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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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study examined the relationship between child labour participation and household wealth (in terms of livestock and cropland) considering representative sample smallholders from four (Kurfa Chelie, Kersa, Fedis, and Melka Bello) districts in eastern Hararghe Zone of Oromia regional state of Ethiopia. The descriptive statics showed that average family size was 5.45 individuals per household, which was larger than the national average (4.9) in 2016. In the study area, children with age interval of 4–14 years, that were the subject matter of this study, constituted 43.3% of the total population. Around 23% of sampled households spent less than 2471.22 Birr per annum per adult equivalent for home consumption, which is an amount based on the inflation adjusted poverty line. Households in Fedis district experienced the worst poverty head count score, wherein 44% of them could not satisfy the minimum living standard requirement. Double-hurdle model result revealed that livestock and cropland holding of smallholders significantly affect child labour participation in domestic work. This finding implies that household’s asset ownership (possession of larger livestock and cropland) would not initiate children to budget more time for their education. The model result also showed that household head’s education level significantly reduced children’s domestic labour participation in the study area. Thus, this research recommended that there should be improvement in households’ education and awareness level in the study area to improve child school enrolment. Finally, it is easy to say that the Wealth Paradox about child labour holds true for smallholders in eastern Ethiopia.",{"EN":974},"Effect of cropland and livestock ownership on child labour in eastern Ethiopia: empirical examination of the Wealth Paradox",{"VOID":976},"Basu, K., Das, S., & Dutta, B. (2010). Child labour and household wealth: theory and empirical evidence of an inverted-U. Journal of Development Economics, 91, 8–14.\nBhalotra, S., & Heady, C. (2003). Child farm labour: The wealth paradox. World Bank economic review (pp. 197–227). UK: Oxford University Press.\nBogale, A., & Korf, B. (2009). Analysis of poverty and its covariates among smallholder farmers in the eastern Hararghe highlands of Ethiopia, 2009 Conference, August 16–22, 2009, Beijing, China 51469, International Association of Agricultural Economists.\nCameron, C., & Trivedi, P. (2005). Micro econometrics—Methods and applications. New York: Cambridge University Press.\nCharles, D. O., Richard, T., & Osei-B, Yaw. (2014). Analysis of rural household poverty and farmers’ decision on child labour nexus using multinomial logit model. American Journal of Mathematics and Statistics, 4(6), 248–253.\nCockburn, J., & Dostie, B. (2007). Child work and schooling: The role of household asset profiles and poverty in rural Ethiopia. Journal of African Economies, 16(4), 519–563.\nCragg, J. (1971). Some statistical models for limited dependent variables with applications for the demand for durable goods. Econometrica, 39(5), 829–844.\nCSA (Central Statistics Agency) (2008). Annual national population and economic report. Addis Ababa, Ethiopia. Vol. I.\nCSA (Central Statistics Agency) (2009). Annual national population and economic report. Addis Ababa, Ethiopia. Vol. I .\nDawit, S. (2010). Determinants of child labour versus schooling in rural Ethiopia. European Journal of Social Sciences, 17(3), 414–425.\nDegnet, A., Andinet, D., & Assefa, A. (2007). Determinants of child schooling progress in rural Ethiopia. Working Paper No 3\u002F07: Ethiopian Economic Association\u002FEthiopian Economic Policy Research Institute (EEPRI).\nEdmonds, E. V., & Pavcnik, N. (2005). Child labour in the global economy. Journal of Economic Perspectives, 19(1), 199–220.\nEngle, P. L., Black, M. M., Behrman, J. R., Cabral de Mello, M., Gertler, P. J., Kapiriri, L., et al. (2007). Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world. The International Child Development Steering Group. The Lancet, 369(9557), 229–242.\nEngle, P. L., Fernald, L. C. H., Alderman, H., Behrman, J., O’Gara, C., Yousafzai, A., et al. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. The Lancet, 378(9799), 1339–1353.\nFAO. (2006). Meeting charts way forward to eliminate hazardous harm work for children, FAO Newsroom. http:\u002F\u002Fwww.fao.org\u002Fnewsroom\u002Fen\u002Fnews\u002F2006\u002F1000394\u002Findex.html.\nFennema, J., & Sinning, M. (2007). Double-hurdle models with dependent errors and heteroscedasticity. Essen: Heriot-Watt University and RWI-Essen.\nGuarcello, L., Lyon, S., & Rosati, F.C. (2006). The twin challenges of child labour and youth employment in Ethiopia. Understanding Children’s work project working paper series. University of Rome: Tor Vergata.\nGuarcello, L., & Rosati, F. (2007). Child Labour and Youth Employment: Ethiopia Country Study, SP Discussion Paper NO. 0704, Understanding Children’s Work, UNICEF.\nILO (International Labour Organisation). (2000). Questionnaire: Survey of Children Working on the Street. St. Petersburg Action Committee on the Elimination of Child Labour. Geneva: ILO.\nILO (International Labour Organisation). (2017). Causes and Consequences of Child Labour in Ethiopia.\nJohn, C. (2002). Income Contributions of Child Work in Rural Ethiopia: CSAE WPS\u002F2002-12.\nKoissy-Kpein, S.A. (2012). Child labour, schooling and household wealth in African rural area: Luxury axiom or wealth paradox. Working Paper No 2012-08. Développement International CEPS\u002FINSTEAD: Luxembourg: http:\u002F\u002Fwww.ceps.lu.\nLorenzo, G., & Furio, R. (2007). Child Labour and Youth Employment: Ethiopia Country Study: Social Protection Discussion Paper No. 0704: World Bank.\nMcDowell, A. (2018). From the help desk: Hurdle models. The Stata Journal: Promoting communications on statistics and Stata, 3(2):178–184.\nMichelle, J. N., & Amanda, E. D. (2012). Early childhood policies in sub-Saharan Africa: Challenges and opportunities. International Journal of Child Care and Education Policy., 6(2), 21–34.\nNkamleu, B. G. (2006). Poverty and child farm labour in Africa: Wealth paradox or bad orthodoxy. African Journal of Economic Policy, 13(1), 1–24.\nShafiq, M. N. (2007). Household schooling and child labour decisions in rural Bangladesh. Journal of Asian Economics, 18, 946–966.\nSmith, M. D. (2003). On dependency in double-hurdle models. Statistical Papers, 44(4), 581–595.\nSolomon, A., Bekele, S., & Franklin, S. (2010). Does technology adoption promote commercialization? Evidence from Chickpea Technologies in Ethiopia.\nSonia, B., & Christopher, H. (2003). Child farm labour: The wealth paradox. The World Bank Economic Review, 17(2), 197–227.\nSubhash, B. (2011). Socio-economic and demographic impact on child labour in India. Journal of Alternative Perspectives in the Social Sciences, 3(2), 376–403.\nTakashi, Y. (2000). Does food aid reduce child farm labour supply in Ethiopia?. Mimeo: The World Bank.