Children In Early Childhood Education Research Articles

Analysis of Brain-based Learning Pattern in Early Childhood Education in Punjab

This study investigated teachers' attitudes towards Brain-Based Learning (BBL) in Early Childhood Education (ECE) using a descriptive approach and purposive sampling. Data from 209 teachers in Multan's Government schools where Early Childhood Education being taught were collected through a modified questionnaire based on Shelly Klinek's work (2009), but adapted and modified to align with the Pakistani context and the specific needs of the educational landscape in the region. The analysis of the collected data involved the use of statistical measures such as mean, standard deviation, and chi-square, with the software SPSS employed for the analysis. The findings of the study revealed a generally positive attitude among teachers towards the implementation of BBL in ECE. Moreover, significant mean differences were observed in various demographic factors, including teaching level, academic qualification, professional qualification, and teaching experience, concerning teachers' attitudes towards BBL at the ECE level. Recommendations include educational authorities organizing seminars or workshops focused on BBL in ECE to familiarize teachers, especially new ones, with brain-compatible classroom principles. Targeted professional development opportunities can effectively support teachers in implementing BBL, enhancing learning experiences for young children in early childhood education.

PERANAN BANTUAN OPERASIONAL PENYELENGGARAAN PENDIDIKAN ANAK USIA DINI TERHADAP AKSES LAYANAN PENDIDIKAN ANAK USIA DINI DI INDONESIA

There is limited knowledge and information for parents in the process of early childhood growth and development, so the right step for parents is to enrol their children in Early Childhood Education (PAUD) institutions. Government intervention is needed to expand access to PAUD services in Indonesia, one of which is by providing BOP PAUD to PAUD providers. This research uses panel data to analyze the relationship between Operational Assistance for Providing Early Childhood Education (BOP PAUD) and the Gross Participation Rate (APK) for PAUD in Indonesia. Selecting the best panel data model from three types of panel data regression models (Ordinary Least Square ( Pooled Least Square), Fixed Effect Model, and Random Effect Model) can be carried out using the Chow Test, Hausman Test, and Lagrange Multiple Test. Classical assumption tests and model feasibility tests were also carried out using the Feasible Generalized Least Squares (FGLS) estimation technique. PAUD BOP per student was tested with several control variables and the results found that PAUD BOP per student did not have a significant relationship with PAUD APK. Meanwhile, school variables, student-teacher ratio and urban households with their own home status have a significant relationship to PAUD APK.

A Organização do Currículo na Educação Infantil com Base na BNCC

The National Common Curricular Base for Early Childhood Education (BNCC) is an essential document that guides the educational process in Brazil, providing guidelines for curriculum organization in the initial stage of education. In this article, we discuss the signifi cance of the BNCC in structuring the curriculum in Early Childhood Education, highlighting its methodology of implementation and the expected outcomes for the holistic development of children. To achieve this, we employed a methodology of documentary studies, analysis of educational legislation, and a review of related research literature. Through data collection and synthesis, we aimed to emphasize the principles and objectives of the BNCC, its pedagogical guidelines, and its contribution to curriculum structuring in this educational stage. As a result, we identifi ed that the BNCC aims to promote the holistic development of children, encompassing cognitive, socio-emotional, physical, and cultural aspects. By proposing a curriculum based on these guidelines, we seek to ensure that all children have meaningful and age-appropriate learning opportunities according to their developmental stage. The curriculum becomes more fl exible and contextualized, recognizing the importance of considering each school’s particularities and valuing cultural and regional diversity. Furthermore, the BNCC guarantees rights and equity, as it establishes learning rights for all children in early childhood education, regardless of their origin, social status, or specifi c needs. Organizing the curriculum based on these rights aims to promote educational equity and combat inequalities. The BNCC also highlights the signifi cance of play as a pedagogical principle, recognizing it as a form of expression, learning, and child development. By organizing the curriculum based on this principle, the role of play in the educational process is valued, providing playful and creative moments for children.

A conceptual model of an effective early childhood physical literacy pedagogue

Physical inactivity has become increasingly prevalent among young children in early childhood education and care settings. One promising way to intervene and promote physical activity in these settings is to develop children’s physical literacy. Where most children spend their weekday in early childhood settings in the care of early childhood educators, the educators are viewed as ‘change agents’ and become responsible for developing children’s physical literacy. Thus, early childhood educators must possess adequate skills, knowledge, and practices to promote such development. However, research has yet to conceptualize a theory which identifies the significant capabilities and competencies that make early childhood educators, what we propose, an Effective Early Childhood Physical Literacy Pedagogue. Therefore, this paper draws on early childhood research regarding physical literacy, physical activity, and active play, to present a conceptual model theorizing an Effective Early Childhood Physical Literacy Pedagogue. Within this model, we propose educators’ professional identity and implementation of play-based pedagogy are essential characteristics of an Effective Early Childhood Physical Literacy Pedagogue. Furthermore, educators’ physical literacy capabilities (psychomotor, affective, social, and cognitive) are recognized as the vehicle that drives the aforementioned characteristics to be the Effective Early Childhood Physical Literacy Pedagogue. This conceptual model provides implications for future research to appropriately assess and target physical literacy interventions towards early childhood educators.

