Early Childhood Education Curriculum Research Articles

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.

Presencia de las Ciencias Sociales en los currículos de Educación Infantil de Extremadura.

The social sciences are very present in daily life, since knowledge such as geography, history, sociology, etc., has an impact on people's daily lives. In the educational stage of Early Childhood Education, the teaching of historical content is developed through projects that allow students to discover and investigate a certain historical stage. But do these contents related to social sciences really appear in the Early Childhood Education curriculum? This work aims to know how social science content is included in the curriculum of this stage. To this end, the legislation that regulates Early Childhood Education in Extremadura has been analyzed to establish comparisons in the treatment of social sciences within it. The methodology used has been qualitative, and more specifically, a documentary data analysis has been carried out where the last two Early Childhood Education decrees of Extremadura have been analyzed: Decree 4/2008 and Decree 98/2022. The results obtained suggest that in Decree 98/2022 there is more presence of social sciences than in the old Decree 4/2008, although this presence in both decrees is very generic and refers more to processes related to socialization.

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.

Crafting Culture in Early Childhood: Integrating Paper Cutting as an Intangible Cultural Heritage into Educational Curricula for Artistic Enrichment and Innovation

This study investigates the integration of paper cutting, a Chinese intangible cultural heritage, into early childhood education curricula, exploring its multifaceted impact on educational enrichment and the development of children's artistic literacy and innovative abilities. Against the backdrop of China's efforts to safeguard intangible cultural heritage, the research delves into effective strategies and methods for seamlessly embedding paper cutting into early childhood education. The comprehensive literature review traces the historical roots, global influence, cultural significance, and contemporary practices of paper cutting, providing a robust foundation for the analysis. The study emphasizes the role of teachers in instilling appreciation for paper cutting and contends that this traditional art form not only enhances children's creativity but also fosters teamwork and communication skills. Proposing the development of a structured teaching syllabus, an optimal teaching environment, and diverse practical activities, the research advocates for the integration of local cultural characteristics, contributing valuable insights to early childhood education and cultural heritage preservation.

Mixed methods study supporting the piloting and scaling of a Gender-Responsive Play-Based Learning training package for pre-primary teachers in Rwanda and Mozambique

Despite significant investments to increase access to and improve the quality of primary school education, fewer than half of the world's primary-level pupils have gained grade-level literacy and numeracy skills. While the learning crisis is complex, high-quality early childhood education (ECE) can be a critical piece of this puzzle. Integrating the use of gender equitable, gender responsive and play-based pedagogies into ECE curricula can be an important step towards enhancing the quality of ECE and supporting the school readiness of girls and boys, also in low-income contexts. This study explored the effectiveness of a Gender-Responsive Play-Based Learning (GRPBL) training package for ECE teachers Rwanda and Mozambique on classroom environment and child early learning and development. The study was mixed methods and used Focus Group Discussions, in-depth interviews and standardized classroom and child assessments using the globally validated International Development Early Learning Assessment (IDELA) toolkit. The study showed that in Mozambique, the training had positive effects on classroom environment and consequently on child early learning outcomes, with the strongest effect found on emergent literacy. The training did not succeed at improving the same outcomes in Rwanda. Contextual factors such as high student to teacher ratios, lack of teaching experience and limited support by school leaders and parents, likely constrained teachers in Rwanda to make deep changes to their instructional practices while we did see evidence of such changes in Mozambique. A training on GRPBL, can thus have powerful effects on classroom and child outcomes, even in low resource settings. However, effects may vary depending on the implementation context. To support policymakers, local and international implementers in their journey to improve the quality of ECE, more time needs to go into understanding what type of Continuous Professional Development (CPD) aligns with the existing ECE context and systems so that teachers, children and parents can optimally benefit from CPD opportunities.

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.

Cultivating Patriotism: Independent Curriculum and Strengthening Pancasila Profile (P5) in Kindergarten

This research aims to understand the presence of the independent curriculum in early childhood education with a specific focus on the correlation between this curriculum and the locally infused P5 program. The study formulates research objectives centered on planning P5 programs themed around local wisdom, implementing these programs, and evaluating their effectiveness. Employing a qualitative approach with a descriptive method, data collection methods include observation, interviews, and documentation. The research findings emphasize the essential role of the P5 program within the independent curriculum. This program successfully enriches students' knowledge and understanding of local wisdom, suggesting a need for further integration of local wisdom elements into the independent curriculum at the early childhood education level. It is crucial to enhance parental involvement in the implementation of the P5 program. Additionally, developing more holistic evaluation strategies is recommended to measure the long-term impact of the independent curriculum and the P5 program on the overall development of students.