\nWorld Bank. (2005). Ethiopia: Well-being and poverty in Ethiopia, the role of agriculture and agency. Washington, DC: The World Bank.",{"VOID":978},"10.1186\u002Fs40723-019-0061-x","PUBLICATION","Auto Verify","https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1186\u002Fs40723-019-0061-x",[983,999],{"id":984,"sortIndex":32,"researcher":28,"roles":985,"affiliations":987,"properties":996,"displayName":998,"givenName":28,"familyName":28},"5fb6b07f-f9c0-445f-a376-ba239d52a5b6",[986],"AUTHOR",[988],{"id":989,"sortIndex":32,"affiliation":990,"properties":28},"70c20980-0c06-47e9-8424-1442c6f4622e",{"id":989,"createTime":28,"updateTime":28,"relativeEntities":991,"slug":28,"properties":992,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":995,"statistic":28},[],{"title":993},{"VI":994},"Department of Economics, Debre Markos University, Debre Markos, Ethiopia",[],{"title":997},{"VI":998},"Arega 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aim of this study is to explore models for integrated policies and systems of early childhood education and childcare in Korea. We proposed five prospective models and offered a possible roadmap toward the integration of administrative systems. The roadmap was constructed after obtaining feedback from professionals in the fields and by evaluating the advantages and limitations of each of the prospective models that were developed. After identifying significant disagreements among stakeholders, we recommended a roadmap for integration which could minimize the conflicts among key groups. We presented specific tasks to explore before undertaking the administrative integration. The suggested tasks included integrating the two existing committees of early childhood education and childcare under the supervision of the Prime Minister, accommodating the functions of kindergartens and childcare facilities, integrating teacher training and qualification systems, and equalizing public financial support and regulatory systems between the two sectors.",{"EN":1092},"Developing Models to Integrate Early Childhood Education and Childcare in Korea",{"VOID":1094},"Childcare Research Group. (1994). Seminar archives on global childcare programs. Unpublished manuscript.\nKim, M. (2004). Educational programs for young children. In Korea Association of Child Studies (Ed.), Child Studies in Korea (pp. 312–338). Seoul, Korea: Hakjisa.\nLee, Y. J. (1999). The development of one-integrated in Korea early childhood education and care. Unpublished doctoral dissertation, Dongguk University, Korea.\nLindon, J. (2003). Child care and early years education: Good practice to support young children and their families. London: Thomson Learning.\nMahon, R. (2002). Gender and welfare state restructuring: Through the lens of child care. In S. Michel & R. Mahon (eds.), Child care policy at the crossroads (pp. 1–24). New York: Routledge.\nMinistry of Education and Human Resources Development & Korean Educational Development Institute. (2005). Statistical yearbook of education. Seoul, Korea: Author.\nMinistry of Gender Equality and Family. (2006). Introduction to childcare business. Seoul, Korea: Author.\nOECD (2001). Starting Strong. Paris: OECD.\nOECD (2006). Starting Strong II. Paris: OECD.\nRhee, O. (2004). Field application of child studies: Section 1 childcare facilities. The Korean Association of Child Studies, A research on child studies in Korea: Trends and outlook (pp. 278–292). Seoul, Korea: Hakjisa.\nRhee, O., Kim, E., Shin, N., Moon, M., & Choi, H. (2006). A study on cooperation and integration of early childhood education and care to improve the efficiency of national policies for young children. Seoul, Korea: Korea Institute of Child Care and Education.\nPresidential Committee on Aging and Future Society. (2004). First scheme of national child support policy. Seoul, Korea: Author.",{"VOID":1096},"10.1007\u002F2288-6729-2-1-53","https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1007\u002F2288-6729-2-1-53",[1099,1114,1127,1140],{"id":1100,"sortIndex":32,"researcher":28,"roles":1101,"affiliations":1102,"properties":1111,"displayName":1113,"givenName":28,"familyName":28},"66c21861-9f14-4db1-8285-c9b69611dd9a",[986],[1103],{"id":1104,"sortIndex":32,"affiliation":1105,"properties":28},"e9d09a49-a316-4ce4-b4c2-3170b2f1db87",{"id":1104,"createTime":28,"updateTime":28,"relativeEntities":1106,"slug":28,"properties":1107,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1110,"statistic":28},[],{"title":1108},{"VI":1109},"Korean Institute of Child Care and Education, Anguk-dong, Jongno-Gu, Seoul, Korea",[],{"title":1112},{"VI":1113},"Ock 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the United States, state-funded preschool is a critical component of both K-12 public education and the early childhood education and care system. In 2021, 44 states and the District of Columbia operated 63 school\u002Fcenter-based preschool programs serving over 1.3 million children. The vast majority of state-funded preschool programs require two adults in each classroom: typically, a lead teacher and an assistant teacher, with an expectation for team teaching. This paper examines the trends and variations in state policies that address the qualifications requirements, compensation, and professional development supports for preschool lead and assistant teachers in state-funded preschool programs that provide a foundation for supporting a culture of collective success and potential quality of the classroom.",{"EN":1229},"Qualifications and supports for teaching teams in state-funded preschool in the United States",{"VOID":1231},"A Bill for an Act Relating to Access to Learning, H.B. 1362, 31st Cong. 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S., Garver, K. A., Hodges, K. S., Weisenfeld, G. G., Gardiner, B. A., & Jost, T. M. (2022b). The State of Preschool 2021: State Preschool Yearbook. National Institute for Early Education Research.\nGeorgia Department of Early Care and Learning [GA DECAL]. (n.d.). Georgia’s Pre-K Program 2022 - 2023 School Year Pre-K Providers’ Operating Guidelines. http:\u002F\u002Fwww.decal.ga.gov\u002Fdocuments\u002Fattachments\u002FGuidelines.pdf\nGreenberg, E., & Luetmer, G. (2022). State policies shape the racial and ethnic diversity of the prekindergarten workforce. Urban Institute. https:\u002F\u002Fwww.urban.org\u002Fsites\u002Fdefault\u002Ffiles\u002F2022-04\u002FState%20Policies%20Shape%20the%20Racial%20and%20Ethnic%20Diversity%20of%20the%20Prekindergarten%20Workforce.pdf\nHoogsteen, T. J. (2020). Collective efficacy: Toward a new narrative of its development and role in achievement. Palgrave Commun, 6(2), 1.\nInstitute of Medicine and National Research Council. (2015b). Transforming the workforce for children, youth through age 8. The National Academies Press.\nJacoby, J. W. (2021). Assistant teachers in Head Start: Important drivers of a diverse and competent workforce. Urban Institute.\nJacoby, J. W., & Corwin-Renner, A. (2022). Assistant teachers, workplace satisfaction, and the creation of a culturally competent workforce pipeline in Head Start. Journal of Career Development, 49(5), 971–988. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0894845321993237\nKarademir, A., Cingi, M. A., Dereli, F., & Akman, B. (2017). Quality in preschool education: The views of teachers and assistant teachers. Bayburt Eğitim Fakültesi Dergisi, 12(23), 7–33.\nKraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0034654318759268\nLindsay, C. A., & Hart, C. M. D. (2017). 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Great Start Readiness Program Implementation Manual. https:\u002F\u002Fwww.michigan.gov\u002Fmde\u002F-\u002Fmedia\u002FProject\u002FWebsites\u002Fmde\u002Fgsrp\u002Fimplementation\u002Fimplementation_manual.pdf?rev=b230065b4b2a464885bdacd9f8ffeae8&hash=2DE8FD949C01C717D4D8EABB62D9838E\nMinervino, J. (2014). Lessons from research and the classroom: Implementing high-quality pre-k that makes a difference for young children. Bill and Melinda Gates Foundation.