COMPARISON OF CONCEPTUAL PRINCIPLES OF PRESCHOOL EDUCATION IN UKRAINE AND GERMANY IN THE CONTEXT OF EUROPEAN INTEGRATION PROCESSES

본 연구는 통일대비 유아교육제도의 방향성 정립을 위해 남 북한 유아교육제도를 비교 분석하고, 이를 바탕으로 다양한 영역에서의 통합을 위한 교육적 대안을 제시하고자 한다. 남 북한 유아교육제도의 비교는 유아교육의 의무교육 및 공 교육, 유아교육기관 운영, 유아교육에 대한 행정 및 공적지원체계측면에서 이루어졌다. 연구결과 남 북한 유아교육제도는 서로 다른 양 체제의 사회적인 성격과이념의 차이로 인해 유사점보다는 여러 영역에서 많은 차이점을 드러냈다. 남 북한 유아교육제도를 비교한 연구결과에 비추어 다음과 같은 시사점을 도출하였다. 첫째, 남 북한 유아교육제도의 동질성 회복을 위한 노력의 일환으로 만 3-5세 유아교육에서의 유아교육-보육 간 통합을 위한 노력의 필요성이다. 둘 째, ‘유아공교육화’와 함께 만 3-5세 유아교육을 기본 학제 속에 포함시키기 위한 논의의 필요성이다. 또한 통일대비 남 북한 상호교류를 통한 협력을 강화하여 이질성을 극복하고, 남 북한 유아교육제도의 장점을 살린 새로운 제도를 구성하고 자 노력하는 것이 필요하다 할 것이다.This study aims at comparing and analyzing early childhood education systems in both South and North Koreas and suggesting educational alternatives for integrating in various aspects based on it, in order to build directions of early childhood education system in the preparation of Unification. A comparative study on the early childhood education system in South and North Korea was done in terms of early childhood education, public education of early childhood. As a result, there were differences rather than similarities in many areas due to the differences of political ideology between the South and the North. First, early childhood is not compulsory, but becomes public in South, while it is partially compulsory and has an overall public system in North in terms of its compulsory education and Pulic education. Second, as a result of comparing operating systems depending on early childhood education institutions in the South and North, there were differences in various areas such as subjects of foundation, classification of age, operating types, etc. Third, looking at its administrative support system, two Koreas has a similarity of a overall dual system, but showed a specific difference. Fourth, its public support had a similarity that early childhood education is done free of charge in two Koreas. In light of the results of comparing the early childhood education system in South and North Korea, this study suggests the following implications. First, as part of an effort to restore similarities of the early childhood education system between two Koreas, a challenge that must be addressed with priority is to integrate early childhood education-nursery in the early childhood education for age 3-5. Second, we’ll take an effort to include the early childhood education for age 3-5 in the basic disciplines with ‘Making early childhood education public’ being currently focused. In addition, we should an attitude to recover a similarity through mutual exchange and to have advantages of the early childhood education in two Koreas as a challenge of taking an effort to integrate the early childhood education in the South and the North various studies and debates, discussions will be made for the meaning of the early childhood education and the integration.

This study explores the lived experiences of migrant early childhood education (ECE) teachers in Canada, emphasizing their contributions to cultural and linguistic diversity as well as the challenges they face in professional integration. With Canada’s diverse population and increasing number of migrant educators, understanding their experiences is essential to support inclusive educational practices. The study investigates how migrant ECE teachers contribute to multiculturalism and multilingualism in classrooms, enhancing children's social, cognitive, and cultural development. Despite these positive impacts, migrant teachers encounter obstacles such as credential recognition, language barriers, and systemic biases, which hinder their professional integration and potential contributions. Utilizing qualitative methodology, semi-structured interviews were conducted with nine migrant educators representing diverse cultural backgrounds. The findings of this study suggest that systemic barriers hinder the full integration of migrant educators into Canada’s early childhood education (ECE) system despite their significant contributions to cultural and linguistic diversity. Better recognition of their credentials, increased professional support, and more inclusive policies are needed to maximize their potential and reflect their experiences well in Canada’s ECE system. The contribution of this study is to identify and highlight systemic barriers that hinder the full integration of migrant educators into the Early Childhood Education (ECE) system in Canada. The findings call for better credential recognition, increased professional support, and more inclusive policies to maximize the potential of migrant educators and ensure their experiences are well reflected in the Canadian ECE system. This study contributes to proposing changes that can help address these inequities and increase diversity and inclusion in early childhood education in Canada.

