BACKGROUND: Measles supplementary immunisation activities (SIAs) are an integral component of measles elimination in low-income and middle-income countries (LMICs). Despite their success in increasing vaccination coverage, there are concerns about their negative consequences on routine services. Few studies have conducted quantitative assessments of SIA impact on utilisation of health services. METHODS: We analysed the impact of SIAs on utilisation of selected maternal and child health services using Demographic and Health Surveys and Multiple Indicator Cluster Surveys from 28 LMICs, where at least one SIA occurred over 2000-2014. Logistic regressions were conducted to investigate the association between SIAs and utilisation of the following services: facility delivery, postnatal care and outpatient sick child care (for fever, diarrhoea, cough). RESULTS: SIAs do not appear to significantly impact utilisation of maternal and child services. We find a reduction in care-seeking for treatment of child cough (OR 0.67; 95% CI 0.48 to 0.95); and a few significant effects at the country level, suggesting the need for further investigation of the idiosyncratic effects of SIAs in each country. CONCLUSION: The paper contributes to the debate on vertical versus horizontal programmes to ensure universal access to vaccination. Measles SIAs do not seem to affect care-seeking for critical conditions.
Iryna Postolovska, Stéphane Helleringer, Margaret E. Kruk et al.
The present work had as a line of research "The ludic in early childhood education" as a general objective to show the work of teachers in early childhood education regarding playfulness, such as playing and developing and the activities developed in municipal schools in Porto Nacional - TO , in the morning period of the pre-school that serves students aged between four and six years old. Twenty-three teachers collaborated for the field research in three schools. This research had a qualitative approach, with a descriptive and explanatory nature. In the first moment, there were collections of data obtained based on the application of the questionnaire, and the second part was to tabulate the data, generate the graphs and obtain the results and discussion. It is concluded that the tasks developed in the classroom regarding the ludic is valued by the pedagogues, they are specific methods, activities developed in the educational space are necessary for the student's reality and for the pedagogue who is as a mediator. The analysis of the results indicates that the teachers, in turn, work with the games, but the lack of adequate spaces makes the ludic pedagogical practices unsatisfactory.
Aim: To determine the immunisation status of children up to 15 years of age and factors associated with incomplete immunisation. Materials and Methods:Three hundred seventy-seven children in the age group 1 month to 15 years, attending regular outpatient department (OPD) were screened for their immunization status by direct questionnaire method and checking the immunization medical records.Children were divided based on their age in to 3 groups viz.<1 yr, 1 to 5 yrs, >5 yrs.Information regarding their residence, education status of their parents, community, various vaccines, and whether immunization status was complete, or incomplete was recorded.Results: The mean age of children ranged from 3.68±3.47years.Twentythree percent of the infants were incompletely immunised (p=0.006).Twenty seven percent of Muslims and 28% of Buddhists were incompletely immunised (P=0.003).Illiteracy in father and mother is associated with incomplete immunisation by 34.38% (P=0.0004) and 31.15%(P<0.001),respectively.Main reason for incomplete immunisation was non-availability of vaccine, as seen in 57.7% of cases.Other reasons include immunisation facility not available locally (32.7%), parents refusing immunisation for their children (30.8%), child unwell (5.8%), parent out of town (3.8%).We did not find any gender bias in our study.Also, in our study, no vaccine in universal immunization programme (UIP) had lower coverage as compared to other vaccines.Conclusion: Immunization status in children in India needs to be improved.Religious beliefs, literacy rates in parents seem to affect the immunization completion in the child.
Abstract Multiculturalism and anti‐bias education remain a significant area of pedagogical practice and scholarly inquiry for early childhood researchers and practitioners. Yet much less attention has been paid to detailing anti‐racist components within the classroom, and also within the broader field of early childhood education, including its foundational knowledge base. This article addresses this gap by advancing a framework for early childhood education informed by specific tenets of anti‐racism theory. Drawing on an analysis of White power and privilege and systemic racism, it outlines three main principles of anti‐racist early childhood education. Next, it presents a critical exploration of these principles and how they can be used to transform the existing paradigm of U.S. early childhood education, so as to offer equitable learning opportunities for racialized children.
