Children In Early Childhood Education Research Articles

Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings

This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’ perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to ‘set the agenda’ when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.

EFFORTS TO IMPROVE CHILDREN'S ISLAMIC CHARACTER THROUGH MEMORIZING HADITH METHODS IN EARLY CHILDHOOD EDUCATION KEJORA DUSUN TEMPOS KUJUR VILLAGE GENGGELANG ACADEMIC YEAR 2021/2022

This study aims to describe efforts to improve the Islamic character of children through the method of memorizing hadith in early childhood education in the Tempos Kujur hamlet of Genggelang village. This research was conducted at Early Childhood Education in the even semester of the 2021/2022 academic year with a total of 20 students where this research is a classroom action research. The technique of memorizing hadith in an effort to improve the Islamic character of children uses props where the movements are in the form of cues and collaborate with existing themes with the methods used. While the data collection techniques are through observation, interviews, and documentation. The results of this study indicate that the inculcation of children's Islamic characters through the method of memorizing hadith in early childhood education in Tempos Kujur village, Genggelang village has increased after doing the 2nd cycle where in the first cycle there are BB 2 children, MB 8 people and BSH 10 children with classical completeness 50%. then in cycle II, BB is empty, MB is 3 children and BSH is 17 children with 85% classical completeness, this means that they are experiencing good development, because there is a 35% increase in classical completeness from cycle I to cycle II. This shows the application of the hadith memorization method in an effort to improve Islamic character. Children in Early Childhood Education in Tempos Kujur Village, Genggelang Village, are very helpful in choosing a learning method.

Fun Arabic Teaching With Media Song For Early Child Education School

At this time, the song is also one of the learning methods. This method is usually used for children because, as we know, children are very interested in listening to exciting lessons, especially preschool children. We can also teach children -Children of Arabic through this song method. This study aims to show whether preschool children of Motherland II can learn Arabic using songs. The method used in this study is experimental. While the subjects are children of early childhood education, the results of this study indicate that teachers about learning by using songs can be easily captured by early childhood children but have shortcomings where most children - Early child education Pertiwi II children can memorize quickly, but some children do not know the meaning. Based on this research, it can be concluded that Early Child Education Pertiwi II children can learn Arabic by using songs but still cannot know the meaning perfectly because Children can memorize notes easily but not by understanding the lyrics of each song.

The Importance of Parental Involvement in Early Childhood Education for Children Under 4-Year Old

Parents’ involvement in children's education has been considered one of the important aspects of children’s ongoing learning process and development success. The Malaysian government policy and initiative has introduced the term partnership to describe parents, schools and teachers regarding their involvement in children's education. Parents know their children best more than anyone, and settings which refer to the teacher, school or centre should prepare and provide for the children’s individual needs. This will help to increase children’s progress in their learning and development, resulting in better outcomes for the children. The objective of the study was to identify and analyse parents’ views on their involvement in their children’s education. The research project is a small-scale qualitative study that used semi-structured interviews to gather data. Data was gathered from the small sample of the setting population in order to gain insights into the samples’ perspective on the parents’ involvement in the children’s education. This study concluded that parents as respondents believe and are aware that they play an important role in their children’s learning process and also development.

LITERATURA INFANTIL E REFLEXÕES ANTIRRACISTAS NO COTIDIANO DA PRIMEIRA INFÂNCIA

: This article brings reflections on antiracist practices through the presentation of African and Afro-Brazilian cultural artifacts to children in Early Childhood Education, pointing out the book as an important artifact that enables this work. The discussion about children's literature, that presents aesthetic-literary quality based on the representation of Brazilian ethno-racial diversity positively, has theoretical support in authors such as: Araujo (2020), Debus (2017), Pereira (2019), among others. By discussing literature as a cultural artifact, it can be stated that it strengthens an antiracist environment, contributing for black children to feel represented, raising self-esteem and for white children to recognize and value the difference, breaking with the structures of normative whiteness.

