Where is the importance of home education today? Home education would be influenced by parents’ values and their teaching methods. We live in an era in which we emphasize the importance of parents' understanding of Christian home education in Christian families. If so, what is the value of parental child education in Christian families and what education would be desirable? This study emphasizes Christian nurturing in the family by studying Bushnell’s Christian nurture. Bushnell’s Christian Nurture tells two significant concerns of his ministry. First concern is all about the prevailing view of infant baptism. Although he did not deny the sacramental grace, Bushnell thought that the rite as practiced implied too sudden and radical a change in the character of the child. The approach seemed to him as unrealistic and verging on superstition. Bushnell’s second concern was a discontent with revivalism as the sole means of salvation. Even he was not opposed to all revivalism and revival conversion, because when he was a law student at Yale, a revival started him on his final career path. But he opposed all revivals because Calvinism did not teach a valid Christian experience. The situation in the United States at that time was the days of the Great Awakening, in which Jonathan Edward and others were active, and the main emphasis was on the total depravity of man, the grace of God, and the salvation through conversion and faith. In this context, it is very unusual for children born in Christian families to be recognized as Christians and to emphasize Christian nurturing for their children. Therefore, we examine Bushnell’s conversion, infant baptism, child care and evangelism, and seek implications for his family education. In addition, the importance of today’s balanced Christian home education is to cooperate with the church to provide Christian education to children with parent education and to become healthy homes.
I have been privileged to participate, lead, or observe countless reports of how the coronavirus disease 2019 (COVID-19) pandemic impacts the well-being of anesthesiologists and a consistent theme is the role of leadership in establishing esprit de corps. I have spent the past few years studying well-being, implementing initiatives, and generally talking, writing, and thinking about wellness. I would like to offer my observations of how the pandemic affects anesthesiologists now, will affect us during the catch-up phase, and how leaders can mitigate that stress. Listening to my colleagues around the country, it is clear that many are far more worried about the personal impact of the recovery than the initial first wave of the COVID-19 pandemic. If we are currently in the “Great Pause,” we will next be entering the “Great Catch-Up.” Morale must be nurtured, and it will likely be greatly strained heading into the slog of “catching up.” Some leaders seem to take morale for granted out of a sense of expected professionalism, forgetting that the best of us can become strained over time. Dedicated professionals stretched too thin for too long can burn out, disengage, get depressed, or tragically even become suicidal.1 The times we find ourselves in are most certainly a strain, but the unknown we will venture into following this will be done without any of the usual comforts of normalcy we have come to rely on for rejuvenation, reassurance, and endurance. The need for compassionate, honest, and servant leadership will be profound, whether you are leading a team in the operating room (OR) or a department. SOURCES OF CHALLENGE Articulating the personal impacts of the COVID-19 pandemic may help us address them. The short list below of stress sources is designed to start the conversation, but integral to meaningful self-compassion is this acknowledgment: whatever you are experiencing is a normal human response to an extraordinary human event. What we do as leaders can open a safe space for people to better express their needs and for us to meet them. The Practice of Medicine Clinicians are no stranger to long hours, death, and tragedy, but for those on the very front lines of this pandemic, those experiences are being amplified and repeated. I won’t even begin to describe the deluge of traumatic daily events many in our ranks are experiencing—I’ll leave that for them to express as only someone who has walked through a thing can. Physical Health Personal risk stokes anxiety about the availability, use, and reuse of personal protective equipment (PPE), risk of illness to self or family, and the emotional impact of caring for a sick colleague. This rightfully has been the primary “wellness” focus during the pandemic. Psychological Safety “Gaslighting,” or attempting to convince someone of something that is contrary to what they know to be true, can be psychologically disorienting. With fluctuating, and occasionally contradictory, local and national recommendations on PPE and practice, one can easily see how this perception can needlessly develop. This highlights the need for honest, transparent, and consistent communication from leadership that acknowledges the unprecedented nature of the challenge, and that we are working outside of what we previously felt was optimized practice (eg, reuse of single-use PPE). There is a vast difference between saying: “You don’t need PPE because this situation is far safer than we thought” and “Look, we don’t have enough masks and we need to think outside the box to conserve them for the very highest risk situations.” Training Stressors Trainees may have either copious free time with limited educational experiences or responsibilities beyond their capabilities, unclear supervisory chains, and taxing duty hours, despite the Accreditation Council for Graduate Medical Education (ACGME) affirming its nonnegotiable commitment to appropriate PPE, supervision, and duty hours.2 Financial Stressors Financial strain affects clinicians from trainees to near-retirees. Trainees may see expected jobs disappear or may find themselves unable to obtain board certifications linked to bonuses. Some practicing clinicians are facing pay cuts or even unemployment. Concerns about the financial effects lingering for months exacerbate clinician’s worries about debt repayment, childcare costs, and anticipated retirement dates. Family Stressors Clinicians at all stages feel familial pressures and limited bandwidth to comfort and serve loved ones. Anyone with small children understands the chasm between