Judicialização da educação infantil nas produções científicas e legislações

A glimpse into a chronological journey of the lives and ideas of educationalists that have globally influenced the field of early childhood care and education (ECCE) is a necessary step for all educators. To better understand today’s practices as well as today’s errors, misunderstandings, and reinventions, this necessary time travel will offer the reader an international perspective on the sources of multiple concepts in the field of ECCE. By being exposed to the sometimes contentious and messy field of early childhood education, educators and early childhood scholars can consider the ideas and practices that best fit their current time, context, culture, and place. Once introduced to historical ideas and principles of practice in the field of early childhood education, readers can identify the roots of core concepts that are applied today in the education of the very young. Early childhood scholars and practitioners are advocating and fighting to be more valued by policy, governments, and the society as whole, and this ages-long struggle can be supported by the strong voices of the past. The biographical writings in this article will offer the reader only a glimpse into those efforts, a peek at the extreme activism of some and fight until death of others. In the last section, Comparative Studies, the reader will discover a network of connections between ideas, philosophies, practice, and experiences of thinkers from different times and different parts of the world. This network of ideas, if studied and qualitatively summarized, will support beginner educators to crystalize their own views and form their own teaching philosophy. This article contains a General Overviews chapter and one with Academic Articles that will warm up the reader by presenting overarching images of the tumultuous history of ECCE. Next is a chapter on the International History of Early Childhood Care and Education. The article continues with a chronological succession of thinkers who have built and strengthened the foundation of education in general, and of early childhood care and education in particular. They are introduced through their own voices and then analyzed by followers and critics. The selection of thinkers is far from being comprehensive and is based on their globally arching influence. Most of the thinkers proposed change, and some implemented reforms that are still viable today. They have all lived, to a degree, a Sisyphean effort to convince a world of adults that children matter more than previously thought. These past and present practitioners and theorists had tried to convince the world that children are not unfinished human beings, but competent and complex at every age. A surprising element of the historical insight will be the contemporary feel of some ideas that date back hundreds of years.

As a minority in the Early Childhood Education (ECE) field, male teachers and prospective male teachers are likely to face some challenges. Therefore, developing resilience skills is needed. This study aims to investigate the resilience factors of male teachers and prospective male teachers as minorities in the ECE field. Identifying the resilience factors of male teachers and male teacher candidates may guide kindergarten leaders and ECE head study programs in higher education to support male participation in the ECE field. It is descriptive qualitative research involving four male teachers and two prospective male teachers in the Kudus area. In-depth interviews were used to collect the data, while a three-phase analysis of Miles and Huberman was used to analyze the data. Findings showed some risk factors that can be challenges in developing resilience, such as the public’s stereotype about men who choose ECE, low salary, and lack of acceptance from others. On the other hand, some protective factors that support their resilience are their love toward children, family, colleagues, and classmates’ support, as well as religious factors. Collaborative efforts are needed to make the ECE field more gender inclusive, including strengthening the protective factors and teaching resilience to prospective male teachers so they can face some challenges that might arise in the fieldwork.

Objectives This study aims to investigate early childhood teachers' perceptions of what core competencies are required for effective job performance in the field of early childhood education, and to identify the future com-petencies of early childhood teachers according to rapidly changing social situations.
 Methods Research participants were 12 current teachers working at early childhood education institutions, and three focus interviews were conducted, and the 52 transcripts were analyzed according to a qualitative analysis process.
 Results First, the participants wanted to compose professionalism/personality in teaching profession as a com-petence and emphasized basic skill and quality. Second, they insisted that infants and toddlers’ developmental stage need to be segmented, and thus the developmental stage by age of months and the details on devel-opmental characteristics after seven years of age should be added. Third, they argued that the teachers need to enhance their competences as a play supporter so that the 2019 revised Nuri curriculum can be operated. Lastly, they demanded the development of programs for interpersonal relations and the communication competences and the evaluation method improvement in evaluation and accreditation. The Although the importance of eco-logical transformation education, democratic citizenship education, and digital literacy reflected in the 2022 ele-mentary, middle and high school curriculum revision as core competencies for future education of early childhood teachers is recognized, there is a lack of understanding of the practice method in the field of early childhood education.
 Conclusions The results of this study can be reflected in the composition of the curriculum for pre-service early childhood teachers and the training contents of in-service teachers, which can enhance the core competence of teachers for future education. As a follow-up study, it is necessary to explore a core competency model for fos-tering early childhood teachers that reflects the core competency required in the field of early childhood education and responding to changes in the future society.