The Effect of Social Skill Training of Early Childhood Education During COVID-19 Pandemic

BACKGROUND: The COVID-19 pandemic affects the education sector, therefore, the strategy implemented by the government was social distancing and the children’s education must be held at home and they focused on all gadgets A day, so it makes the children rarely interact socially, and also parents also find it difficult to teach social interactions with children. AIM: The purpose of this study was to analyze the effect of social skills training on social skills of early childhood education during the COVID-19 pandemic. METHODS: This type of research is an experiment with a true experimental design. The population in this study were all early childhood education students in Surabaya. The sample in this study was pre-school age children in early childhood education in Surabaya. The sampling technique is used by simple random sampling. The sample size in this study comprised of 120 students. The indicator to measure the childhood social skills, with seven criteria, was communicative, cooperative, self-effacing, responsible, empathetic, sociability skills, and self-control. This intervention runs in eight sessions. RESULTS: The results of the independent t-test statistical test, p = 0.000 in the intervention group and p = 0.436 in the control group, p < 0.05, it can be concluded that there was a significant change in the level of social skill before and after being given social intervention skills training in the intervention group. CONCLUSIONS: Social skills training has a behavior modification technique. Social skill training has a significant effect on the development of social skills in early childhood education during the COVID-19 pandemic.

Observational analysis of the development of computational thinking in Early Childhood Education (5 years old) through an intervention proposal with a ground robot of programmed directionality

ABSTRACT This article presents an intervention proposal that seeks to develop computational thinking in Early Childhood Education, using an educational ground robot with programmed directionality controls. Within the observational methodology, it has been possible to characterize computational thinking in children of Early Childhood Education – 5 years old, during the resolution of each of the problems of increasing difficulty that constitute the intervention proposal. The data was recorded and coded using the LINCE software. The reliability of the data, calculated in the form of inter-observer agreement using Cohen's Kappa coefficient, has been guaranteed. The analysis of generalizability carried out allows to guarantee the homogeneity in the behavior of the participants. Two techniques of diachronic analysis of observational data have been applied in a complementary way: the lag sequential analysis, with the free software GSEQ, and the analysis of polar coordinates, with the free software HOISAN. Skills associated with computational thinking such as the logical organization of the steps to follow, the physical-concrete abstraction and generalization of the trajectories, and the self-evaluation of the proposals, have been conditioned by the development of the capacity for spatial organization of the 5 years old child and by the intervention of the teacher.

Early Childhood Education as an Instrument for Good Governance in Nigeria

This paper examined Early Childhood education as an instrument for good governance in Nigeria. Good governance, is a situation whereby those in power decides what is to be implemented or not without making the governed feel marginalized. Good governance requires certain characteristics before one can say it is good. Characteristics like accountability, vividness, responsive participatory attributes, effectiveness and efficiency in duties, follow up of all the due process of the law are needed. In Nigeria, Early Childhood education is an education given to children in a formal school setting. It starts from 0-8 years, which means that the child starts from crèche through primary three to acquire this education. At this stage, children are taught social norms and social skills like friendship, volunteering, sympathy, kindness, empathy, truthfulness and accountability. It has been observed that most developing nations are experiencing the problem of under-development economically, socially, politically and morally to mention but a few. This problem could be traced to negligence, non-challant attitude as well as unawareness of what good early childhood education entails on the part of parents and teachers. Since good governance is directly related to social and moral habits, good governance cannot be achieved if people being governed are socially and morally undeveloped, which may be due to the fact that they do not have good social skills due to lack of training at the early childhood stage of education. Therefore, the good governance characteristics for the future leaders should be imbibed in early childhood education. Hence, there is need for the government to encourage parents to enroll their children in early childhood education.

