Early Childhood Education Centres Research Articles

The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students

ABSTRACT Practicums as part of teacher education are important for teacher students’ professional development. Co-operative teachers support students’ learning during practicums, but in the early childhood education (ECE) context the work community of the ECE center is also seen as an essential part of the practicum environment. This study investigated ECE teacher students’ perceptions of the practicum work community’s significance for their professional development. The data were collected by focus group interviews (N = 8) involving teacher students (N = 20) during their final practicum period. The data were analyzed by using qualitative content analysis. The results revealed that students perceived the work community as an environment for their learning and well-being, and as an enabler of students’ participation and agency, as well as a form of support for mentoring. These factors were seen to influence the students’ perception of an ECE teacher’s profession and the versatility of students’ opportunities to practice the skills expected of an ECE teacher. In addition, these factors were considered important for building confidence in professional competence and commitment to the ECE field. The results highlight the importance of improving practicum work communities’ functioning, interaction atmosphere, and understanding on their significance in practicum in supporting student teachers’ professional development.

Toddlers with the Doll Carriage: Children Doing Space of Participation in Early Childhood Education

AbstractThis article focuses on child participation in early childhood education (ECE). The theoretical basis for this study is a relational approach that highlights the significance of spatiality and materiality. Drawing from these theoretical perspectives, child participation is understood as a space that children actively do in various combinations of social, material and cultural relationships. The study relies on a relational understanding of the child as not only being, but also becoming by doing space within one’s environment. The methodological framework draws on narrative childhood studies that emphasize the multimodality of children’s narration. The research material consists of small stories from a Finnish ECE centre. The analysis focused on children under 3 years of age doing space of participation with material items in ECE. The study shows that space of child participation is dynamic in the everyday relationships. The findings illustrate children’s doing space of participation as a tension-filled phenomenon which requires children to balance between the active agency and adapting to the expectations of the environment. The findings uncover the three-fold nature of the space—namely, the social, material and cultural dimensions—that is meaningful for child participation. The doll carriage as a material item played a crucial role in children’s doing space of participation: it provided opportunities for children to formulate the ownership of the space, to construct peer relationships, and to shape and defend the borders of one’s space. The study contributes theoretically and methodologically to ECE research by opening new perspectives on the participation of young children.

Educator-Perceived Barriers and Facilitators to Structured-Physical Activity in Early Childhood Centres: A Systematic Review

ABSTRACT Purpose: Physical activity (PA) and motor competence development are vital for young children, yet many early childhood education and care (ECEC) centers struggle to successfully implement PA programs, particularly those organized and led by educators. This review aimed to synthesize qualitative literature to (1) identify educator-perceived barriers and facilitators to structured-PA in ECEC centers, and (2) map these to the COM-B model and Theoretical Domains Framework (TDF). Methods: Following PRISMA guidelines, a systematic search of five databases was conducted in April 2021 and updated in August 2022. Records were screened in Covidence software using predefined eligibility criteria. Using the framework synthesis method, data extraction and synthesis were conducted in coding forms in Excel and NVivo. Results: Of 2382 records identified, 35 studies were included, representing 2,365 educators across 268 ECEC centers in 10 countries. Using the COM-B model and TDF, an evidence-informed framework was developed. Findings revealed the greatest barriers concerned educator “opportunity” (e.g. competing time and priorities, policy tensions, indoor/outdoor space constraints) and “capability” (e.g. lack of PA knowledge and practical, hands-on skills) to implement structured-PA. Although fewer studies reported factors that influenced educator “motivation”, several themes intersected across the three COM-B components illustrating the complexity of behavioral determinants in this setting. Conclusions: Interventions grounded in theory that utilize a systems approach to target multiple levels of influence on educator behavior, and are flexible and adaptable locally, are recommended. Future work should seek to address societal barriers, structural challenges in the sector, and the PA educational needs of educators. PROSPERO Registration: CRD42021247977

A Training on Perspective Taking for Preschoolers with Typical Development and with High-Functioning Autism Spectrum Disorder

Perspective taking refers to the ability to understand others’ thoughts, feelings and perspectives. From previous studies, it emerges that children with a diagnosis of autism spectrum disorder show many difficulties in understanding the other’s point of view, especially in terms of thoughts and emotions. The aims of the present study were: (1) to verify the effectiveness of group training in promoting perspective taking in a small group of preschoolers including two children with diagnosis of high-functioning autism spectrum disorder; and (2) to verify whether the learning in the perspective taking skills could be transferred to everyday situations in terms of prosocial behaviors. Twelve children (mean age: 54.5 months), 10 with typical development and 2 with high-functioning autism spectrum disorder, participated in the study. The effectiveness of training was evaluated in a pre/post-test design both via experimental tests and direct observations. The results highlighted the effectiveness of the training in enhancing perspective taking ability and prosocial behaviors of preschoolers, including the two children with a diagnosis of high-functioning autism spectrum disorder. The use of non-clinical and educational methodologies can contribute to the development of children's perspective taking skills by means of daily educational activities in small group including children with high-functioning autism spectrum disorder. These results have great applicative relevance for early childhood education and care centers.

