Early Childhood Curriculum Research Articles

Challenges of preschool teachers in the implementation of early children's curriculum

This study examines the challenges faced by preschool teachers in implementing the early childhood curriculum, utilizing a fully quantitative approach to gather data. A sample of preschool teachers was selected through simple random sampling to ensure diverse representation. Data were collected through structured questionnaires and analyzed using SPSS software to identify the key factors influencing curriculum implementation. The findings reveal significant challenges, including a lack of resources, insufficient training, and time constraints, which hinder effective curriculum delivery. The study underscores the need for increased support and targeted professional development for preschool teachers to enhance the quality of early childhood education. Insights from this research can help policymakers, administrators, and educators understand the obstacles within curriculum implementation and foster an environment that promotes a holistic and effective learning experience for young children. This study contributes valuable quantitative data on the barriers in preschool education, informing strategies for improved curriculum application in early childhood settings.

Enacting Civic‐Minded Early Childhood Pedagogy in the Context of Chauvinistic Education Legislation

AbstractAmid efforts to limit “divisive concepts” in educational settings, this article investigates the obstruction of a civic‐focused early childhood curriculum. Joy Dangora Erickson and Winston Thompson analyze the challenges faced by a resourceful kindergarten teacher striving to uphold curriculum goals despite constraints imposed by the state legislature. Through an empirically informed exploration of political and pedagogical factors, this conceptual analysis elucidates the moral complexities of risks, costs, and outcomes as educators navigate non‐ideal political conditions. By doing so, the authors provide valuable insights to scholars and practitioners, suggesting productive avenues for future research on these and related dilemmas of practice.

The play in research and the research in play: a participatory treasure map experience project

ABSTRACT This article recounts the changes that occurred when a research study was redesigned to become more participatory, involving children, teachers, families, and the wider symbolic cultural neighbourhood. What emerged was a research study that was integrated into the curriculum of a four-year-old classroom. Here, the process is specifically examined through which curriculum emerged when the research project called the Treasure Map Experience (TME) was embedded into the weekly curriculum of a four-year-old classroom. In recounting this process, it became evident that the emergent early childhood curriculum included tenets of Developmental Education, notably the two most prevalent instructional practices of shared direct instruction and environmental exposure, which correlate with Vygotsky’s spontaneous/everyday and scientific concept acquisition. Moreover, the inclusion of numerous technical and psychological tools is noted as they appear in the emergent Treasure Map Curriculum. Based on the idea that child development occurs as a result of a sociocultural process where a child appropriates cultural tools within relationships and interactions with adults and ‘more knowledgeable others’, the emergent curriculum serves as an example of Developmental Education. Further, the research study informs the development of the curriculum at the same time that the curriculum informs the direction and findings of the study.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

Analysis of Content-Structure on Early Childhood Curriculum Guidebook: Reading of Children’s Learning Based on Five Domains

Analysis of Content-Structure on Early Childhood Curriculum Guidebook: Reading of Children’s Learning Based on Five Domains

Early childhood education student teachers’ perceptions of implementing a bicultural curriculum

ABSTRACT This article explores how early childhood student teachers are developing competency to implement bicultural practices in New Zealand. It uses surveys and focus-group interviews to examine 162 student teachers’ understanding of the early childhood curriculum, and its implementation during their three-year degree initial teacher education programme. Results showed that the term “bicultural curriculum” was not well understood, and there was confusion over whether Te Tiriti o Waitangi or the Treaty of Waitangi forms the basis of the bicultural curriculum. Student teachers lacked confidence in competently using te reo (the Māori language) within their daily practices and articulating tikanga Māori (cultural constructs).

예비유아교사의 잠재적 역량 발전을 위한 마이크로티칭 경험에 대한 이야기

Objectives In this study, micro-teaching was conducted to develop potential teaching competencies of pre-service early childhood teachers, and these experiences were analyzed. Methods For this purpose, micro-teaching was conducted to 10 students among the subjects of early childhood curriculum research and guidance law operated by the Department of Early Childhood Education at a university located in Gyeongsangbuk-do, and their experiences were analyzed. Results As a result of this study, the pre-service early childhood teachers recognized the micro-teaching experience as an activity of personal reflection opportunity, understood their own class activity form, and tried to improve their class activity attitude and teaching skill from the perspective of others. Second, pre-service early childhood teachers were thinking more practically about the meaning of becoming a teacher by breaking away from their subjective perception through microteaching. Third, the improvement process through trial and error showed the possibility that the pre-service early childhood teachers themselves could improve by experiencing several trial and error processes. Finally, the pre-service early childhood teachers were expecting improvement of teaching efficacy through microteaching experience. This shows that it is an opportunity to improve class competencies by having opportunities for peer supervision as well as self supervision. As a result, it was found that pre-service early childhood teachers recognized the micro-teaching experience as an opportunity for personal reflection, an activity based on escape, an improvement process through trial and error, and an expectation for improvement of teaching efficacy. Conclusions This study presents the findings of preservice early childhood teachers taking a semester-long course in early childhood materials research and teaching methods at a university's early childhood education department, which may have implications for future preservice early childhood teacher education.