Early Childhood Education of Children with Special Needs in Malaysia: A Focus on Current Issues, Challenges, and Solutions

This study aims to examine issues, challenges, and solutions concerning the current practices of teachers and operators of early childhood education teachers and operators of both public and private sectors in Malaysia. This research was based on a qualitative method involving a series of interviews, which were carried out at the Department of National Unity and Integration (Jabatan Perpaduan Negara dan Integrasi Nasional, JPNIN), the Department of Social Welfare (Jabatan Kebajikan Masyarakat, JKM), the Community Development Department (Jabatan Kemajuan Masyarakat, KEMAS), and several public and private preschools (for children aged 5-6 years) and childcare centers (for children aged 1 – 4 years). The sample of the study consisted of xxx practitioners, namely teachers, supervisors, operators, trainees, and officers, who were selected from several TASKA and TADIKA centers in Malaysia. In this study, Malaysia’s provisional Early Childhood Career Educator (ECCE) National Quality Framework (NQF) was analyzed, which helped highlight four critical standards relating to leadership, organization and management, children’s experiences, and learning opportunities, which have become a major concern among practitioners. Through the interviews, the researchers were able to record and interpret ECCE teachers’ perceptions of the need for a policy that emphasizes their professional and career development. As revealed in this study, practitioners had to face a host of challenges and issues relating to leadership, organization and management, children’s experiences, and learning opportunities, which could adversely affect their current practices. In tandem, several solutions were identified to help them overcome such problems. In summation, the findings suggest that teaching children with special learning needs can be extremely challenging that entails all concerned to take appropriate measures, with each party having to focus on its role to help provide equal access to education to all children. Surely, through concerted efforts, special needs education in Malaysia can be further improved to help children with learning disabilities to learn as efficacious as their mainstream counterparts.

Parents' hopes for early childhood education during the covid-19 pandemic: a case study in gunungsari sub-district, west lombok regency, west nusa tenggara, Indonesia

The purpose of this study was to find out the parents' hopes for early childhood education during the COVID-19 pandemic in Gunungsari Subdistrict, by using a descriptive qualitative method. The objects were all parents who have children in early childhood education in Gunungsari Sub-district. Data collection was carried out using questionnaires and documentation. Furthermore, the data was analyzed by using the Miles and Huberman flow model. The results showed that distance/online learning was able to improve the quality of learning, specifically in the field of self-proficiency during COVID-19, because it provides guidance and supervision during the learning process, even though distance/online learning cost more. Many parents hope school learning will resume as usual with the consideration that schools need to implement health protocols by limiting the number of children in class, providing hygiene and health facilities, and collaborating with the closest health center regarding health facilities.

Evaluation of a Proposal for Movement Integration in the Teaching-Learning Process in Early Childhood Education.

Physical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children during the school day by integrating movement into academic content and analyze this process. The amount and intensity of physical activity performed by a group of 24 3–4-year-old children in three different weeks were measured by accelerometry: one week with the methodology they had been following (week 1); and two weeks in which movement was integrated into the content through a specific proposal (week 2) and the same improved proposal (week 3). The results reveal that the application of a movement integration program not only allowed students to work on academic content in a physically active way, but also significantly increased the amount of physical activity that children performed during the school day. However, it was necessary to carry out several interventions the same day, or make movement integration the reference methodology, to meet the minimum recommended physical activity levels. In addition, to increase their effectiveness, interventions should be continually reviewed and improved to increase the motor engagement time.

Peran Guru Dalam Pembelajaran Anak Hiperaktif di PAUD Aqilah Desa Bahung Sibatu-Batu Kec Sei Dadap Kab Asahan

Every child has a different personality. So a teacher must be able to understand the character of the child, these differences make teachers complain about the behavior of school-age children today, they are confused about how to get students to sit quietly and follow the lesson so they can easily understand the material presented. This is one of the complaints of a teacher in dealing with hyperactive children. The role of TK, RA and PAUD educators as professionals is needed to help parents, especially those who are still cloudy in finding and obtaining information related to the causes of hyperactive children, the effects of hyperactive children and the handling of hyperactive children. This study aims to determine the teacher's role in the learning of hyperactive children in early childhood education in the village of Basung Sibatu-batu, Kec. Sei Dadap Kab. sharpen. The method used in this research is: qualitative research with a case study approach which is "an empirical inquiry that investigates phenomena in real-life contexts". The results of the research, namely: Teachers need to provide as many opportunities as possible for students to be confident for hyperactive children who have high self-confidence. Confidence is the belief that one can or is capable of doing something. The basis of growing self-confidence is that children need to feel safe and comfortable about themselves.

