Early Childhood Education And Care Research Articles

Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries

AbstractProfessional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured and center-embedded) and their levels of interest of preschool teachers in four European countries (Cyprus, Greece, Portugal, and Romania), and (b) the extent to which they are associated with PD incentives and perceived support. Participants were preschool teachers from Cyprus (N = 93; Mage = 41; SD = 7.47), Greece (N = 92; Mage = 40; SD = 9.81), Portugal (N = 92; Mage = 45; SD = 9.65), and Romania (N = 97; Mage = 40; SD = 10.40). The vast majority of participants were women (95-99%). Participants reported on PD attendance – structured (courses/seminars, conferences) and center-embedded (e.g., observation visits, peer and/or self-observation) –, levels of interest in PD; PD incentives (e.g., release from working with children; reimbursement/payment of costs); and perceived workplace support. Results from the Multi-Group Path Models showed that, in all countries, the provision of incentives was associated with increased participation in center-embedded PD, but not in structured PD. Additionally, the perceived support from their setting was positively associated with greater interest in PD. Understanding what best supports different types of PD can be critical to inform policy efforts aiming to increase PD attendance.

Constructing the space of transition within the early childhood education and care pedagogical environment: A child's resources and positions

This article examines how the space of transition is constructed within and linked to the early childhood education and care (ECEC) pedagogical environment during a child's first transition to ECEC. In many studies, this transition has been characterised as a stressful situation in which to cope successfully with the demands of the new environment. In this study, the focus is on the construction of the space of transition and, particularly, on children's active involvement in this process. The data include video recordings from children's first days in ECEC. We focus on children's resources and discuss how the pedagogical environment enabled newcomers’ active positions, which they used to reshape daily practices in ECEC. The emerging space of transition was constructed on the basis of the relations that the newcomers enabled in the situation. The results shed new light on the strengths of the newcomers as co-constructors of daily practices of the ECEC pedagogical environment, even on the first day of the transition. In addition, the space of transition as a new conceptual way to explore educational transitions is discussed.

Reforming Inspection of Childcare Provision: Lessons from Israel

AbstractThis study explores the impact of transitioning from structural quality to process quality in the regulation of Early Childhood Education and Care (ECEC) for children aged birth to 3 years on the professional identity of inspectors. The research centers on a pilot program led by the Day Care Division at the Ministry of Welfare in Israel, which aimed to reform the inspection of day care facilities in the country. The methodology involves conducting 24 interviews with day care inspectors who participated in the pilot program, tracing their evolving understanding of their professional identity and their adaptation to the new regulatory model. The study's findings reveal that inspectors' professional identity comprises five key aspects: source of authority, inspection methods, superintendent's skill set, role perception, and their perception of the regulated entities. Inspectors are compelled to redefine their professional identity in response to changes in the regulatory model. In conclusion, this research underscores the intricate nature of inspectors' roles during periods of regulatory transformation. Shifting toward a process-oriented ECEC regulation necessitates the development of a new professional identity for inspectors. This shift presents them with heightened ethical dilemmas and exposes them to the risk of regulatory capture.

Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning

Creativity and self-directed learning (SDL) have been identified as two key skills that children need to develop for success in the 21st century. As such, developing such skills has become a priority. High quality early childhood education and care (ECEC) can play a pivotal role in supporting a myriad of children's developmental outcomes. This study uses multi-level modeling on 484 children between 30 and 75 months of age (Mean age = 48) across 87 ECEC classrooms in Toronto. We tested associations between two skills (creativity and SDL), children's social and emotional competence (hyperactivity, prosocial behaviour, and emotional problems) and ECEC quality (professional development, ratios and emotional support). We found significant relationships between children's social and emotional outcomes and their creativity skills, but not their SDL. In addition, the proportion of professional development opportunities conducted onsite was positively associated with children's creativity. Implications for future research, policy and practice are discussed. Educational relevance statementThis study contributes to the understanding of how to support two skills needed in the wake of the fourth industrial revolution. First, we examine the relationship between children's social and emotional development and their creativity and self-directed learning. We then examine the role played by the quality of their early childhood education and care (ECEC) settings as contexts to learn these important skills when accounting for their children's social and emotional development. Finally, we test the robustness of these associations by controlling for important contextual factors (age, months in the program, family income, and maternal education).