Since the first kindergarten was established in the late nineteenth century, the early childhood education (ECE) system in Taiwan has steadily evolved into one that aims to support all young children, regardless of their socioeconomic background. Reforms to the ECE system have rapidly increased since the millennium. In this chapter, we examine the ECE policies that have been proposed and implemented in Taiwan from the year 2000 to 2014. Specifically, we review these policies through the 3A2S framework: accessibility, affordability, accountability, sustainability, and social justice. Using the most recent data obtained from the Ministry of Education and other governmental agencies in Taiwan, we describe and analyse the trend of policy changes, examining whether these policy changes have yielded an ECE system that truly better serves the children of Taiwan. Our review indicates that the current governmental reforms have made Taiwanese ECE more accessible, affordable, and accountable to the families of young children, especially those from socioeconomically disadvantaged backgrounds. With continued support at the federal and county level, these reforms should be sustainable in the years to come. In summary, the postmillennial governmental policies in Taiwan have vastly improved early childhood education for its future generations.

The article examines the transformation of German early childhood education from a predominantly care-based model to a modern educational-developmental system over recent decades. The aim of the study is to analyze the evolution of conceptual foundations of early childhood education in the Federal Republic of Germany and substantiate the significance of this experience for modernizing Ukrainian early childhood education. The research methodology is based on a comparative-pedagogical approach using methods of theoretical analysis, synthesis, comparison of regulatory documents, scientific works of German researchers, and systematization of practical experience of early childhood institutions functioning in German federal states. Key stages of evolution from Friedrich Froebel's ideas to contemporary federal initiatives for improving early childhood education quality are analyzed. Conceptual changes in understanding the role of kindergartens from simple childcare to full-fledged educational institutions ensuring comprehensive child development are examined. Special attention is paid to regulatory changes, particularly the adoption of the «Early Childhood Development and Education Act» (2008) and the Kindergarten Quality Act» (2022), which established the new status of early childhood education in the German educational system. Research results indicate the systematic nature of transformation encompassing conceptual, organizational, and practical aspects of early childhood institutions functioning. Key characteristics of this transformation include elevating early childhood education status to a full educational level, implementing competency-based approaches, professionalizing pedagogical staff, developing inclusive education, and creating high-quality educational environments. Conclusions confirm the importance of German experience for modernizing Ukrainian early childhood education, especially in the context of European integration. Key aspects of the German model for adaptation are identified: developing clear quality standards, improving pedagogical staff qualifications, implementing modern teaching methods, and developing inclusive education.

Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

Educational policy and pedagogical practice that meet the needs of young children and their families are those that are inclusive, diverse and democratic. The early childhood education and care system serves as an essential tool for preventing inequality and educational poverty, while enabling every child to develop to their full potential. The aim of this article, therefore, is to identify elements of democratic culture and inclusive pedagogical practice within the early childhood education and care system in Croatia. Following a qualitative interpretative approach, data collected from 35 interviews with teachers from 13 early childhood education and care institutions were analysed using the NVivo software. The coding framework was based on the selected International Step-by-Step Association standards of quality pedagogical practice within the standard of Inclusion, Diversity and Values of Democracy. Inter-rater reliability was assured. The results indicate a diverse understanding of democratic values among early childhood education and care teachers, as well as differences in incorporating elements of inclusive and democratic culture in their practice. Furthermore, there is a lack of specific knowledge about diversity, democracy and inclusion. However, an analysis of specific elements of early childhood education and care teachers’ everyday pedagogical practice indicates warm, supportive and responsive democratic relationships. These relationships focus on the child’s abilities, potential and needs, along with the teacher’s ability to create an inclusive and stimulating learning environment within the early childhood education and care setting. Implications for improving pedagogical practice are discussed.

As digital technologies increasingly permeate the education sector, the need to safeguard sensitive personal data within early childhood education systems becomes paramount. In Indonesia, where the adoption of digital tools in education is rapidly expanding, these systems are particularly vulnerable due to the hybrid nature of their processes, varying levels of digital literacy among stakeholders, and a complex regulatory environment. This research addresses the challenge of securing Indonesia’s early childhood education systems by designing a minimized attack surface through the integration of ISO 27005-based risk assessment and the TOGAF enterprise architecture framework. ISO 27005 provides a systematic methodology for identifying, assessing, and mitigating information security risks, ensuring compliance with the Indonesian Personal Data Protection Law (UUPDP). TOGAF is utilized to structure the enterprise architecture, aligning IT strategies with institutional goals while embedding robust security measures across the digital infrastructure. The research methodology involves identifying critical assets and potential threats, evaluating these threats using ISO 27005, and developing a secure architecture tailored to the unique needs of Indonesian early childhood education systems. The proposed framework is validated through application in a case study involving several Indonesian early childhood education institutions. This approach not only enhances the security posture of these institutions but also aligns with cultural and regulatory considerations, offering a comprehensive solution for protecting vulnerable educational environments in Indonesia.