Does One More Year Matter? Dosage Effect of the One-Village-One-Preschool Intervention in Rural China

The One-Village-One-Preschool (OVOP) initiative aims to guarantee early childhood education (ECE) to all children in high-poverty villages in China. A challenge to policymakers is to balance expanding the scale with lengthening service duration. Following 23,775 children from preschool (4-year-old) to fourth-grade (10-year-old) in a poverty-stricken county, we found: 3-year and 2-year-OVOP groups started off the first-grade with a similar level of performance in Chinese, English, and math, lagging behind the well-resourced township-public-ECE group by 0.14 SDs. However, by the third or fourth-grade, the 3-year-OVOP group had emulated the township-public-ECE group, whereas the 2-year-OVOP group lagged by about 0.2 SDs. Our finding suggested that 1 more year in ECE for children in high-poverty-villages can counteract the long-term fade-out effect.

Love-based relationships between teachers and students in early childhood education

As a philosophical basis of education, ‘love’ is crucial to early childhood education. For this reason, early childhood education should cultivate young children’s loving attitudes. Hence, by analysing related work, this paper explored how love-based relationships may be developed between preschool teachers and young children in early childhood education. The methods are as follows: (1) fostering love in preschool teachers’ hearts; (2) creating loving relationships between preschool teachers and young children; (3) providing opportunities for young children to practice loving behaviour; (4) giving young children freedom; (5) maintaining an open dialogue; (6) emphasising democratic participation; (7) avoiding indoctrination; (8) respecting young children’s experiences and discoveries; (9) allowing young children to make choices and (10) understanding young children as individuals.

“It is not that I didn’t already know these places, but I never thought of them like this.” Methodological approaches to community research in early childhood education in Denmark

The aim of this article is to discuss how participatory methods might contribute to research concerning the development of inclusive, socially just and community-oriented pedagogical practices within the field of early childhood education, as well as contributing to shared knowledge production about relations between kindergartens and local communities. The article starts from a critique of dominant political and institutional approaches in Denmark to patterns of cooperation between kindergartens, parents, and local communities, which often in practice lead to top-down and compensatory approaches to cooperation, in which parents are expected to adapt to the agendas of the institutions. We argue that there is a need to develop alternatives to these approaches. This article explores how kindergartens might respond to the needs and views of parents and local communities, rather than the other way around. We explore this by asking what (local) communities for children and parents are and might be, and how kindergartens as significant shapers of children’s lives and experiences might create links between children’s lives inside and outside of the kindergarten. We discuss how communities, pedagogues and children might cooperate in pedagogical research processes and how such research processes affect (understandings of) children’s lives, communities, and kindergartens. Furthermore, we look at how these cooperations and insights might contribute to the development of more inclusive, community-oriented pedagogical practices. Our findings show that shared explorations of the many relations between kindergartens and communities have the potential to build more respectful and reciprocal dialogues and innovative pedagogical practices. Yet at the same time they show that this is an unfinished, imperfect endeavor that requires continuous attention to the complex and changing nature of communities, and to the closures and exclusions entailed by any community practice. Also, the findings point to an understanding of communities as performative phenomena that develop and grow through the very process of involvement and shared engagement. We argue that participatory, community-oriented pedagogical research methods should reflect these dynamics. The article describes and discusses research methods, showing how participatory research methods can deepen our understanding of the complex roles of early childhood education for children and communities, while also inspiring inclusive and community-oriented pedagogical practices.

‘Troubling men who teach young children’: masculinity and the paedophilic threat

ABSTRACT Gendered norms construct teaching young children in Early Childhood Education (ECE) as a ‘feminine profession’ and as ‘women’s work’. Subsequently, men whoteach young children are often scrutinised. One troubling factor confronting men entering the profession is the construction of men as potential paedophiles. Scholars in the Global North have shown how a conflation of homosexuality with paedophilia positions gay men as actual and potential paedophilic perpetrators. We present a view from the Global South which demonstrates how South African male ECE preservice teachers favour gay men as teachers of young children . Gay men were depicted as feminine and more appropriate for teaching ECE than heterosexual men. Additionally, gay men were constructed as men who did not pose a paedophilic threat in ECE. Conversely, heterosexual male power and violence were used to distance heterosexual men from ECE. These findings demonstrate the fluidity of masculinity and the paedophilic threat in ECE.