A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries

IntroductionThe aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide.MethodsIn this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison.ResultsThe comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE's. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education.DiscussionThe Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children's well-being.

Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education

ABSTRACT Programs of multilingual education in Early Childhood Education and Care (ECEC) are promising because they contribute to the development of young children’s language and literacy as well as their multilingual identities. In practice, many educators are unsure of how to engage children in multilingual literacy activities and policy often falls short of providing adequate guidance. The present paper investigates the case of Luxembourg where a multilingual program has been implemented over the last years. We draw on the continua of biliteracy to examine the range of language and literacy practices of 12 educators who worked with two to four-year-olds in three private, commercial centers differing in regional location, urban or suburban setting, and dominant language spoken. Using the lenses of the biliteracy continua of context, media, content, and development, we analyze examples, explain differing practices, and explore the educators’ varied understandings of languaging, literacy, and learning. We thereby demonstrate that the continua are a heuristic for research, teaching, and policymaking in multilingual environments. We conclude with implications for professional development, policymakers, and researchers.

A Qualitative Study of Preschool Children’s Perspectives on an Oral Health Promotion Program in New South Wales, Australia

In Australia, dental caries are observed in almost half of children starting school. Oral health promotion programs are being implemented in early childhood education and care (ECEC) settings to promote oral health. This study examined children’s perceptions of one such program, the Bright Smiles Bright Futures (BSBF) program in ECEC settings in New South Wales, Australia. Data were collected using focus group discussions from 15 children aged 3–5 years, transcribed verbatim, and analysed through inductive thematic analysis. Three themes were identified as follows: (i) oral health knowledge of children, (ii) oral hygiene practices routine and skills development, and (iii) evaluation of the oral health promotion kit and opportunities for improvement. Children’s perspectives highlight the BSBF program’s success in communicating key messages to promote oral health. The integration of family-centric approaches, acknowledgement of children’s preferences, and the use of interactive tools collectively enhance the overall effectiveness of the oral health promotion program.

Children's creative participation as a precursor of 21st century skills in Finnish early childhood education and care context

The purpose of this article is to study how children's creative participation as a precursor of 21st century skills is related to their skills and competencies, involvement, and class activities in the Finnish early childhood education and care (ECEC) context. The study is part of the Finnish ECEC Progressive Feedback research and development project, which was conducted in 21 Finnish cities and companies providing ECEC services between 2017 and 2022. In this study, 5047 children aged between 1 and 7 years participated, using data which included both observation and child evaluations. Children's creative participation was examined using the social orientation theory together with the LI-SYC to focus on their involvement in class activities. The results showed that children's creative participation was related to their skills and competencies, involvement, and play as a class activity. The results emphasize the significance of creative participation as an indicator of quality and learning in ECEC. Educational relevance and implications statementThe results of this study show that creative participation as a precursor of 21st century skills (especially creativity and collaboration) is also an indicator of quality and learning today. Creative participation occurred in play as a class activity, and it was also connected with children evaluated individual skills and skills and competencies, especially creativity in pretend play and less support needs in language development. This is significant because with scaffolding and being conscious of the opportunities for creative participation in the pedagogy of early childhood education and care, it is possible to scaffold children's learning and well-being today and the skills and competencies they will need in the future.

High-quality strategies for supporting children’s problem-solving skills: a study on coding toy activities in Norwegian ECECs

ABSTRACT Recent studies have shown that playing with coding toys enhances children’s skills in STEM- subjects, especially problem-solving abilities. However, there is limited knowledge of early childhood education and care (ECEC) teachers’ roles in facilitating children’s problem-solving through coding-toy play activities and the high-quality pedagogical strategies and approaches they utilize. This study explored how ECEC teachers formed and guided pedagogical practices and influenced learning quality through digital play. The data are based on video observations of five teachers and six groups of children aged 3–5 years (three to four children per group), who each played with a coding toy for 30–60 min. Drawing on the sustained shared thinking theory, this study analyzed how teachers supported children’s problem-solving processes. The results reveal that the teachers employed several pedagogical strategies and approaches, including those for nurturing children’s curiosity, encouraging questioning, fostering investigation, and promoting conceptual exploration.

