Early Childhood Education Curriculum Research Articles

(Re)Configuring ‘home’ for highly mobile children in early childhood education curriculum in the U.S.

ABSTRACT When teachers teach geographic understanding in early childhood education, home is commonly used as the foremost environment in which children are situated. However, this paper raises a question concerning the interplay between the concepts of home, geography in the curriculum, and children's mobility. This study explores how home is addressed in case studies, employing a mobilities lens and critical geography of home while focusing on highly mobile children, especially children experiencing homelessness. The aim of the study is to create a space to reexamine current practices that may inadvertently neglect or overlook highly mobile children in the curriculum. The study provides several implications for educators working with highly mobile children and future researchers in the field of early childhood education.

싱가포르 국가수준 유아교육과정 탐색

Objectives The purpose of this study was to exlore the Singaporean early childhood education curriculum, which emphasizes competency-based education, and to examine insights that can be applied to our own early childhood education curriculum. A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum before and after its revision. Methods A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum documents before and after revision. Results Firstly, through the revision process, the Singaporean early childhood education curriculum expanded its understanding of children's learning, and emphasized values, socio-emotional competencies, and learning dispositions. Additionally, it streamlined learning areas and altered area names. These changes are aimed at laying the foundation for learning essential for adapting to future society, fostering lifelong learners from early childhood, and enabling them to grow. Secondly, the Singaporean early childhood education curriculum emphasizes the learning of competent learners and underscores the importance of learning experiences tailored for this purpose. It emphasizes the formation of children's competencies and consistently stresses the intention and role of educators. Furthermore, it encourages interest in assessing children's learning, providing guidance on specific learning content and observable behaviors. Conclusions Through exploring the Singaporean early childhood education curriculum, insights were gained into various content and structures that can be incorporated into educational curriculum documents. It also suggests the need for reflection on the scope of documents that contain this content.

Leveraging Caregivers to Provide Remote Early Childhood Education in Hard-to-Access Settings in Lebanon: Impacts From a Randomized Controlled Trial

This paper presents impact findings from a three-arm randomized controlled trial of 1) a brief remote early learning program (RELP) and 2) RELP plus a remote parenting support program entitled Ahlan Simsim Families (ASF), compared to a waitlist control group. Participants are 5–6-year-olds and their families and are 96% Syrian refugees. All live in hard-to-access areas of Lebanon with few early childhood education (ECE) opportunities. RELP is an 11-week, 31-session program delivered via WhatsApp calls and messages. Remote sessions, 35–40 minutes each, consist of 5–6 caregivers/children and focus on supporting caregivers in implementing ECE curriculum with their children outside of class. ASF consists of 11 sessions (25–30 minutes once a week) and covers responsive relationships, early learning, and safety/security. We find large impacts on overall child development, literacy, numeracy, child play, and reported learning interactions (ES: 0.26–0.52) for both treatment arms; on motor and social-emotional skills for RELP only (ES: 0.21–0.36); and on reported spanking for RELP + ASF (twice as likely to say not in past month). Impacts are smaller in magnitude (for all but child play), though not significantly different, when ASF is added.

예비유아교사의 자아존중감이 유아코딩교육 인식에 미치는 영향

Objectives The purposes of this study were to examine the mediated effect of expertise awareness in the impact on awareness of children coding education of preparing young children teachers’ self-esteem.
 Methods The survey target were one hundred eighty-two university students in Jeollanam-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson's Ratio Correlation Analysis was applied to perceive the relationship between preparing young children teachers’ self-esteem, expertise awareness, and awareness of children coding education. The third state of mediating effect analysis from Baron and Kenny (1986) was implemented to examine the mediated effect of expertise awareness in the impact on awareness of children coding education of preparing young children teachers.
 Results First, there was significant correlation in between preparing young children teachers’ self-esteem and awareness of children coding education. Second, there was a significant correlation between their expertise awareness and awareness of children coding education. Third, the mediated effect of expertise awareness is showed in the impact on awareness of children coding education of preparing young chkldren teachers’ self-esteem. As the results of analysis by sub-factor, a complete mediated effect of expertise awareness was appeared in necessity recognition and class operation recognition. Self-estem was not significantly predicted for study content recognition, and self-esteem and expertise awareness made static perception in the educational environment recognition while the mediated effect was not significant.
 Conclusions This study would be used as basic data for expanding awareness of children coding education for preparing young children teachers and developing early childhood education curriculum for theoretical learning.

