A Collective Impact Organization for Early Childhood: Increasing Access to Quality Care by Uniting Community Sectors

Tilhou, Rebecca; Eckhoff, Angela; Rose, Brittney

doi:10.1007/s10643-020-01047-3

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…In urban areas, children who attend school early were more developed than children who reside in rural areas of Bangladesh. Also, children attending early school showed an acceleration in growth than children who did not participate in school early [ 38 , 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

Regional variations of child development index in Bangladesh

Hossain

Haq

Zinnia

et al. 2021

Heliyon

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Early development is a vital phase in childhood life. The study aimed to identify factors that were associated with the early development of 36–59 months children in Bangladesh. The findings of this study will formulate the design of appropriate policy and programmed responses. Utilizing Multiple Indicator Cluster Survey data, influencing components of child development status were evaluated for both rural and urban areas of Bangladesh. A total of 23,099 children under the age of five were included in this analysis. Chi-square analysis was conducted to assess the association between outcome variables and selected covariates. At the same time, this study uses two separate multivariate binary logistics regression models (respectively for urban areas and rural areas) to determine the risk factors that are primarily related to child development. Our research estimates that more than 70 percent of children develop early throughout the country. The multivariate analysis on the determinants of child development index among children aged between 36 and 59 months old regarding residence discovered a significant impact on child age and sex, maternal education, child education, wealth status, reading children's books. The adjusted odds of child nutrition status, playthings, and maternal functional difficulties have had a major impact on early child development in rural Bangladesh. Based on the findings, educational status, nutritional status, wealth-status, and some determinants of children care the most noteworthy findings in this study. Hence, policymakers should emphasize on such factors for improving children's development in residence.

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Section: Discussionmentioning

confidence: 99%

Regional variations of child development index in Bangladesh

Hossain

Haq

Zinnia

et al. 2021

Heliyon

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“…Kania and Kramer [65] coined the term collective impact when they established a model for social change that described largescale social change can only be possible when there is cross-sector coordination. The earliest examples of collective impact focus on the U.S. public school system because of the fact that amazing teachers can make progress for one child, or in one classroom but that systemwide progress at improving our educational system and decreasing the achievement gap has not happened [65] and this model is still used when looking at education [66], including models specific to advancing Latinx students [49] and immigrant students [67]. The findings from this study show that there are 97 different programs serving immigrants across the city.…”

Section: Future Directionsmentioning

confidence: 99%

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Evans¹,

Coney²,

Musa³

2022

JMHSB

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One in four children in U.S. schools are part of an immigrant family, and we need to ensure that there are enough, and culturally sensitive services available to meet their needs and help them succeed educationally. Using a qualitative document analysis framework, the authors deductively coded more than 110 websites to assess the services available to immigrant students in a city in a Mid-Atlantic state of the United States. The results indicate that services included English as a second language services (n=33), tutoring (n=23), parent engagement activities (n=11), summer programs (n=11), college access programs (n=10), and orientation programs (n=9). Together the agencies and schools offer many programs that are reminiscent of collective impact models. We provide recommendations for future research and practice.

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“…As systems-change initiatives are complex and relational in nature, those looking to gauge readiness to initiate, implement, or evaluate systems building often adopt various frameworks to guide activities and create a shared understanding of how to design, replicate, and sustain an EC system (Coffman, 2015; Halle, Zazlow, Martinez-Beck, & Metz, 2013; Tullis, Sutherland, Uyeda, & Halfon, 2004). Those aiming to create an EC system may also look to methods such as collective impact to align key actors in order to meaningfully drive change in children's health outcomes (Schaffer et al, 2022; Tilhou, Eckhoff, & Rose, 2021). However, although extant implementation frameworks provide a roadmap for the various stages of systems-building work, these frameworks do not fully consider the recursive nature and nonlinearity of systems-building initiatives (Coffman, 2015).…”

mentioning

confidence: 99%

Exploring a Framework for Early Childhood Systems Maturity

Swanson

Menon

Minogue

et al. 2023

Infants &Amp; Young Children

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Given the proportion of young children experiencing disadvantages in achieving optimal health due to inequities related to race, place, and income, there is increasing attention to developing effective early childhood (EC) systems. As EC leaders embrace methods such as collective impact in driving systems change, there is a growing recognition that a one-size-fits-all approach to developing integrated EC systems may be inappropriate as systems-building efforts may differ in their "maturity." Systems maturity, as we define, refers to the ability of child-focused organizations, across disciplines and sectors, to successfully collaborate toward continuous improvement in supporting optimal child well-being. A flexible, developmental framework of systems building accounting for maturity better articulates the nuances of EC systems-building work. This article describes an emergent framework of EC systems development observed from states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN) and aiming to build systems for increased developmental

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A Collective Impact Organization for Early Childhood: Increasing Access to Quality Care by Uniting Community Sectors

Cited by 8 publications

References 21 publications

Regional variations of child development index in Bangladesh

Regional variations of child development index in Bangladesh

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Exploring a Framework for Early Childhood Systems Maturity

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