Development Of Early Childhood Education Research Articles

Early Childhood Development Is Not Enough: In Defense of Children with Developmental Delays and Disabilities and Their Right to Family-Centered Early Childhood Intervention (In the Global South).

The international recognition of the critical importance of the early childhood phase has been firmly established through decades of rigorous research, evidence-based practices, and undeniable evidence of the returns on investment made during this formative period. Consequently, early childhood development has emerged as a top priority on both national and international agendas. This momentum reached a pinnacle in 2015 with the unanimous adoption of the 17 Sustainable Development Goals (SDGs) by the United Nations, which placed a particular emphasis on children under the age of five within the education-focused SDG 4, notably target 4.2, centered on ensuring that all girls and boys are ready for primary education through the provision of accessible "quality early childhood development, care and pre-primary education". However, the Global South reflects the glaring omission of addressing the needs of children at risk of poor development due to disabilities. This paper underscores the imperative for specialized early childhood intervention tailored to young children with disabilities and their families, commencing as early as possible following birth. It advocates for Early Childhood Intervention (ECI) as a service distinct from general Early Childhood Development (ECD), emphasizing the crucial role of families as active partners from the outset. Furthermore, the paper strengthens the case for Family-Centered Early Childhood Intervention (Fc-ECI) through the integration of evidence-based practices and an in-depth description of one such program in South Africa with specific reference to deaf and hard-of-hearing infants and their families. This model will be guided by core concepts outlined in WHO and UNICEF Early Childhood Intervention frameworks. Through this exploration, the paper aims to shed light on the urgent need for inclusive approaches to early childhood development, particularly for children with disabilities, and to advocate for the adoption of Family-Centered Early Childhood Intervention as a cornerstone of global efforts to ensure the holistic well-being and development of all children.

Implementasi Alat Permainan Edukatif (APE) Keterampilan Meronce untuk Menumbuhkan Perkembangan Sensorik dan Motorik Anak Usia Dini

Meronce is the process of arranging or assembling objects by inserting perforated objects into a string or thread to create beautiful works. This meronce skill not only develops the sensory and motor aspects of children, but also enhances focus on the senses, such as concentration, training social-emotional skills, cognitive skills, as well as introducing colors and shapes to children aged 5-6 years. By taking beads and arranging them according to desired patterns or shapes, children can practice hand movements, eye coordination, and motor skills. The use of meronce skills in learning is very effective in developing various aspects of early childhood development, both in kindergarten and early childhood education. Therefore, this article discusses the use of Educational Play Equipment (APE) Meronce Skills to enhance sensory and motor development in early childhood. This study uses a qualitative approach with field research, which aims to determine the background, social groups, individuals, and community institutions. The results show that meronce skill learning in classroom B1 of TK Muslimat Nurul Ulum 2 Pegiringan is conducted with enthusiasm, creativity, and high spirits. Children are able to follow their teacher's instructions well.

A Hybrid Digital Parenting Program Delivered Within the Malaysian Preschool System: Protocol for a Feasibility Study of a Small-Scale Factorial Cluster Randomized Trial.