Customer satisfaction is closely related to the quality of services received from certain sectors. For the education sector, students are recipients of services in the form of learning especially those provided by an institution. The quality learning process is of course closely related to the quality of the lecturers. However, student satisfaction with the quality of learning in the field of Early Childhood Education at Kolej Universiti Islam Melaka (KUIM) has not been seen. This study is important to implement because a student's success depends on the quality of a lecturer who can indirectly raise the image of an educational institution. This research was conducted to (i) identify the level of student satisfaction with the quality of learning in the field of Early Childhood Education at KUIM, (ii) identify the relationship between the quality of learning with the level of student satisfaction with the Early Childhood Education program and (iii) identify definitely a major factor contributing to student satisfaction levels. The survey study design was used by involving a total of 150 students from semester three to semester six using a questionnaire. The Google Form application is used to create the questionnaire and contains two parts, namely Part A (Demographic information) and Part B (Quality of learning). The results showed that the overall mean score value for the level of student satisfaction with the quality of learning in the field of Early Childhood Education was at a high level with a mean score value of 4.21 and a standard deviation of 0.59. Guidance factors contribute to the level of student satisfaction with the quality of learning. These results are supported by a moderate r value for each quality of learning. The findings of this study can be important for the lecturers as a guide in efforts to optimize the quality of Early Childhood Education at KUIM.

Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey ( n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education. Practitioner notes What is already known about this topic Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education. The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage. Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education. What this paper adds In the field of early childhood education in German‐speaking regions, online professional development training courses are only beginning to be developed. This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators. The survey was conducted during the COVID‐19 pandemic and includes current data on the ongoing digitalisation boom. Implications for practise and/or policy Online professional development courses should not be understood as competition for conventional face‐to‐face programmes. Instead, they act as a useful supplement. Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy. Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.

Objectives The purpose of this study is to suggest effective support measures in the field of early childhood education by understanding the essence contained in the experience and experienced phenomena of daycare center education using smart media in the time of Corona 19 with in-depth technology and finding out ways to improve it.
 Methods At daycare centers in Seoul, Incheon, and Gyeonggi Province, 12 principals and teachers with experience in daycare during the COVID-19 period were selected as research participants. Data collection was conducted from November 2021 to January 2022 through the target group interview method (focus group interview) and individual interviews.
 Results The experience of daycare education using smart media in the time of Corona 19 is ‘Changes in class methods and unexpected problems’, ‘Sports day through ZOOM, parent education’, ‘Starting field trips with smart media’, ‘Community connection with smart media’ Activities’, ‘Teachers need to consider the convenience of work’, ‘Increasing concerns of parents using smart media’, ‘Autonomy of imagination and creativity classes’, ‘Need support for equipment that can cooperate with families’, ‘Parent counseling as a smart medium’ ‘Same equipment supply and teacher education at the level of the Ministry of Health and Welfare’, ‘In case of the same disaster situation, it is necessary to understand the parents in advance’, ‘Development of smart education programs suitable for age’, ‘Smart education experts at daycare centers' Support’, smart class preparation time and expansion of assistant teachers' manpower.
 Conclusions This study has significance in that it paid attention to the educational experiences of daycare center directors and teachers using smart media during the COVID-19 period, and in-depth explored the essential meaning of the experienced phenomenon and suggested improvement measures. In the hopes that it will be helpful in preparing effective support measures in the field of early childhood education, a follow-up study on the distribution and education direction at the national level for the universal use of smart media was proposed.

This paper aims to conduct an in-depth study on the theoretical aspects of educational psychology in the field of early childhood education. Through literature review and theoretical analysis, the paper explores psychological theories in early childhood education, including children's cognitive development, emotional management, and self-concept formation. Qualitative research methods are used to summarize and analyze the theoretical foundations and practical applications of educational psychology in early childhood education. The research findings indicate that theories in educational psychology in the field of early childhood education can provide guidance for teachers and parents, promoting the holistic development of children. The conclusions of this paper have significant implications for practical application in early childhood education.