Linguistic Competence in Early Childhood Education as a Predictor of Verbal Naming Speed.

This study determined the predictive value of linguistic competence in children in Early Childhood Education for verbal naming speed. The participants were 86 pupils in the second Early Childhood Education cycle. They were evaluated with WPPSI-IV Wechsler Preschool & Primary Scale of Intelligence (Verbal Comprehension, VC) and Vocabulary Acquisition, VA; Childish Vocabulary Test (Vavel) and the Rapid and Automatic Naming Test. Children who had high scores in the Verbal Comprehension Index and Vocabulary Acquisition spent less time doing the verbal naming task. Linguistic competence predicted verbal naming speed, with Vavel having the strongest correlation. Linguistic competence of children in Early Childhood Education allows us to predict their aptitude for verbal naming. Lexical-semantic knowledge was linguistic competence dimension with the highest predictive value for the Verbal Naming Task. Automatic Naming and Verbal Comprehension depend on the same cerebral area, Wernicke's area.

Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions.

University-affiliated lab and model schools play an important role in creating educational innovations in inclusive early childhood education (ECE) for young children with Autism Spectrum Disorder (ASD). In the United States, access to inclusive high-quality ECE programs for young children with disabilities has been required by law for over 40 years, has been recommended by leading professional organizations, and has been emphasized in federal public policy initiatives. Yet, improvement in the rates of young children with disabilities experiencing inclusion has been limited. This review article consists of three parts. First, we identify and describe four barriers to wide-scale implementation of inclusive ECE programs for children with ASD in the US. These barriers include (1) the fragmented nature of the ECE system in the United States, (2) the age at which ASD is typically first diagnosed in the community, (3) the diverse presentation/support needs of children with ASD, and (4) the thoughts and feelings of parents of children without disability about inclusion. Second, we used a snowball sampling approach to identify nine leading university-affiliated, inclusive lab and model schools for young children with ASD. By describing these programs, we highlight similarities and differences between programs, and capture the unique ways in which these programs adapt to local conditions, resources, and barriers (e.g., federal and state regulations, funding sources, community resources, institutional structures and priorities, professional orientation and training, access to families and staff). Finally, we propose a roadmap for researchers focused on the development, evaluation, and implementation of community-viable inclusive ECE programs in ASD. This roadmap leverages synergies between inclusive university-affiliated lab and model preschools in ASD, and proposes the formation of a research network that creates an infrastructure for cross-program collaboration.

Brain Gymnastics Guide to strengthen the cognitive development of children in early childhood education.

The first years of life are essential in the development of the individual, which is why in early education it is important to investigate the techniques and strategies suitable for the integral development of children. For this reason, the proposal "Brain Gymnastics Guide to strengthen the cognitive development of children in early education" was designed, which was tested on children in early education at the "La Gran Muralla" Educational Unit and validated by experts and users of the school. Regarding the methodological criteria of the study, the research was descriptive, with a mixed design, whose information repository techniques were: documentary analysis, observation and survey. The results showed the effectiveness of the guide in the development of cognitive skills of the children analyzed, and it can be considered a tool of great educational value, because it is adaptable to any national early education institution.

Through the Lens of a Latino Jewish Teacher: Uncovering Funds of Identity in Teaching and Advocating for Newcomer Immigrant Children

ABSTRACT Educating immigrant children requires teachers who are responsive to their complex and unique needs and who advocate for their education and well-being. Yet, few studies have examined teachers who teach immigrant children and their teaching practices, particularly in the field of early childhood education. Framed by the construct of funds of identity, this study focuses on a Latino Jewish immigrant teacher and how his identities, accumulated through lived experiences and knowledge, can be understood in the context of his teaching practices for immigrant children in early childhood education. Relying on his inextricably intertwined thick descriptions of seeing his immigrant students constructed through his own lens, I explore his reasons for teaching immigrant children and highlight his specific ways of advocating and caring for them. Implications for practice and teacher education are discussed.