Enhancing classroom emotional support: the positive impact of improved mentalizing abilities in early childhood teachers following a group-based intervention

The relationship between teacher qualification and the quality of the early childhood education and care environment

There is ongoing attention to equity and inclusion in early learning but a paucity of stories on diverse experiences. This study sought to understand the experiences of Black children in Nova Scotian early learning and child care environments through the perspectives of their parents and early childhood educators (ECEs) working in African Nova Scotian (ANS) communities or with Black children in Nova Scotia, Canada. Following in-depth interviews with parents and ECEs (n=15) three interrelated themes were identified using reflexive thematic analysis: anti-Black approach to curriculum; inaction on racism, social justice, and equity; and precluding Black children from culturally safe environments. The results highlight critical issues of racism in early learning environments and the importance of building culturally safe environments for young Black children and their families.

Let's put a national child care strategy back on the agenda

Bullying in early childhood education has become a growing concern due to its impact on children’s social, emotional, and cognitive development. This study investigates the effectiveness of Project-Based Learning (PjBL) and Montessori methods in reducing bullying behaviors among children aged 5-6 years, with a focus on gender differences. Both PjBL and Montessori approaches were applied to address verbal and non-verbal bullying, which manifests differently in boys and girls. PjBL, which emphasizes collaboration and teamwork, was found to significantly reduce physical bullying, particularly among boys, while the Montessori approach, with its focus on empathy, self-regulation, and structured learning, was more effective in reducing verbal and relational bullying, particularly among girls. The study employed a quantitative experimental design, using pre-tests and post-tests to measure bullying behavior across experimental and control groups, and utilized a 2x2 factorial ANOVA to assess the interaction effects between teaching methods and gender. The results indicate that both educational strategies effectively reduced bullying behaviors, with significant gender-specific effects. These findings suggest that integrating PjBL and Montessori methods, tailored to the unique developmental needs of boys and girls, can create a more inclusive and supportive learning environment that mitigates bullying behaviors. The implications of this research highlight the importance of gender-sensitive educational interventions in fostering positive social and emotional development in early childhood education

What a difference a decade makes: Counting the benefits of investment in early childhood development in Quebec

This research departs from the social reality of the Kapuas community, which has cultural, ethnic and linguistic diversity. In this context, multicultural communication is an important aspect of early childhood learning and social interaction. The effectiveness of multicultural communication in this study is defined as the extent to which cross-cultural interactions can enhance children's social, emotional, and cognitive development in a heterogeneous environment. This study aims to analyze the role of multicultural communication in shaping early childhood character by examining key indicators such as increased adaptability, empathy, and social interaction. The results show that children actively engaging in cross-cultural interactions have better adaptability in various social situations, show higher empathy towards peers from different cultural backgrounds, and have more effective communication skills. In addition, this study offers a new perspective in understanding the role of multicultural communication in early childhood development, especially in areas with high levels of cultural heterogeneity. Previous studies have focused more on early childhood education in general without highlighting how multicultural communication plays a role in children's interaction and learning from an early age. The conclusion of this study emphasizes the importance of implementing multicultural communication in educational and family settings. Therefore, educators and parents are advised to create an environment that supports multicultural communication through joint play activities, cross-cultural discussions, and the use of diverse media as interactive learning tools. Thus, children can grow up in an inclusive environment and have strong social skills early on. This study uses descriptive qualitative methods and data collection techniques such as interviews, observation, and documentation. Multiculturalism plays an important role in improving the effectiveness of early childhood social and emotional skills. Early on, children exposed to cross-cultural interactions have better social adaptability and show higher empathy in interactions with peers from different cultural backgrounds. Multicultural communication's effectiveness was shown to positively impact early childhood social and emotional development in Kapuas district. This finding confirms the importance of implementing diversity-based communication strategies in early childhood education to improve children's social skills and readiness to face heterogeneous environments.

This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.

This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.

The early learning action plan 2019–2029, He Taonga te Tamaiti / Every Child a Taonga, ushers in a new era of thinking about the governance of early childhood education (ECE). The policy language has changed, with a shift from “early childhood education” to the “early learning system”. This article starts from the concern that if a teacher was to search through the action plan and note where the phrases “early childhood”, “early childhood education”, or “early childhood care and education”, “early learning”, “early learning services”, “early learning provision”, and “early learning system” occur, they would begin to paint a landscape of the way in which the language of governance has been changing in ECE. In this article we ask: What does this shift in language mean for the early childhood sector? To interrogate this question, we will explore elements of the language of the plan, and question the discourse of several key changes. We begin with a turn to the theorisation of government through language via the work of George Orwell, which align with Michel Foucault’s concept of governmentality, which informs ECE theory for policy, research, and practice, and how particular ways of thinking are produced in and by the dominant discourses of ECE.