Physical Activity-Related Practices and Psychosocial Factors of Childcare Educators: A Latent Profile Analysis

Limited research investigates early childhood education and care (ECEC) educators’ involvement in promoting physical activity. The aim was to identify distinct profiles based on physical activity-related practices and psychosocial factors in ECEC educators and examine how they relate to the amount of time allocated to children’s physical activity. A secondary analysis of educator-reported survey data from the Play Active study was undertaken. Educators (n = 532) reported on four practices and four psychosocial subscales adapted from the Environment and Policy Evaluation and Observation relating to the provision of physical activity in childcare. Latent profile analysis was used to identify distinct groups of educators based on their practices and psychosocial factors. Logistic regression analysed associations between latent profiles and educator-reported time provided for children’s physical activity. Five profiles of educators’ physical activity-related practices and psychosocial factors were identified. Profiles with higher practice scores also had higher psychosocial scores. Educators in profiles characterised by higher scores had greater odds of meeting the best practice guidelines for daily time allocated to children for total physical activity and energetic play. This study highlights interventions which address multiple educator behaviour change determinants to improve children’s physical activity in childcare.

Leadership behaviours during crises: cases from early childhood education and care in England

ABSTRACT In this paper, we present research into how leaders in early childhood education and care (ECEC) in England conceptualise and respond to sudden and challenging circumstances at organisational and personal levels. A distinction is made in this paper between critical incidents, such as a fire in the kitchen, and crises whereby leaders need to respond to unexpected, long term and evolving events. Although the impact of Covid-19 pandemic was uppermost in participants’ minds, crises emerging from other issues were also investigated. The data informing this study were collected during the first half of 2021, nearly a year after the start of the Covid-19 pandemic, with ECEC leaders experiencing drastic changes which extended existing perceptions of crises. The research employed qualitative methodology using interviews with 16 accountable leaders in 13 different settings, with a further interview of a local authority officer with responsibility for advising and guiding multiple settings.

Age of entry into early childhood education and care, literacy and reduction of educational inequality in Nordic countries

ABSTRACT An early start to good-quality early childhood education and care (ECEC) is considered beneficial, especially for disadvantaged children's development and educational outcomes. This assumption was tested using the latest two waves (2015 and 2018) of data from the Programme for International Student Assessment (PISA) in five countries using the Nordic model of early education and care: Denmark, Finland, Iceland, Norway, and Sweden. The article finds evidence of the overall positive association between the age of entry in ECEC and literacy at age 15 in all Nordic countries. However, the relationship is non-linear, and the highest benefits seem to occur following entry into ECEC from ages two to three. The link between family background and ECEC enrollment largely explains this association. We did not find that ECEC would generally compensate for low socioeconomic status (SES) in children’s achievement. However, the Matthew effect was observed in Norway, where an early ECEC start is more strongly associated with literacy scores for affluent children than disadvantaged children. These findings have limitations due to their correlational nature. Still, this article indicates that even in high-quality universal ECEC systems, early preschool education is not a panacea for lowering achievement gaps due to parental background.

The complementary impacts of nurse home visiting and quality childcare for children experiencing adversity

AbstractAustralian Governments are increasingly understanding the impacts of early adversity, evidenced by ongoing policy and investment in two of the most widely implemented early interventions: nurse home visiting (NHV) and early childhood education and care (ECEC). Neither intervention fully redresses the developmental inequities engendered by early adversity, yet their synergistic impacts (“dynamic complementarity”) are unknown. In this research, we aimed to (1) inform evaluation of policy implementation by (2) experimentally testing the dynamic complementarity of NHV and ECEC. We capitalised on an opportunity afforded by the Australian “right@home” randomised trial, which involved 722 pregnant women experiencing adversity, randomised to receive NHV or usual care to child age 2 years. Detailed data describing family‐accessed ECEC were collected from parents at 3–4 years, and “quality ECEC” was categorised according to meeting quality recommendations defined by Australian policy and provision. Children's developmental outcomes (language, executive functioning, behaviour and well‐being) were parent‐reported or assessed directly at 4 years. At 4 years, 33 per cent of families had received neither intervention; 40 per cent NHV only; 14 per cent quality ECEC only; and 13 per cent had received both. We used linear regression to estimate differences in mean outcomes between exposure groups, including interaction between NHV and ECEC. Unadjusted analyses indicated modest effects of the combination of NHV and ECEC, which attenuated after adjustment for socioeconomic confounders. We present the design and preliminary findings as an approach that could be used to evaluate equitable implementation at scale and enable policymakers to determine the most effective evidence‐based policy.