This study qualitatively analyzes the self-report of 22 Generation Z pre-service early childhood teachers attending a four-year university, in anticipation of the imminent implementation of the policy integrating early childhood care and education systems. The self-reports consist of freely written reflections on various topics, including the reasons for aspiring to become an early childhood teacher, the background of their family environment, their innate dispositions, personal experiences related to their career path, their self-assessment of whether they possess the qualities and competencies required as early childhood teachers, and in what aspects they see themselves as suitable or lacking for the role.The total text amounted to 48 pages, and a continuous comparative analysis method was applied through the coding process. The qualitative content analysis resulted in the identification of three key concepts: developmental and environmental characteristics, personal characteristics, and relational characteristics, which were further categorized into seven main themes. The developmental and environmental characteristics included motivations for choosing a career in early childhood education. The personal characteristics encompassed self-management, the thoughts and attitudes of early childhood teachers, and efforts to improve oneself in preparation for the role. The relational characteristics were categorized as empathy and consideration, cooperation and support, and the demand for professionalism among early childhood teachers. An understanding and analysis of Generation Z pre-service early childhood teachers can provide valuable reference material when restructuring teacher education or teacher personality development courses in early childhood education departments, particularly after the integration of early childhood education and care systems.

Universal early childhood education and care is seen as a policy context that provides equal opportunities for all children to access early childhood education and care. In this view, ‘context’, such as the national early childhood education and care system, is often understood as a fixed space that is consistent for everyone. Examining the arrangements of early childhood education and care services at the local level of the universal early childhood education and care system in Finland, this article argues for a relational approach to examine access to early childhood education and care. It aims to exemplify how examining the arrangements of early childhood education and care from multiple entry points of place and scale can help to broaden understanding of the local barriers to access. The data consists of interviews with early childhood education and care administrators and parents from 10 municipalities in Finland. The article calls for a shift in focus from early childhood education and care systems as spatially transferrable entities to a more holistic and relational approach to the childcare decisions of families.

This chapter discusses early childhood education (ECE) directors’ leadership in Palestinian ECE in a time when Palestine reforms and develops its ECE system. Specifically, the study sets out to investigate what key leadership responsibilities are being experienced by Palestinian early childhood directors. The lack of studies dealing with ECE leadership in the Palestinian context shows the need for a unified consciousness of leadership. This chapter adds to this challenge, and it is hoped that novel researched-based knowledge might also add to the understanding of leadership responsibilities internationally. The study belongs to the Norwegian Partnership Programme for Global Academic Cooperation (NORPART) project Developing Teacher Education in Pedagogy for Early Childhood Education and Early Elementary Schools in Palestine and Norway, in which researchers from Palestine and Norway investigated ECE leadership as one selected topic. This chapter builds on empirical data from a quantitative questionnaire (N = 166) administered to a purposeful representative sample of ECE directors from the West Bank and Gaza Strip. The results show the wide range of leadership responsibilities that ECE directors perceive in their daily work. Using the theoretical framework of leadership as function (Adizes, 1991), we found that ECE directors in Palestine range responsibilities to children highest. Even though leadership responsibilities related to administration were ranged as lowest, this category contains most areas of responsibility. Moreover, the results highlight the directors’ role and duties in securing and safeguarding the organisation’s goals as core responsibilities. The results make a new contribution to understanding and developing the professional role in order to strengthen ECE leadership and be more effective and dynamic in Palestinian ECE during a time of significant expansion.

Objectives The objective of this study is to examine the perceptions and opinions of teachers working in infant care and early childhood education settings regarding the infant curriculum. Methods To achieve this objective, an online survey was conducted over approximately one month in November 2024. The survey targeted a total of 1,566 teachers employed at daycare centers and kindergartens in Province J. The collected data were analyzed using frequency analysis and percentage calculations. Furthermore, participants were grouped based on their academic major and professional certifications, followed by cross-tabulation analysis and t-tests to identify group differences. Results The results of the study indicate that teachers with a background in education demonstrated a stronger recognition of the necessity to establish a new daycare curriculum and integrate it with the early childhood curriculum compared to those with a background in childcare. Differences in perceptions regarding the key components of the daycare curriculum were also observed. Specifically, participants with a major in education and kindergarten teachers were more favorable towards the use of tools to assess infant development and the implementation of flexible grouping compared to their respective counterparts. Regarding the qualifications and competencies required of teachers responsible for implementing the infant curriculum, teachers with a background in education and kindergarten teachers were more likely to emphasize the need for restructuring and strengthening such qualifications compared to those with a background in childcare or childcare teachers. However, no statistically significant differences were observed among groups regarding the specific aspects of content that should be prioritized in the infant curriculum. Conclusions This study provides meaningful insights by investigating the perceptions of professionals working in infant care and early childhood education institutions at a time when the integration of infant and early childhood education systems is being gradually implemented. Moreover, it explores differences in perceptions based on academic background and professional certifications. Based on the findings, implications for future research are presented.

