Early Childhood Centres Research Articles

Empowering Malaysian early childhood practitioners’ sustainable inclusive practices through the ‘integrating and navigating Science, Technology, Engineering, Arts, and Mathematics’ (inSTEAM) framework

This study investigate the Malaysian early childhood practitioners’ science, technology, engineering, arts, and mathematics (STEAM) integrating understanding and practices. Several research studies continuously report that the learners’ interest and motivation in STEAM are declining worldwide, and this reflects the current reality of the shortage of STEAM leaders and experts in the workforce. One of the primary purposes of STEAM learning in the classroom is to enhance the learning process and outcomes to prepare young children for a future STEAM-focused career. A qualitative approach of semi-structured interviews and classroom observations was employed to deeply understand the participants’ practices on Malaysian early childhood STEAM integration. This study adopted the ground-up approach of the constructivist paradigm. This study interviewed 15 early childhood practitioners (including one center director) in several small groups from early childhood centers in the Metropolitan area of Kuala Lumpur, Malaysia. The findings showed how practitioners utilize their understanding and translate this into an integrated STEAM enactment. This study focused on practice-based inputs, where the practitioners also attempted to teach a makerspace lesson that focused on designing and constructing STEAM solutions. Using thematic analysis and coding of the practitioners’ inputs and discussions, five themes arose from the analysis of the interviews. ‘Character building STEAM educators’, ‘locus of control’, ‘risk-taking as part of STEAM learning’, ‘differentiating in STEAM lesson’ and ‘where interest-based learning fit in the local Malaysian curriculum’ were factors that impacted the participants’ drive and actions to integrate STEAM and makerspace. The findings informs other early childhood practitioners understanding and STEAM integration practices. Future study may include a continuous investigation to support early childhood practitioners to facilitate and deliver STEAM integration both inclusively and sustainably.

Process and practice in New Zealand Enviroschool implementation

This qualitative study explores the practices and processes associated with implementing the Enviroschools approach. Enviroschools aim to nurture healthy and sustainable communities through learning and taking action collaboratively. The approach is implemented in over 1600 early childhood centres, primary, intermediate and secondary schools in Aotearoa, New Zealand. Semi-structured interviews were undertaken with 26 participating teachers, school leaders and Enviroschool facilitators and co-ordinators across 6 regions nationwide. Transcripts were analysed through thematic analysis. Two themes were developed to situate and describe participants’ experiences of implementing the approach: forming relationships through attunement and sustaining relationships through critical reflection. Both of these themes speak to the value of applying a relational lens to understand the implementation of systems approaches, particularly in school settings. Our findings also suggest that there is a need for and an appreciation of systems approaches to nurturing wellbeing and sustainability in school communities and that extending systems thinking to the implementation of these approaches can help to bring the interconnections between health and sustainability to life in meaningful ways. The participants valued viewing and approaching implementation as a journey that develops proximal and more distant currents of change over time. Further research to explore the mechansisms of change and how these lead to outcomes may help to translate the practices and processes of implementation.

Motivated leadership and mutual learning: a case study of promoting sustainable food consumption in an early childhood education centre in Aotearoa New Zealand

ABSTRACT Food system transformation is urgently needed; although dominant food and sustainability discourses tend to focus on powerful stakeholders like governments and industries. We sought to understand how localised; community-based initiatives promote food system change; and how this is experienced by the people they are meant to involve or benefit. We conducted a reflexive qualitative case study with a community-oriented early childhood centre in Aotearoa New Zealand that developed an increasingly sustainable programme. This included providing plant-based food; a garden-to-table and nature-oriented pedagogical focus; and well-embedded low waste practices. We engaged with the community of school leaders; staff; and whānau to explore their processes; their experiences of changes made; and their challenges. Our case study methodology involved semi-structured interviews; group discussions; document analysis; and a reflexive thematic analysis. We identified two main themes; including (1) the importance of leadership for initiating and sustaining change; (2) experiences of changes were linked to relationships and shared learning. These findings contribute to understanding the complexities involved in shifting to sustainable food practices at a local; community-focused level; these might benefit other communities or the stakeholders working to better support them.