The United Nations' Sustainable Development Goal 4, and particularly target 4.2, which seeks to ensure that, by 2030, all children have access to quality early childhood development, care, and preprimary education so that they are ready for primary education, is far from being achieved. The COVID-19 pandemic compromised progress by disrupting education, reducing access to well-being resources, and increasing family violence. Evidence from low- and middle-income countries suggests that in-person parenting interventions are effective at improving child learning and preventing family violence. However, scaling up these programs is challenging because of resource constraints. Integrating digital and human-delivered intervention components is a potential solution to these challenges. There is a need to understand the feasibility and effectiveness of such interventions in low-resource settings. This study aims to determine the feasibility and effectiveness of a digital parenting program (called Naungan Kasih in Bahasa Melayu [Protection through Love]) delivered in Malaysia, with varying combinations of 2 components included to encourage engagement. The study is framed around the following objectives: (1) to determine the recruitment, retention, and engagement rates in each intervention condition; (2) to document implementation fidelity; (3) to explore program acceptability among key stakeholders; (4) to estimate intervention costs; and (5) to provide indications of the effectiveness of the 2 components. This 10-week factorial cluster randomized trial compares ParentText, a chatbot that delivers parenting and family violence prevention content to caregivers of preschool-aged children in combination with 2 engagement components: (1) a WhatsApp support group and (2) either 1 or 2 in-person sessions. The trial aims to recruit 160 primary and 160 secondary caregivers of children aged 4-6 years from 8 schools split equally across 2 locations: Kuala Lumpur and Negeri Sembilan. The primary outcomes concern the feasibility and acceptability of the intervention and its components, including recruitment, retention, and engagement. The effectiveness outcomes include caregiver parenting practices, mental health and relationship quality, and child development. The evaluation involves mixed methods: quantitative caregiver surveys, digitally tracked engagement data of caregivers' use of the digital intervention components, direct assessments of children, and focus group discussions with caregivers and key stakeholders. Overall, 208 parents were recruited at baseline December 2023: 151 (72.6%) primary caregivers and 57 (27.4%) secondary caregivers. In January 2024, of these 208 parents, 168 (80.8%) enrolled in the program, which was completed in February. Postintervention data collection was completed in March 2024. Findings will be reported in the second half of 2024. This is the first factorial cluster randomized trial to assess the feasibility of a hybrid human-digital playful parenting program in Southeast Asia. The results will inform a large-scale optimization trial to establish the most effective, cost-effective, and scalable version of the intervention. OSF Registries; https://osf.io/f32ky. DERR1-10.2196/55491.

Montage Mastery Revolutionizes Global Children's Motor Skills

This study examines the effectiveness of Pictorial Montage activities in enhancing fine motor skills among 5-6-year-old children in group B. Conducted through Classroom Action Research (CAR) with iterative cycles, the research involved 11 students from TK Tunas Bangsa Sukodono. Data collection included observation, interviews, and documentation. Results showed a gradual increase from 47% in pre-cycle to 90.1% in cycle II, indicating success in improving fine motor skills. These findings underscore the importance of engaging methods like Pictorial Montage for effective motor skill development in early childhood education. Highlight: Montage enhances motor skills in children. Iterative CAR method for skill assessment. Notable improvement in fine motor proficiency. Keyword: Fine motor skills, Pictorial Montage, Early childhood education, Classroom Action Research, Skill enhancement

Learning model of basic manipulative movements of throwing and catching: A developmental study through early childhood play

The importance of learning basic manipulative movements of throwing and catching to be owned by every early childhood because it has benefits and influences on their overall development. This study aims to develop a model of learning basic manipulative movements of throwing and catching in Early Childhood. The type of research adapted is Research and Development (R&D) adopting the Borg & Gall development model which conceptually the research and development steps of this development model include 10 steps namely: 1) research and data collection, 2) planning, 3) development, 4) initial field trial, 5) revision of trial results, 6) second field trial, 7) refinement of field test products, 8) field implementation test, 9) final product refinement, 10) dissemination and implementation. The initial design consisted of 16 game packages. The development stage involved judges, kindergarten teachers, and as samples in small and large scale trials, kindergarten students aged 5-6 years were used. The results of the study resulted in 14 series of games. Based on the effectiveness test, the Ngain value is 75.73%. So that these 14 game models are worth using to develop the throwing and catching skills of children aged 5-6 years. These findings make an important contribution to the development of early childhood education, especially in the context of developing fine motor skills. The learning model developed can be a reference for educators and parents in supporting the development of early childhood manipulative movements through an effective and fun play approach. Keywords: Sport Science, Motor Control, Basic Manipulative Movements, Early Chillhod.

Influence of early childhood teachers' psychological contracts on teacher competency: Chain mediating role of job crafting and professional identity

