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Changes in social and family structures, gender roles, and working environments have led some countries to introduce integrated centers for early childhood care and education (ECCE) for children ages zero to five years, combining the advantages of preschools and childcare centers. ECCE services are becoming increasingly important for countries as a support system for working parents. In countries such as Sri Lanka, where female participation in the labor force is low in comparison with international standards, providing affordable childcare services could also help more mothers to enter the labor market. Responding to the needs of employees, child development centers in the plantation areas in Sri Lanka are already providing integrated childcare services for children in this age group. The increasing demand for affordable childcare services and the growing recognition of the benefits of holistic early childhood development have brought ECCE to the forefront of Sri Lanka's development agenda. Well-designed ECCE systems can improve the lives of children and families and provide significant advantages to national economies. Access to effective ECCE can equalize learning opportunities by improving school readiness and by putting children on a more equal footing at the primary school level. These early advantages have proved to have a lasting impact, affecting both educational and earning potential in the adult years. The significant income inequalities in countries such as Sri Lanka could be addressed through investment in effective ECCE programs, and enhanced understanding of the benefits and potential long-term impacts of ECCE could help governments tailor programs to ensure maximum return on investment. This study seeks to answer the following questions: Is it more effective to provide early childcare and education services separately or in an integrated manner? Under what conditions would the provision of separate care and education services be more effective? The study provides an analysis of the ECCE environment in Sri Lanka, with recommendations for improvement within the current context. The information presented in the study is a starting point to foster the improved understanding of a complex subject area involving multiple stakeholders.

Children --- Early Childhood Education --- Preschool --- School Readiness --- Schools

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Education, Preschool --- Readiness for school --- Schoolrijpheid --- School readiness --- Education, Primary --- School grade placement --- School age (Entrance age) --- Children --- Infant education --- Prekindergarten --- Preschool education --- Early childhood education --- Nursery schools --- Education (Preschool) --- kinderpsychologie --- schoolrijpheid --- pedagogiek --- Education, Preschool. --- Readiness for school.

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In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country's official language(s). Thus, assessments of children before school age, conducted in a nation's official language, may not fully reflect a child's development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language of assessment, this study adapted and validated instruments to measure developmental outcomes, including expressive and receptive vocabulary. This study assessed 505 children ages 2 to 6 in rural communities in Western Kenya with comparable vocabulary tests in three languages: Luo (the local language or mother tongue), Swahili, and English (official languages) at two time points, five to six weeks apart, between September 2015 and October 2016. Younger children responded to the expressive vocabulary measure exclusively in Luo much more frequently than did older children: 44-59 percent of those ages 2 to 4, compared to 20-21 percent of those ages 5 to 6. Baseline receptive vocabulary scores in Luo and Swahili were strongly associated with receptive vocabulary in English at follow-up, even after controlling for English vocabulary at baseline: a multivariate regression of follow-up English vocabulary on standardized measures of receptive vocabulary in all three languages yields an estimate, for Luo, of ? = 0.26, SE = 0.05, p < 0.001; and for Swahili, ? = 0.10, SE = 0.05, p = 0.032. The study also found that parental Luo literacy at baseline was associated with child English vocabulary at follow-up, while parental English literacy at baseline was not: a multivariate regression on both measures, along with household controls, yielded, for Luo, ? = 0.11, SE = 0.05, p = 0.045; the coefficient on English was not statistically significantly distinguishable from zero (p = 0.18). The findings suggest that multilingual testing is essential to understanding the developmental environment and cognitive growth of multilingual children.

BPVS --- British Picture Vocabulary Scale --- Early Child Development --- Early Childhood Development --- Education --- Education For All --- Instruction Language --- Malawi Developmental Assessment Tool --- MDAT --- Multilingual Environment --- PPVT --- School Readiness --- Vocabulary Test

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This book considers how adults attempt to socialise young children into the adults it aspires to produce, from a number of diverse perspectives. The evolution of storytelling and its impact upon child development is initially explored, followed by the consideration of how social class, ethnicity, culture, and colonialism impact upon the ways that societies ‘school’ children about what to expect from adulthood. Different perspectives of early years education and growing up within a British/British colonial perspective are discussed and analysed. There is a focus throughout upon the way that children are constructed by the society in question, particularly those who are considered to be of lower status in terms of being poor, orphaned, or from ethnic groups against which the dominant culture discriminates. Topics covered by the chapters include topics covered by this Special Issue: current and historical constructions of childhood; the development of linguistic and ‘storying’ skills in childhood; childhood play and recreation; childhood and ‘folk’ narratives; philosophies of childhood; childhood and industrialisation; childhood and post-industrialisation; childhood education; childhood health; and cultures of childcare.

play --- institutionalisation --- social reproduction --- media --- human evolution --- children --- purposes of nursery schooling --- early-years education history --- school readiness --- poverty --- early childhood education --- abandonment --- colonialism --- racism --- schooling for parental responsibility --- childhood --- early-years education --- apartheid --- foundling hospital --- Africa --- narrative --- under-fives in elementary schools --- urban Lancashire demographic sample 1901 --- storying --- mythology --- open-air nursery --- maternal duties --- Susan Isaacs

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Demonstrating exactly how to use children's books to engage preschool-age children through movement, this book is loaded with storytimes that will have children standing up tall, balancing as they pretend to walk across a bridge, or even flying around the room like an airplane.

Preschool children --- Children's libraries --- Public libraries --- Libraries and preschool children. --- Readiness for school. --- Education, Preschool --- Activity programs in preschool education --- Activity programs in education --- School readiness --- Education, Primary --- School grade placement --- School age (Entrance age) --- Libraries --- Library services to preschool children --- Preschool children and libraries --- Activity programs in public libraries --- Books and reading. --- Activity programs. --- Services to preschool children