Looking beneath the surface: associations between varied outdoor surfaces and children’s diverse play behaviours in early childhood education and care institutions

This study assumes that surfaces in outdoor environments in early childhood education and care (ECEC) institutions exert an important influence on children’s play diversity. Gibson (1979) claims that surfaces are important because they are where most action occurs; some surfaces may lead to a diversity of play behaviours, while others afford a narrower range of actions. This study was conducted as part of a three-year mixed-methods project. The sample consisted of 464 video observations (mean duration: 122 seconds) of 79 children’s free play in the outdoor environments of eight ECEC institutions. Multilevel regression analysis, controlled for children’s age and gender, indicated that functional play was positively associated with surfaces resistant to deformation (e.g. rubber) and that constructive play was positively associated with surfaces with low resistance to disintegration (e.g. sand or forest floor). These results can help develop and design outdoor environments that facilitate children’s play diversity in ECEC.

ECCE Principals' Strategy to Improve Teacher Competence in Implementing the Independent Curriculum

This study aims to investigate the strategies used by Early Childhood Care and Education (ECCE) principals in Kecamatan Arcamanik, Bandung, to enhance teacher competence for the Independent Curriculum. Utilizing a qualitative approach with case study method, observation and semi-structured interviews were conducted with principals from 10 ECCE institutions, supplemented by the review of relevant documents and institutional records. The data were analyzed thematically, drawing upon current educational research to contextualize the findings within broader educational theory and practice. The findings reveal a diverse range of strategies employed by the principals, including the provision of educational resources, ongoing professional development, collaborative learning, and the utilization of support services and platforms. These strategies vary in their alignment with current educational research, reflecting the unique context of each institution. The study highlights the importance of tailoring teacher development strategies to meet the specific needs and resources available to educational institutions. Implications of this study are significant for both policymakers and practitioners, particularly in Indonesia and similar contexts.

Avoiding the ‘touchy feely’ words: state PreK leaders’ intentional language choices

ABSTRACT State prekindergarten (PreK) leaders in the United States of America are instrumental to efforts to build birth through third grade systems as they are situated at a nexus point between early childhood education and care (ECEC) systems and the kindergarten through twelfth grade (K-12) education system. This qualitative study examined the ways state PreK leaders (n = 10) described using language associated with the EC field strategically during interactions with state kindergarten through third grade (K-3) education leaders. State PreK leaders’ discursive choices helped them navigate the tensions between these different education systems. This paper considers what their choices might mean for the EC field. Findings revealed multiple ways PreK leaders adjusted their terminology during interactions with K-3 leaders to avoid EC discourse, communicate clearly, garner or maintain acceptance, and aid in achieving their goals. PreK leaders’ decisions to avoid EC discourse may unintentionally reinforce perceptions of the EC field and its language. While EC discourse has historically helped the EC field push back against accountability pressures, PreK leaders’ linguistic choices may help assimilate EC into the K-12 system.

Whiteness and Bodies Out of Place: A Critical Discussion of Early Childhood Educators’ Regulatory Language Practice in a Danish Context

This article sheds light on contemporary interconnections between colonialism, whiteness and notions of Danishness. It offers a critical perspective on the possible (side) effects of emphasising Danish language proficiency in everyday pedagogical encounters with racial-ethnic minoritised children. Taking on the notion of coloniality of power (Quijano, 2000), the article considers Denmark’s colonial complicity and its present implications in today’s social structures and, in particular, in Early Childhood Education and Care (ECEC). The article is based on critical ethnographic fieldwork (Madison, 2020) conducted in a Danish ECEC centre. By theorising whiteness (Ahmed, 2007) in relation to ideals of Danish language proficiency and by drawing on postcolonial theory (Fanon, 1952/2021, 1967), the article investigates how a regulatory language practice performed by ECEC educators can be understood as normative whiteness affecting a group of three 4–6-year-old racial-ethnic minoritised children with Turkish backgrounds. The analyses show how the children navigate the white space of the ECEC centre by adjusting their bodies accordingly as they are rendered bodies out of place. Conclusively, the article points to Danish ECEC institutions as critical sites in the reproduction of colonial power structures.