Ecology of the classroom support program in early childhood education for children with lower income family backgrounds – case Singapore

ABSTRACT Children from lower socio-economic status families, at times, experience particular difficulties when entering school. These children may be equipped with different skill sets not recognized at school. Many countries, including Singapore, are increasingly concerned about the quality of early education. Paramount to quality is also the inclusion and accommodation of diverse learners into the mainstream education setting. The Classroom Support Program (CSP), under scrutiny of this study, is a small-group (and one-on-one) intervention programme developed and implemented by the NTUC First Campus in Singapore. The Classroom Support Program (CSP) involves Classroom Co-Facilitators (CCFs) aiming to include and support children from lower-income family background into early learning classrooms. The objective of the study was to understand the effects of the Classroom Support Program. The results indicate that while this programme provided individualized and tailored learning experiences for these children, CCFs roles and responsibilities varied due to the lack of pedagogical leadership. The proportion of their work is on the academic preparation of the children and while they promote the holistic well-being of the children in their talk, the children spent long periods of the day in teacher directed learning.

LITERACY AND HYPERACTIVITY IN EARLY EARLY EDUCATION

This article aims to observe how literacy happens in hyperactive children in early childhood education. The term literacy has currently been used by some scholars to designate the process of developing reading and writing skills in social and professional practices. It is known that hyperactive children have concentration and learning difficulties. However, it needs attention so that literacy can occur in literacy activities. The understanding of the professional (teacher and psychologist) is essential to facilitate the understanding of reading and writing for students with ADHD (Attention Deficit Hyperactivity Disorder) or ADD (Attention Deficit Disorder). However, it is possible to deal with this group of students, work and interact with them. Because, their knowledge of the world prevails and provides them with reading and writing skills. Children with hyperactivity disorders need initiatives from teachers at school so that attention deficit problems can be overcome and teaching, learning and literacy can flow both in writing and reading and in social practice.

Stakeholder perspectives of PBL and their involvement in the implementation of play pedagogy in selected Schools offering ECE in Southern and Central Zambia

While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive research paradigm, this study revealed a disjuncture between the positive perception held by the stakeholders on play and PBL to the reality of play-based learning in the ECE schools. The researchers asked three questions: 1. What are the perceptions of parents, community, and school administrators (teachers and administrators) regarding play and play-based learning? 2. How do these stakeholders get involved in PBL? 3. And what factors influence their involvement? The researchers collected data through key informant interviews (KII), focus group discussions and classroom observations. The study established that the involvement in PBL varied among stakeholders. For parents and community members their involvement was often based on solicitation by the school administrators and external development agencies - as opposed to volunteering postulated by Epstein’s theory of parental involvement employed in the study. Among the factors that influenced their participation was a general lack of a clear understanding of PBL and their role and functions in PBL and ECE in general. Thus, the study recommends capacity building in PBL for parents, community members and school administrators.

The Influence of Number Dice Games in Improving Early Childhood Mathematical Logic in Early Childhood Education

Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education.
 Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics.
 Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts.
 Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.

A ATIVIDADE LÚDICA COMO CONTEÚDO DA EDUCAÇÃO FÍSICA ESCOLAR E SUAS CONTRIBUIÇÕES PARA O DESENVOLVIMENTO INFANTIL: UMA ANÁLISE DO CURRÍCULO MUNICIPAL DE PRESIDENTE PRUDENTE

The present study aims to investigate the playful aspects, represented by games and play activities, and their relationship with the teaching, learning, and development process of preschool children based on the concepts of Historical-cultural Psychology and Historical-critical Pedagogy, through the analysis of the new municipal curriculum of the city of Presidente Prudente. The research is grounded in the historical-dialectical materialist method, using documentary analysis as a research procedure, specifically concerning the Early Childhood Education section, more specifically the field of experience 'body, gestures, and movements.' Based on the assumptions of Historical-critical Pedagogy and Historical-cultural Psychology, the importance of playful activities for child development and the teaching-learning process of children in early childhood education is emphasized, justifying the analysis of the use of play activities in pedagogical practices in this stage of basic education. Through the curriculum analysis, the following thematic axes emerged: Body Culture as a means of cognitive development in early childhood education; the importance of role-playing games for the development of preschool children; the phases of play and play activities in the teaching-learning process; playfulness and its peculiarities regarding its contribution to psychological development in early childhood education. It can be concluded that the curriculum contains a vast body of knowledge that, when used as a pedagogical tool, can significantly contribute to child development. This demonstrates the importance and value of this document for the teaching-learning-development process of students in the municipal education system of Presidente Prudente.