Practitioners’ Experiences of School Readiness in Rural Early Childhood Centres in QwaQwa Free State, South Africa

The analysis of the school preparation experiences of rural early childhood practitioners. Multiple complex issues exist regarding school preparedness in South Africa. Research has found that many South African children are unprepared for formal schooling. Some of the challenges experienced by these young learners were low reading strength, learning setbacks and complications, and sluggish general development. As a result of these issues, young children face long-term repercussions. These include the inability to escape the cycle of poverty, lack of educational support, and poor socioeconomic conditions within their environment. Therefore, it can be argued that teaching within the South African public schooling context is marred with difficulties and unforeseen challenges. It is difficult to imagine how to modify South African infrastructure so all children can reach their full potential. Given that our ancient past is still rife with historical and power changes, the government must consider several factors while developing ways to aid transformation. This study investigated the perspectives of practitioners on school preparedness. At the same time, it investigates the significant learning at the grass-roots level that emerged from participation in a critical paradigm-based participatory action research project. The study is anchored in a philosophical methodology that leverages Practitioners’ idea that early childhood learners are ready for formal school. They do not emphasize play as a pedagogy for learning in preparation for school readiness. This paper is grounded in constructivism, which helps comprehend how school readiness knowledge improves formal education for young students. The author used the qualitative research approach with an interpretive paradigm to explore practitioners’ school readiness experiences. The author developed a semi-structured interview schedule to collect data from six practitioners in the Thabo-Mofutsanyana district in the Free State Province. The findings revealed practitioners lacked appropriate training and support in preparing young learners in ECD centres. Furthermore, practitioners lacked appropriate pedagogical skills to strengthen teaching and learning. The study recommended that practitioners receive ongoing professional teacher development in school readiness and use various teaching and learning strategies such as play pedagogy.

Dancing the Cross-Lateral: Variations on a Brain Dance Theme

ABSTRACT This article reflects on observations as a dance pedagogue, adapting Gilbert’s BrainDance to a range of learning and teaching opportunities in intergenerational classroom contexts. Initially applied in an early childhood education context, BrainDance provided a point of departure into conversations and observations with teachers on how the children moved, took risks or not, within their Early Childhood Center. Findings from the initial project inspired my adaptation of BrainDance elements into an entire lesson for undergraduate dance students, as a structure for a primary school drama class warm-up, and for a circle-based warm-up for a class of adults age 65+ in their fitness and training program. Using Schön’s praxis of reflection-on-action, this article proposes the intergenerational links that may inspire or inform dance teachers, educators, curriculum designers, or physical activity facilitators. I propose that crossing the midline, the lifespan line, parallels moving with young and old—spanning generational dance praxis.

Early Childhood Education Teachers’ Use of Teaching Learning Resources in the Implementation of Play-Based Activities within the Hemang Lower Denkyira District of Ghana

The main purpose of this study was to assess ECE Teachers’ use of teaching learning resources in the implementation of play-based activities within the Hemang Lower Denkyira District. The study adopted the qualitative research approach. The case study design was adopted for this study. Semi-structured interview guide and observation checklist were the instruments utilized to collect data from ten (10) participants, nine (9) professional Early Childhood Education Teachers and one (1) District Early Childhood Coordinator for this study. The purposive sampling was used in selecting the participants for the study. The data were analyzed thematically with the help of Taguette, an online qualitative analysis software. The findings of the study revealed that, Early Childhood Centres do not have audio materials like Bluetooth speakers for oral and listening activities. The study also found that, most schools have no access to electricity and so lack television set and computers to aid in audio-visual lessons. Lastly, it was revealed from the study that, most Early childhood teachers used improvised materials instead of realia to enhance first hand experiences of learners. The study hence recommends that; The Stakeholders of education such as; Parent Association (PA), School Management Council (SMC), Headteachers, Teachers and the Mission units should resource Early Childhood Centres with enough, varieties, and developmentally appropriate play resources/materials and equipment to facilitate play-based pedagogies at the early childhood centres. It could be concluded from the study that; teachers’ ability to meaningfully use TLRs in their lessons and to create the necessary environment and opportunities for their children to have access to the TLRs and to manipulate them is central to the successful implementation of play-based pedagogy. Therefore, relevant resources/materials such as Audio, audio-visual and concrete materials are to be provided to promote play-based pedagogies at the early childhood centres.