In response to the epochal demand for high-quality development in early childhood education in China, it is imperative and necessary to improve the competency level of early childhood educators. The study aims to investigate the relationship between psychological contracts and teacher competency, and to verify the mediating roles of job crafting and professional identity in the relationship between psychological contracts and teacher competency. This study employed validated measurement scales regarding psychological contracts, teachers' professional identity, job crafting, and teacher competency. Each of these scales has established internal consistency coefficients. Data were collected from 318 early childhood teachers in Sichuan, China. The results highlight the significant impact of psychological contracts on the prediction of teacher competency. It is worth mentioning that the psychological contracts, together with their distinct components such as normative responsibility and development responsibility, have a direct and favorable impact on teacher competency. This implies that developing the psychological contracts might be an effective technique for improving teacher competence. The individual mediation of job crafting and professional identity in the link between psychological contracts and teacher competency has been well-established. However, the combined or chain mediating influence of these factors provides a unique and valuable perspective on the phenomenon of job crafting leading to professional identity, which in turn impacts teacher competency. The study found that psychological contracts have a positive predictive effect on teacher competency, while job crafting and professional identity both have independent and chain mediating roles in the relationship between psychological contracts and teacher competency. Therefore, this study suggests a comprehensive enhancement of the psychological contracts level from aspects such as normative responsibility, interpersonal responsibility, and development responsibility. By stimulating job crafting and professional identity levels in both internal and external environments, we can improve the competency level of early childhood educators.

Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis

The interest in Computational Thinking (CT) development among young learners increases with the number of studies located in literature. In this study, a meta-analysis was conducted to address two main objectives: (a) the effectiveness of empirical interventions on the development of CT in children aged of 3–8 years; and (b) the variables that influence the effectiveness of the interventions. Following PRISMA procedures, we identified 17 empirical studies with 34 effect sizes and 1665 participants meeting the inclusion criteria from Web of Science database. Overall, we found a statistically significant large effect size (d = .83 [95% CI: 730, .890]; p < .001) on the CT development of 3–8 years old children, which provides empirical support for having young children to engage in CT experiences. The effect size was significantly influenced by moderating variables including gender, scaffolding, and education level. Intervention length showed a marginally significant effect. Therefore, educators could refer to the significant moderators when designing tailored interventions for CT development in early childhood education while a call for more empirical studies of CT development in young children is proposed.

Impact of Socio-economic Status on Socio-emotional Development of Children Attending Different Early Childhood Care and Education (ECCE) Centers

The purpose of the 2018–20 study, which took place in the Karnataka state's Dharwad taluk, was to determine how children's social and emotional development was impacted by their socioeconomic status. The study's objectives were to evaluate the social and emotional development of children in both rural and urban locations, as well as to determine the impact of SES on these development factors. A total of 208 children aged between three and six years, comprising 104 from rural and 104 from urban areas, were chosen for the study. Children's social and emotional development was evaluated using the Transdiciplinary Play Based Assessment-2 instrument. The child's family's socioeconomic position was assessed using a Aggarwal Socio-economic status scale. A qualitative approach utilizing the naturalistic observation method was used to observe, analyze, and study the effects of play-based activities on social and emotional development. Naturalistic observations were produced by combining field notes from participant observation with video footage of kids playing in an unstructured manner. The findings showed that most kids in both urban and rural anganwadis were in the social and emotional development watch and worry category. The social and emotional development of children was shown to be significantly correlated with their socioeconomic level. According to the statistical analysis, preschoolers in both rural and urban areas showed a substantial relationship and difference. In both rural and urban settings, children from lower middle class families scored lower on social and emotional development and related domains than did children from upper middle class families.

Exploring Early Childhood Development Education Through Playful Environment

This study aims to explore the knowledge, attitudes, and behaviors related to early childhood development and education through a descriptive research approach. The educator recognized the significance of establishing environments that are conducive to children's needs and incorporating stimulating activities to foster the growth of young learners. The researchers conducted an assessment of knowledge, attitude, and practices through interviews and conversations. The variables of race, age, and education had a notable influence on the level of knowledge among individuals. Teachers in educational institutions possess a broader range of knowledge regarding school nutrition and health compared to students. The respondents' knowledge, behavior, and perspectives were shaped by a range of factors, such as their educational attainment, occupation, religious beliefs, and racial background. The study findings emphasize the importance of school health, nutrition, and recreation, and recommend that educators, students, parents, and other stakeholders actively promote these aspects. Creating a favorable and supportive learning environment is crucial in the field of Early Childhood Care and Education (ECCE), risk reduction initiatives, Nepal's child-friendly education programs, and the improvement of school environment.