\nNew Mexico Early Childhood Education & Care Department [NM ECECD]. (2022). Professional learning requirements and recommendations for all New Mexico school based preschool programs. https:\u002F\u002Fwww.crecnm.org\u002Faccnt_257644\u002Fsite_508250\u002FDocuments\u002FECECD-Professioanal-Learning-Requirements.pdf\nNew Mexico Early Childhood Education & Care Department [NM ECECD]. (n.d.). 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Minimum requirements for the licensure of professional\u002Fparaprofessional personnel and advanced salary classifications. https:\u002F\u002Fapps.sos.wv.gov\u002Fadlaw\u002Fcsr\u002Freadfile.aspx?DocId=54865&Format=PDF\nWhitebook, M., & Bellm, D. (2013). Supporting teachers as learners: A guide for mentors and coaches in early care and education. American Federation of Teachers.\nWu, J. H., Weber, E., Herbowicz, T, Van Egeren, L., & Akaeze, H. O. (2022). Great Start Readiness Program state evaluation 2020–21 annual report. Michigan State University.\nYoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L. M., Gormley, Jr., W. T., Ludwig, J., Magnuson, K. A., Phillips, D. (2013). Investing in our future: The evidence base on preschool education. Society for Research in Child Development.",{"VOID":1233},"10.1186\u002Fs40723-023-00122-7","https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1186\u002Fs40723-023-00122-7",[1236,1251,1264],{"id":1237,"sortIndex":32,"researcher":28,"roles":1238,"affiliations":1239,"properties":1248,"displayName":1250,"givenName":28,"familyName":28},"ae3d2a14-06f3-40db-a171-511122af5e6b",[986],[1240],{"id":1241,"sortIndex":32,"affiliation":1242,"properties":28},"a8d10cb1-ba62-460b-b89e-bdcd32bd6666",{"id":1241,"createTime":28,"updateTime":28,"relativeEntities":1243,"slug":28,"properties":1244,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1247,"statistic":28},[],{"title":1245},{"VI":1246},"National Institute for Early Education Research (NIEER), Rutgers University, New Brunswick, USA",[],{"title":1249},{"VI":1250},"Georgenne G. Weisenfeld",{"id":1252,"sortIndex":40,"researcher":28,"roles":1253,"affiliations":1254,"properties":1261,"displayName":1263,"givenName":28,"familyName":28},"d5e78a8d-0f61-49ae-a928-c18a71a97f72",[986],[1255],{"id":1241,"sortIndex":32,"affiliation":1256,"properties":28},{"id":1241,"createTime":28,"updateTime":28,"relativeEntities":1257,"slug":28,"properties":1258,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1260,"statistic":28},[],{"title":1259},{"VI":1246},[],{"title":1262},{"VI":1263},"Kate Schellie Hodges",{"id":1265,"sortIndex":123,"researcher":28,"roles":1266,"affiliations":1267,"properties":1276,"displayName":1278,"givenName":28,"familyName":28},"df8fe599-c45f-47f0-b801-12fe61202175",[986],[1268],{"id":1269,"sortIndex":32,"affiliation":1270,"properties":28},"49094dd2-8b04-4ccf-abb4-fd3eb149b158",{"id":1269,"createTime":28,"updateTime":28,"relativeEntities":1271,"slug":28,"properties":1272,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1275,"statistic":28},[],{"title":1273},{"VI":1274},"Center for the Study of Child Care Employment (CSCCE), University of California, Berkeley, USA",[],{"title":1277},{"VI":1278},"Abby Copeman Petig",{"url":1234,"publisher":1280,"properties":1337},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1281,"slug":872,"properties":1282,"entityType":25,"verifyStatus":880,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1285,"manageAffiliations":1306,"indexDatabases":1317,"url":28,"thumbnailPath":28,"statistic":1332,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1283,"title":1284},{"VOID":875},{"EN":877},[1286,1290,1294,1298,1302],{"id":883,"createTime":28,"updateTime":28,"relativeEntities":1287,"label":1288,"description":1289,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":886},{},{"id":889,"createTime":28,"updateTime":28,"relativeEntities":1291,"label":1292,"description":1293,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":892},{},{"id":895,"createTime":28,"updateTime":28,"relativeEntities":1295,"label":1296,"description":1297,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":898},{},{"id":901,"createTime":28,"updateTime":28,"relativeEntities":1299,"label":1300,"description":1301,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":904},{},{"id":907,"createTime":28,"updateTime":28,"relativeEntities":1303,"label":1304,"description":1305,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":910,"VI":911},{},[1307,1312],{"id":915,"createTime":28,"updateTime":28,"relativeEntities":1308,"slug":28,"properties":1309,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1311,"statistic":28},[],{"title":1310},{"EN":919},[],{"id":922,"createTime":28,"updateTime":28,"relativeEntities":1313,"slug":28,"properties":1314,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1316,"statistic":28},[],{"title":1315},{"EN":926},[],[1318,1325],{"id":930,"indexDatabase":1319,"url":936,"indexYears":937,"academicFieldIds":1324,"indexDatabaseRanking":788},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1320,"label":1321,"description":1322,"key":781,"publicationTags":1323,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[939,940,941,942,943],{"id":945,"indexDatabase":1326,"url":951,"indexYears":28,"academicFieldIds":1331,"indexDatabaseRanking":28},{"id":803,"createTime":28,"updateTime":28,"relativeEntities":1327,"label":1328,"description":1329,"key":810,"publicationTags":1330,"standard":28},[],{"EN":806,"VI":806},{"EN":808,"VI":809},[812,813],[953],{"impactFactor":32,"impactFactorByYear":1333,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":956,"totalPublicationByYear":1334,"totalCitation":32,"totalCitationByYear":1335,"totalCitationPerPublication":32,"totalCitationPerPublicationByYear":1336,"hindexLast5Year":32,"hindex":32},{},{"2014":40,"2015":200,"2016":48,"2017":49,"2018":45,"2019":46,"2020":48,"2021":146,"2022":45,"2023":205},{},{},{"pages":1338,"volume":1340},{"VOID":1339},"1-30",{"VOID":1341},"17","2023-10-28",2023,[812,783],{"id":1346,"createTime":1347,"updateTime":1347,"relativeEntities":1348,"slug":28,"properties":1349,"entityType":979,"verifyStatus":880,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1358,"fullTextUrl":28,"authors":1359,"publicationType":1014,"publisherRelationship":1405,"citationCount":28,"citationInfo":28,"publishDate":1468,"publishYear":1469,"citationAnalyzeStatus":880,"lastCitationAnalyze":28,"indexDatabases":1470,"openAccess":28,"references":28,"isForceReanalyzing":1081},"047046c8-653a-4899-bbbc-79117025b636","2023-12-28T19:41:07.593+00:00",[],{"abstract":1350,"title":1352,"references":1354,"doi":1356},{"EN":1351},"Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 \n                https:\u002F\u002Fdoi.org\u002F10.1037\u002F0003-066X.33.9.789\n                \n              , 1978). Decades of research have linked participation in high-quality early childhood education (ECE) programs (e.g., public prekindergarten, Head Start) to multidimensional wellbeing. ECE programs also have demonstrated potential to be implemented at large scales with strong financial returns on investment. However, relatively few studies have investigated the effects of ECE programs on SEL, particularly compared to smaller-scale, skills-based SEL interventions. Furthermore, among studies that have examined SEL, there is a general lack of consensus about how to define and measure SEL in applied settings. The present paper begins to address these gaps in several ways. First, it discusses conceptual and methodological issues related to developmentally and culturally sensitive assessment of young children’s socio-emotional functioning. Second, it reviews the empirical research literature on the impacts of three types of early childhood programs (general prekindergarten programs; multi-component prekindergarten programs; and universal skills-based interventions) on SEL. Finally, it highlights future directions for research and practice.",{"EN":1353},"Fostering socio-emotional learning through early childhood intervention",{"VOID":1355},"Ainsworth, M. D., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Lawrence Erlbaum.