Why Are Young Children Not in Child Care? Typologies of Child Care Non-Use among Canadian Children under Six Years

Pulmonary Complications and Chronic Conditions of Down Syndrome during Childhood: An Agenda for Clinical Care and Research

Cerebral palsy (CP) is the most common physical disability in Canadian children. The comprehensive care of ambulatory children with CP functioning at Gross Motor Function Classification System (GMFCS) level I and II was covered in a previous practice point. This companion document focuses on the care of children with CP functioning at GMFCS levels III to V. Children functioning at GMFCS level III and IV mobilize using devices such as a walker, canes, or powered mobility, while those functioning at GMFCS level V require assisted mobility, such as a manual wheelchair. An overview of key concepts in early detection, rehabilitation services, and therapeutic options for children with CP at these levels is provided, along with practical resources to assist health surveillance for paediatricians caring for this population.

Putting the Child Back Into Child Care: Combining Care and Education for Children Ages 3‐5

Providers perspectives on self-regulation impact their use of responsive feeding practices in child care

Learning objectives In this chapter you will: • Develop your understanding of the evidence-based nursing assessments and interventions used in the care of acutely ill infants and young children • Develop your understanding of the aetiology, signs and symptoms of key acute illnesses experienced by infants and young children in Australia • Consider the developmental needs of infants and young children in the planning and implementation of nursing care • Explore the impact of illness and hospitalisation on infants and young children Introduction Children contract infections regularly during early childhood, and are also at risk of injury; thus they can experience episodes of acute illness. For the most part, these episodes are of short duration and resolve with the care of parents at home, sometimes with support from community health care professionals such as a general practitioner. However, in some instances the illness can reach a level of severity that requires nursing care and medical treatment in a hospital setting. Children aged 0–4 years are the most common age group presenting for care in an emergency department (AIHW, 2015). Infants and children are still developing, so they have physiological and anatomical differences from adults that require specialist skills and knowledge. Hospital environments can be challenging for both the young child and their family. For many families, visiting the emergency department with their sick child may be the first time they have ever had to seek acute care from a hospital. It is important that nurses understand this, and that we ensure the child's care is delivered in a way that is supportive and respectful of the individual child and their family. In Chapter 6, you were introduced to primary assessment of infants and children and recognition of the sick or deteriorating child. In this chapter, some key nursing considerations and interventions for the acutely unwell child will be discussed. Following this, you will explore some of the illnesses children can acquire that may require hospital care. You will be asked to reflect upon the nursing management of some of these conditions through review of case studies and reflective questions.

Despite scarce empirical research in most countries, evidence has shown that young children are unsupervised or under the supervision of another young child while their adult caregivers attend work or engage in other activities outside the home. Lack of quality supervision has been linked to unintentional childhood injuries and other negative outcomes. Nationally representative, population-based data from rounds four and five of the Multiple Indicator Cluster Surveys (MICS) and four to eight of the Demographic and Health Surveys (DHS) from 61 low- and middle-income countries were used to estimate prevalence and socio-economic factors associated with leaving children under five years old home alone or under the care of another child younger than 10 years of age. Socio-economic factors included age and sex of the child, rurality, wealth, maternal education, and household composition. Large variations in the prevalence rates (0.1–35.3% for children home alone and 0.2–50.6% for children supervised by another child) and associated factors have been recorded within and across regions and countries. Understanding why and under what conditions children are home alone or under the supervision of another child is crucial to the development of suitable policies and interventions to protect young children, promote healthy growth, and support caregivers.

Child care setting affects salivary cortisol and antibody secretion in young children

Over recent decades, two prominent trends have been observed in Canada and elsewhere: increasing prevalence of childhood overweight and obesity, and increasing participation of women (including mothers) in the paid labour force and resulting demand for child care options. While an association between child care and children's body mass index (BMI) is plausible and would have policy relevance, its existence and nature in Canada is not known. Using data from the National Longitudinal Survey of Children and Youth, we examined exposure to three types of care at age 2/3 years (care by non-relative, care by relative, care in a daycare centre) in relation to change in BMI percentile (continuous and categorical) between age 2/3 years and age 6/7 years, adjusting for health and sociodemographic correlates. Care by a non-relative was associated with an increase in BMI percentile between age 2/3 years and age 6/7 years for boys, and for girls from households of low income adequacy. Considering the potential benefits of high-quality formal child care for an array of health and social outcomes and the potentially adverse effects of certain informal care options demonstrated in this study and others, our findings support calls for ongoing research on the implications of diverse child care experiences for an array of outcomes including those related to weight.

