Building Quality Education and Care for Children under Three

Annex C. List of tables available online

The following tables are available in electronic form only.

Table A C.1. Chapter 2: Key features of early childhood education and care for children under age 3

Table C.2.
Table C.2.1	Children under age 3 in early childhood education and care settings, by geographic location
Table C.2.2	Children enrolled in early childhood education and care settings, by setting type
Table C.2.3	Setting type of early childhood education and care settings, by type of management and profit status
Table C.2.4	Sources of funding in early childhood education and care settings, by setting type
Table C.2.5	Unmet demand in early childhood education and care settings, by geographic location
Table C.2.6	Unmet demand in early childhood education and care settings, by setting size
Table C.2.7	Unmet demand in early childhood education and care settings, by setting type
Table C.2.8	Proportion and concentration of children with various characteristics in early childhood education and care settings
Table C.2.9	Concentration of children from socio-economically disadvantaged homes in early childhood education and care settings, by geographic location
Table C.2.10	Concentration of children from socio-economically disadvantaged homes in early childhood education and care settings, by type of management and profit status
Table C.2.11	Concentration of children from socio-economically disadvantaged homes in early childhood education and care settings, by setting type
Table C.2.12	Concentration of children from socio-economically disadvantaged homes in early childhood education and care settings, by setting size
Table C.2.13	Concentration of children from socio-economically disadvantaged homes in early childhood education and care settings, by concentration of children under age 3
Table C.2.14	Geographic location of early childhood education and care settings, by type of management and profit status
Table C.2.15	Geographic location of early childhood education and care settings, by setting type
Table C.2.16	Concentration of children with special education needs in early childhood education and care settings, by setting type
Table C.2.17	Concentration of children with special education needs in early childhood education and care settings, by geographic location
Table C.2.18	Concentration of children with special education needs in early childhood education and care settings, by type of management and profit status
Table C.2.19	Concentration of children with special education needs in early childhood education and care settings, by setting size
Table C.2.20	Concentration of children with special education needs in early childhood education and care settings, by concentration of children under age 3

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Table A C.2. Chapter 3: Supporting meaningful interactions and inclusive practices