\nAraujo, P., & Lagos, S. (2013). Self-esteem, education, and wages revisited. Journal of Economic Psychology, 34(C), 120–132. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.joep.2012.12.001\nArda, T. B., & Ocak, S. (2012). Social competence and promoting alternative thinking strategies—PATHS preschool curriculum. Educational Sciences: Theory & Practice, 12(4), 2691–2698.\nBaker-Henningham, H., Scott, S., Jones, K., & Walker, S. (2012). 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The scientific basis linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2 & 3), 191–210. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10474410701413145",{"VOID":1357},"10.1186\u002Fs40723-021-00084-8","https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1186\u002Fs40723-021-00084-8",[1360,1375,1390],{"id":1361,"sortIndex":32,"researcher":28,"roles":1362,"affiliations":1363,"properties":1372,"displayName":1374,"givenName":28,"familyName":28},"c4acf15c-522a-4990-8177-3e9252e1628e",[986],[1364],{"id":1365,"sortIndex":32,"affiliation":1366,"properties":28},"ccd2ccd2-8b92-4f98-958f-fcad2174852c",{"id":1365,"createTime":28,"updateTime":28,"relativeEntities":1367,"slug":28,"properties":1368,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1371,"statistic":28},[],{"title":1369},{"VI":1370},"Division of Developmental Medicine, Brazelton Touchpoints Center, Boston Children’s Hospital, Harvard Medical School, Boston, USA",[],{"title":1373},{"VI":1374},"Christina F. Mondi",{"id":1376,"sortIndex":40,"researcher":28,"roles":1377,"affiliations":1378,"properties":1387,"displayName":1389,"givenName":28,"familyName":28},"f4548673-833b-4782-9f72-11589d72e961",[986],[1379],{"id":1380,"sortIndex":32,"affiliation":1381,"properties":28},"c995ef47-19cb-4de9-bd14-111b36d70b52",{"id":1380,"createTime":28,"updateTime":28,"relativeEntities":1382,"slug":28,"properties":1383,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1386,"statistic":28},[],{"title":1384},{"VI":1385},"Department of Pediatrics, University of California, San Francisco, San Francisco USA",[],{"title":1388},{"VI":1389},"Alison Giovanelli",{"id":1391,"sortIndex":123,"researcher":28,"roles":1392,"affiliations":1393,"properties":1402,"displayName":1404,"givenName":28,"familyName":28},"e5631343-3333-4ce5-958f-27cf8f193f49",[986],[1394],{"id":1395,"sortIndex":32,"affiliation":1396,"properties":28},"b19c6d71-dfe7-4e75-b551-5f139abcc158",{"id":1395,"createTime":28,"updateTime":28,"relativeEntities":1397,"slug":28,"properties":1398,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1401,"statistic":28},[],{"title":1399},{"VI":1400},"Institute of Child Development, University of Minnesota, Minneapolis, USA",[],{"title":1403},{"VI":1404},"Arthur J. Reynolds",{"url":1358,"publisher":1406,"properties":1463},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1407,"slug":872,"properties":1408,"entityType":25,"verifyStatus":880,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1411,"manageAffiliations":1432,"indexDatabases":1443,"url":28,"thumbnailPath":28,"statistic":1458,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1409,"title":1410},{"VOID":875},{"EN":877},[1412,1416,1420,1424,1428],{"id":883,"createTime":28,"updateTime":28,"relativeEntities":1413,"label":1414,"description":1415,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":886},{},{"id":889,"createTime":28,"updateTime":28,"relativeEntities":1417,"label":1418,"description":1419,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":892},{},{"id":895,"createTime":28,"updateTime":28,"relativeEntities":1421,"label":1422,"description":1423,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":898},{},{"id":901,"createTime":28,"updateTime":28,"relativeEntities":1425,"label":1426,"description":1427,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":904},{},{"id":907,"createTime":28,"updateTime":28,"relativeEntities":1429,"label":1430,"description":1431,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":910,"VI":911},{},[1433,1438],{"id":915,"createTime":28,"updateTime":28,"relativeEntities":1434,"slug":28,"properties":1435,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1437,"statistic":28},[],{"title":1436},{"EN":919},[],{"id":922,"createTime":28,"updateTime":28,"relativeEntities":1439,"slug":28,"properties":1440,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1442,"statistic":28},[],{"title":1441},{"EN":926},[],[1444,1451],{"id":930,"indexDatabase":1445,"url":936,"indexYears":937,"academicFieldIds":1450,"indexDatabaseRanking":788},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1446,"label":1447,"description":1448,"key":781,"publicationTags":1449,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[939,940,941,942,943],{"id":945,"indexDatabase":1452,"url":951,"indexYears":28,"academicFieldIds":1457,"indexDatabaseRanking":28},{"id":803,"createTime":28,"updateTime":28,"relativeEntities":1453,"label":1454,"description":1455,"key":810,"publicationTags":1456,"standard":28},[],{"EN":806,"VI":806},{"EN":808,"VI":809},[812,813],[953],{"impactFactor":32,"impactFactorByYear":1459,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":956,"totalPublicationByYear":1460,"totalCitation":32,"totalCitationByYear":1461,"totalCitationPerPublication":32,"totalCitationPerPublicationByYear":1462,"hindexLast5Year":32,"hindex":32},{},{"2014":40,"2015":200,"2016":48,"2017":49,"2018":45,"2019":46,"2020":48,"2021":146,"2022":45,"2023":205},{},{},{"pages":1464,"volume":1466},{"VOID":1465},"1-43",{"VOID":1467},"15","2021-05-22",2021,[812,783],{"id":1472,"createTime":1473,"updateTime":1474,"relativeEntities":1475,"slug":1476,"properties":1477,"entityType":979,"verifyStatus":26,"verifyTime":1474,"verifyNote":980,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1486,"fullTextUrl":28,"authors":1487,"publicationType":1014,"publisherRelationship":1544,"citationCount":28,"citationInfo":28,"publishDate":1607,"publishYear":1608,"citationAnalyzeStatus":880,"lastCitationAnalyze":28,"indexDatabases":1609,"openAccess":28,"references":28,"isForceReanalyzing":1081},"04a8e762-2c77-4bb6-88e4-3a9ba7203fb5","2023-12-03T06:36:02.207+00:00","2024-12-15T04:56:01.472+00:00",[],"Implications-of-CCTV-cameras-on-child-care-centres-routines-peer-relationships-and-parent-teacher-relationships-child-care-educators-opinions",{"abstract":1478,"title":1480,"references":1482,"doi":1484},{"EN":1479},"In recent years, surveillance cameras have become common in the education system, in early childhood child-care centres as well as in preschools and schools. Public opinion regarding the usage of security cameras in early childhood institutions is constantly increasing due to a growing number of incidents exhibiting child abuse by caregivers. However, meagre attention is given to the use of security cameras in early childhood child-care