This paper investigates Australian parents’ child care decision-making, including the motivational and influential factors that they attribute to their choice. Research demonstrates that child care decision making is multifaceted, involving a combination of child-related, personal, familial and contextual considerations. Existing research has tended to compare centre-based child care users with those using family-based options, and has not examined differences in the decision-making of parents who using different centre-based options. This study compared the characteristics and child care choices of parents using long day care (LDC) with those using preschool services to determine (1) whether they differ demographically and (2) if their reported child care decision-making motivations and influences diverge. Participants were 1418 parents who completed a nationally-distributed survey in which they provided demographic information, specified their reasons for choosing to use child care, and rated the importance of factors that influenced their child care choice. LDC parents had, on average, younger children, worked longer hours and resided in areas with lower socioeconomic resources than preschool parents. When compared with preschool parents, those using LDC were more likely to nominate pragmatic factors as influencing their child care decision making. External pressures, mainly related to educational outcomes, were more salient for preschool than LDC parents. However, both groups of parents similarly rated child-centred factors as the most important overall influence. Our findings add complexity to current understandings of parents’ child care decision making by showing that parents should not be treated as a homogenous group by policy makers, providers, and researchers.

Population studies suggest that standard parenting and mental health interventions are less effective for children in out-of-home care than they are for children at large. Complex maltreatment-related difficulties experienced by children in care typically follow a long-term developmental course and have trait-like durability. The evidence base for mental health and relational interventions for children in care should not therefore be inferred from studies of clinic-referred children at large, or of maltreated children who grow up with their parents. This chapter reviews the evidence from studies carried out with children and/or carers in family-based out-of-home care – focusing on findings from randomized controlled trials (RCTs) that included measures of children’s mental health and/or relational competence. The review identified relatively few RCTs conducted with this population. At this time, no intervention for traumatic stress symptoms has been adequately evaluated with children or adolescents in OOHC. The best-supported individual child interventions are Fostering Healthy Futures (FHF), a nine-month preventive intervention for older pre-adolescent children (9–11 years), consisting of manualized skills groups, and individual mentoring; and Kids in Transition to School (KITS), a school readiness programme that helps young foster children acquire self-regulation and early literacy skills prior to starting school. Attachment and Biobehavioural Catchup (ABC) is the only caregiver-child dyadic intervention that has demonstrated short-term and long-term efficacy, as measured in two well-designed RCTs. There is good evidence that the ABC intervention has a therapeutic effect on the stress regulation, attachment security and neurodevelopment of infants and toddlers in care, as well as on foster carer sensitivity. The most promising group caregiver training intervention is Keeping Foster Parents Trained and Supported (KEEP). Two RCTs have identified KEEP’s short-term efficacy and effectiveness in improving children’s mental health and relational competence, using a valid control intervention (additional caregiver training). However, we lack evidence of KEEP’s long-term effectiveness. The present review highlights several shortcomings in the design of RCTs carried out with this population, that should be addressed in future evaluation studies, namely the need for long-term follow-up measures; and use of low intensity control interventions rather than waitlist or ‘usual care’ conditions.

The high cost of child care is a barrier to employment among low-income families with young children. Child care subsidies are designed to support both parental employment and child development by lowering the cost of child care and making high-quality child care affordable to low-income families. This policy brief compares the shares of income spent on child care in 2005 and 2011 using data collected by the U.S. Census Bureau. Authors Kristin Smith and Nicholas Adams report that child care expenditures were higher on average in 2011 than in 2005 (in constant 2011 dollars) and that employed, poor mothers with child care expenses spent more than one-third of their incomes on child care in 2005 and 2011

This chapter focuses on research into the well-being and employment experiences of mothers who have a child with special health-care needs. The aim of the research is to explore the challenges that mothers face when caring for a child with special health-care needs. Data are used from 13 face-to-face interviews with Australian mothers currently engaged in paid employment outside the home who also care for a young child with chronic health conditions and/or developmental challenges. Child and family characteristics with emphasis on health, well-being, quality of relationships and social supports of mothers are considered. Special focus is given to cultural contexts of families with babies and toddlers with special health-care needs. This perspective is particularly important, so cultural diversity, strengths and individuality within and across all families can be honoured and respected. In addressing such diversity, the research also examines mothers’ employment and work experiences, taking into account how duties (alongside employment demands) may affect work/life balance and equitable engagements in social and community contexts. Many mothers reported diminished physical and psychological well-being across a range of outcomes. A high proportion reported significant levels of social and partner support; however, employment experiences reveal difficulties in work/life balance. Findings are discussed in terms of implications for theory, practice and future research in an Australian context. Taking an expanded view of ecological theory in order to understand the well-being of Australian mothers is highlighted, and how this may (or may not) affect the lives of young children with special health-care needs.