Supporting Children with Speech, Language and Communication Needs: Finnish Early Childhood Special Education Teachers’ Views

Abstract In today’s society, the need for functional communication is essential from an early age. However, many children struggle with speech, language, and communication during their time in early childhood education and care (ECEC). This paper examines early childhood special education teachers’ (ECSETs) views on how children with speech, language and communication needs are supported in regular ECEC. The empirical data comprised four focus group interviews with 14 itinerant ECSETs. A thematic analysis was used to examine the teachers’ support strategies. The following four themes related to the research question were identified after an iterative process of coding and close reading of data: (a) cooperation and professionalism as prerequisites for providing support; (b) processes and procedures for providing support; (c) consultation for personnel enabling support for children in a group; and (d) adjusting support based on each child’s individual needs. The study provides insight into providing support for children with speech, language and communication needs and related challenges. The results indicate several areas that work well in providing support during specific activities and for certain group compositions. However, potential pitfalls include ECSETs’ workload and lack of knowledge and motivation among personnel to support children in need of support.

Keeping Early Social-Emotional Learning Developmental: The Development, Implementation, and Preliminary Evaluation of a Preventive Intervention Program for Early Childhood Education and Care

Early childhood forms the fundamental basis for developing various social-emotional skills and represents a unique opportunity to lay the foundation for healthy development. Insensitive learning environments in early childhood may lead to social-emotional difficulties, increasing the risk of developing severe behavioral problems. However, professional development (PD) opportunities that support early childhood education professionals’ (ECEPs) knowledge and skills to promote young children’s social and emotional development are scarce. In Finland, notably, the increasing need to enhance competence through further training has been widely recognized. Therefore, this study introduced the POMPedaSens program in early childhood education and care (ECEC) in Finland. The program aims to promote children’s social-emotional learning (SEL) by supporting ECEPs’ engagement and emotional availability. As a universal intervention program, POMPedaSens includes all children in ECEC regardless of risk factors. The present study included 200 children (MAGE = 72.27 months, SD = 5.48; 53% girls) and 62 ECEPs (MAGE = 43.82 years, SD = 11.71; 95% female). ECEPs received the intervention training to implement the curriculum in their everyday daycare routine. The present study describes the program design, implementation, and results from a preliminary evaluation of the social validity of the POMPedaSens program, measured by the ECEPs’ satisfaction with the program. The results of the social validity evaluation suggested high teachers’ satisfaction and improved children’s SEL. These findings prove that the program may effectively build ECEPs’ capacity to promote children’s SEL.

“Creating security and a good relationship with the student” – Exploring ECEC teachers’ relational professionalism during mentor training

Previous research on mentor training in early childhood education and care (ECEC) teacher education has shown that relationships are at the core of mentoring (Kupila et al., 2017; Ukkonen-Mikkola et al., 2021). This article presents findings from a qualitative study that aims to explore ECEC teachers’ relational professionalism (Furu & Sandvik, 2019) during mentor training. Our research material consisted of essays (n = 77) from the final reflective essay of a mentor training course for ECEC teachers, which were analysed through narrative analysis (Clandinin et al., 2016). The results show that ECEC teachers’ relational professionalism is built in three types of entangled relationships: (1) relation to oneself, (2) relation to the student and (3) relation to colleagues. The results imply that relationally professional mentors are a key factor that contributes to students continuing in the profession after graduation. This requires that the university engages in cooperation and relationships with the ECEC centres that receive students in the practicum. The university needs to offer mentor training and develop rich opportunities for mentors, their colleagues, and leaders in ECEC to establish relationships with all parties involved on all levels.