a “vacation” and a “family trip.” Families previously relying on daycares, schools, and activities scramble to find solutions while still having work obligations from home. At home, they may need to relieve a partner who has been trying to work from home, learn how to homeschool and reassure bored and anxious children. Some clinicians are directly caring or indirectly monitoring older relatives and may be further stressed by a lack of information. Bringing home illness to the family harangues minute-by-minute behavior when working. Existing familial stressors are aggravated, including sensitive issues of domestic violence, illness, and financial insecurity. Social Stressors Forced home by quarantine, illness or furlough or living away from family, isolation limits life-sustaining connectivity. Also, social distancing and travel restrictions have eliminated countless trips and vacations. For those already experiencing burnout, these are not mere frivolities, but often lifelines and sources of restoration and hope. Professionalism Stressors Lurking feelings of inadequacy or guilt may plague clinicians faced with the accomplishments of colleagues, particularly those who are willingly working outside of their expertise, unable to practice or with minimal patient care-loads. Other activities related to career and promotion are also stalled, including interviews, presentations, and networking at national meetings, visiting professorships, and lectures. SOURCES OF REMEDY I would like to highlight some preferable organizational behaviors. I also want to emphasize that this situation exposes the human toll of what we do and does create an opening for people to be more proactive about their own well-being. We ought to both meet this need and seize this opportunity Occupational Health We all watch the news and understand that there is not enough PPE to use in the manner we have always been taught is “best” for this situation. We must continue to advocate for the safest modes of conservation and limited reuse of PPE, industrious test usage, and meticulous workflows to limit PPE waste. Leaders must openly discuss concerns regarding limited PPE and explain the rationale for their organization’s decisions. Wellness Resources Copious resources are being developed or offered gratis in areas like physical fitness, mindfulness, entertainment, and childhood education. Collation of these resources is being done by nearly every national organization (eg, American Board of Anesthesiologists, American Society of Anesthesiologists, American Medical Association) and these lists, complemented with existing and emerging local resources, should be provided to clinicians. Low utilization of effective resources should not occur due to a lack of awareness. Childcare Emergency childcare is offered through established portals (eg, Care.com) or newly created exchanges (eg, preclinical medical students hoping to help in a tangible way). Departments and organizations should assess the needs of clinicians to establish who is being disproportionately affected by the lack of childcare, especially as we head into periods of “catch-up” work with extended hours when these needs may escalate. Peer Support Peer support is established as a particularly effective method of recovery following traumatic events.3,4 Many departments already have peer support programs, but for those who do not or who have nascent programs, it is critical to encourage proactive informal peer support. Connectivity Varied methods of virtual connectivity reduce isolation and foster community. These can be in the form of virtual daily briefings, social gatherings, education and instruction (I’ve seen everything from meditation to sourdough bread making), or psychological support sessions. Secure messaging applications (eg, Slack) to rapidly disseminate information and encouragement in a way that is too cumbersome through traditional e-mail can also be helpful in organizing the mountains of new information we must master. Career Issues Some are experiencing career-defining periods of rapid academic productivity due to the increase in nonclinical time, while others with primary care giving responsibilities are unable to seize 30 minutes of uninterrupted time and thus find themselves academically stalled. These opportunity disparities must be taken into account moving forward for those in academic medicine, especially when we enter the “catch-up” phase. Offering a grace period of 6–24 months for productivity requirements could address these concerns. Morale Beyond all of these areas, discrete and intentional methods of specifically nurturing morale are vital, especially as we head into the arduous task of “catching up.” Express gratitude a lot. Feed people often. Reach out, be extra kind and extra patient. Listen to and laugh with your colleagues. Ultimately, a happy team is an effective team.5 Leadership Leaders in these times can offer stability in times of great uncertainty. Shanafelt et al6 described the characteristics of leaders associated with lower rates of burnout and found that literally every good leadership practice helped. In a time when people are looking to their leaders more than ever, I would emphasize again a continued commitment to encouraging proactive self-care and utilization of well-being resources according to each’s need. Offer honesty and transparency, knowing how educated those led already are, hopefully avoiding those “gaslighting” moments of false reassurance. Additionally, even the best leaders will have blind spots, so establishing lines of anonymous feedback will yield concerns not previously acknowledged (eg, intermittently monitored, single-question online survey left open as a “comment box”). Finally, just as with our patients, in times of stress, people will often not fully digest everything said to them, so repetition, while sometimes frustrating, is important. Morale is likely high right now due to astounding camaraderie, but that may be challenged on reentry as we wade into our new normal, requiring redoubled well-being efforts going forward. Proactive morale building and connectivity fostering, coupled with transparent and honest leadership, will be critical. DISCLOSURES Name: Amy E. Vinson, MD. Contribution: This author wrote the entire manuscript. Conflicts of Interest: A. E. Vinson is the Chair of the American Society of Anesthesiologists’ Committee on Physician Well-being. This manuscript was handled by: James A. DiNardo, MD, FAAP.