In 1978, India launched the "Expanded Programme on Immunisation" (EPI) to minimise the prevalence of "Vaccine-Preventable Diseases" (VPDs). Despite years of health and medical progress, children in India continue to suffer from VPDs, and significant disparities in immunisation coverage may be seen among regions, states, socioeconomic groups, and other factors. Barak Valley's socioeconomic and environmental characteristics reveal an overall underdevelopment pattern. Furthermore, in the valley, healthcare services such as comprehensive immunisation institutional delivery are underutilised, resulting in poor immunisation coverage. Despite this evidence, there have been limited studies to identify the factors that influence child immunisation. In this context, this article is a modest attempt to identify and quantify the inequality in socio-economic factors in explaining inequality in Child immunisation in rural Barak Valley. A multistage stratified random sampling was used to collect information on immunisation and related variables by using a pre-tested questionnaire from the universe of children aged between 12-23 months of rural Barak Valley. And, binary logistic regression model has been used to analyse the data and draw inferences. The immunisation coverage is the Barak Valley region is very poor. The highest immunisation coverage has been observed for the BCG vaccine, around 90%. And with 64% coverage, vaccination against measles stands at the bottom of the list. The extent of full immunisation in the valley is not satisfactory at all. Around 54% of children aged 12-23 months have received all the WHO recommended vaccines, implying half of the eligible children are left out. The study identifies religion, a strong cultural affiliation that significantly influences the immunisation coverage of the child. Furthermore, the gender of the child, unequal access to ante-natal care, and birth order of the child are the prime factors associated with inequality in child immunisation in the region.
This literature review describes and analyses 19 peer-reviewed scholarly articles published between 2015 and 2020 that focus on the notion of the Anthropocene in early childhood education. The review is guided by two pairs of analytical concepts stemming from environmental history and the sociology of childhood. The results of the analyses are presented under the themes ‘entangled children of the Anthropocene’ and ‘extraordinary children of the Anthropocene’. These two categories of children recur in the reviewed articles, and a discussion follows about how these children pose different challenges to the purpose of education in the Anthropocene. The review concludes by noting research gaps in the current literature that would benefit from further analysis in future studies in the early childhood education field.
This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC staff, and is a strong predictor of children’s learning, development and well-being. Research suggests that leadership plays a central role in improving and sustaining process quality in ECEC settings. This literature review presents findings about: 1) the functions, roles and structures of leadership in ECEC settings, 2) factors that may support or hinder leadership and its effectiveness, 3) working conditions and professional development for staff, and 4) how these factors might impact process quality. The results suggest that supports for ECEC leadership may be needed to strengthen areas such as leadership recruitment, preparation and professional development, credentialing and compensation, job design and further research.
BACKGROUND: Limited evidence exists regarding the drivers of vaccination coverage and equity in Kampala city, despite frequent measles outbreaks, inequities in vaccination coverage, and the decline in vaccination coverage rates. This study was designed to determine vaccine coverage among children aged 12-36 months and to understand its demand-side drivers. METHODS: We utilized a mixed-methods parallel convergent study design. A household survey was conducted to quantify the drivers of vaccine coverage among households with children aged 12-36 months. We employed a multistage sampling approach to select households, using a primary sampling unit of an enumeration area. We conducted 30 key informant interviews, 7 focus group discussions, and 6 in-depth interviews with representatives from the immunization program, health workers, and parents residing in areas with low vaccine coverage. RESULTS: Of the 590 enrolled children, 340 (57.6%) were partially vaccinated, 244 (41.4%) were fully vaccinated and had received all the recommended vaccinations, and 6 (1.0%) had never received any vaccine. Of the 244 with all recommended vaccinations, only 65 (26.6%) received their vaccines on time. Access to vaccination services was high (first dose of diphtheria, pertussis, and tetanus [DPT1] coverage of 96%), but utilization decreased over time, as shown by a dropout rate of 17.3% from the first to third dose of DPT. The main driver of complete vaccination was the parents' appreciation of the benefits of vaccination. Among partially vaccinated children, the barriers to vaccination were inadequate information about vaccination (its benefits and schedule), vaccine stock-outs, long waiting times to receive vaccination services, and hidden vaccination costs. CONCLUSION: Vaccination needs to be targeted to all children irrespective of whether they reside in slum areas or nonslum areas, as most are under-vaccinated. Social mobilization and communication efforts should be tailored to the complexities of urban settings characterized by transient and diverse populations with different cultures.
Background The technological age of the twenty-first century has witnessed an upsurge in the demand for STEM education. Early childhood STEM learning and teaching has sparked attention among researchers.Purpose This study aims to provide a holistic review of current STEM research in Early Childhood Education (ECE).Sample We conducted a bibliometric analysis of 129 articles on early STEM education published in educational journals via Web of Science.Design and methods This study used VOSviewer to analyze and conduct a bibliometric analysis. Statistical analyses on publications included annual trends, grants, journals, publishers, research topic, publishing source, institutions, keywords, categories and classification, and researchers.Results The review found that (1) The majority of early childhood STEM research was conducted in developed countries such as the United States, Turkey, and Australia. (2) Key STEM literature in ECE studies tended to fall into major clusters such as STEM education, Robotics, and Mindstorms. (3) STEM in ECE studies were frequently associated with psychology in ECE.Conclusion The findings suggest a need for more multidisciplinary and cross-disciplinary studies on STEM research in ECE and advocate for the inclusion of the STEM research in ECE from broader geographical contexts.
Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era.