Quality of educator-toddler conversations varies across activity settings in centre-based ECEC

ABSTRACT Research Findings: The quantity and especially the quality of language that children are exposed to in early childhood (e.g. decontextualised and conversation-eliciting language) is linked to important developmental outcomes such as later school success. When caregivers refer to past or future events, they extend the conversation beyond the present context. When caregivers ask elaborative questions (yes-no or open-ended) and reinforce children's responses, they elicit (rather than direct) children's conversations. The current study investigated the quality of educators’ talk in early childhood centres and, more specifically, how educators’ language quality with toddlers varies based on activity setting. Toddlers (n = 94; M = 20.8 months) and their educators (n = 64) from 24 early childhood centres across Aotearoa New Zealand were filmed across 5 settings: diapering, book-reading, group, play, and mealtime. Overall, educators used low rates of past and future talk and used a mix of conversation-directing and conversation-eliciting utterances. Setting mattered, with book-reading higher in educators’ past talk and open-ended questions, and diapering highest in conversation-directing talk. Practice or Policy: Results indicating differences in quality of educator talk across activity settings can be used to inform educator professional development programmes.

Supporting equitable and anti-racist practices in early childhood programs: a framework for starting differently

Research has found that as early as preschool, children from diverse backgrounds are more at risk than their peers to experience bias and racism from teachers and negative behavioral outcomes. Given these negative early childhood school experiences can create greater risk for children and more stress for their families, it is important that research is utilized to change such experiences and support more positive development outcomes for young children. The purpose of this article is to prevent an approach to organize and participate in school differently. Our approach involves developing equitable systems that supports early childhood centers to develop equitable systems by building upon the foundational principles of anti-racism, equity, and barrier prevention rather than seeking to intervene upon inequitable systems through professional development and attempting to remove barriers that have already caused harm as is with traditional approaches.

Being, exploring, and playing outdoors: Young children philosophize through Sámi pedagogical imagination and storytelling

This article discusses the pedagogical role of the imagination and forms of life in Sámi early childhood education. Following Nergård’s development of Wittgenstein’s notion “form of life” as an imaginative, pedagogical, and anthropological concept, the article will explore how Sámi children both use and transform forms of life in Sámi early childhood centers. The article explores scenes from a day spent outdoors with early childhood educators and children. The aim is to show how young Sámi children philosophize and articulate their world, and how listening to the children can be a decolonizing practice that challenges colonial assumptions in pedagogy, philosophy and society. The empirical data was collected through a pilot project and the subsequent project Sámi Children as Thought Herders. The data material contains photos, short films, sound records, and notes collected through ethnographic fieldwork conceived as Critical Utopian Action Research, which takes into account the social learning of all participants, here specifically the children, the educators and the researchers. Thus, these are spaces for a joint critique that resists colonially structured practices. The main findings are that, during outdoor activities, educators and children imaginatively perform, play and encounter outdoor spaces and aspects of Sámi forms of life. This is explored on the basis of scenes where young children imaginatively engaged with the forest environment. The educators’ storytelling and the storytelling tradition continued into the children’s own storytelling. The children created stories about a Stállo who lives in a rusty oil barrel they found in the forest, making traditional stories and forms of life come alive and transforming them. In reflecting upon these scenes, we argue for the pedagogical, performative, and philosophical importance of engaging with the ways that children’s imaginative play interacts with place.