CREATIVE AND INNOVATIVE TEACHER'S ATTITUDE IN DEVELOPING THE CREATIVITY OF KINDERGARTEN CHILDREN AT TK DHARMA PUTRA DENPASAR

Integrating character education into the early childhood curriculum is becoming increasingly important in the modern era, mainly to ensure the balanced development of children physically, emotionally, and intellectually. At Dharma Putra Denpasar Kindergarten, dance is used as a medium to teach character values, but the effectiveness of this approach has yet to be widely studied. This research aims to determine the efficacy of integrating character education through dance at Dharma Putra Denpasar Kindergarten in supporting holistic child development. Data was collected through direct observation, in-depth interviews with teachers, and analytical documentation related to learning plans and student projects. The validity and reliability of research results are maintained through data triangulation and member checks. The data obtained were explained inductively using open, axial, and frequency coding techniques. The research results show that using dance as a medium for character education at the Dharma Putra Denpasar Kindergarten effectively balances children's physical, emotional, and intellectual development. These findings are essential in maintaining a balance between technological progress and preserving local wisdom in education, as well as providing a reference for future curriculum development that emphasizes cultural identity and character formation from an early age.

Dimensions of Preventive Education in Early Childhood Curricula within the Framework of Technological Uses and Educational Activities for Children in the Kingdom of Saudi Arabia.

Dimensions of Preventive Education in Early Childhood Curricula within the Framework of Technological Uses and Educational Activities for Children in the Kingdom of Saudi Arabia.

Fundamental Movement Skills in Hong Kong Kindergartens: A Grade-Level Analysis

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation.

Building Strong Digital Foundations: Digital Fluency-focused Partnerships among Early Childhood Education Service Providers and Public Libraries in Aotearoa New Zealand

ABSTRACT Digital fluency is part of the early childhood curriculum in Aotearoa New Zealand but there is evidence that early childhood kaiako (teachers) lack confidence in this area of their work. Although many public library services maintain ongoing partnerships with early childhood education (ECE) providers, the extent to which these collaborations support digital fluency remains unclear. This research investigates the extent and nature of public library partnerships with ECE providers with a specific focus on collaboration on digital fluency. It explores the benefits and challenges associated with these partnerships in supporting the digital fluency curriculum in Aotearoa. A questionnaire consisting of multiple choice and open-form questions was sent to all public library services in Aotearoa gathering data on the types of programmes public libraries currently offer to ECE services, any focus on digital fluency, the benefits and challenges of the current partnerships, and plans and strategies for future collaboration. The findings reveal that most participating libraries have established partnerships, offering learning opportunities through storytimes, makerspaces, and various other activities. The use of digital devices, apps, and websites to support learning is evident, suggesting significant potential for public libraries to collaborate more extensively with ECE providers in fostering young children's digital fluency.

ChatGPT를 활용한 하브루타 수업의 효과

Purpose: The purpose of this study was to examine whether Havruta classes using ChatGPT are effective in enhancing the creative problem-solving and critical thinking skills of pre-infant teachers, and to explore the direction of teaching and learning methods for pre-service teachers to improve future education capabilities. Methods: The subjects of this study were twent-two second graders who are taking early childhood curriculum classes at E University. Havruta classes using ChatGPT were operated for twelve weeks, excluding the first week orientation, midterm and final exams. In order to confirm the effectiveness of classes for pre-infant teachers, creative problem-solving and critical thinking skills were checked before and after, and then analyzed through a paired-sample t-test. Results: First, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving creative problem-solving skills. Second, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving critical thinking skills. Conclusion: It was confirmed that Havruta and classes using ChatGPT were meaningful as teaching and learning methods for pre-child teachers for future education.

Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective

Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective

Assessing the Role of Nature in Emergent Reading and Writing Activities in the Early Childhood Curriculum: A Study of Turkish Educational Practices

This study aims to examine how and to what extent nature is used in reading and writing activities in the early childhood curriculum in Türkiye. Using a document analysis method, the authors analyzed curriculum documents and activity plans from a preschool program and two activity books, identifying a total of 12 activities related to nature-based learning and emergent literacy. These activities were analyzed in terms of the development areas they supported, the types of activities, materials used, and themes covered. Our investigation into emergent reading-writing activities that utilized nature as a support or main subject yielded compelling findings. The curriculum documents showed that nature-based emergent reading-writing activities offer a wealth of potential for fostering young children's cognitive, linguistic, socio-emotional, psychomotor, and self-regulation skills. These activities are often integrative in nature, incorporating emergent reading-writing with other domains such as mathematics, language, art, and more. Our analysis of the curriculum documents also indicated that nature-based emergent reading-writing activities commonly employ a diverse array of materials, including both natural and unnatural resources. Moreover, we found that such activities frequently encompass a broad spectrum of vocabulary and concepts. These encompass a wide range of subjects, ranging from seasonal phenomena such as winter to societal issues such as human rights and citizenship to scientific concepts like reproduction and fermentation.