What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?

AbstractPrevious research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi‐modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi‐method user study: (1) a quasi‐experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi‐modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long‐term educational value of Kid Space and generate insights for improvement for next iterations. Practitioner notesWhat is already known about this topic Play‐based learning is critical for young children's education, but digital games create major concerns around extended screen time, lack of physical activity and lack of social interactions. Blending digital and physical spaces could support pedagogically appropriate technology use for young children. Towards this end, there are some exemplary studies in the state–of‐the‐art reporting positive educational outcomes as an effect of utilising such spaces. However, none of these studies supported children's most natural mode of communication in their interactions with the systems—speaking. Pedagogical conversational agents (PCAs) are promising, but they are tricky when it comes to young children's speech because of unique technical challenges resulted from how children use language and communicate with digital systems. What this paper adds To our best knowledge, Kid Space is one of the earliest implementations of a PCA with a multi‐modal artificial intelligence (AI) system utilising physical and digital learning manipulatives for maths learning with a focus on early childhood education. The key contributions of this paper are (1) the design and development of an end‐to‐end multi‐modal system enabling Wizard‐of‐Oz experimentation for initial evaluations with users, (2) the creation of a multi‐modal, in‐the‐wild labelled dataset with children–agent, children–parent and children–physical/digital space interactions enabling advancements for AI components for later evaluations with users and (3) the generation of rich insights from an initial research study on user perceptions and engagement as well as actionable findings to improve Kid Space experiences for next iterations and inform key design features for similar systems. Implications for practice and/or policy The results of the study implied a set of areas for improvement—or design features—for Kid Space and other similar pedagogical conversational systems developed for children's home usages: (1) easier setup and usage with optimised setup size addressing diverse space limitations at homes, (2) minimised latency between Oscar (the conversational pedagogical agent) and child interactions (eg, adding multimodal dialogue system to reduce the need for a human wizard), (3) more advanced personalisation, social (including more verbal interactions) and pedagogical skills for Oscar with increased contextual awareness (eg, sending children's engagement), (4) scalability and higher visual quality of content with diverse games and learning outcomes, (5) parental control features over Kid Space platform and Oscar (eg, time limit, content, etc.) and (6) accessibility features (eg, captions turned on for multilingual children) and support for neurodiversity.

Hubungan Kegiatan Menggambar Dengan Perkembangan Motorik Halus Anak Usia Dini 5-6 Tahun Di Paud Anak Ceria Desa Parbaju Julu Kec. Tarutung

The aim of this research is to determine the relationship between drawing activities and the fine motor development of young children aged 5-6 years in PAUD Anak Ceria, Parbaju Julu Village, Tarutung District. The method used in this research is descriptive quantitative research method. Population is all children u sia d this 5-6 years class B at Ceria Children's Early Childhood Education Center in Parbaju Village Julu District of Tarutung, totaling 18 people. Data was collected using an observation sheet of 20 items. Based on the results of the study, namely the calculation results of a positive relationship test, the value of rxy= 0.483 was obtained > rtable( =0.05,n=18)= 0.468 Thus it is known that there is a positive variable X between variable Y. 2) A significant relationship obtained a value of tcount= 2.204 > ttablel(=0,05,dk=n-2=16)= 2.120, thus there is a significant relationship between variable X and variable Y. So Ha says there is a relationship between activities drawing with fine motor development for early childhood 5-6 years in Ceria Children’s PAUD, Parbaju Julu Village, Tarutung District and H0¬ was rejected.

Young people’s literacy, numeracy achievements, and the school-to-work transition: a longitudinal study of regional variation

ABSTRACT We conducted a study on a local scale targeting the relationship of economic capital, cultural capital, young people’s literacy, numeracy achievements, and the school-to-work transition. We investigated whether participation rates by very young children in early childhood education (ECE) may mediate the historical effects of economic and cultural capital. We analysed longitudinal data from a high-quality national database that included information from 103 Italian provinces. We used structural equation modelling (SEM), multi-sample SEM to investigate spatial inequalities, and mediation analyses. Vector Autoregression models were estimated to determine the temporal trend and the relationship occurring between economic capital and ECE. Results indicate that economic capital is associated with young people’s literacy and numeracy achievements and with the NEET rate, with only partial mediation played by the rate of participation in ECE. The association of cultural capital on the NEET rate is near to significance, but it is strongly mediated by participation in ECE. Together, these results imply that the rate of participation in ECE in the Italian provinces may mediate the effect of cultural capital, but only partly that of economic capital.

Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging

AbstractCreative and innovative reflective methods are important to prompt and sustain alternative and novel ways for teachers to consider their professional identity and practice. Digital storytelling is one such method that enables the sharing of valued events including narratives of lived experience. This paper reports on a case study investigating teacher use of digital storytelling to promote reflection and pedagogical awareness in support of immigrant and refugee children’s developing sense of belonging. The case study is part of a larger funded project aimed at strengthening the identity and belonging of refugee and immigrant children in early childhood education. In the case study, four early childhood education teachers in an education and care centre planned and created their digital narratives, reflected on the process, and considered the opportunities and implications for integrating digital storytelling in their practice. A range of qualitative data were collected through observations (notes, photographs, video recordings), focus group interview, and teacher created artifacts. Thematic analysis identified that teachers valued their experiences with creating their own digital stories in identifying and affirming their values and identities as teacher practitioners, and in thinking more deeply about coming to belong. They recognised the transformative potential of digital storytelling in promoting understandings of belonging, facilitating reflective practice and identifying relevant belonging-based pedagogical strategies. They recommended other staff and parents could undertake a similar process, predicting that this would enable even stronger reciprocal connections between staff, parents and children to facilitate greater understanding of children’s cultural backgrounds and home experiences as a basis for establishing more targeted belonging-based pedagogies.

The Development of Panjiasia Book based on Augmented Reality to Strengthen Pancasila Values for Children in Early Childhood Education

This research aims to develop a PANJIASIA book based on augmented reality that is able to bridge young children to know, understand, internalize and apply the values ​​of Pancasila in everyday life. This research uses the type of research and development (Research and Development) with research stages 1) the initial survey in the field was taken based on data on the needs of PAUD teachers in instilling Pancasila values ​​in early childhood; 2) Prototype FGD; 3) Development of Augmented Reality-based PANJIASIA Books and prototype workshops; 4) validation of the PANJIASIA Book by validation of media experts and material experts; 5) Implementation of the PANJIASIA Book begins with small scale implementation and large scale implementation; 6) Publication and dissemination of the PANJIASIA Book to PAUD teachers in the Watershed (DAS) of Palangka Raya City. The results of this study, namely based on the results of the responses of PAUD teachers in FGD activities, showed a figure of 96%, which means that the quality of the products being developed is very feasible to be applied in the implementation of Pancasila learning. In addition, based on the validator's assessment, it shows a figure of 86%, which means that the product being developed is valid and feasible to use. Based on the results of small-scale and large-scale implementation, the results show that students are enthusiastic about learning Pancasila using books that have been developed because they are integrated with Augmented Reality technology.

Effectiveness of D-Mat on Improving Basic Jumping Motions in Early Children in Palembang

Mastery of basic movements must start from an early age, because mastering basic movement abilities is an important foundation for children to be able to be involved in many kinds of physical activities in the future. This research is related to the basic motion of jumping. The aim of this study was to determine the effectiveness of D-Mat in increasing basic jumping motion in early childhood. This type of research is experimental research by providing treatment in the form of a game method with D- Mat in early childhood. The sample used in this study is the total number of early childhood children in early childhood education. The data were obtained from the results of the pretest and posttest. The research sample consisted of 4-5 years old children in TK Negeri Pembina 4 and TK Kurnia Makmur Palembang totaling 30 people. Data analysis techniques using the t test. Based on the results of the research based on the t-test calculation, the value of fcount <ftable or 4.29 <1.693 means that Ho is rejected and Ha is accepted. This shows that the child's final ability is better than before using the D-Mat. It can be concluded that D-Mat is effectively used to improve basic jumping motion in early childhood in Palembang. It is suggested that the D-Mat mat can be used in physical activities as well as learning because the D-Mat contains pictures of letters and numbers.

