature written in other languages. Second, our search was limited to three databases, which may have resulted in the omission of relevant articles not captured by the search strategy, possibly introducing selection bias. Despite these limitations, the study highlights plausible connections between ECC and parental education that warrant further empirical exploration in future research endeavours.

In addition, the current study was limited in its scope of definition of parents with no clear definition of the scope of parents – parents as biological parents or parents as caregivers. While biological parents typically refer to individuals who have a genetic relationship with the child, caregivers encompass a broader category of individuals responsible for providing care and support to children, including biological parents, adoptive parents, foster parents, grandparents, guardians, and other family members or non-family members entrusted with caregiving responsibilities. There are acknowledged complex distinctions on the impact of these roles on the health and wellbeing of children [ 116 ]. Understanding how these distinctions may affect the risk for ECC is crucial for comprehensively managing ECC.

The findings of this scoping review showed that higher maternal educational level protects against ECC, with lower consumption of cariogenic diet and better oral hygiene practices being possible mediators of this relationship. However, a link between paternal level of education and ECC was not consistently observed, with significant associations less frequently reported compared to maternal education. The link between parental educational level and the risk for ECC may be moderated by multiple contextual factors suggesting the need for more studies from regions of the world with low publication rate – Africa, Europe, and the Eastern Mediterranean Regions. Studies on how other SDG 4 targets may influence the risk for ECC are also needed.

Data availability

The datasets used and/or analysed for the study are publicly accessible. Data used are summarised in the publication.

Abbreviations

Early Childhood Caries

Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines

Sustainable Development Goal

Americas region

Eastern Mediterranean Region

African region

European region

South East Asian region

Western Pacific region

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Contributions

Authors contributions: M.O.F conceived the study. The Project was managed by M.O.F and C.A.F. Data curating was done by I.A., A.N., and E.M.R. de B.C. Data analysis was conducted by M.O.F., C.A.F., I.A., A.N. and I.G.S. M.O.F. developed the first draft of the document. R.J.S., I.A., A.N., O.B.A-B., H.D., J.I.V., B.G., D.D., I.G.S., A.A., C.A.F., E.M.R. de B.C. and M.E.T. read the draft manuscript and made inputs prior to the final draft. All authors approved the final manuscript for submission.

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Duangporn Duangthip and Jorma Virtanen are Associated Editors with the BMC Oral Health. Morenike Oluwatoyin Folayan and Maha El Tantawi are Senior Editor Board members with BMC Oral Health. All other authors declare no conflict of interest.

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Folayan, M.O., Coelho, E.M.R.d., Ayouni, I. et al. Association between early childhood caries and parental education and the link to the sustainable development goal 4: a scoping review. BMC Oral Health 24 , 517 (2024). https://doi.org/10.1186/s12903-024-04291-w

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Received : 22 March 2023

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DOI : https://doi.org/10.1186/s12903-024-04291-w

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World Conference on Early Childhood Care and Education Moscow, 22-24 September 2010

Oct 11, 2014

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World Conference on Early Childhood Care and Education Moscow, 22-24 September 2010. Broad Objectives

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• quality ecce
• improved quality
• investment mechanisms
• improved financial stategies
• poor improved societal benefits

Presentation Transcript

World Conference on Early Childhood Care and EducationMoscow, 22-24 September 2010 Broad Objectives To refocus global policy dialogue on the importance of ECCE to enable countries to accrue the proven benefits of ECCE (poverty alleviation; capital formation; child well being; educational attainment; reduction of inequalities between rich and poor;improved societal benefits)

To forge mechanisms for support to Member States to establish • Coherent and systemic approaches to stregthen ECCE national development efforts • Enhanced access and equity; with special attention to the most vulnerable and diisadvantaged groups • Improved quality and assurance standards • Viable models of governance for integrated holistic ECCE provisions • Improved financial stategies and investment mechanisms

To share good practices, research and lessons learned to inform policies and strategies for expanded access to quality ECCE, especially for the most vulnerable and disadvantaged children

Persisting Challenges • No common definition of Early childhood care and Education • No common standards or indicators for ECCE (holisitc dimensions) • Weak or absent national policies for ECCE; in particular the neglect of 0 to 3) • Poor governance, coordiation and integration; weaknesses in the provision of holistic services • Difficulties of going to scale while maintaining quality • Insufficient financing and investment

Partners and Preparations • Task Force • Expert Commitee • Regional networks: OECD, LAC, ARNEC, ADEA, etc • Regional Consultations; ADEA, RIGA, Arab States, LAC • Questionnaire for country offices to gather qualitative information (GMR) • Web forum and discussion • Commissioned papers

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