centres and preschools in the literature. We examined the opinions of child care teachers and caregivers about the implications of implementing cameras in child-care centres routines and how they reshape the relationships with parents and caregivers in Israeli child-care centres. Seven semi-structured interviews were conducted with seven child care teachers and caregivers. Results show that practitioners perceive cameras as generating a disruptive effect on child care centres’ routines. CCTV cameras may create stressful situations between parents and staff, as well as among staff, raising issues of mistrust and privacy violation. However, cameras also serve as a means of establishing mutual trust and maintaining good relationships with parents. This dual impact should be addressed by policy makers and stakeholders involved, who should be aware of the overall consequences of CCTV cameras in child care centres prior to installing such systems.",{"EN":1481},"Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: child care educators’ opinions",{"VOID":1483},"Abdulai, A., & Dery, M. (2018). The place of ICT in parent-teacher engagement at the early childhood level: experiences from Ghana. African Educational Research Journal, 6(3), 165–172. https:\u002F\u002Fdoi.org\u002F10.30918\u002FAERJ.63.18.051\nAdams, W. C., et al. (2015). Conducting semi-structured interviews. In J. S. Wholey (Ed.), Handbook of practical program evaluation (Vol. 4, pp. 492–505). Wiley.\nAmini, M. (2018). 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The use of video as a tool for reflection with preservice teachers. 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Semi-structured interviews were conducted with 18 stakeholders from disadvantaged urban communities in Kenya, South Africa, Turkey and Brazil. Participants represented education, welfare and health care agencies; as well as community and religious groups. Data were analysed through a thematic approach and three related themes were identified. Impact was defined as a process of change, with child-centred outcomes and measures that were broader than mental health symptoms improvement. Beneficiaries were identified at child, family, community and service level. Participants wished to see strategies that ensured sustainability of impact, namely child mental health policy, stakeholder engagement, interdisciplinary working, and capacity-building for all stakeholder groups. Child mental health service transformation in LMIC, especially in areas of deprivation, needs to build on existing resources and strengths by co-producing psychosocial outcomes with a range of professional and community stakeholders. Impact on children’s mental wellbeing can be achieved through a co-ordinated strategy that involves designated policy, capacity-building, and interdisciplinary networks with meaningful community involvement.",{"EN":1620},"How child mental health training is conceptualized in four low- and middle-income countries",{"VOID":1622},"Academy of Medical Sciences. (2018). Challenges and priorities for global mental health in the SDG era. Academy of Medical Sciences.\nAdams, N., Daniels, A., & Compagni, A. (2009). International pathways to mental health transformation. International Journal of Mental Health, 38, 30–45.\nAli, S., Yildirim, M., Hussain, S., & Vostanis, P. (2020). 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Retrieved from https:\u002F\u002Fesrc.ukri.org\u002Fresearch\u002Fimpact-toolkit\u002Fwhat-is-impact\u002Fpdf. Accessed April 2021\nEruyar, S., Huemer, J., & Vostanis, P. (2018). How should refugee services respond to the refugee crisis? Child and Adolescent Mental Health, 23, 303–312.\nFrankish, H., Boyce, N., & Horton, R. (2018). Mental health for all: A global goal. Lancet, 392, 1493–1494.\nGarcia-Carrion, R., Villarejo-Carballido, B., & Villardon-Gallego, L. (2019). Children and adolescents mental health: A systematic review of interaction-based interventions in schools and communities. Frontiers in Psychology, 10, 918. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2019.00918\nGetanda, E., O’Reilly, M., & Vostanis, P. (2017). Exploring the challenges of meeting child mental health needs through community engagement in Kenya. Child and Adolescent Mental Health, 22, 201–208.\nGreen, H., Mc Ginnity, A., Melzer, H., Ford, T., & Goodman, R. (2005). Mental health of children in Great Britain, 2004. Palgrave macmillan.\nHe, A., Lim, C., Lecklinter, G., Olson, A., & Traube, D. (2015). Interagency collaboration and identifying mental health needs in child welfare: Findings from Los Angeles County. Children and Youth Services Review, 53, 39–43.\nHennink, M., Kaiser, B., & Weber, M. (2017). Code saturation versus meaning saturation: How many interviews are enough? Qualitative Health Research, 27, 591–608.\nHussain, S., Bankart, J., & Vostanis, P. (2012). Social and educational risk factors for child mental health problems in Karachi, Pakistan. International Journal of Mental Health and Culture, 5, 1–14.\nInstitute of Medicine. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. National Academies Press.\nInter-Agency Standing Committee. (2007). Mental health and psychosocial support in humanitarian emergencies. IASC.\nJalal, E., O’Reilly, M., Bhakta, T., & Vostanis, P. (2019). 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Pilot and Feasibility Studies, 6, 136. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40814-020-00652-8\nLavik, K., Veseth, M., Froysa, H., Binder, P. E., & Moltu, C. (2018). What are “good outcomes” for adolescents in public mental health settings? International Journal of Mental Health Systems, 12, 3. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs13033-018-0183-5\nMaslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.\nMillard, C., & Wessely, S. (2014). Parity of esteem between physical and mental health. British Medical Journal, 349, g6821. https:\u002F\u002Fdoi.org\u002F10.1136\u002Fbmj.g6821\nMoller, N., Burgess, V., & Jogiyat, Z. (2016). Barriers to counselling experienced by British South Asian women. Counselling and Psychotherapy Research, 16, 201–210.\nMorton, J., & O’Reilly, M. (2019). Mental health, big data and research ethics: Parity of esteem in mental health research from a UK perspective. Clinical Ethics. https:\u002F\u002Fdoi.org\u002F10.1177\u002F2F1477750919876243\nMyburgh, C., Moolla, A., & Poggenpoel, M. (2015). The lived experiences of children living on the streets of Hillbrow. Curationis, 1, 1–8.\nNianogo, R., & Arah, O. (2018). Impact of public health interventions on obesity and Type 2 diabetes prevention: A simulation study. American Journal of Preventive Medicine, 55, 795–800.\nNilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10, 53. https:\u002F\u002Fdoi.org\u002F10.1186\u002Fs13012-015-0242-0\nO’Connor, C. A., Dyson, J., Cowdell, F., & Watson, P. (2017). Do universal school-based mental health promotion programmes improve the mental health of young people? Journal of Clinical Nursing, 27, 3–4. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjocn.14078\nPandian, R., & Lakshmana, G. (2017). Risk and resilience factors for substance use among street adolescents. 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Social inclusion of youth with mental health conditions. UN.\nUNHCR. (2013). Operational guidance: Mental health and psychosocial support programming for refugee operations. UNHCR.