Reconceptualizing Early Childhood Care and Education Provisioning: Towards Empowered Communities

Early Childhood Care and Education provide opportunities for children to develop holistically to flourish after their early years. Families and preschool environments influence children's development. However, preschool experiences are not the primary factor in a child's development during early learning, hence the foundations laid by the family matter most during the children’s early years. Hence, communities, parents, and caregivers need to ensure that children's holistic development is realized and this begins from conception. During the early years, community collaborations that benefit children are often encouraged. Children may miss out on learning and developmental chances, and their brain development and capacity to thrive later in life may be jeopardized if partnerships between communities and early childhood centres are not realized and achieved. Research suggests that caregivers, parents, and communities are not completely involved in their children's early learning, and this impacts negatively on the provision of ECCE services. Hence, this paper investigates how early childhood education is conceptualized to empower communities. The cooperation theory which emphasizes interpersonal contact among various stakeholders with varied roles to achieve a shared goal, was adopted. Ten communities from Chris Hani District Municipality were purposefully chosen to be included in the study using the qualitative research approach and interpretive paradigm. Data collection tools included focus group discussions and semi-structured interviews. The findings revealed that stakeholders are working in silos for the ECCE provisioning as the research participants were not aware of the services rendered by other stakeholders. Practitioners mentioned lack of parental involvement as another factor compromising the provision of ECCE. Parents seemed to be unaware of their responsibility when it comes to early learning. In empowering communities about their involvement in the provision of ECCE, the paper suggests community dialogues with the cooperation of other stakeholders, including government departments. In addition, parents need to be engaged in their children’s early learning by providing caring and nurturing environments that support children’s holistic development from their early years for them to thrive even beyond their childhood years.

“Let’s Just Spend a Ton of Time Together Building This Thing That’s So Important:” Children’s Theory Development in American Jewish Early Childhood Classrooms

ABSTRACT The concept of children’s theories is central to the approach of the municipal infant-toddler centers and preschools of Reggio Emilia, Italy. The author investigates children’s theories about Judaism. Methods include semi-structured interviews and pedagogical documentation from American Jewish early childhood centers. Analysis involves open coding toward the development of a grounded theory positing that (1) children hold theories that impact the Jewish education they experience and (2) when the Jewish learning experience aligns with these inherent theories, children develop a new mental model, that they can make their mark on Judaism.

Language Policy Dynamics in Early Childhood Education through Basil Bernstein’s Lens

This paper examined the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. It focuses on the benefits and implications of using local languages as media of instruction in early grades drawing on Basil Bernstein’s framing and control lens. This study is qualitative in nature and it used descriptive research design to examine the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. Simple random sampling technique was used to select ten (10) privately owned centers and ten (10) teachers that formed the sample. Ten (10) center managers were purposely selected bringing the total number of participants to twenty (20). The study used participant and non-participant observation and interviews to collect data and a total of 10 lessons were observed with a focus on the language of the instruction used. The results of the study show that there are major divides that linger among the classes in society which are visible in geographical locations of schools and have a great influence on the language of instruction. The results further show that local languages are not taught in private schools due to limitations in language command and skill set required to adequately teach. The study recommends that the pre service training programs should equip early childhood education teachers with adequate skills in local language teaching. Further, there is need for wider consultation with all stakeholders if issues of medium of instruction are to be a consensus at pre-grade.

Early Childhood Teachers’ Role in Ensuring a Safe Environment During Teaching in Early Childhood Centers During Covid-19: A Phenomenological Study in Effutu Municipality

Early Childhood Teachers’ Role in Ensuring a Safe Environment During Teaching in Early Childhood Centers During Covid-19: A Phenomenological Study in Effutu Municipality

Setting the Stage for Play: Exploring the Relationship Between Play Type and Positive Caregiving Strategies During Therapeutic Playgroup.

