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decisions on selection of child care centre. And the educational functions and availability of ECE institutions are taken into serious consideration (Cryer, et al., 2002). Cyrer et al. (2002) also claimed that the range of ECE programme quality in Germany is relatively restricted with little variation which leaves parents not many options as well. While in the USA, subsidies are offered to disadvantaged families, but considering the high fees for child care parents normally have very limited choices of both affordable and accessible centrebased ECE services (Cryer, et al., 2002). The availability of certain types of ECE provisions becomes the limitation of parents’ choices (Peyton, Jacobs, O'Brien, & Roy, 2001). Another outstanding feature is the considerable variation existing in both sponsorship and quality of American ECE system. The arrangements of child care are of great variety to meet differing American families. However, the provisions of high quality child care, in particular the affordable ones, are scarce resource (Cryer, et al., 2002). China’s case is more like the situation in the USA. The types of ECE services range widely with certain constraints in fact confining parents’ options to few choices. ‘Parental choice is limited in each country, but in different ways‘ (Cryer, et al., 2002, p. 263). Overall, progressive development has been made in many aspects across various regions, but new progresses always deserve continuous efforts to make it better and better. Access to Early Childhood Education The aim of investigations relating to this topic is to figure out what factors really matter in ECE systems to make high quality services for child care and education. The concept of ECE programme quality varies in accordance with values, beliefs, needs etc. (Cryer, et al., 2002, as cited in Bernhard & Gonzalez- Mena, 2000; Dhalberg, Moss, & Pence, 1999; Moss, 1994), whereas ‘when quality definition are closely inspected, the themes of these core elements appear repeatedly, with only the details differing’ (Cryer, et al., 2002, p. 261). Various research methods of social science have been adopted to examine each and every aspect in this field. A range of elements related to quality characteristics have influenced developmental outcomes to various extent (Burchinal & Cryer, 2003). Features of quality programming are to be examined ‘including standards for curriculum and assessment, health and safety, class size and teacher/child ratios, parent involvement, professional development and staff qualifications' (Warash, Ward, & Rotilie, 2008, p. 646). In brief, four categories consisting of quality, safety, convenience and availability are main reasons decide the result (Davis & Connelly, 2005). Normally, the demographic characteristics of family also affect the process of parents decision-making (Peyton, et al., 2001). Some scholars (Taylor, Dearing, & McCartney, 2004) find that family economic status matters in children’s development, especially for children from low income families. Through their own survey, Tietze and Cryer (1999) view availability and affordability as major criteria for quality ECE programmes. Availability represents provision of services, acceptable distance, convenient schedule, suitable programmes etc. Affordability is the principle in the light of European original idea to make ECE services available to parents. (Tietze & Cryer, 1999) However, the needs of children and parents have received a comprehensive awareness of both professionals and the public nowadays in the European countries (Tietze & Cryer, 1999). In most cases, parents take full responsibility to select ECE services for their children and family based on their own criteria as child care consumers (Cryer & Burchinal, 1997). Consequently, the opinion of parents, the decision-makers of early education selection, will be valued in the process of assessing the quality ECE services. Cryer et al. (2002) claimed that factors influencing parents perceptions of ECE quality, such as affordability, accessibility, traditions related to ECE etc., is not fixed in different countries. By rating, ranking and conjoint analysis, Rose and Elicker (2008) find that warmth and educational level of caregivers score very high in mothers’ considerations. Grace and O’cass (2003) mention that ethics, service delivery, and service failure response are the main reasons when parents choose and switch child care centres. Another point made by Cryer and Burchinal (1997) is that child care area has been viewed as a market obeying the basic principle of supply and demand. Supply is provided by all types of ECE programmes, as demand, in most cases, is the needs of parents having their children receive quality care and education. According to market rules, the magnitude of child care supply is inevitably affected by the preference of parents. They pointed out that parents are not well informed with 150