Table C.3.
Table C.3.1	Children of various ages in the target group, by concentration of children under age 3 in early childhood education and care settings
Table C.3.2	Proportion of children from socio-economically disadvantaged homes in the target group, by proportion in the setting
Table C.3.3	Concentration of children from socio-economically disadvantaged homes in the target group, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.3.4	Proportion of children with special educational needs in the target group, by proportion in the setting
Table C.3.5	Concentration of children with special education needs in the target group, by concentration of children with special education needs in early childhood education and care settings
Table C.3.6	Hours worked for staff working full-time, by type of management and profit status of early childhood education and care settings
Table C.3.7	Time spent in direct contact and without contact with children, by concentration of children under age 3 in the target group
Table C.3.8	Time spent in direct contact and without contact with children, by type of management and profit status of early childhood education and care settings
Table C.3.9	Hours worked for staff working full-time, by concentration of children under age 3 in the target group
Table C.3.10	Time spent in direct contact and without contact with children, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.3.11	Time spent in direct contact and without contact with children, by concentration of children from socio-economically disadvantaged homes in the target group
Table C.3.12	Time spent on various tasks, by setting type
Table C.3.13	Time spent on various tasks, by concentration of children with special education needs in early childhood education and care settings
Table C.3.14	Staff beliefs about preparing children for life in the future, by concentration of children under age 3 in the target group
Table C.3.15	Staff beliefs about preparing children for life in the future, by setting type
Table C.3.16	Staff beliefs about preparing children for life in the future, by type of management and profit status of early childhood education and care settings
Table C.3.17	Staff beliefs about preparing children for life in the future, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.3.18	Staff beliefs about preparing children for life in the future, by concentration of children with special education needs in early childhood education and care settings
Table C.3.19	Staff beliefs about preparing children for life in the future, by concentration of children with special education needs in the target group
Table C.3.20	Staff beliefs about preparing children for life in the future, by concentration of children from socio-economically disadvantaged homes in the target group
Table C.3.21	Relationship between facilitating emotional development in children and staff and setting characteristics
Table C.3.22	Relationship between facilitating emotional development in children and staff and setting characteristics
Table C.3.23	Relationship between facilitating prosocial behaviour in children and staff and setting characteristics
Table C.3.24	Relationship between facilitating prosocial behaviour in children and staff and setting characteristics
Table C.3.25	Relationship between facilitating literacy development in children and staff and setting characteristics
Table C.3.26	Relationship between facilitating literacy development in children and staff and setting characteristics
Table C.3.27	Relationship between facilitating numeracy development in children and staff and setting characteristics
Table C.3.28	Relationship between facilitating numeracy development in children and staff and setting characteristics
Table C.3.29	Relationship between reading books and staff and setting characteristics
Table C.3.30	Relationship between reading books and staff and setting characteristics
Table C.3.31	Relationship between responding positively and staff and setting characteristics
Table C.3.32	Relationship between responding positively and staff and setting characteristics
Table C.3.33	Relationship between child-centred planning and staff and setting characteristics
Table C.3.34	Relationship between child-centred planning and staff and setting characteristics
Table C.3.35	Relationship between encouraging pre-verbal children to point to pictures when looking at a book and staff and setting characteristics
Table C.3.36	Relationship between encouraging pre-verbal children to point to pictures when looking at a book and staff and setting characteristics
Table C.3.37	Reading books to children, by concentration of children under age 3 in the target group
Table C.3.38	Encouraging pre-verbal children to point to pictures when looking at a book, by concentration of children under age 3 in the target group
Table C.3.39	Staff responded positively to non-verbal invitations to play, by concentration of children under age 3 in the target group
Table C.3.40	Facilitating the following dimensions of child development, by concentration of children under age 3
Table C.3.41	Facilitating the following dimensions of child development, by type of management and profit status of early childhood education and care settings
Table C.3.42	Facilitating the following dimensions of child development, by setting type
Table C.3.43	Facilitating the following dimensions of child development, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.3.44	Facilitating the following dimensions of child development, by concentration of children from socio-economically disadvantaged homes in the target group
Table C.3.45	Facilitating the following dimensions of child development, by concentration of children with special education needs in early childhood education and care settings
Table C.3.46	Relationship between adapting daily activities in response to children's natural rhythms and staff and setting characteristics
Table C.3.47	Relationship between adapting daily activities in response to children's natural rhythms and staff and setting characteristics

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Table A C.3. Chapter 4: Aligning resources with needs across the early childhood education and care system