The challenges of mathematizing in Swedish early childhood education

Even though there today is a solid view on early childhood mathematics education being of importance, there is a quite diverse view on how this education is to be realized. In many countries, both teaching and play are emphasized in the early childhood education curricula why the question of how to conduct play-oriented mathematics education is relevant. In this study, we empirically elaborate on mathematizing as a possible cross between play and mathematics education. Mathematizing, as developed by the Dutch mathematician Hans Freudenthal, implies seeing the world in the light of mathematics and being able to identify how mathematics contribute to solving everyday problems. In this study we empirically investigate the theoretical construct of mathematizing in a preschool setting, aiming to clarify when and how mathematizing is made possible, and what seem to be the constraints on it. Based on 15 observations of preschool teachers’ attempts to implement play-oriented mathematics education, the presence of a true problem and character of teachers’ questions stand out as the keys to making mathematizing, as a merge of play and teaching, possible.

“A Life Full of Meaning”: The Lifework and Educational Approach of Malka Haas

ABSTRACT Malka Haas (1920–2021) was a key pioneer in the founding of Israeli kibbutz kindergartens, and she profoundly influenced both the curriculum and practice of early childhood education (ECE) for the entire country. The article reviews Haas’s biography, her professional development, and the main principles in her educational approach: “the kindergarten as a whole life,” based on the significant experiences of the child in connection with the community and the Jewish tradition. The article also describes the sources of inspiration from which Haas drew her ideas and the impact of her approach on educational concepts for ECE in Israel today.

‘유아교육과정’ 교과목 수업 개선 실천

This study explored the student agency changes of prospective early childhood teachers revealed in the process of improving the ‘Early Childhood Education Curriculum’ subject at S University in the metropolitan area. The research participants were 56 students from the Department of Early Childhood Education at S University and one professor who is the researcher oneself for the purpose of improving the 'Early Childhood Education Curriculum' class, the early childhood education curriculum theory lectures, on-site field classes, and TBL(Team Based Learning) were used to provide education to children. Research materials include kindergarten visit reports, research participants' PPT for early childhood education program presentation and key summaries, learning portfolios, class improvement reflection sheets, and researchers' research notes. The data collected during the research process was categorized based on specific concepts and reclassified based on the research problem through inductive content analysis. Excitement was mainly showed when the exercise of student agency was executed and field visit to kindergartens, and unfamiliarity was expressed through TBL early childhood education program presentations and discussion classes and learning portfolio experiences. Second, after improving the ‘Early Childhood Education Curriculum’ class, it is said that students came to recognize themselves as learners who formed student agency at the intersection of reflection and practice. I found autonomy like a compass through TBL, and through kindergarten field-related classes, they found themselves as a valuable resource as a early childhood teacher who lacked understanding of the connection between early childhood education theory and practice. Based on this study, we hope to become a systematic turning point in teaching-learning methods for improving theoretical classes to train high-quality pre-service early childhood teachers.

EXPLORING THE EFFICACY OF PLAY-BASED APPROACHES FOR ENHANCING NUMERACY INSTRUCTION: A LITERATURE REVIEW

This literature review examines the implementation of play-based learning activities in kindergarten settings to foster literacy and mathematical development. Play-based learning is recognized as a dynamic and effective approach that promotes creativity, curiosity, problem-solving skills, and positive social interactions among children. However, educators often face challenges in implementing play-based activities, including time constraints, resource limitations, and assessment complexities. To address these challenges, various strategies and interventions are explored, such as professional development, collaborative planning, flexible scheduling, and differentiated instruction. Leveraging community resources, adapting assessment methods, and advocating for the value of play-based learning further support its implementation. Through ongoing reflection on practice, teachers can continuously improve and refine their approach to play-based learning. Ultimately, prioritizing play-based activities in kindergarten classrooms creates enriching learning environments that support children's holistic development and lay a strong foundation for future academic success. Continued research, collaboration, and advocacy are essential to ensure the continued integration of play-based learning in early childhood education curricula.