Although play and positive caregiving strategies have been associated with child well-being, little is known about the relationship between play type and strategies used by caregivers in early childhood. To investigate whether a relationship exists between play type and positive caregiving strategies. Exploratory correlational nonexperimental design. Early childhood center. A convenience sample that included 60 observations of 14 caregivers during a therapeutic playgroup with 14 children with and without disabilities ages 15 mo to 3 yr (4 fathers, 3 mothers, 1 nanny, and 6 female early childhood teachers; age range = 30-39 yr). The caregivers were Black (n = 1; 7.1%), Hispanic (n = 5; 35.7%), and White (n = 8; 57.1%). Positive caregiving strategies were scored using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes. Results revealed no significant correlations between play type and positive caregiving strategy. There was a positive, significant correlation between caregiving strategies (affection, responsiveness, encouragement, teaching, and total; rpbs = .767-.970, n = 58, p = .001). The play type and caregiver type variables did not predict total positive caregiving strategies, F(2, 57) = 2.147, p = .126. One variable, caregiver type, added statistical significance to the prediction (p = .045). The findings show no relationship between play type and positive caregiving strategy. Consideration of the types of caregivers participating in a therapeutic playgroup and their roles and use of positive strategies during play is worthy of further investigation. Plain-Language Summary: This study explored how parent and teacher caregivers supported children (both with and without disabilities) during a therapeutic playgroup at an early childhood center. Therapeutic playgroups are a special type of group play in which a trained professional helps guide play activities to support participation. The researchers wanted to see whether there was a connection between the type of play the children engaged in and how the adult caregivers interacted with them. The surprising finding was that there was no link between play type and how caregivers interacted. However, the caregivers often used positive strategies with the children, regardless of the play activity. Interestingly, type of caregiver (parent, teacher) seemed to make a slight difference in how they interacted with the children during playtime. Overall, this study suggests that more research is needed to understand how the types of play activities and objects might influence caregiver interactions during group play.

Studying children’s small science and early engineering learning process to help shape their cultural identity in culturally valued play-based experience

There are no conflicts between intentional teaching and play-based learning. However, educators find it challenging to establish the pedagogical relationship between them as they struggle to conceptualise and enact their role in the play-based context. In particular, educators’ confidence level is not enough to teach science and engineering in a play-based context. However, there is an increasing demand to integrate teaching practice for STEM learning in early childhood settings. Play is a pleasure and a leading source for children’s learning and cultural maturation process as part of their social and cultural experiences, and adults’ support can enhance children’s STEM learning process in a play-based context. This paper investigates how educators’ intentional teaching plan can support children’s small science and engineering learning process in culturally valued play. A total of 50 h of video data, representing 64 children aged from 10 months to 5 years, were collected through digital video observation over a period of seven weeks in an early childhood centre in Australia. This paper uses the dialectical interactive approach to analyse a 95-min video clip of children’s (3 to 5 years of age) play in a cultural context. It is argued that educators progress their learning and confidence to teach science and engineering in play-based settings when they could choose the activity from their community culture or centre-based practice. The findings of the study provide a pedagogical model for educators, which provides a conceptual framework for STEM-based learning in a culturally valued play.

The Role of Language Teaching in Promoting Educational Quality in Early Childhood Education