Table C.4.
Table C.4.1	Staff roles in early childhood education and care settings, by setting type
Table C.4.2	Staff total work experience in early childhood education and care settings, by setting type
Table C.4.3	Staff total work experience in early childhood education and care settings, by type of management and profit status
Table C.4.4	Staff total work experience in early childhood education and care settings, by concentration of children from diverse backgrounds
Table C.4.5	Staff highest educational attainment and training to work with children included practical training, by setting type
Table C.4.6	Staff highest educational attainment and training to work with children included practical training, by type of management and profit status in early childhood education and care settings
Table C.4.7	Staff highest educational attainment and training to work with children included practical training, by concentration of children under age 3 in early childhood education and care settings
Table C.4.8	Supporting children's social and emotional development included in staff initial education or training programme, by setting characteristics
Table C.4.9	Supporting children's early learning of content areas included in staff initial education or training programmes, by setting characteristic
Table C.4.10	Content of staff professional development activities within early childhood education and care settings, by setting type
Table C.4.11	Content of staff professional development activities within early childhood education and care settings, by concentration of children from socio-economically disadvantaged homes
Table C.4.12	Staff professional development needs, by type of management and profit status of early childhood education and care settings
Table C.4.13	Staff professional development needs, by setting type
Table C.4.14	Staff professional development needs, by concentration of children under age 3
Table C.4.15	Staff professional development needs, by children with special education needs
Table C.4.16	Staff professional development needs, by concentration of children from socio-economically disadvantaged homes
Table C.4.17	Physical space of early childhood education and care settings, by type of management and profit status of early childhood education and care settings
Table C.4.18	Physical space of early childhood education and care settings, by concentration of children under age 3
Table C.4.19	Barriers to quality provision in early childhood education and care settings, by setting type
Table C.4.20	Barriers to quality provision in early childhood education and care settings, by setting size
Table C.4.21	Barriers to quality provision in early childhood education and care settings, by type of management and profit status
Table C.4.22	Adequacy of physical resources in early childhood education and care settings, by children from diverse backgrounds
Table C.4.23	Number of staff per ten children in early childhood education and care settings, by setting characteristics
Table C.4.24	Barriers to quality provision in early childhood education and care settings, by concentration of children under age 3
Table C.4.25	Barriers to quality provision in early childhood education and care settings, by children with special education needs
Table C.4.26	Barriers to quality provision in early childhood education and care settings, by concentration of children from socio-economically disadvantaged homes
Table C.4.27	Staff employment status in early childhood education and care settings, by setting type
Table C.4.28	Staff employment status in early childhood education and care settings, by type of management and profit status
Table C.4.29	Centre-based staff working hours in early childhood education and care settings, by staff characteristics
Table C.4.30	Staff working hours in early childhood education and care settings, by setting characteristics
Table C.4.31	Staff job satisfaction, by setting type
Table C.4.32	Staff job satisfaction, by type of management and profit status of early childhood education and care settings
Table C.4.33	Staff job satisfaction, by concentration of children under age 3
Table C.4.34	Staff sources of stress in early childhood education and care settings, by type of management and profit status
Table C.4.35	Staff sources of stress in early childhood education and care settings, by setting type
Table C.4.36	Staff sources of stress in early childhood education and care settings, by concentration of children under age 3
Table C.4.37	Reasons to leave the early childhood education and care staff role, by type of management and profit status of early childhood education and care settings
Table C.4.38	Reasons to leave the early childhood education and care staff role, by setting type
Table C.4.39	Staff sources of stress in early childhood education and care settings, by concentration of children from socio-economically disadvantaged homes
Table C.4.40	Staff sources of stress in early childhood education and care settings, by concentration of children with special education needs
Table C.4.41	Reasons to leave the early childhood education and care staff role, by concentration of children with special education needs in early childhood education and care settings
Table C.4.42	Reasons to leave the early childhood education and care staff role, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings

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Table A C.4. Chapter 5: Policies to reduce quality variation and strengthen continuous improvement