Analysis of the Early Childhood Education Curriculum from a Resilience Perspective

As resilience refers to the human capacity to overcome challenging situations and quickly recover from them, fostering it from an early age in an educational context will enable children to be more efficient at both the cognitive and emotional levels. Therefore, the main objective of this study is to analyze the presence of resilience pillars in the current Spanish educational legislation, focusing on Early Childhood Education. In Spain, the new Education Law (LOMLOE) Organic Law 3/2020, amending Organic Law 2/2006, aims to enhance autonomy, initiative, and conflict resolution in children. In Royal Decree 95/2022 on Early Childhood Education, the three areas of knowledge (harmonious growth, discovery and exploration of the environment, and communication and representation of reality) are examined in relation to Steven J. Wolin and Sybil Wolin’s seven resilience pillars. In the second cycle of early childhood education, emphasis is placed on the development of specific competences for learning and doing, contributing to the comprehensive development of the child. Although the LOMLOE does not explicitly mention resilience, the curriculum reflects these resilience pillars—except for humor—highlighting the importance of understanding the individual characteristics and contexts of children. In summary, the promotion of resilience in early childhood education aligns with educational regulations in Spain, contributing to the comprehensive development of children and preparing them for future challenges.

Pendekatan saintifik dalam pengembangan Kurikulum 2013 PAUD

The Early Childhood Education (ECE) learning curriculum is a teacher's teaching tool as a learning guide that suits the child's character so that they can compete globally. Innovation is needed in the 2013 Curriculum in the form of curriculum development which is the foundation or basis of education in maximizing aspects of children's development, namely learning with a scientific approach that can stimulate children's thinking abilities, reasoning abilities and analytical abilities. Even though learning through the Independent Curriculum is being promoted, learning with a scientific approach in the 2013 Curriculum is still exciting, especially if presented in the form of educational games which are popular with children. Learning with a scientific approach is very important for children because this learning can increase children's understanding of literacy and numeracy, understand the applicable rules, and have critical reasoning. This research aims to provide information to all ECE educators and parents about the application of learning with a scientific approach in developing the 2013 ECE curriculum. Researchers use library research with a qualitative approach with data collection techniques using documentation. The research subjects are books, articles, or readings and reference sources related to the scientific approach in developing the 2013 ECE Curriculum. The research results found that learning with a scientific approach is very well implemented ECE units because this approach has a child-centred character, develops children's potential, increases children's learning motivation, develops children's attitudes and character, and improves children's communication skills. Apart from that, the scientific approach is designed to actively involve children through the process of asking, observing, gathering information, reasoning or making associations, and communicating it in learning. From the research results, it was concluded that the scientific approach in developing the 2013 ECE curriculum emphasizes the use of scientific methods and approaches that develop critical, creative and innovative thinking skills in early childhood.

Overcaming Children’s Temper Tantrums Through Emotional Literacy Strategies

Purpose: The primary objective of this study was to assess the effectiveness of emotional literacy strategies, implemented through group guidance, in enhancing skills related to managing temper tantrums among preschool students. Employing a quasi-experimental design with pretest-posttest control group design, the research aimed to determine the efficacy of the intervention in improving emotional regulation skills among participants. Methods: The study utilized a quasi-experimental design with pretest-posttest control group design. Purposive sampling was employed for sample selection. Data analysis involved the use of the Wilcoxon test to assess improvements in temper tantrum management skills before and after the intervention. Additionally, the Mann Whitney U Test was conducted to ascertain whether differences existed between the two intervention groups. Results and Discussion: The analysis revealed that the emotional literacy strategy implemented through group guidance was effective in enhancing skills related to managing temper tantrums among preschool students at TK Mutiara Sidoarjo. The findings suggest that the intervention contributed to significant improvements in participants' ability to regulate and manage their angry emotions. Furthermore, the results indicated that the emotional literacy intervention yielded positive outcomes across the intervention groups, highlighting its efficacy in addressing temper tantrum behaviors among preschoolers. Implications of the Research: The research outcomes hold significant implications for educators, counselors, and professionals working with preschool-aged children. By demonstrating the effectiveness of emotional literacy strategies in managing temper tantrums, the study provides valuable insights into the importance of promoting emotional regulation skills early in childhood development. The findings underscore the potential of group guidance interventions to foster emotional competence and enhance social-emotional well-being among young children. Originality/Value: This study contributes to the existing literature by providing empirical evidence of the effectiveness of emotional literacy strategies in managing temper tantrums among preschool students. By employing a quasi-experimental design and utilizing specific assessment tools, the research offers valuable insights into the impact of targeted interventions on emotional regulation skills in early childhood. The findings highlight the importance of incorporating emotional literacy programs into early childhood education curricula and underscore the value of proactive interventions in promoting healthy socio-emotional development among young children.