While the attitudes of young people to gender roles are changing, this seems not to be the reality as far as career choice is concerned. This is especially true for the professional field of early childhood education and care. The degree of gender segregation and occupational stereotype in this sector are pronounced, since the workforce is mainly women. The present study examines male senior high school students' perceptions of the professional field of early childhood education and care which is considered as being one of the most gendered jobs and careers. Furthermore it aims at exploring factors associated with particular responses and why pupils felt that this particular job is suited or not suited to men. Research data reveal stereotypes both as far as men's and women's roles in children's care and education is concerned and in regard to the characteristics men and women possess. Societal perceptions seem to have shaped male senior high school students towards the professional field of early childhood education and care. Results suggest that in order to recruit more male early childhood educators, focus should be shifted to changing societal perception about gender roles. Thus, information is required.

Today's rapid changes along with industrialization, urbanization, and the increase of nuclear family have arisen many of social problems such as people's loss of humanity and morality. A large number of scholars who are aware of those problems have made efforts to achieve well-being and relief of stress-which lead to sound development of human-by psychotherapy and counseling. Early childhood, especially, is an important time when the primary developmental areas are formed. Since an infant's value and attitude formed in this age can influence greatly to the attitude of the lest of his life, it can be said that a preventive program is very necessary. As one of the measures, it is recently believed that forming fine behavior and value is essential for establishing upright personality and sociality. Accordingly, the horticultural therapy activity as a part of Nature Friendly Education in the fields of edu-care and early childhood education draws attention. However, current horticultural therapy activities as a natural friendly way in edu-care and early childhood educational institutes drill only fragmentary knowledge-such as unilateral teaching of certain plants or environments - or merely organize programs of natural observation. Moreover, most of them are not constant but designed to be one-off programs. Lack of diverse horticultural therapy programs which to be adopted in the field of edu-care and early childhood education as well as teachers' awareness make the constant horticultural therapy activities impossible. Thus, the purpose of this study is to examine the overall condition and effectiveness of horticultural therapy activity in the field of edu-care and early childhood education as well as how it is related to the 7th National Kindergarten Curriculum by reviewing existing researches which are related to horticultural therapy activities for children. Analysing how the content of the horticultural therapy activity is related to the 7th National Kindergarten Curriculum in detail will contribute to applying horticultural therapy activities to the field of edu-care and early childhood education. To achieve the purpose, the study divided the contents of children's horticultural therapy activity into four domains-type of the plant, raising the plant well, making the use of the plant, and other horticultural activities-then collected some contents of horticultural therapy activity appliable to each domain, and finally analyzed the relationship with the 7th National Kindergarten Curriculum. The early childhood is the time when natural or horticultural therapy activity can be performed most effectively since it is when one's emotion is sensitive. Also, since one's value and attitude formed in early childhood influence to the lest of his life enormously, it is very important to have an interest toward nature, experience it, and have a fine attitude toward the nature in this time. However, the realities are not supportive. Most of edu-care and early childhood educational institutes are located in apartment complexes or office districts so that there are difficulties to create a nature-experiencing environment. Besides, although an institute is located near natural environment, it rarely makes a conscious effort to apply the environmental interest to the actual classroom. According to the existing studies, horticultural therapy activities among very curios and active children had positive effect on physical, emotional, socio-moral and cognitive-linguistic development, as a result, made their whole development possible. The existing studies also asserted that the horticultural therapy activity is highly related to diverse fields of studies, so that children can integrate diverse knowledge through horticultural therapy activities.