Professional Learning Supporting Multilingual Children’s Social and Emotional Development in Diverse Australian Early Childhood Education and Care Settings

AbstractThis research examined the conditions under which codesigned approaches to educator professional learning in multilingual, birth to five settings were accessible and supportive of children’s social and emotional development across diverse types of Australian early childhood services. The research sites, in the suburbs of a capital city, comprised a long day childcare center, two short term informal community creches for birth to 5-year-old children of migrants and refugees attending English classes, and a family hub short term informal community creche for children of Afghan refugees. Professional learning mentors visited the participating sites eight times for 2 h every 2 weeks for 16 Weeks in 2021, demonstrating resources and strategies to assist young children to identify their own and others’ emotions and engage with social settings. Over 20 weeks, 97 participants provided data, commencing before and extending after the professional learning program. Participants included professional learning mentors, staff and volunteers, parents, and children via observation. Using Reggio Emilia principles, the research identified that professional learning, flexibly delivered over time, enabled educators and volunteers to build their social and emotional development knowledge, and to try resources and strategies with children in their care. Recruiting educators who shared children’s home or community languages, in addition to professional learning, supported multilingual children to engage with emotional literacy resources, while still developing spoken English. The research affirmed that educators, volunteers, parents, and children benefitted from a sustained focus on children’s social and emotional development in the early childhood education and care settings.

Exploring the Outdoor Space as a Vehicle for Children’s Spiritual Development and Transformation in Early Childhood Education

Although the rhetoric of children’s spirituality is absent in Early Childhood educational policy in England and Wales, considering its relationship with the outdoor space, it might be deemed an implicit yet essential aspect of learning with and caring for young children. This article posits that the outdoor space provides a locus for the nurture of spirituality, including fostering a sense of self and well-being, encouraging existential questioning, and embracing responsibility. Exploring three meta-dimensions of spirituality – relation through inclusive play, creativity, and reflection - and considering the notion of transformation in learning, it is proposed that the outdoor space might provide opportunities for children in all global contexts to receive care and in turn become citizens who care for natural world and others.

Early Childhood Education during conflict and change: Learning from the World War 2 experience of Breslau, Germany/Wroclaw, Poland

This research explores Early Childhood Education (ECE) during an intensely chaotic historical period in one city in Eastern/Central Europe. Breslau, initially a German city, was transferred to Poland and renamed Wroclaw in 1945 after World War 2. Breslau/Wroclaw experienced intense upheaval before, during, and after the war including the almost complete physical devastation of the city and the ensuing massive migration from the expulsion of ethnic Germans and the resettlement of Poles from eastern regions. The impact of war and government policies on the development and continuance of Early Childhood Education as Hitler and National Socialism rose to power, during the months of uncertainty around the end of the war, and on the establishment of a new system of Early Childhood Education in Wroclaw under Soviet domination receive focus in this paper. The results and discussion are applied to contemporary circumstances such as the current crisis in Ukraine, as well as social and political upheaval arising from other emergencies.

Increasing Self-Concept and Decreasing Gender Stereotypes in STEM through Professional Development for Early Childhood Educators

Starting early in life, children, especially girls, experience obstacles when it comes to developing an interest in STEM. Although early childhood (EC) educators face an important task in promoting girls (and boys) in STEM, they often face challenges in doing so. Therefore, it is crucial for EC educators to cultivate positive attitudes, self-concepts, and STEM skills. To address these identified issues, a three-month professional development program was created for EC educators. This professional development program was evaluated using a pre–post design with a focus on the self-concept and gender stereotypes of EC educators. The program involved 30 female EC educators in evaluating these aspects. The statistical analyses show positive results in enhancing educators’ self-concepts and reducing gender stereotypes over the course of this professional development program. The results suggest the potential of the blended learning design in this professional development program and indicate that this program could serve as a promising model for future interventions.

Engaging stakeholders to inform policy developments in early childhood education and outside school hours care

The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care (MTOP). Theoretical underpinnings of a robust stakeholder engagement strategy ensured a range of methods were developed to communicate with and encourage participation by the diversity of stakeholders who are invested in ECEC and OSHC in Australia – broadly defined as approved providers, teachers, educators, families, children and young people, regulatory authorities and other professionals who provide support and advice. A mixed-method, sequential 3-Stage design was developed to gather the insights, responses, and perspectives of stakeholders who provided, worked in, used, attended, or supported ECEC and/or OSHC settings. Stakeholder feedback included survey ratings and written comments, focus group and panel discussions, educator documentation and video-diaries, and the writings, talking, and drawings of children and young people. Evaluation methods focus on the number, diversity, and depth of stakeholder responses. In conclusion, we reflect on the usefulness, benefits, limitations, and effectiveness of our approach to participatory engagement to inform government policy development and decision making.