Table C.5.
Table C.5.1	Staff professional development activities, by setting type
Table C.5.2	Relationship between different activities to suit different children’s levels of development and staff and setting characteristics
Table C.5.3	Relationship between different activities to suit different children’s levels of development and staff and setting characteristics
Table C.5.4	Staff professional development activities, by concentration of children under age 3 in early childhood education and care settings
Table C.5.5	Staff professional development activities, by concentration of children with special education needs in early childhood education and care settings
Table C.5.6	Staff professional development activities, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.7	Staff professional development activities, by type of management and profit status of early childhood education and care settings
Table C.5.8	Barriers to staff participation in professional development, by type of management and profit status of early childhood education and care settings
Table C.5.9	Barriers to staff participation in professional development, by setting type
Table C.5.10	Barriers to staff participation in professional development, by children with special education needs in early childhood education and care settings
Table C.5.11	Barriers to staff participation in professional development, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.12	Support for staff participation in professional development activities, by type of management and profit status of early childhood education and care settings
Table C.5.13	Support for staff participation in professional development activities, by concentration of children under age 3 in early childhood education and care settings
Table C.5.14	Support for staff participation in professional development activities, by concentration of children with special education needs in early childhood education and care settings
Table C.5.15	Support for staff participation in professional development activities, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.16	Barriers to staff participation in professional development, by types of support for staff participation in professional development activities
Table C.5.17	External inspection and monitoring in early childhood education and care settings, by type of management and profit status
Table C.5.18	External inspection and monitoring in early childhood education and care settings, by setting type
Table C.5.19	External inspection and monitoring in early childhood education and care settings, by setting size
Table C.5.20	External inspection and monitoring in early childhood education and care settings, by concentration of children under age 3 in early childhood education and care settings
Table C.5.21	External inspection and monitoring in early childhood education and care settings, by concentration of children with special education needs in early childhood education and care settings
Table C.5.22	External inspection and monitoring in early childhood education and care settings, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.23	Leader observations and feedback on staff, by type of management and profit status of early childhood education and care settings
Table C.5.24	Leader observations and feedback on staff, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.25	Leader observations and feedback on staff, by setting size
Table C.5.26	Leader observations and feedback on staff, by concentration of children under age 3 in early childhood education and care settings
Table C.5.27	Activities to facilitate children's transitions, by type of management and profit status in early childhood education and care settings
Table C.5.28	Activities to facilitate children's transitions, by concentration of children under age 3 in early childhood education and care settings
Table C.5.29	Activities to facilitate children's transitions, by concentration of children with special education needs in early childhood education and care settings
Table C.5.30	Activities to facilitate children's transitions, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.31	Activities to facilitate children's transitions, by setting size
Table C.5.32	Content on transitions covered in staff initial education or training programmes, by type of management and profit status of early childhood education and settings
Table C.5.33	Content on transitions covered in staff initial education or training programmes, by setting type
Table C.5.34	Content on transitions covered in staff initial education or training programmes, by setting size
Table C.5.35	Content on transitions covered in staff initial education or training programmes, by concentration of children under age 3 in the target group
Table C.5.36	Content on transitions covered in staff initial education or training programmes, by concentration of children from socio-economically disadvantaged homes in the target group
Table C.5.37	Content on transitions covered in staff professional development activities, by type of management and profit status of early childhood education and settings
Table C.5.38	Content on transitions covered in staff professional development activities, by setting type
Table C.5.39	Content on transitions covered in staff professional development activities, by setting size
Table C.5.40	Content on transitions covered in staff professional development activities, by concentration of children under age 3 in the target group
Table C.5.41	Staff professional development needs on transitions, by type of management and profit status of early childhood education and settings
Table C.5.42	Staff professional development needs on transitions, by setting type
Table C.5.43	Staff professional development needs on transitions, by concentration of children under age 3 in early childhood education and care settings
Table C.5.44	Staff professional development needs on transitions, by concentration of children with special education needs in the target group
Table C.5.45	Staff professional development needs on transitions, by concentration of children from socio-economically disadvantaged homes in the target group
Table C.5.46	External collaboration content covered in leader professional development activities, by type of management and profit status of early childhood education and settings
Table C.5.47	External collaboration content covered in leader professional development activities, by concentration of children under age 3 in early childhood education and care settings
Table C.5.48	External collaboration content covered in leader professional development activities, by children with special education needs in children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.49	External collaboration content covered in leader professional development activities, by children from socio-economically disadvantaged homes in early childhood education and care settings
Table C.5.50	External collaboration content covered during leader professional development activities, by setting size
Table C.5.51	Leader professional development needs on external collaboration, by type of management and profit status of early childhood education and settings
Table C.5.52	Leader professional development needs on external collaboration, by concentration of children under age 3 in early childhood education and care settings
Table C.5.53	Leader professional development needs on external collaboration, by concentration of children from socio-economically disadvantaged homes in early childhood education and care settings

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