유아교육과정 ‘교육 내용’ 이해를 위한 탐구

This study aimed to inquiry of the curriculum of contents in early childhood education, particularly focusing on the five educational categories in 2019 Revised Nuri-curriculum. To achieve this purpose, this study used the hermeneutic analysis approach to collect various data related to the word of contents in curriculum. Firstly, by analyzing the data, this study provided the key topics, such as construction and selection of contents, conflicts between general framework vs contents of subject matter, and sliming of national curriculum. Then this study attempted to analyze historical changes of contents in early childhood curriculum, and to compare the age of 3-5 of Nuri-curriculum and 2019 revised Nuri-curriculum. Particularly, the analysis of five educational areas in Nuri-curriculum has been done on both statement and reference manual related to the five areas. This study with those results has a critical meaning to enhance the practice of curriculum that contents of five areas should include both educational elements and specific explanation of the contents. This study summarized the results of this study into several issues to revise new early childhood curriculum including creation of new words for innovation of current ways of construction of educational contents.

텍스트 마이닝을 활용한 국가수준 유치원 교육과정 분석

This study aims to examine the changes in the national kindergarten curriculum text through text mining. Semantic network analysis using R was employed for this purpose, yielding the following results. Firstly, consistently High-centrality keywords from the 1st kindergarten curriculum of the 2019 revised Nuri Curriculum were ‘child’ and ‘curriculum,’ with ‘kindergarten,’ ‘operation,’ and ‘development’ also showing general centrality. Secondly, keywords reflecting differences in centrality emphasized in each curriculum period included ‘community,’ ‘play,’ ‘welfare,’ ‘construction,’ and ‘parents.’ The keyword ‘community’ showed High-Centrality in the 1st, 5th, and 6th kindergarten curricula and the 2007 revised kindergarten curriculum. The keywords ‘welfare’ and ‘construction’ displayed High-Centrality in the 3rd kindergarten curriculum. Additionally, the keyword ‘play’ showed High-Centrality in the 2019 revised Nuri Curriculum, and the keyword ‘parents’ showed High-Centrality in the 6th and 2007 revised kindergarten curricula. This study offers implications for future revisions of the early childhood curriculum as a theoretical reference.

Mengembangkan Kecerdasan Eksistensial Melalui Kegiatan Bermain Peran Pada Anak Usia 4-5 Di PAUD An-Line

Existential intelligence refers to an individual's ability to understand the meaning of life, explore existential goals, and build meaningful connections in everyday life. This research aims to examine the influence of role-playing activities on the development of existential intelligence in early childhood. This research uses a descriptive qualitative approach with participatory observation techniques and in-depth interviews with children involved in role-playing activities in early childhood education environments. Research shows that role-playing activities can significantly develop children's existential intelligence. This research shows an increased ability to interpret and deal with everyday life experiences through roles played. Children develop a deeper understanding of social relationships, values, and ways to overcome challenges in life. These findings show the importance of expanding the approach to early childhood education to include role-playing activities to facilitate the development of existential intelligence. The practical implication of this research is that educators and parents can consider integrating role-playing activities in the early childhood curriculum as a strategy to support children's holistic development and the role of parents and teachers in working together to increase children's existential intelligence.

K-nearest neighbor based on exploratory data analysis of curriculum models of Chinese early childhood education

This research examines the unique Chinese approaches to implementing the Early Childhood Curriculum (ECC) in Shenzhen and Hong Kong, drawing on School-based Curriculum Development (SBCD) studies. A total of 200 administrators and teachers were interviewed in total, and transcripts from those interviews were examined, cross-checked, and assessed using document analysis and classroom observation. Through interviews that have been conducted by administrators and teachers analyzed by document analysis and classroom observation, the influence of Chinese culture on ECC implementation is explored using the Cultural-Historical Activity Theory (CHAT). An exploratory, inferential, and descriptive statistical approach evaluates the sociocultural mechanism of ECC in Chinese society. The proposed framework utilizes K-Nearest Neighbor (KNN) regression analysis to illustrate how social development leads to cultural fusion and conflicts. The overall sociocultural framework promotes cultural growth and inheritance in China's early childhood education settings.

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

ABSTRACT The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

Considerations of quality: examining theoretical perspectives informing infant and toddler pedagogy in Aotearoa/New Zealand

ABSTRACT With the growing participation of infants and toddlers in group care settings ongoing examination and research into what constitutes quality education and care for this age group is paramount. Theories and approaches espoused in Aotearoa/New Zealand’s mandated early childhood curriculum Te Whāriki: He whāriki mātauranga mo ngā mokopuna o Aotearoa. Early childhood curriculum (Ministry of Education, 2017) were examined to ascertain how they could inform quality pedagogy and practice with infants and toddlers. The research used an integrative literature review methodology to investigate the theoretical underpinnings of this curriculum and how these aligned to quality pedagogy for infants and toddlers. Evidence emerging from the research found many similarities between the pedagogical practices related to each theory and alignment with quality experiences for infants and toddlers. Moving forward it is suggested that an increased depth of knowledge of theories and their relationship to pedagogy for infants and toddlers would enhance teaching practice. The review also recommends that further research should be undertaken into how kaiako conceptualise and enact educational theory in infant and toddler ECEC settings.