Augmenting Early Childhood Speech Skills through Audiovisual Talk Time Playing (ATTP): A Research & Development Approach

This study focused on developing, validating, and evaluating the effectiveness of the Audiovisual Talk Time Playing (ATTP) model for enhancing speech skills in 5-6-year-old children within a kindergarten environment. Employing research with development methodology, this study followed Plomp's (1997) framework through four phases: design, realization/construction, testing, evaluation, and implementation. The ATTP model was developed through a detailed analysis and synthesis of requirements for fostering young learners' speaking skills. Its practical application involved translating the theoretical model into a classroom with 15 children. The model's effectiveness was evaluated using validation sheets, model assessments, usability sheets, observation sheets, teacher questionnaires, and student learning outcome evaluation sheets. Qualitative data was collected through observations and teacher questionnaires, while quantitative data was derived from assessments of children's speaking abilities. The results indicated a significant improvement in children's communication skills, with an increased percentage of children moving from 'adequate' to 'good' speech skills categories. Educators responded positively to the ATTP model, emphasizing its practicality and effectiveness. The study concluded that the ATTP model, with its interactive and multisensory approach, is a more engaging and effective method for language development in early childhood education than traditional methodologies. However, the study's limited focus on a specific age group and setting suggests the need for future research to explore the model's long-term impacts and adaptability in different educational contexts.

Early Childhood Education and Development in Nepal: Status, Trends and Challenges

Early Childhood Education and Development (ECED) is considered as foundations of modern education system in Nepal. It's the preparedness of children for school in terms of their physical growth, mental capacities, and social adjustment. Over the last two decades, some notable achievements have been achieved beside low investment by the government in ECED sectors in Nepal. The average ECED gross enrollment rate have reached at 89.62 per cent and achieved attractive progress in gender (0.92) parity in ECED. However, community-based ECEDs in geographically remote area are running without basic requirements. An execution of Local Government Operation Act-2017 (LGRG) and School Education Sector Plan (2022-32) contributing to strengthen the ECED in Nepal. Inadequate investment, insufficient ECEDs, absence of skilled and permanent ECED facilitator, dissimilarities between ECEDs, lack of friendlier infrastructure, complexities to implement bilingual curriculum, inaccessible and unaffordable education system, existence of dual education system, and structural discriminations are still observed as unsolved issues. This paper tries to review the status, trends and challenges associated to Early Childhood Education Development in Nepal.

Struggles and Triumphs of an Early Childhood STEM Educator:

This interview between a researcher (Poh) and an early childhood educator (Jade) delves into pedagogical approaches to teaching Science, Technology, Engineering, and Math (STEM) in an early childhood classroom setting, focusing on children aged 1 to 5 years. Jade's journey of understanding and exploring STEM teaching is a reflection of the challenges faced by many early childhood educators. The conversation highlights the significance of teacher self-efficacy and experience, as studies show that higher training in STEM results in higher confidence, leading to higher rates of implementation in the classroom. However, research indicates that early childhood educators often lack in-depth professional preparation in math and science, resulting in insufficient content knowledge and a lack of confidence to provide quality STEM experiences for young learners.
 The researcher, being a scientist and science educator, provides support to Jade's efforts in integrating STEM into her practices. Additionally, collaboration with the community, including volunteers from a science museum and the university, plays a crucial role in bolstering her confidence in engaging with STEM subjects.
 This interview sheds light on the importance of continuous professional development and support for early childhood educators to effectively implement STEM teaching strategies. By sharing her reflections and experiences, Jade contributes to the development and implementation of integrated pedagogies that bridge the gap between technology, pedagogy, and content. Overall, this interview showcases the transformative impact of collaborative efforts and support systems in empowering early childhood educators to confidently and effectively engage young learners in STEM education.