All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools

ABSTRACT Process-oriented child monitoring (POM) deals with systematic monitoring of the observed learning needs of children in early childhood education by teachers. Between 2017 and 2021, a teacher professional development trajectory was implemented using POM in ethnically diverse preschools in Central Vietnam. These preschools typically consist of disadvantaged children at risk of barriers to classroom activity engagement. This study evaluates the effectiveness of POM using a pre- and posttest research design with a treatment and control group. Participants (N = 339) in the study were assigned to the treatment or control group using a clustered-randomized sampling approach. Whereas Kinh children rarely occur in the school population, the analysis focuses on ethnic minorities only in both treatment and control groups. Results indicate that POM is promising in increasing holistic child development. Five-year-old girls show most progression in cognitive functioning and socio-emotional development, while boys at this age indicate advances in socio-emotional development and health behaviors. Further evidence indicates that changes in teaching children from poor households play out much faster for child development, as opposed to what is observed among wealthier households.

Young children's creativity education in the context of Lithuania: A systematic review

The importance of creativity in addressing a diverse range of issues and the urgency of fostering it through education from a life-long learning perspective have been recognised in strategic and educational policy documents at both European Union and national levels. While recognising the key role of creativity in driving positive change, Lithuania has considerable room for further growth in fostering creativity amongst its citizens. The growing interest of researchers in studying creativity education can make it difficult to remain at the cutting-edge of knowledge. Since creativity is a culturally grounded construct, it is significant to examine the available evidence in a context-specific setting in order to inform future research directions and facilitate comparisons across contexts. The systematic review aims to explore the state of empirical research on creativity education in the Lithuanian context, focusing on young children of early childhood education and care (ECEC) and primary school age. The study involves a systematic search, appraisal, and synthesis of empirical research evidence published in peer-reviewed scientific journals between 2000 and 2022. The review identifies key trends and gaps in the empirical research evidence on the matter and draws recommendations for future research. The studies reviewed (n = 36) tended to focus on young children's creativity education in the arts, the role of the educator in creating a learning environment conducive to creativity development, and the characteristics of such an environment. Limited interest was expressed in creativity education in domains other than the arts, through non-formal educational activities or through the use of state-of-the-art digital tools.

LEARNING PROBLEMS OF CHILDREN DURING THE COVID-19 PANDEMIC: THE APPLICATION OF HOME LEARNING IN EARLY CHILDHOOD EDUCATION

The objectives to be achieved in this study were to find out the factors causing the problem of implementing learning from home, to find a solution in overcoming the problems of implementing learning from home at Early Childhood Education children during the Covid-19 pandemic in PAUD Yaminna, Mojokerto City. This study used a descriptive approach. The technique used in this research is the technique of interview, observation, and documentation. Data analysis in this study includes data reduction, data presentation, and drawing conclusions. Checking the validity of the data using triangulation of data sources. The results of this study conclude In the learning process from home the teacher experiences problems or obstacles first, problems related to teacher competence, second, students' understanding problems, third, problems of parents who do not have android, fourth lack of cooperation between parents and students , the five limitations of facilities and infrastructure;  The solutions to solve problems that arise when learning from home are first, increasing teacher competence in using/operating technology, secondly providing counseling to guardians about the importance of using android, fourth providing understanding to parents about the importance of parent-student cooperation.

Factors promoting gender-responsive early childhood education: The Peruvian case

Gender differences become relevant in the educational sphere for the construction of a sustainable society. Therefore, this research aimed to determine the factors that promote the Peruvian gender-responsive early childhood education system (3-5 y/o). Based on an exploratory and descriptive design, a qualitative structural analysis was carried out with the help of a panel of five expert educators, with early childhood education children (3-5 years old) in Peru as the context of the study. Using the Matrix-based Multiplication Applied to a Classification tool, we found the identification of the following key factors of the system: the implementation of policies, teacher training, pedagogical practices, the choice and characteristics of teaching resources, as well as the expectations of families regarding early childhood development with a gender approach. The leadership rests mainly with the Peruvian Ministry of Education, which is responsible for forming an egalitarian society from a comprehensive approach. Any strategic planning effort must address this problem of Peruvian early childhood education from a holistic perspective. This study is a starting point for studying future scenarios for the education system in the medium and long term.

‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations

Being part of a peer group and feeling a sense of belonging increases the well-being of children in early childhood education and care (ECEC). Still, children face exclusion and rejection by peers. This study examined children’s peer exclusion experiences in pre-primary school settings, investigating children’s voices and perspectives through researching children’s narratives. Ten children participated in the interviews in Finnish pre-primary school during spring 2018. Children’s narrations about exclusion took place during free play time in children’s peer groups. Results showed common features but also a variety of children’s experiences and strategies when facing exclusion, and suggests that children with positive experiences with peers can cope with occasional exclusion. Children had a clear understanding of exclusion and they were capable of expressing their experiences verbally. Furthermore, by researching children’s narratives, we can increase our understanding of peer exclusion in early childhood educational settings.