\nUnited Nations Human Settlement Programme (2017). Annual Progress Report. Nairobi: UN Habitat. Retrieved from https:\u002F\u002Funhabitat.org\u002Fwp-content\u002Fuploads\u002F2018\u002F06\u002FAnnual-Progress-Report-2017_-16-APR.pdf.\nVostanis, P. (2017). Global child mental health: Emerging challenges and opportunities. Child and Adolescent Mental Health, 22, 177–178.\nVostanis, P. (2019). World Awareness for Children in Trauma: Capacity-building activities of a psychosocial program. International Journal of Mental Health, 48, 323–329.\nVostanis, P., Eruyar, S., Smit, E., & O’Reilly, M. (2019). Development of child psychosocial framework in Kenya, Turkey and Brazil. Journal of Children’s Services, 14, 303–316.\nVostanis, P., Maltby, J., Duncan, C., & O’Reilly, M. (2018). Stakeholder perspectives on children’s psychosocial needs in six low- and middle-income countries. Children and Society, 32, 457–469.\nVostanis, P., Martin, P., Davies, R., De Francesco, D., Jones, M., Sweeting, R., Ritchie, B., Allen, P., & Wolpert, M. (2015). Development of a framework for prospective payment for child mental health services. Journal of Health Services Research and Policy, 20, 202–209.\nWolpert, M., Vostanis, P., Martin, K., Munk, S., Norman, R., Fonagy, P., & Feltham, A. (2017). High integrity child mental health: Focusing on the person, not the problem. British Medical Journal, 22, 138–147.\nWorld Health Organization. (2010). Framework for Action on Interprofessional Education and Collaborative Practice. WHO.\nWorld Health Organization. (2014). Integrating the response to mental disorders and other chronic diseases in healthcare systems. WHO.\nWorld Health Organization. (2016). Mental health: Strengthening response. 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Canada, the provinces are responsible for education. This article describes the approach that Ontario, Canada’s most populous province, has taken to implement a new vision for early learning including universal full-day kindergarten for all children aged four and five and modernizing the province’s childcare system. This new vision is based on the current neuroscience, child development research and international promising practices in early childhood education and care. The article chronicles the progress that has been made from 2009 to the present in implementing full-day kindergarten and provides an update about the current status of Ontario’s childcare modernization activities.",{"EN":1758},"Transforming Early Learning Vision into Action in Ontario, Canada",{"VOID":1760},"Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory & classroom practice (pp. 229–287). Cambridge, MA: MIT.\nCMEC. (September 2010). Report from the World Conference on Early Childhood Care and Education, Moscow, Russia Federation.\nCMEC (2012). Statement on Play-Based Learning. Retrieved from www.cmec.ca\u002FPublications\u002FLists\u002FPublications\u002FAttachments\u002F282\u002Fplay-basedlearning_statement_EN.pdf\nCorter, C. & Pelletier, J. (2010). Integrated early childhood services in Canada: Evidence from the better beginnings, Better Futures (BBBF) and Toronto First Duty (TFD) Projects. In R. E. Temblay, R. G. Barr, R. DeV. Peters, & M. Boinin (Eds.), Encyclopedia on early childhood development. Retrieved from http:\u002F\u002Fwww.child-encyclopedia.com\u002Fdocuments\u002FCorterPetersANGxp1.pdf\nDahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press.\nFenichel, E. (1991). Learning through supervision and mentorship to support the development of infants, toddlers and their families. Zero to Three, 12(2), 1–8.\nGananathan, R. (2011). Implications of full day kindergarten program policy on early childhood pedagogy and practice. International Journal of Child Care and Education Policy, 5(2), 33–45.\nGettinger, M., Stoiber, K.C., & Lange, J. (1999). Collaborative investigation of inclusive early education practices: A blueprint for teacher-researcher partnership. Journal of Early Intervention, 22(3), 257–265.\nHeckman, J. (2008). Schools, Skills and Synapses. Retrieved from www.heckmanequation.org\u002Fcontent\u002Fresource\u002Fschools-skills-synapses\nJanmohamed, Z., & Pelletier, J. (2010). Implementing early learning programs in Ontario schools. OPC Register, 12(2), 17–20.\nMinistry of Education. (2010). Full Day Early Learning Kindergarten Program. Toronto, Ontario: Queens Printer for Ontario.\nMuennig, P., Robertson, D., Johnson, G., Campbell, F., Pungello, E. P., & Neidell, M. (2011). The effect of an early education program on adult health: The Carolina Abecedarian project ramdomized controlled trial. American Journal of Public Health 101(3), 512–516.\nOECD. (2012). Starting Strong III. Retrieved from http:\u002F\u002Fwww.oecd.org\u002Fedu\u002Fpreschoolandschool\u002Fstartingstrongiii-aqualitytoolboxforearlychildhoodeducationandcare.htm\nPascal, C. (2009). Every child, every opportunity: Curriculum and pedagogy for the early learning program. Toronto, Ontario: Queens Printer for Ontario.\nPascal, C. (2009). With our best future in mind. Retrieved from http:\u002F\u002Fwww.ontario.ca\u002Feducation-and-training\u002Fearly-learning-report\nWood, E. (2004). Developing a pedagogy of play. In J. Cullen (Ed.), Early childhood education: Society and culture. London, UK: Sage.\nUN. (2005). Fact Sheet: A summary of the rights under the convention on the rights of the child. Retrieved from http:\u002F\u002Fwww.unicef.org\u002Fcrc\u002Ffiles\u002FRights_overview.pdf",{"VOID":1762},"10.1007\u002F2288-6729-6-2-44","https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1007\u002F2288-6729-6-2-44",[1765],{"id":1766,"sortIndex":32,"researcher":28,"roles":1767,"affiliations":1768,"properties":1777,"displayName":1779,"givenName":28,"familyName":28},"c6c93a97-3162-482d-9215-1ef31f02242c",[986],[1769],{"id":1770,"sortIndex":32,"affiliation":1771,"properties":28},"2a3b4e81-d000-4ad7-b366-219a0ca1ea83",{"id":1770,"createTime":28,"updateTime":28,"relativeEntities":1772,"slug":28,"properties":1773,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1776,"statistic":28},[],{"title":1774},{"EN":1775},"Ontario Ministry of Education, Toronto, Canada",[],{"title":1778},{"VI":1779},"Jim 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loại hình chăm sóc trẻ em tại Hoa Kỳ được miễn giấy phép hoặc quy định của chính phủ, tuy nhiên, các nghiên cứu trước đây đã chỉ ra rằng việc tuân thủ nghiêm ngặt các tiêu chuẩn quy định dự đoán chất lượng chương trình cao hơn. Nghiên cứu này so sánh chất lượng chăm sóc trẻ em toàn cầu và chất lượng tương tác giữa giáo viên và trẻ em trong các trung tâm chăm sóc trẻ em do nhà thờ tài trợ, mà được miễn giấy phép theo luật và hoạt động ở ba cấp độ quy định. Việc quan sát đã được thực hiện tại 59 chương trình chăm sóc trẻ em dựa vào trung tâm do nhà thờ tài trợ. Các trung tâm tự nguyện tuân theo các cấp độ quy định nghiêm ngặt hơn đã đạt chất lượng cao hơn. Những phát hiện này có ý nghĩa đối với các nhà hoạch định chính sách và lập pháp, những người tạo ra và thực hiện các tiêu chuẩn chăm sóc trẻ em và chính sách trợ cấp.","Multiple types of child care are exempt from government licensure or regulation in the United States, yet previous research has shown that stricter adherence to regulatory standards predicts higher quality programs. This study compares global child care quality and teacher-child interaction quality in church-sponsored child care centers that are legally-exempt from licensure and operate at three regulatory levels. Observations were completed in 59 church-sponsored, center-based child care programs. Centers that voluntarily followed stricter levels of regulation had higher quality. The findings have implications for policymakers and legislators who create and implement child care standards and subsidy policies.",{"EN":1855,"VI":1856},"Church Sponsored Child Care: Association of Regulatory Level with Quality","Chăm sóc trẻ em do nhà thờ tài trợ: Mối liên hệ giữa cấp độ quy định và chất lượng",{"VI":1858},"chăm sóc trẻ em, quy định, chất lượng, tương tác giáo viên-trẻ em, chính sách",{"VOID":1860},"Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541–552. doi:10.1016\u002F2F0193-3973(89)90026-9\nBelsky, J., Vandel, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney, A., & Owen, M. T. (2007). Are there long term effect of early child care? Child Development, 72, 681–01. doi:10.1111\u002Fj.1467-8642.2007.01021.x.