Using 1991 and 1996 Children's Living Status Survey (CLSS) data and childcare data from various sources, this study examines families' childcare choices for their' preschool children. A Multinomial Logit model is used to analyze whether families' socio-demographic factors are important to families' childcare choices, as well as whether policies that improve the quality of child care or reduce its costs for parents would affect families' childcare choices. The results indicate that families' childcare choices are varied by family's need for care, mother's tastes and preferences, the availability of informal care, and the cost of center care. However, the effect of the number of children per child care worker (presumably the quality of care) does not have a significant effect on families' decisions about care arrangements, although the effects are in the expected direction. The contribution of this paper is that this is the first work to jointly examine the socio-demographic factors (representing the resources inside the family) and the contextual factors (representing the resources outside the family) on families' childcare choices for their pre-school age children in the hope that by understanding the important determinants of families' decisions, a sound child care or family policy can be formulated to meet the different needs of families with young children in search of the accessible and high quality of child care for their pre-school age children.

Patient Education| 2021 Managing Chronic Health Needs in Child Care and Schools—Allergic Skin Conditions Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Facebook Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Managing Chronic Health Needs in Child Care and Schools—Allergic Skin Conditions. Pediatric Patient Education 2021; 10.1542/ppe_document003 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All AAP SitesAll PublicationsPediatric Patient Education Search Advanced Search Subjects: Managing Chronic Health Needs in Child Care There are different types of allergic skin conditions.Eczema (atopic dermatitis) is a chronic skin condition that causes the skin to be overly sensitive to many things. It can affect older children and younger children. In older children, it most often affects the inside of the elbows, the back of the knees, the wrists, and the neck. In younger children, it may cause just dry, rough patches of skin, particularly on the face and trunk. Sometimes, the patches become open or even infected. These patches may appear thickened and leathery.Hives (urticaria) are itchy, swollen papules (like bumps or pimples) or plaques that can move to various parts of the body. Urticaria is an acute condition that happens quickly and usually resolves in a few hours to several days. Occasionally, hives can be chronic and can last months. Hives can be... © 2019 American Academy of Pediatrics. All rights reserved. You do not currently have access to this content.

Sharne Rolfe brings an excellent discussion of attachment principles, research and applications to an exceedingly important topic, the relationships between child care teachers/providers and young children. It is a important resource for the current and next generation of early childhood professionals and researchers, and it will be a key resource for the growing international discussion about child care teacher/provider and child relationships.' Helen H. Raikes, PhD, The Gallup Organization, and Society for Research in Child Development Consultant, Administration for Children and Families, USA a timely synthesis of current knowledge concerning attachment and its implications for contemporary practice.highly relevant for use in college and university early childhood programs and a valuable resource for directors and staff in children's services'Alan Hayes, Professor of Early Childhood Studies, Macquarie University particularly valuable in highlighting the crucial importance of taking a relationship-based approach when working with young children.'Pam Linke, Manager, Centre for Parenting, Child and Youth Health, South Australia This accessible and lively exploration of the importance of attachment for infants, young children and their parents, should be essential reading for all professional caregivers and for policy makers concerned with the mental health and well being of our future generation.' Ruth Schmidt Neven, Director, Centre for Child and Family DevelopmentIn heated debates about whether childcare damages young children, attachment theory has been seen as anti-childcare'. Rolfe rethinks this perception, demonstrating instead that understanding attachment is essential to good childcare practice. Rethinking Attachment offers a thorough explanation of attachment theory and explains how security, autonomy and resilience in young children can be promoted in childcare settings through a sound understanding of attachment principles.With examples drawn from practice, Rolfe examines the relationships between children and their carers, between parents and carers, and between carers themselves. She also shows how secure attachment relationships with parents and carers influence transitions to childcare, preschool and school.