포커스 그룹 인터뷰를 통한 유아교육과정 운영 자기평가도구 개발 방향 탐색

Objectives The purpose of this study is to explore the direction of development of a self-evaluation tool for early childhood education curriculum operation and establish evaluation criteria through focus group interviews.
 Methods For this purpose, a focus group interview questionnaire was created based on the results of literature research and big data analysis, and focus group interviews were conducted with six participants consisting of an early childhood education expert (professor), an early childhood education field expert (director), and an early childhood education field expert (teacher). The collected data was analyzed using open coding and constant comparison analysis methods created by Glaser and Strauss.
 Results The results of this study were as follows: It was found that the self-evaluation tool for early childhood curriculum operation needs to be developed as a self-evaluation tool for early childhood curriculum operation based on a strengths-based evaluative approach. In addition, it was found that there was a need to establish a minimum evaluation standard by extracting common elements for various evaluation areas shown in the national-level early childhood education curriculum institutional evaluation and covering only essential contents for quality management of early childhood education curriculum operation.
 Conclusions Based on the results of this study, it was possible to confirm not only the necessity and expected effects of developing a self-evaluation tool for early childhood curriculum operation based on a strengths-based evaluative approach but also the direction of development of a self-evaluation tool for early childhood curriculum operation based on a strengths-based evaluative approach.

International perspectives on early childhood education curriculum development: reflections on a documentary review

ABSTRACT This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum development. In particular, the curriculum development framework model developed by Te Whaāriki New Zealand Ministry of Education in 1996 informed the analysis of documents concerned with the provision of early childhood education, specifically looking at how young children develop, grow and learn. The findings indicate that in order for the process of curriculum design and development to proceed effectively and efficiently, the context in which it is carried out must be carefully considered. A good curriculum is one which is drawn from society and embodied in the existing cultural norms, traditions and customs of the particular setting. For a curriculum to hold value, it must result from broad consultation and negotiation with a wide range of shareholders. Throughout, the paper considers how international perspectives of early childhood education curricula development and its enactment might offer possibilities for Tanzania to address concerns and issues relating to curriculum design and development that have been raised in the literature.

Disaster Preparedness and Safety Curriculum for Early Childhood Education in Indonesia.

Indonesia is located within the Asia-Pacific Ring of Fire, so natural disasters such as earthquakes, tsunamis, volcanic eruptions, floods, and landslides are common. Preparedness is essential to prevent many casualties due to various disasters. The Aceh, Indonesia earthquake and tsunami in 2004 was one of the most devastating disasters since the 1990s. Some of the victims were children. This is because there was no pattern of preparedness in dealing with disasters when the incident took place; even the word tsunami was not familiar in Indonesia at that time. Thus, the preparation of a disaster preparedness and safety curriculum began to be implemented in Indonesia after the Aceh earthquake and tsunami. The disaster preparedness and safety curriculum in early childhood education is developed in accordance with the potential and characteristics of the school area. Basic disaster material provided concepts, characteristics and threats, maps, ways of overcoming, and disaster preparedness and security. Facilities and infrastructure supporting disaster preparedness learning used disaster puzzles, disaster posters, songs about disasters, and prayers asking God for help to be protected from disasters.

Multilingual learning environments in early childhood education in Finland

Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries during collaborative, play-based activities. In Finland, the language policies of the National Core Curriculum for Early Childhood Education and Care have been changed to promote multilingualism. This study focuses on data provided by early childhood education and care (ECEC) staff, documenting changing language policies in learning environments through the management of space and practice. The study analyzes what ECEC staff (N = 81 participant groups) report on constructing multilingual learning environments and what type of barriers and enablers are described as present in such environments. Theoretically, the analysis draws on pedagogical translanguaging. The data were collected using the LangPeda tool, and the participant groups’ textual documents were scrutinized via qualitative content analysis. The findings suggested that although most of the groups’ textual documents reflected either pre-planned or spontaneous pedagogical translanguaging, not all the groups were eager to change their monolingual practices. Linguistic hierarchies were found, and the development of children’s linguistic repertoires appeared to be hindered by misconceived understanding of language learning. Enabling pedagogical translanguaging to become part of ECEC institutions’ (spatial) practices requires sufficient resources, materials, and systematic education for ECEC staff.