adequate and accurate information of the services their children have received. They cited economist James Walker (1991) as ‘The lack of perfect information is the most striking difference between the child care market and the idealized perfect market…. Consumers do not know the quality of care offered by providers once identified. Even after a long period of use, consumers will not be fully informed about the behaviour of the provider’ (p. 65). Since parent attitudes matter, what are the determinants in their decisions? Noble (2007) set four sub categories to cover the major influencing elements in parents’ decisions (p. 53): 1. Parent relationship with child 2. Influence of significant others 3. Parent understandings of childhood 4. Maximising the child’s potential She even emphasises the essential relationship between the needs of family and children (Noble, 2007). Moreover, ‘ As evidenced from the pilot study, adults’ needs (such as hours of operation, cost, and location) were rated as influential parents’ child care choices’ (Seo, 2003, p. 648). Interestingly, survey result indicates that parents consider convenience factors (cost, location etc.) more than quality indicators (safety, pedagogy, interaction etc.) when weighing determinants of ECE services (Cryer & Burchinal, 1997, as cited in Kisker & Maynard, 1991). It shows that parents place their own needs prior to children’s which may lead to a hasty decision (Gable & Cole, 2000). Nevertheless, Gable and Cole (2000) give reasonable explanations to those phenomena: if the service is too expensive to afford, too far to deliver their child, or difficult to cooperate in time schedule, the decision is actually unrealistic. ‘In some ways, the priorities of parents, the state and experts in the field are not the same’ ("Parents pleased with child care options and quality," 2008, p. 1). It is uncertain that to what extent the quality factors in parental values match those of professionals (Peyton, et al., 2001). In summary, up until now, the importance of ECE has been acknowledged all over the world. Supportive forces come from all fields of society to attribute to this career. ECE has become an integrated concept which involves complex factors concerning the prospect of entire human community. Accompanying with accelerated development of socio-economy and human capacity, ECE is looking forward to contribution of everybody concerned to meet the demands of both societies and individuals. References: Burchinal, M. R., & Cryer, D. (2003). Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly, 18(4), 401-426. Cryer, D., & Burchinal, M. (1997). Parents as child care consumers. Early Childhood Research Quarterly, 12(1), 35-58. Cryer, D., Tietze, W., & Wessels, H. (2002). Parents' perceptions of their children's child care: a crossnational comparison. Early Childhood Research Quarterly, 17(2), 259-277. Cunha, F., Heckman, J. J., Lochner, L., & Masterov, D. V. (2005). Interpreting the evidence on life cycle skill formation. In E. Hanushek & F. Welch (Eds.), Handbook of the Economics of Education. North Holland. Davis, E. E., & Connelly, R. (2005). The influence of local price and availability on parents' choice of child care. Population Research and Policy Review, 24, 301-334. Gable, S., & Cole, K. (2000). Parents' child care arrangements and their ecological correlates. Early Education & Development, 11(5), 549-572. Grace, D., & O'cass, A. (2003). Child care services: an Exploratory study of choice, switching and search behaviour. European Journal of Marketing, 37(1/2), 107-132. Heckman, J. J. (2006). The economics of investing in early childhood. Paper presented at the 2006 NIFTeY Conference - Prevention: Invest Now or Pay Later, Sydney, Australia. Kamerman, S. B. (2000). Early childhood education and care: an overview of developments in the OECD countries. International Journal of Educational Research, 33(1), 7-29. Knudsen, E. I., Heckman, J. J., Cameron, J. L., & Shonkoff, J. P. (2006). Economic, neurobiological, and behavioral perspectives on building America's future workforce. Paper presented at the The National Academy of Science of the United States of America, Washington. 151
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The 3 rd VACPS Research Workshop Pr
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Organizing Committee Victorian Asso
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Preface On the occasion of the publ
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Paper as a low-cost base material f
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Acknowledgements We gratefully ackn
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Career planning and Job Interview i
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The role of mitochondria in atrial
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Track-Before-Detect Procedures for
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3. Dynamic model for approaching ta
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Acknowledgments Xiaobo Deng would l
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Demonstration and Performance Analy
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Effect of mini-tyrosl-tRNA syntheta
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Materials and Methods Ethics All an
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cloud computing offers a cost-effec
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workflows. By comparing the generat
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