본 연구는 영유아교육 분야의 놀이 기록에 관한 질적연구 동향을 고찰하고, 그에 따른 시사점 및 추후 방향성을 제공하는데 목적을 두고 있다. 이를 위해 2000년부터 2022년까지 23년간 국내에서 발표된 영유아교육 분야에서 놀이 기록과 관련된 질적연구의 국내 학술지 논문과 학위논문 41편을 발행 연도 및 연구 방법, 연구 내용을 중심으로 동향을 분석하였다. 연구 결과를 살펴보면, 첫째, 연도별 동향은 2001년부터 2003년을 제외하고 2000년부터 2019년까지 소수이지만 꾸준하게 연구되었으며 2020년을 기점으로 양적인 증가 추세를 보였다. 둘째, 연구 방법 동향 중 연구 참여자 유형은 유치원교사와 보육교사가 전체에서 과반수를 차지하였으며, 연구 참여기관 유형은 사립유치원이 가장 많은 것으로 나타났다. 자료수집 방법은 심층면담을 사용한 연구가 가장 많은 것으로 나타났다. 셋째, 연구 내용에 대한 동향 중 연구 주제는 놀이 기록에 대한 교사의 인식, 변화, 의미를 연구 주제로 다룬 연구가 가장 많은 것으로 나타났으며, 연구 현장에서 사용된 놀이 기록 매체는 ‘교사 저널⋅놀이 관찰 기록⋅노트⋅수첩’과 관련된 연구가 가장 많은 것으로 나타났다. 이러한 연구 결과는 향후 영유아교육 분야에서 지속적으로 놀이 기록의 실천을 지원할 수 있는 다양한 연구의 방향을 모색하기 위한 기초자료를 제공할 것이다.The purpose of this study is to provide implications for the trend of qualitative research on document of play in the field of early childhood education and future directions. To this end, 41 academic journals and thesis related to qualitative research related to document of play published in Republic of Korea in the field of early childhood education for 23 years from 2000 to 2022 were analyzed. The results of the study are as follows. Firstly, for the annual trend report, except from 2001 to 2003, it was steadily studied from 2000 to 2019, and showed a quantitative increase trend from 2020 onward. Secondly, among the research method trends, kindergarten and childcare teachers accounted for the majority of the total for the subjects of the participants, whereas private kindergartens counted for the largest number of institutional participants. As for the type of data collection method of qualitative research, studies using in-depth interviews were found to be the most commonly conducted. Thirdly, among the trends in research content, studies dealing with teachers' perceptions, changes, and meanings of document of play as research topics were found to be the most numerous. As for the document of play media used in the research field, studies related to ‘teacher journals, observation and document of play, notes, and pocket notebooks’ were the most frequently investigated. These research results will provide basic data to seek various research directions that can continuously support the practice of document of play in the field of early childhood education in the future.

Objectives The purpose of this study is to critically examine trends and educational discourses related to education for sustainable development over the past 10 years in the field of early childhood education, analyze related issues, and derive educational implications. Methods To this end, Chapter II expands the spectrum of thinking about sustainability, Chapter III analyzes the meaning of the educational discourse on sustainability discussed through the literature, and Chapter IV examines the implications for early childhood education for education for sustainable development in Korea and describes suggestions for future directions in Chapter V. Results As a result, the discourse on education for sustainable development in the field of early childhood education is as follows. First, it is important to recognize and approach sustainability, sustainable development, and education for sustainable development as a paradigm shift and new life orientation across education rather than an additional dimension of new subject areas. Second, it should be clarified that education for sustainable development is rooted in environmental education in the history of conceptual origin and practice, but now it is a concept that has expanded and evolved beyond just environmental education. Third, in order to settle in school education, it is essential that the core values and contents must be reflected in the national early childhood curriculum. Fourth, the perspective of looking at a child as an active subject of change emphasized in education for sustainable development should be understood in the context of expanding children's right to participate. Furthermore, in order to find a solution to early childhood education on sustainability based on the analysis of issues inherent in the main discourse, it was tried to examine the implications of various aspects such as understanding the paradigm shift from a posthuman-centered perspective, neo-materialistic relationalism, and community-based perspective, understanding the educational paradigm shift, meaning of the national-level curriculum, connection with global citizenship education, localization of the curriculum, and teacher education. Conclusions In conclusion, it will be possible to explore how early childhood education for sustainability should be understood and redirected in the future.