Are South African children on track for early learning? Findings from the South African Thrive By Five Index 2021 Survey

We report on a national South African multistage cluster sampling survey of early development in 5,222 children aged 50-59 months enrolled in preschool programmes. Children were assessed on the Early Learning Outcomes Measure (ELOM 4&5), the ELOM Social-Emotional Rating Scale, and linear growth (height-for-age), in the last quarter of 2021. ELOM 4&5 is standardised for South Africa and measures development in five domains: Gross Motor, and Fine Motor Development, Numeracy and Mathematics, Cognition and Executive Functioning, and Literacy and Language skills. Cut scores are used to classify children as On Track, Falling Behind, or Falling Far Behind expected developmental standards. Post-survey weights were computed, permitting us to interpret results as representative of children attending early learning programmes. Only 45.7% of the sample were On Track overall. Apart from Literacy and Language (54.7%), no other domain exceeded 50% On Track. Children who were better off socio-economically achieved higher scores (except for Gross Motor Development). Height-for-age measurements revealed a stunting rate of 5.1%, (>8.8% in one province). A mixed linear model analysis showed that age, sex, quintile, growth status, and socio-emotional score were significant predictors of the total ELOM 4&5 score, with growth status and quintile being stronger predictors. The results indicate concerningly poor preparedness for school. Two further surveys prior to 2030 will be undertaken and used to establish the country’s progress toward meeting Sustainable Development Goal 4.2: “all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”.

Inspirational Principal: Building A Culture of Organization and Spiritual Communication

Organizational culture is understood as a shared perception adopted by members of an organization, namely a system of shared meaning. A developing organizational culture is critical to support their growth and development in early childhood education. This research aims to understand the role of inspirational school principals in shaping organizational culture and spiritual communication among students. The research was conducted at an early childhood education institution, RA Al-Azhar Pandean Paiton Probolinggo. The research design used was qualitative, with steps involving observation, requesting permission, collecting data from schools, and interviews. The primary data source is field research through interviews with school principals and teachers. Meanwhile, secondary data comes from literature relevant to the identified problems. Data collection methods include interviews, observation, and documentation. The research results show inspirational school principals are essential in shaping organizational culture and spiritual communication. This is achieved through several steps, such as forming teamwork, routine spiritual activities, environmental participation, and program evaluation. Implementing this program implies that an organizational culture that is instilled from an early age can shape the character of students into good individuals with spiritual nuances.

Effects of parental migration on early childhood development of left-behind children in Bangladesh: Evidence from a nationally representative survey.

In Bangladesh, as in other low- and middle-income countries, parents frequently migrate to other areas, often for employment opportunities, leaving their children behind with the hope that their earnings will contribute to securing a better future for them. However, the absence of parents due to migration can have negative implications for the well-being of these left-behind children. Despite the existence of studies investigating this phenomenon, the evidence thus far has produced inconclusive findings, with no specific data available from Bangladesh. Therefore, the objective of this study was to examine the effects of parental migration on the early childhood development of left-behind children in Bangladesh. The present study utilized data from the Bangladesh Multiple Indicator Cluster Survey (MICS) conducted in 2019. A sample of 8,833 children aged 3-4 years was included in the analysis. The Early Childhood Development Index (ECDI) and its individual domains served as the outcome variables of interest. The primary explanatory variables considered in the analysis were father migration, mother migration, migration of both parents, and migration of either parent. To assess the association between the outcomes and explanatory variables, multilevel logistic regression analysis was employed, controlling for relevant covariates. Approximately 29% of all children in the study were not developmentally on track, as measured by the ECDI. When examining the individual domains of the ECDI, only 9% of the total children demonstrated developmental progress in the learning domain. Regarding the association between parental migration and ECDI outcomes, we observed a 26% decrease in the likelihood of overall ECDI among children with a migrated father (OR: 0.74, 95% CI: 0.54-0.93). This decrease became even more pronounced, reaching 37% (OR: 0.63, 95% CI: 0.48-0.97), among children with both parents migrated, compared to children with neither parent migrated. The findings of this study indicate that parental migration, especially when both parents are involved, has a substantial negative impact on the likelihood of achieving favourable ECDI outcomes for children in Bangladesh. To ensure the optimal development of children with migrating parents, it is crucial to strengthen early childhood development education programs and implement robust social safety nets. These efforts should specifically target the unique needs and challenges faced by children with migrated parents, providing them with the necessary support and resources for their holistic development.