This article is premised on a view that early childhood education (ECE) is a public good and a child’s right. As such, there is no place for ECE services to be treated as a private commodity that is bought and sold in the marketplace. Yet, despite policies to transform its ECE system under some enlightened governments, no substantive attempts have been made to shift from a model of marketisation and privatisation in providing ECE. This article discusses recent research on the growth of publicly listed companies in the ECE sector and consequences, whereby financial values and profit-making are prioritised over education values. ECE services have come to be understood as businesses, competing and selling commodities (“childcare” and “learning”) to parent and child “consumers”. Effects of corporatisation in Aotearoa New Zealand are then exemplified through the authors’ recent research comparing a large kindergarten association with a similar-sized publicly listed ECE company. Differences in the composition of their boards (diversity of ethnicity, gender, age, and representation of parents, staff, and specialists), Education Review Office ratings of services, and payments made to directors are analysed. The article ends by suggesting possibilities for de-privatising ECE in Aotearoa New Zealand.

Kenya distinguishes itself from other sub-Saharan African countries with its well-established system of early childhood development and education (ECDE). This chapter describes environmental, economic and social-cultural circumstances in Kenya and how these affect ECDE program design, curriculum and preschool activities. The author will provide a brief historical overview of early childhood educational contexts in Kenya and how preschool teachers meet minimum standards of a quality program using Guidelines for Early Childhood Development in Kenya (NACECE (National Center for Early Childhood Education). (2003). Guidelines for early childhood development in Kenya. Nairobi: Author.) with an African approach. Specific focus will be given to the diverse and contrasting program settings for early childhood care and education from the affluent city suburbs to the rural agrarian farms and the arid and semi arid (ASAL) areas of Kenya.

Participation in education by three- and four-year-olds tends now to be high, though coverage is a third or less of the age group in several OECD countries. Early childhood education and care (ECEC) has been a growing priority in OECD countries, and the subject of past and ongoing OECD analysis. A major OECD review was published in 2006 – Starting Strong II: Early Childhood Education and Care – which has been followed up through an ongoing international network. There are wide differences between systems, including between those which have a strong “preparation for school” approach and those implementing a broader social pedagogy, between those with mainly public provision and those relying strongly on private household resources, as well as in the relative emphasis on education and childcare. ECEC can bring a wide range of benefits for children, parents and society at large, but the magnitude of benefits is conditional on quality. Therefore the OECD in 2012 released Starting Strong III: A Quality Toolbox for Early Childhood Education and Care, which serves as a reference guide and aims to encourage quality in ECEC. Additionally, the 2012 edition of Education at a Glance: OECD Indicators includes a new indicator on the state of early childhood education, providing a rich comparative insight into early childhood education systems around the world.

In order to improve early childhood physical education, in this study, the talent cultivation mechanism for undergraduates was explored under the “full-practice” concept, oriented by preschooler mental health. First, from the perspective of preschooler psychology, the mechanisms of ability training and talent cultivation for undergraduates majoring in early childhood education were explored under the “full-practice” concept. Considering that the physical, psychological, and intellectual development of preschoolers shall follow the rules of physical education, and current early childhood education mainly focuses on intelligence education in China, early childhood physical education was analyzed further in this study. By investigating the undergraduate majors of early childhood education in Henan University, this study first summarized the current problems in early childhood education systems in universities. Secondly, combined with the form of physical education in kindergartens, strategies for talent cultivation and curriculum setting of early childhood physical education majors in colleges and universities were proposed. Finally, from the perspective of innovation and diversification of training forms, the cultivation of early childhood educators’ physical education ability was analyzed at multiple levels and multiple objectives, and the integrated training system of early childhood education talents was constructed. The results show that, among all the courses for early childhood education major, compulsory courses account for 81.2% and optional courses account for 18.8%. In addition, a survey on undergraduates’ attitudes toward the curriculum of their major demonstrates that 81.2% of the undergraduates thought that the range and content of practical courses should be increased, indicating that undergraduates majoring in early childhood education are dissatisfied with the current curriculum system, and they have an increased demand for practical courses. Correspondingly, it is vital to build and improve on the early childhood physical education. In terms of its talent cultivation, the “full-practice” concept helps combine theory with practice to improve the effectiveness of education and teaching, pushing forward the reform of the education system. Meanwhile, data- and intelligence-oriented teaching will become the new direction of modern sports development, as well as an important link for tracking and monitoring children’s sports teaching in China. Through the continuous introduction of wearable artificial intelligence (AI) products, real-time monitoring of children’s physical conditions can be realized, which helps improve the effectiveness of early childhood physical education.