This study delves into the significance of early childhood care and education (ECCE) in Bangladesh, with a specific focus on play-based learning. It emphasizes the recent curriculum changes that prioritize experiential learning and play-based activities to enhance children's cognitive, social, and motor development. The research method employed a multiple-case approach within diverse daycare settings in Bangladesh, involving teachers, parents, and ECCE experts. Through observation, interviews, and data analysis, the study identified the benefits and challenges of play-based learning in ECCE settings. Results revealed the positive impact of play-based activities on children's cognitive, social, and emotional development, as well as their language and communication skills. Parental involvement, peer interactions, and physical facilities of daycare centers were also observed. The study underlines the need for more space and trained teachers for effective implementation of play-based learning strategies. Challenges such as limited resources and lack of awareness were hindering parental expectations. Recommendations were made to encourage a play-based approach in ECCE settings, emphasizing the importance of creating supportive environments for holistic child development. Overall, the study sheds light on the potential of play-based learning in early childhood education and advocates for its wider implementation in Bangladesh.

Social leadership in early childhood education and care refers to the ability of educators to guide and promote positive social behaviors in young children, as well as create a supportive learning environment that fosters cooperation and empathy. It involves using a range of strategies and techniques to help children develop social skills, self-regulation, and emotional intelligence. Social leadership in early childhood education and care is an essential factor in supporting positive social and emotional development in young children in the UK. According to a study by Breslin and colleagues (2019), effective social leadership involves creating a supportive and inclusive learning environment, promoting positive social behaviors, and using evidence-based strategies to help children develop social skills and emotional intelligence. The study emphasizes the importance of social leadership in improving children’s academic and social outcomes, as well as their long-term well-being. Moreover, the research suggests that social leadership can be especially beneficial in supporting the development of children from disadvantaged backgrounds.

Early childhood education and care: Canada's challenges and next steps

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

This systematic review synthesised evidence on associations between nature-based early childhood education (ECE) and children’s social, emotional, and cognitive development. A search of nine databases was concluded in August 2020. Studies were eligible if: (a) children (2–7 years) attended ECE, (b) ECE integrated nature, and (c) assessed child-level outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis included effect direction, thematic analysis, and results-based convergent synthesis. One thousand three hundred and seventy full-text articles were screened, and 36 (26 quantitative; 9 qualitative; 1 mixed-methods) studies were eligible. Quantitative outcomes were cognitive (n = 11), social and emotional (n = 13), nature connectedness (n = 9), and play (n = 10). Studies included controlled (n = 6)/uncontrolled (n = 6) before-after, and cross-sectional (n = 15) designs. Based on very low certainty of the evidence, there were positive associations between nature-based ECE and self-regulation, social skills, social and emotional development, nature relatedness, awareness of nature, and play interaction. Inconsistent associations were found for attention, attachment, initiative, environmentally responsible behaviour, and play disruption/disconnection. Qualitative studies (n = 10) noted that nature-based ECE afforded opportunities for play, socialising, and creativity. Nature-based ECE may improve some childhood development outcomes, however, high-quality experimental designs describing the dose and quality of nature are needed to explore the hypothesised pathways connecting nature-based ECE to childhood development (Systematic Review Registration: CRD42019152582).

Early childhood requires a learning approach that considers individual needs and encourages the development of socio-emotional and cognitive skills. A stimulating and inclusive learning environment is essential to ensure every child has an equal opportunity to thrive. This research investigates various practical pedagogical approaches in early childhood education, focusing on developing socio-emotional, cognitive, and holistic skills. This research uses a qualitative approach by conducting a comprehensive literature review of various effective learning strategies in early childhood education. Data were analyzed thematically to identify general patterns and emerging trends. The research results show that a practical pedagogical approach in early childhood education involves using inclusive and child-centered learning methods that emphasize developing socio-emotional and cognitive skills. Involving parents, school staff, and the community has also proven critical in creating a supportive and stimulating learning environment. This research concludes that quality early childhood education requires a holistic and inclusive pedagogical approach. Educators and educational practitioners must continue developing evidence-based learning practices and integrating findings from this research into their daily practice. This will ensure every child has the same opportunity to develop to their full potential in a supportive and stimulating learning environment.