The role of play in early childhood education curricula in Greece and the world: A systematic literature review

The scope of this systematic review is to present the role of play within early childhood education curricula in Greece and around the world. In particular, findings will be presented from 25 early childhood education curricula from the past 15 years (2004-2018). Seven of these come from countries of the European Union, one from a country that used to be a member of the European Union, two from countries of Africa, seven from countries of North and Latin America and the Caribbean, six from counties of Asia and two from Oceania. Findings present the role of play within the early childhood education curricula and where possible the role of the educator in relation to play in preschool settings. From the systematic review and the analysis of the curricula we can conclude that early childhood education curricula are in their majority child-centered, they vary in form and recognize the importance of play in children’s holistic development and learning. Educators on their behalf tend to adopt various roles in order to support and promote play at the nursery school, indoors and outdoors in cooperation with parents and other professionals. Factors that influence the content of early childhood curricula and the role of play in them, are geographic location, cultural heritage, structure of society, knowledge of history and respect for the past and the future always in relation to the needs of the children of this age.

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.

O cuidado em comunidades de pesca: reflexões sobre e para o currículo da Educação Infantil

ABSTRACT In Brazil, since the first decade of this century, there has been a concern as to outlining the meaning of care as a principle of the curriculum and the early childhood education policy. Based on references from philosophy and historical and sociological analyses, care is outlined as relationships and actions that have the other in mind and become constitutive of being, implying the constitution of each person. Between 2021 and 2022, we carried out post-doctoral research that sought to deepen the meanings of care to reflect on the early childhood education curriculum. The idea of the project was to consider care from the perspective of traditional populations and social movements. For this, we carried out an ethnography with a fishing community on the north coast of the state of Alagoas, Brazil. The study refutes notions that traditional people offer precarious care, as considered by the colonizer. In fact, it is just the opposite. Traditional peoples develop community care, implying greater freedom for children to move around community, and greater autonomy in relation to the demands of life and to act according to their curiosities. Subtle friendly relationships that are expressed in silence, economy of words and attention to gestures are at the basis of care. We consider that early childhood education curricula need to incorporate the different forms and meanings of caring for babies and children, and not subordinate social identities.

Care in fishing communities: reflections on and for the Early Childhood Education curriculum

RESUMO No Brasil, desde a primeira década do novo século, existe a preocupação em delinear o significado do cuidado como princípio do currículo e da política da educação infantil. A partir de referenciais da filosofia e de análises históricas e sociológicas, delineia-se o cuidado como relações e ações que têm o outro em vista e se tornam constitutivas do ser, implicando na constituição de cada um e de cada uma. Entre os anos 2021 e 2022, realizamos uma pesquisa de pós-doutorado que buscou aprofundar os significados do cuidado para fazer reflexões sobre o currículo da educação infantil. A ideia do projeto foi considerar o cuidado a partir do prisma dos povos tradicionais e dos movimentos sociais. Para isso, realizamos uma etnografia com uma comunidade de pesca do litoral norte do estado de Alagoas, Brasil. O estudo rebate noções de que os povos tradicionais oferecem um cuidado precário, como considerado pelo colonizador, sendo esse um cuidado mais comunitário, implicando maior liberdade das crianças para circularem pelos espaços da comunidade, e maior autonomia em relação a demandas da vida e para agir conforme curiosidades. Estão na base do cuidado relações de amistosidade sutil que se expressam no silêncio, na economia de palavras e na atenção aos gestos. Consideramos que os currículos na educação infantil precisam incorporar as diferentes formas e significados de cuidar para acolher bebês e crianças, e não subalternizar identidades sociais.

IMPLEMENTASI KURIKULUM MERDEKA MELALUI METODE BERMAIN KELOMPOK UNTUK MENINGKATKAN KEMAMPUAN SOSIAL DAN EMOSIONAL ANAK USIA DINI DI UPT. TK NEGERI PEMBINA LIMA PLUH KECAMATAN LIMA PULUH KABUPATEN BATU BARA

Preparing a new curriculum is not easy for every education unit, it often becomes a polemic felt by educators, especially at the early childhood level. The curriculum is the main idea of ​​the educational process, without a good curriculum the learning process cannot run well so that national education goals cannot be achieved. To increase understanding regarding how an independent curriculum in Early Childhood Education is needed, a deeper discussion is needed regarding the study of the concept of its content and how the concept is actualized and implemented. This research aims to discuss the development and implementation of the independent curriculum in early childhood education, which includes the meaning of the independent curriculum, the characteristics and characteristics of the independent curriculum, and the stages of implementing the independent curriculum at the PAUD level. The method used is a descriptive qualitative method that uses theoretical analysis and literature study. The results of this research are. The independent study program is in accordance with the concept of independent learning put forward by the Ministry of Education and Culture. When preparing a standalone program, attention should be paid to the basic framework and structure of the program.