Since its publication in 1996, Te Wha-riki. He wha-riki ma-tauranga mo-nga-mokopuna o Aotearoa: Early childhood curriculum, known simply as “Te Wha-riki,” has made a tremendous contribution to the field of early childhood education both in its home country and abroad. In this chapter we present a brief history of the development of Te Wha-riki, a discussion of its distinctive features, its contributions to the peoples of Aotearoa New Zealand and to the field of early childhood education. We end the chapter with a critique of the curriculum, but we frame it so as to offer points for consideration to those involved in curriculum development. The authors of this paper present a collaboration of “insider” and “outsider” perspectives. Jenny Ritchie is an early childhood teacher education academic from Aotearoa New Zealand, whose work has focused on supporting early childhood teachers in understanding the expectations contained within Te Wha-riki, in relation to the indigenous language and culture. She writes from the “insider’s” perspective. Cary Buzzelli is a teacher educator whose research has examined the moral dimensions of teaching. He is writing from the “outsider’s” perspective.

Drawing on her experience and expertise as an education librarian the author of this article pinpoints some of the best resources that support research and publication in the field of early childhood education. Free and subscription-based databases are described, as well as print books, ebooks, and websites that cover a wide range of topics. This article serves as a comprehensive resource for early childhood educators and researchers who wish to keep up with the latest developments in early childhood education through research and professional development. Several resources are also provided for those early childhood teacher/scholars interested in writing for publication such as: databases of publishing opportunities, periodical directories, and step-by-step print and digital guides to academic writing and APA citation style.

Objectives The purposes of this study were to examine the trends of early childhood AI-related research in global early childhood education, and to explore the direction and utilization of AI research in this field by providing basic data for future researchers. Methods 50 global studies related to AI in early childhood education from 2016 to June 2024 were analyzed. The analysis criteria were established based on the study of Kim Dong-hwan (2023), and trends were analyzed according to ‘publication year,’ ‘research subject,’ ‘research method,’ ‘research content,’ and ‘country.’ Results First, research on artificial intelligence in the field of early childhood education began with two studies (0%) in 2016 and has been continuously published through 2024. Second, most research subjects were human participants, with studies focusing primarily on young children, followed by teachers, parents, and pre-service teachers. Third, the research methods were primarily quantitative, followed by qualitative and mixed methods. Fourth, in terms of research content, most studies were practical research, including program development and effectiveness verification, application and content development and analysis, exploration of related variables, and teacher education. Fifth, by country, most studies were published in the United States and China, followed by Hong Kong, the United Kingdom, and Switzerland. Conclusions Based on the results of the study, the authors suggested research directions and implications for the utilization of AI in the field of early childhood education at home and abroad.

A critical and constructive postrnodern perspective can be a useful tool for contextualising the field of early childhood education. One way this can be done is by situating the seven studies that appear in this issue of AJEC through multiple social, cultural, political, historical, local and global contexts. In doing so, the relationships between these issues are highlighted. Additionally, the ways in which the researchers, participants, settings, data collection strategies, and findings are connected amongst these studies becomes evident. This approach, which does not necessarily imply that the articles should be read in a linear fashion, is about intentionally framing ideas in ways that might generate different understandings about what we do in early childhood and why we do it. The articles found within this edition of AJEC focus on social issues that are commonly debated and discussed in early childhood education. These issues include poverty, sex education, childcare quality, personal and social skills, repeated viewings of videos, and regulatory frameworks. These issues become more problematic and complex when viewed from various contexts. In doing so, these studies and their findings take on a different set of meanings--making it possible to see how the field of early childhood education is connected, and raising new questions about teaching, learning, and researching, The cultural contexts of early childhood education and how they influence research is apparent in Lai's preliminary study. However, if this study of teachers' perceptions of sex education in Hong Kong preschools were conducted with teachers from South Africa, the United States or Ireland, would it reveal similar findings? Likewise, da Silva and Wise's study is firmly located within the cultural context of families. This study of parent perspectives on childcare quality focuses on the cultural background of participants as a potential source of difference among parents. King and Boardman's study of teachers' and parents' insights into the importance of personal and social skills for young children beginning kindergarten is situated within the context of preschool. By locating this study before formal schooling, readiness becomes an important issue for both parents and teachers. Also, by highlighting the different contexts of parents and teachers it becomes possible to see how these participants view the role of early childhood education. Framing these studies within a professional context illuminates how particular topics or experiences are considered to be either 'appropriate' or 'inappropriate' for young children. …