IMPLEMENTASI KURIKULUM MERDEKA DI PAUD BINA KARYA BANDAR MASILAM TERHADAP TANGGUNG JAWAB DAN DISIPLIN ANAK

The purpose of this study was to determine the effectiveness of the current independent curriculum in developing children's sense of responsibility and discipline. This research was conducted in PAUD located in Bandar Masilam Sub-district. The research was conducted in the first semester, which includes planning research activities, implementing research activities, and collecting data. The population of this study was all children with similar characteristics who attended PAUD BINA KARYA in Bandar Masilam sub-district. The study found that children who used the independent curriculum were more responsible and disciplined than those who did not. This is because the independent curriculum has made students familiar with the profile of Pancasila so that it is easier to apply. The Implimintation of Merdeka Curriculum in Early Childhood Education (ECED) is an Effort to build responsibility and discipline in early childhood. This curriculum approach prioritizes moare flexsible learning, according to the interests and potential of each child. With a focus on personal interacktion and enganging activities, children are encouraged to develop a sense of responsibility for their own learning, and have the freedom to choose activities that suit their interests. Through more active and engaged learning experiences, Merdeka curriculum builds discipline by following children’s individual development and interests, encoruraging intrinsic motivation to learn, and respecting axisting rules. Research at BINA KARYA PAUD revealed that the implementation of Merdeka Curriculum has gone through strict standards. Can affect the planning, implementation and evaluation stages and can affect children's responsibility and discipline. This foundation is the basis for implementing Merdeka Curriculum in ECD to build responsibility and discipline in children from an early age, integrating these values into their learning experiences.

An Analysis of Early Childhood Education Curriculum Development in Singapore and Finland

The curriculum is an important factor in organizing the teaching and learning process to achieve goals. One way to improve educational standards is to implement an effective and innovative curriculum in early childhood education institutions. This research aims to analyze the early childhood education curriculum in Singapore and Finland. The author uses a type of library research. In this research, the author used the data collection instrument by reviewing documents from several books, articles, journals, laws of the Republic of Indonesia, and the Singapore and Finnish curriculum frameworks as literature that supports this research. Data analysis starts with data collection, reduction, presentation, and conclusion. The results of the research show that the education curriculum in Singapore and Finland is included in the category of an advanced education system in terms of the welfare of society or its population (education and economy), the quality of educators or teachers, and the focus on children's future development. The novelty of the analysis results is that in terms of review, it relates to curriculum objectives, content/material, learning media (facilities and infrastructure), learning strategies, and evaluation.

The Role of Teachers in Improving Fine Motor Skills of Early Childhood through Finger Painting Activities

This study explores teachers' professional role in improving children's fine motor skills through finger painting activities at RA Islam Irmassss. A descriptive qualitative approach was used to deeply understand this phenomenon. Data were collected through observations, interviews, and documentation of teachers and children involved in finger painting activities. The results showed that teachers have an important role in developing children's fine motor skills through finger painting, acting as facilitators, models, and mentors. Children show active participation and positive response to this activity. Teachers use a variety of creative teaching strategies to facilitate meaningful learning experiences for children. The implications of this study for educational practice include the improvement of teachers' teaching strategies in finger painting activities and their relevance to the early childhood education curriculum. The results of this study highlight the important role of teachers in supporting children's fine motor development and contribute to the development of more effective educational practices in early childhood education settings.
 Keywords: Fine Motor, Finger Painting, Early Childhood

Empowering Merdeka Play: Unleashing Potential Through Project-Based Learning in Kindergarten

This research responds to the limitations of conventional learning methods and minimal educational game tools in stimulating children's interest in learning, this study explores the effectiveness of Project-Based Learning (PjBL) in the implementation of the Merdeka Play curriculum for early childhood education. The research, a descriptive qualitative study, involved 30 children aged 4-6 at Pembina Kindergartens. Through direct observation, interviews, and documentation, the study assessed the development of religious values (80%), self-identity (73%), and literacy/STEAM skills (75%) using the PjBL approach. The overall average achievement across these aspects was 76%. The findings indicating the effectiveness of PjBL, especially through independent play, in facilitating holistic development among young learners. This research contributes insights into enhancing early childhood education with implications for curriculum design and teaching methodologies.

Importance of "Love" in Authentic Decolonization Work and SoTL Practice

The definition of “decolonization” is contextual and relational, and it holds multiple meanings (de Oliveira Andreotti et al., 2015; Battiste, 2013; Smith, 2012), but it is seldom associated with the term “love.” This article explores how creating “ethical spaces” (Ermine, 2007) for engagement with Indigenous partners and community organizations has helped Bachelor of Child Studies (BCST) students at Mount Royal University (MRU) to understand the deeper meaning of decolonization and its connection to love in the context of academic and professional practices. During the 2021/22 academic year, four students collaborated with their professor and a community partner, Wee Wild Ones (WWO), a nature-inspired school, on decolonizing the organization’s early childhood education curriculum. The teachings of Elders and knowledge holders at MRU and within the wider community challenged the students’ understanding of decolonization and shifted their focus from an efficiency driven, goal-directed project approach towards building authentic relationships rooted in love, respect, and inclusivity. This article explores the meaning and role of love in the context of student-community partnerships, decolonization work, and scholarship of teaching and learning (SoTL) practice.