\nBisceglia, R., Perlman, M., Schaak, D., & Jenkins, J. (2009). Examining the psychometric properties of the Infant-Toddler Environment Rating Scales-Revised Edition in a high-stakes context. Early Childhood Research Quarterly, 24, 121–132. doi:10.1016\u002Fj.ecresq.2009.02.001.\nBurke, C., Fossett, J., & Gais, T. (2004). Funding faith-based social services in a time of fiscal pressure. Washington, D.C.: The Roundtable on Religion and Social Welfare Policy.\nCassidy, D.J., Hestenes, L. L., Hegde, A., Hestenes, S., & Mims, S. (2005). Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale revised. Early Childhood Research Quarterly, 20, 345–360. doi:10.1016\u002Fj.ecresq.2005.07.005.\nElicker, J., Langill, C., Ruprecht, K., & Lewsader, J. (2010). Paths to Quality Evaluation General Parent Survey Report, Purdue University, West Lafayette, Indiana.\nElicker, J., Clawson, C., Hong, S., Kim, T., Evangelou, D., & Kontos, S. J. (2005). Child care for working poor families: Child development and parent employment outcomes. Lafayette, IN: Purdue University.\nFamily and Social Services Administration. (2009). Indiana Administrative Code, Rule 4.7 Child Care Centers; Licensing. Retrieved from http:\u002F\u002Fwww.ingov\u002Ffssa\u002Ffiles\u002FRule4.7.pdf.\nFamily and Social Services Administration. (2011, November). Voluntary Certification Program Standards. Retrieved from http:\u002F\u002Fwww.in.gov\u002Ffssa\u002Ffiles\u002FVCP_Standards.pdf.\nFamily and Social Services Administration. (2013, January). Child Care Licensing Unit Monthly\u002FYTD Report. Division of Family and Children, Bureau of Child Development. Retrieved from http:\u002F\u002Fwww.ingov\u002Ffssa\u002Ffiles\u002FMonthlyYTDReport.pdf.\nFamily and Social Services Administration. (2013). CCDF Fact Sheet Indiana: Statewide summary voucher and contract centers programs. Retrieved from http:\u002F\u002Fwww.in.gov\u002Ffssa\u002Ffiles\u002FFactSheet.pdf.\nGeoffroy, M., Cote, S. M., Gigue’re, C., Dionne, G., Zelazo, P. D., Tremblay, R. E., & Seguin, J. R. (2010). Closing the gap in academic readiness and achievement: The role of early childcare. Journal of Child Psychology and Psychiatry, 51, 1359–1367. doi:10.1111\u002Fj.1469-7610.2010.02316.x.\nGoelman, H., Forer, B., Kershaw, P., Doherty, G., Leno, D., & LaGrange, A. (2006). Towards a predictive model of quality in Canadian child care centers. Early Childhood Research Quarterly, 21, 280–295. doi:10.1016\u002Fj.ecresq.2006.07.005.\nGormley, W. T. (1995). Everybody’s children: Child care as a public problem. Washington, D.C.: The Brookings Institution.\nHarms, T., Cryer, D., & Clifford, R. (1998). Early childhood environmental rating scale: Revised edition. New York: Teachers College Press.\nHarms, T., Cryer, D., & Clifford, R. (2003). Infant toddler environmental rating scale: Revised edition. New York: Teachers College Press.\nHenriques, D. B. (2006). Religion trumps regulation as legal exemptions grow. New York Times, October 8.\nHuman Development Study of Early Child Care and Youth Development. Journal of Applied Developmental Psychology, 28, 390–410. doi:10.1016\u002Fj.appdev.2007.06.003\nKosmin, B.A. & Keysar, A. (2009). American religious identification survey. (ARIS 2008). Hartford, CT: Trinity College. (www.americanreligionsurvey-aris.org)\nMashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarian, O. A., Bryant, D., Burchinal, M. R., Early, D., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749.\nNational Association for Regulatory Administration and the National Child Care Information and Technical Assistance Center. (2010). The 2008 child care licensing study: Final report. Retrieved from http:\u002F\u002Fwww.nara.affiniscape.com\u002Fdisplaycommon.cfm?an=1&subarticlenbr=104\nNational Child Care Resource and Referral Association. (2012). License-exempt child care. Retrieved from http:\u002F\u002Fwww.naccrra.org\u002Fsites\u002Fdefault\u002Ffiles\u002Fdefault_site_pages\u002F2012\u002Fccgb_license_exempt_jan2012.pdf.\nNICHD Early Child Care Research Network (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11, 269–306.\nNICHD Early Child Care Research Network (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072–1077.\nPhillips, D. A., Howes, C., & Whitebook, M. (1992). The social policy context of child care: Effects on quality. American Journal of Community Psychology, 20, 25–51. doi: 10.1007\u002FBF00942180.\nPhillips, D., Mekos, D., Scarr, S., McCartney, K., & Abbott-Shim, M. (2000). Within and beyond the classroom door: Assessing quality in child care centers. Early Childhood Research Quarterly, 15, 475–496. doi:10.1016\u002FS0885-2006(01)00077-1.\nPhillipsen, L. C., Burchinal, M. R., Howes, C., & Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly, 12, 281–303. doi: 10.1016\u002FS0885-2006(97)90004-1.\nPinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28, 94–101. doi:10.1016\u002Fj.ecresq.2012.07.001.\nRigby, E., Ryan, R. M., & Brooks-Gunn, J. (2007). Child care quality in different state policy contexts. Journal of Policy Analysis and Management, 26, 887–907. doi:10.1002\u002Fpam.20290.\nRohacek, M., Adams, G., & Snyder, K. (2008). Child care centers, child care vouchers, and faith-based organizations. Washington, D. C.: The Urban Institute.\nSlutz, T. (2000). Congregations and child care. Responsive Communities, 1(8), 1–5. Retrieved from http:\u002F\u002Fwww.polis.iupui.edu\u002Fruc.\nSmith, J.R. & Brooks-Gunn, J. (1997). Correlates and consequences of harsh discipline for young children. Archives of Pediatrics & Adolescent Medicine, 151(8), 777–786. doi:10.1001\u002Farchpedi.1997.02170450027004.\nSosinsky, L. S., Lord, H., & Zigler, E. (2007). For-profit\u002Fnonprofit differences in center-based child care quality: Results from the National Institute of Child Health and\nStanziola, J., & Schmitz, T. (2003). The impact of devolution on organizational effectiveness: An exploratory case study of faith-based child care. The Qualitative Report, 8, 655–675.