Background and purpose: China is among the countries putting great emphasis on strengthening early education programs to ensure a solid learning foundation for children. The present study is based on a qualitative research design to examine the role of English as a Foreign Language (EFL) teaching in promoting educational quality in the context of early childhood education in China. It focuses on investigating the effectiveness of EFL teaching in enhancing the educational quality of early childhood education in the education system of China. Method: The semi-structured interviews were conducted to assess the parents’ perception regarding the impact of EFL programs on the quality of education being offered in early childhood centres in China. The sample for the survey was selected from the parents of children enrolled in early childhood education centres in China offering EFL teaching as a part of their curricula. The data collection focused on the student’s cognitive development and overall quality of education. Findings: Most of the participants emphasized the significant impact of early EFL education on their children’s cognitive skills. They regarded EFL education as a robust tool to lay a strong foundation for future academic achievements and cross-cultural understanding of their children. Conclusion and Implications: Thus, parents in China regard early EFL education as crucial for the cognitive development and educational foundation of their children. The present study offers significant pedagogical implications regarding the inclusion of EFL instructions in enhancing the early language acquisition experience of children.

Implementation of English Language Acquisition with the Phonics Method (Multi-site Study at Hasanuddin Madjedi and Madinaturramlah Islamic Integrated Early Childhood Center in Banjarmasin City)

This study aims to analyze the implementation of English language acquisition with the phonics method in learning and describe in depth and analyze in detail the competence of teachers in the effort to implement English language acquisition with the phonics method . The researcher acted as a participant who observed the location, environmental conditions, relevant resources and stages of strategic management at Hasanuddin Madjedi Islamic Integrated Preschool and Madinaturramlah Islamic Integrated Preschool. Data analysis using Miles, Huberman & Saldana is with the following stages: data condensation, data display, and conclusion drawing and verification. The results showed that the acquisition of English with the phonics method, among others, with song movements, introduction of self-identity, contextual object names, letter separation (spelling) and letter sounds.

Literacy Character Education Planning to Strengthen the Pancasila Student Profile through Local Culture in Early Childhood Education

This study explores the planning of character education projects to strengthen the Pancasila student profile through local culture in early childhood education at TK Sukoharjo 1 and TK Desa Majasto 02. Employing a descriptive qualitative case study approach, data were gathered through interviews, observations, and document studies. The findings reveal comprehensive strategies for planning, implementing, and evaluating character education projects. At TK Sukoharjo 01, the project involved forming a facilitator team, identifying readiness stages, and developing specific learning modules. Implementation utilized real-life experiences such as gardening and local markets, while evaluation focused on cooperation, communication, and care. At TK Desa Majasto 02, the project preparation included curriculum development, facilitator team formation, and methods centered around the local culture of "Ngapem," emphasizing global diversity, cooperation, and independence. The implications of these findings are profound for educational policy and practice. Integrating local cultural practices into character education effectively strengthens the Pancasila student profile, fostering values essential for national cohesion and global citizenship. These insights suggest that policymakers and educators should adopt similar culturally embedded educational frameworks, ensuring that character education is theoretically sound, practically relevant, and contextually appropriate. Despite the promising outcomes, limitations include the study's scope confined to two early childhood centers and reliance on qualitative data. Future research should explore applying similar projects in diverse settings, investigating long-term impacts, and integrating quantitative measures to enhance the evidence base.

Lived experiences of babies in an Early Childhood Center in Belo Horizonte

Lived experiences of babies in an Early Childhood Center in Belo Horizonte

Implications of the Creative Curriculum from the Perspectives of Educators in Qatar University Early Childhood Center

To better understand the effectiveness of any implemented early childhood curriculum, it is vital to pay attention to the experiences of early childhood educators who practiced that curriculum. The purpose of this research is to investigate early childhood educators' experiences with the Creative Curriculum that has been implemented at the Early Childhood Center of Qatar University since 2015. In this phenomenological research, the methodology includes: (a) in-depth phenomenologically based interviews, (b) follow-up online interviews, and (c) a focus group meeting with the teachers. Eight early childhood educators with a wide range of experiences presented their own experiences with the Creative Curriculum. The findings revealed that by implementing the Creative Curriculum, teachers were encouraged to integrate all aspects of the Curriculum. Teachers were inspired to pay close attention to their children’s physical, social, emotional, and cognitive development and to respond appropriately. This research provides insights and future implications about this specific curriculum in the early childhood field.