Background: Lack of childcare for children aged 0-3 years has emerged as a global crisis, accentuated by women's increasing workforce participation and recognition that young children require nurturing care. Through this systematic review, we sought to examine associations between childcare centre attendance in low- and middle-income countries (LMICs) and children's health, growth, and development, and to generate childcare centre programmatic and research recommendations for children aged 0-3 years. Methods: We systematically searched PsycINFO, MEDLINE, PubMed, and Cochrane for articles on centre-based childcare for children aged 0-3 years in LMICs, published between 2000 and 2021 in English (or which were translated into English). We excluded articles on specialised subgroups or interventions. We imported the retrieved articles into Covidence for review and assessed them for bias using the National Institutes of Health (NIH) quality assessment tool. Results: Twenty-two articles (24 studies) met the inclusion criteria, encompassing 36 927 children from 10 countries across Mexico and South America (n = 12), Africa (n = 5), and Asia (n = 5). Outcomes included health (n = 12), growth/nutrition (n = 6), and development (n = 6). Study quality assessments were low; 41% exceeded 50% of quality criteria and 45% adjusted for confounders. Associations between childcare attendance and outcome measures were primarily negative for health (n/N = 7/12) and positive for growth/nutrition (n/N = 5/6) and development (n/N = 4/6). Childcare centre programmatic recommendations for children aged 0-3 years included: age-specific policies; program quality, including safety, hygiene, nutrition, and curriculum; access and affordability; parent engagement; financial support; and workforce development. Research recommendations included: study design, including enrolment age, frequency, duration, childcare type, home and childcare sociodemographic and cultural environments, child and caregiver outcomes, and analytical approaches; longitudinal studies; and implementation research. Conclusions: Rigorous primary research in global childcare for young children is urgently needed. Policies, programmes, and investments in high-quality childcare can promote nurturing care for young children, enabling mothers to participate in the workforce. Registration: PROSPERO: CRD42018105576.
Farah Behbehani, Alysse J. Kowalski, Helina Selam et al.
Attachment Biobehavioral Catch-up (ABC; Dozier et al., 2006) is a 10-week, in-home intervention primarily for early childhood aged children (ages 6 months-2 years). The ABC intervention seeks to teach parents how to provide nurturing care and engage in appropriate interactions with their children. ABC has been identified as a Level 1 evidence-based practice by the California Evidence-Based Clearinghouse for Child Welfare. However, to date, there has been no systematic review presenting the overall evidence behind ABC available in a peer-reviewed journal. The objective of this review is to address this gap by synthesizing prior literature and evidence, specifically evidence from randomized control trials (RCTs), regarding the effectiveness of the ABC intervention and to determine the contexts in which the intervention has been implemented. To complete this review, literature was searched across three bibliographic databases and relevant Web sites. Only RCTs examining child outcomes were included in the review. Using identified search procedures, 10 articles discussing RCTs which tested the efficacy of ABC were identified. Findings indicate that ABC is effective, when implemented with child-welfare-involved children, at improving emotion regulation, improving externalizing and internalizing behaviors, increasing normative developmental functioning, and attachment quality. Sample information from the 10 RCTs identified is presented as well as additional study characteristics.
Preterm infants have maturational delays in several neurobehavioral systems. This study assesses the impact of the Family Nurture Intervention (FNI) in the neonatal intensive care unit (NICU) on the maturation of autonomic regulation of preterm infants. Preterm infants born at 26-34 weeks postmenstrual age (PMA) were assigned to groups receiving either standard care (SC) or SC plus FNI, using a randomized controlled trial design. At two collection time points, approximately 35 weeks and 41 weeks PMA, electrocardiograms (ECG) were monitored for approximately 1 hour during sleep. Heart rate and respiratory sinus arrhythmia (RSA) were quantified from the ECG. Across the two time points, the FNI group exhibited greater increases in RSA (Cohen's d = 0.35) and slope between RSA and heart rate, as a measure of vagal efficiency (Cohen's d = 0.62). These results document that FNI resulted in enhanced autonomic regulation consistent with greater maturation of cardiac function. These and previous findings strongly suggest that facilitating early nurturing interactions and emotional connection between preterm infants and their mothers is a practicable and effective means of optimizing postnatal development in preterm infants. Interpretation of these autonomic function results also enriches our understanding of the potential long-term beneficial outcomes of FNI by drawing upon polyvagal theory, which explains how autonomic state provides a neurophysiological platform for optimal co-regulation between infant and caregiver, and by drawing upon calming cycle theory, which provides a model for understanding how repeated mother/infant calming interactions positively condition autonomic state and reinforce approach, prosocial behaviors.