\nVandell, D. L., Belskey, J., Burchinal, M., Steinburg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from NICHD study of early child care and youth development. Child Development, 81, 737–756. doi: 10.1111\u002Fj1467-8624.2010.01431.x",{"VOID":1862},"10.1007\u002F2288-6729-7-2-67","2024-12-31T07:09:52.707+00:00",[30],"https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1007\u002F2288-6729-7-2-67",[1867,1882],{"id":1868,"sortIndex":32,"researcher":28,"roles":1869,"affiliations":1870,"properties":1879,"displayName":1881,"givenName":28,"familyName":28},"30b4be6c-309a-4c66-8fa6-31d64ca21bb6",[986],[1871],{"id":1872,"sortIndex":32,"affiliation":1873,"properties":28},"ca9fc8ed-800b-431d-89a7-7cc55aba3909",{"id":1872,"createTime":28,"updateTime":28,"relativeEntities":1874,"slug":28,"properties":1875,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1878,"statistic":28},[],{"title":1876},{"VI":1877},"Human Development and Family Studies Office, Central Michigan University, Mount Pleasant, USA",[],{"title":1880},{"VI":1881},"Joellen Lewsader",{"id":1883,"sortIndex":40,"researcher":28,"roles":1884,"affiliations":1885,"properties":1897,"displayName":1899,"givenName":28,"familyName":28},"ea752843-67e5-4146-a535-fdf3084fdf27",[986],[1886],{"id":1887,"sortIndex":32,"affiliation":1888,"properties":1894},"99a09e55-1f7d-44b2-9118-4b852148bfd5",{"id":1887,"createTime":28,"updateTime":28,"relativeEntities":1889,"slug":28,"properties":1890,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1893,"statistic":28},[],{"title":1891},{"VI":1892},"Purdue University, United States",[],{"title":1895},{"VI":1896},"Purdue University, USA",{"title":1898},{"VI":1899},"James 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paper identifies innovative work on curriculum undertaken in New Zealand in the 1990s as inspirational for recently developed frameworks in Australia and parts of Canada. The paper argues that the form this incorporation has taken in Canada and Australia is, almost literally, an opening of ‘some space’ — as the more established modernist and technical understandings have not been entirely transformed or removed, but rather joined by perspectives that emphasize the need for a more complex, reflective and contextually situated practitioner — creating a contemporary policy landscape of ‘both\u002Fand’. The paper describes and analyzes in detail the processes and dynamics of the ‘both\u002Fand’ landscape achieved in British Columbia, Canada.",{"EN":1974},"Both\u002FAnd: Reflections on Recent Anglo\u002FWestern Early Childhood Curriculum Statements",{"VOID":1976},"Bennett, J. (2005). Curriculum issues in national policy-making. Early Childhood Education Research Journal, 13(2), 5–23.\nBishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North, NZ: Dunmore Press.\nBishop, R. (2008). Te Kotahitanga: Kaupapa Maori in mainstream classrooms. In N. K. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 439–458).Los Angeles, CA: Sage.\nBronfenbrenner, U. (1992). Child care in the Anglo-Saxon mode. In M. E. Lamb, K. J. Sternberg, C-P. Hwang, & A. G. Broberg (Eds.), Child care in context (pp. 281–291). Hillsdale, NJ: Lawrence Erlbaum Associates.\nCarr, M. (2001). Assessment in early childhood settings: Learning stories. London: Paul Chapman Publishing.\nCarr, M., & May, H. (1992). Te Whariki: Early childhood curriculum development project final report to the Ministry of Education. Hamilton, NZ: University of Waikato.\nCarr, M., & May, H. (1993). Choosing a model: Reflecting on the development process of Te Whariki, National early childhood curriculum guidelines in New Zealand. International Journal of Early Years Education, 1(3), 7–22.\nCarr, M., & May, H. (2000). Te Whariki: curriculum voices. In H. Penn (Ed.), Early childhood services: Theory, policy and practice (pp.53–73). Buckingham, UK: Open University Press.\nDahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). NY: Routledge.\nDepartment of Education Early Childhood Care and Education Working Group. (1988). Education to be More (the Meade Report). Wellington, NZ: Government Printer.\nEarly Childhood Research and Development Team. (2007). Early learning and child care: English curriculum framework for New Brunswick. Fredericton, NB: Family and Community Services.\nEdwards, S. (2003). New directions: Charting the paths of the role of sociocultural theory in early childhood education and curriculum. Contemporary Issues in Early Childhood, 4(3), 251–265.\nGovernment of Australia. (2008). The apology. Retrieved October 11, 2010, from http:\u002F\u002Fwww.nativevillage.org\nGovernment of Australia. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved October 11, 2010, from http:\u002F\u002Fwww.deewr.gov.au\nGovernment of British Columbia. (2008). British Columbia early learning framework. Victoria, BC: Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & BritishColumbia Early Learning Advisory Group. Retrieved October 11, 2010, from http:\u002F\u002Fwww.bced.gov.bc.ca\nGovernment of British Columbia. (2009). Understanding the British Columbia early learning framework: From theory to practice. Victoria, BC: Ministry of Education. Retrieved October 11, 2010, from http:\u002F\u002Fwww.bced.gov.bc.ca\nLange, D. (1988). Before Five. Wellington, NZ: Government Printing.\nNew Zealand Ministry of Education. (1993). Te Whariki: Draft guidelines for developmentally appropriate programmes in early childhood services. Wellington, NZ: Learning Media.\nNew Zealand Ministry of Education. (1996). 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Retrieved October 11, 2010, from http:\u002F\u002Fwww.waitangi-tribunal.govt.nz\u002Ftreaty\u002F",{"VOID":1978},"10.1007\u002F2288-6729-4-2-15","https:\u002F\u002Fijccep.springeropen.com\u002Farticles\u002F10.1007\u002F2288-6729-4-2-15",[1981,1996],{"id":1982,"sortIndex":32,"researcher":28,"roles":1983,"affiliations":1984,"properties":1993,"displayName":1995,"givenName":28,"familyName":28},"0ff7e01e-d507-4cd7-bf4a-08c99a4c46e0",[986],[1985],{"id":1986,"sortIndex":32,"affiliation":1987,"properties":28},"4d27c353-71d8-4af4-8177-e00c12a326e7",{"id":1986,"createTime":28,"updateTime":28,"relativeEntities":1988,"slug":28,"properties":1989,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1992,"statistic":28},[],{"title":1990},{"VI":1991},"School of Child and Youth Care, University of Victoria, Victoria, Canada",[],{"title":1994},{"VI":1995},"Alan 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study investigates the attitudes, behaviors, and views about the rights of the child of early childhood education (ECE) teachers in Turkey. A mixed-method sequential transformative design was used, and 205 ECE teachers’ attitudes towards children’s rights were analyzed using a quantitative questionnaire. Ten of these ECE teachers were then observed, and their views in terms of the rights of children were elicited through interviews. According to the findings, teachers’ attitudes toward the rights of the child were positive; however, their behaviors and views were not compatible with most of these rights. While teachers were sensitive to the right to protection, they did not meet the requirements of the rights to development, growth, and participation or the principles of best interest and non-discrimination. Educating teachers about the rights of the child plays an important role in enhancing children’s learning and the application of these rights. To support these rights, teachers need to properly understand the rights of the child, how to protect them, and how to reflect these rights in their practices.",{"EN":2083},"An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child",{"VOID":2085},"Akman, B., & Erturk, H. G. (2011). Okul öncesi öğretmenlerinin çocuk haklarına iliş kin bilgi düzeylerinin ve okul öncesi çocuk haklarının öğretilmesine ili ş kin görüşlerinin incelenmesi. [The Investigation of early childhood teachers’ knowledge levels among rights of the child and views for teaching rights of the child] . 1. Türkiye Çocuk Hakları Kongresi Yetişkin Bildiri Kitabı 1. Çocuk Vakfı Yayınları, İstanbul. http:\u002F\u002Fcocukvakfi.org.tr\u002Fwp-content\u002Fdosya\u002F36k.pdf.\nAkman, B., & Umay, A. (2007). 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