Stephen W. Porges, Maria I. Davila, Gregory F. Lewis et al.
This essay engages with the generative potentials and necessity of attunement to place in education. I focus in particular on what bringing Indigenous and Black feminisms and feminist new materialisms into conversation, might mobilize towards unsettling the anthropocentric, colonial and anti-black inheritances of early childhood education. I situate my engagements with place within ongoing and intensifying anthropogenic environmental precarity that underline the imperative of more relational ways of living and learning in always already more-than-human worlds. In bringing feminist new materialisms into conversation with Indigenous and Black feminisms, I am interested in mobilizing relationalities that unsettle human centeredness while also disrupting the universalization of the category of the human.
This study deals with the matter of evaluation in early childhood education concerning mathematical knowledge. It aims to identify which skills are prioritised in the evaluation of preschool classes from a public school. The methodological design is the Case Study, and it is based on the documentary analysis. Fifty-two descriptive evaluation documents elaborated by eight teachers were analysed, taking into account the objectives provided by the Brazilian National Curriculum for Early Childhood Education. The data indicate that most of the mathematical skills related to “Number and Numbering System”, “Greatness and Measures” and “Space and Shape” are evaluated and recorded in the documents. It is noteworthy the absence of references to the notions of successor and predecessor, comparison of numeric writings, the monetary system, and bi and three-dimensional representations of objects.
Crislaine de Anunciação Roveda, Cristina Cavalli Bertolucci, João Alberto da Silva
The present article addresses the application of cinematographic language in educational practices aimed at Early Childhood Education. The central objective is to highlight the relevance of structured planning for the integration of this language, considering children as active participants in all stages related to this practice. In this perspective, the work is divided into stages. The first stage provides a brief history of cinema and its incorporation into education, with a focus on Early Childhood Education. The second stage discusses the importance of planning educational practices in Early Childhood Education. The third stage presents a real possibility of working with cinema based on interviews with teachers. In this way, it seeks to contribute to the broadening of understanding regarding the intersection between Early Childhood Education and Cinema, offering concrete possibilities for effective planning led by teachers from a Municipal Early Childhood Education Center. This planning aims to encompass meaningful proposals grounded in cinematographic language. The research methodology is qualitative, employing semi-structured interviews as a tool for data collection, directed towards teachers and children involved in the investigated educational context.
Ana Paula Dallagassa Rossetin, Beatriz Maria Zoppo, Vaniza Sezinando Sant’Ana
ABSTRACT The purpose of this article is to present some reflections on concepts and fields of action of education management and the implementation of policies that allow delimiting the field of educational and school management and offer possibilities for establishing parameters and indicators to monitor and evaluate early childhood education. The argumentation will go towards delimiting some concepts, distinguishing fields of action in educational management, problematizing conceptions and decisions taken within the scope of policies for early childhood education and presenting monitoring and evaluation as important tools to subsidize the educational management and management of early childhood education institutions with data that are relevant to the improvement of the quality of educational provision in kindergartens and preschools, assuming that there is no municipal policy of early childhood education that meets children in a qualified way, without educational management and the management of the educational institution being imbued with mechanisms to monitor the actions of evaluation of the process and the results obtained. From this perspective, one of the major challenges to be faced is the translation of the policies formulated into practices and actions and the development of monitoring and evaluation processes that guarantee access to and the provision of qualified early childhood education.
Emerging research on the benefits of early childhood education has sparked interest in making preschool education universal to improve children's readiness for school and their subsequent achievement of social, economic, and professional success. The implementation of early childhood education (ECE) programs, which aim to prepare 4-year-old children for school, has resulted in an increase in public funding. This increase can be attributed to the positive effects of the ECE program on children, as demonstrated by the academic skills of the children measured, which fall within the national average. These abilities include the ability to read and write, speak and understand mathematics, and recognize patterns in numbers. "Investing as early as possible, from birth through age five, in disadvantaged families yields the highest rate of return in early childhood development." Thus, the community and local government are required to actively involved in managing preschool structures, enhance the supervision and management of early childhood education. Common challenges encountered recorded nearly half of all teachers acknowledged to having significant levels of stress and burnout over the previous several years, mental health issues, low compensation, etc. Furthermore, NIEER research findings reveals only five states Hawaii, Michigan, Rhode Island, Alabama, and Mississippi meet all ten national program quality standards, which include putting child development guidelines into practice and offering professional development to teachers. Thus, this paper recommends that when formulating schools' improvement strategies, the Department of Education should take into account the enrollment rate in early learning and kindergarten institutions. All early childhood professional development programs aim to improve children's learning in the behavioral, social-emotional, communicative, and cognitive domains over the long run through indirect means.