Teamwork as a cornerstone of a child’s educational support in early childhood education and care in Finland

This research investigates how consulting early childhood special education teachers (ECSETs) perceived teamwork in early childhood education and care (ECEC) centers. The following research questions were set: (1) What constructs or prevents the functionality of teamwork in ECEC according to ECSETs experiences, and (2) what are the perceived consequences of teamwork in ECEC as experienced by the ECSETs? We arranged 13 group discussions in which 35 ECSETs discussed their own experiences of successful teamwork in ECEC. Using a phenomenographic approach, we identified four factors that impacted the functionality of the teams: external, unit-specific, team-specific, and employee-specific factors. ECSETs described how teamwork specifically affects the quality of ECEC and the implementation of educational support for children. Our research will help in understanding the factors and functions of teamwork as well as to develop team strengths and practises in ECEC centers.

Parent perceptions: How disparate early childhood care and education centres in South Africa foster belongingness and well-being in children

This article explores parents’ perceptions of their children’s belongingness in early childhood care and education (ECCE) centres. It stems from the unexpected findings of a transformative ECCE pedagogy research project, which was characterised by multicultural, multiracial and varied economic conditions. As such, the authors expected controversial parental perceptions of the quality of the care and education their children experienced in these centres. However, this was not the case. Drawing on the theory of salutogenesis and its key concept, namely a sense of coherence, parents’ responses about their children’s early learning and well-being across diverse ECCE contexts were overwhelmingly positive. This prompted the question: what was it in these centres that allowed parents to experience a strong sense of belonging and such positive sentiments concerning their children’s sense of well-being? This phenomenological study was informed by the narratives of 19 parents, collected through the transformative pedagogy project, set in rural and urban situations, and at well-resourced and under-resourced centres. Findings reflected four identifiable themes. Firstly, parents favoured the diversity of influences at the centres, viewing these as rich opportunities for their children’s development and learning. Secondly, parents felt a strong conviction that the ECCE teachers were genuinely concerned about and sensitive towards their children. Thirdly, parents believed that their children were learning playfully in safe, loving spaces, and fourthly, parents were confident that their children were happy in the centres. These findings are particularly welcomed in the ECCE space, which is often demoralised and marginalised within the broader schooling system.Transdisciplinarity Contribution: The article shows that quality early childhood learning and teaching can take place across disparate contexts, be they urban or rural, well-resourced or under-resourced. This study identified factors that led to parents perceiving that their children experienced happiness and a sense of belonging in different centres.

Impact of play-based learning on the development of children in mobile early childhood care and education centres

Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the thematic approach, the findings revealed that the practitioners in rural areas had an insufficient understanding of teaching using play pedagogies. This had a negative impact on standard provisions for play pedagogies suited for young children, where appropriate suggestions are offered to the practitioners on the planning, implementation, and support of play practices within early learning. Furthermore, there is a shift in the early learning curricula incorporating advanced academic skills, a beneficial tool to aid children’s learning and development.

Implementing positive behaviour intervention and support in Finnish early childhood education and care: leadership team’s perspective

ABSTRACT The effective implementation of positive behaviour intervention and support (PBIS) requires both organisational and professional change. This means that the whole community including all educators and children commit to shared principles, practices, and structures to create a safe and supportive social climate. In this article, we investigate the initial implementation of the Finnish PBIS ProVaka in eighteen early childhood education and care (ECEC) centres. Our inductive qualitative analysis of longitudinal progress diary data focuses on roles, responsibilities and communication among the ECEC communities. The results show that successful ProVaka development is a matter of successfully expanding the actor network and shared responsibility. The challenges of implementation are related to 1) an equal knowledge base, 2) sufficient concretisation of ProVaka, 3) a balance between theoretically valid and culturally adapted implementation, 4) regulation of motivation and enthusiasm, 5) the constant need for change and stances towards it and 6) the clashes of everyday life realities and implementation. This actor- and communication-focused inductive qualitative study offers new insight into the initial implementation phase of PBIS in Nordic ECEC and can inform the implementation and development of other evidence-based methods in special education.

Fostering metacognitive skills in young children

ABSTRACT This research report is on fostering young children's metacognitive skills. The study was conducted at a private early childhood education center in a Midwestern city in the United States in 2020. The design of the study was a mixed approach including Time Series experimentation, naturalistic observation, and interviews. Children aged 3–4 years were exposed in alternate weeks to pre-read-aloud prompts which engaged them in their own thinking about the story that was about to be read to them. The children tried to make predictions about the story before the story was read. After the story was read, the children were assessed on their abilities to think about what their thoughts and predictions were before the story was read aloud to them. Data were collected for a total of 11 weeks from two large groups of 20 children each, and one small group of 6 children. Comparison of the data revealed systematic differences between the treatment and non-treatment weeks. During the treatment weeks, more preschoolers experienced thought loop-backs, indicating some connection to their predictions. The results are discussed and implications for further research are drawn.

Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings

Growing philosophical and empirical evidence shows that physical literacy and risky play enriches movement opportunities, while also fostering increased physical activity, wholistic health, and wellness across the lifespan. However, physical literacy and risky play have typically been theorized and practiced from a western worldview. In response, Nature’s Way-Our Way is an initiative designed to ground physical literacy and risky play in Indigenous games, activities, cultural connections, and traditional teachings, as enacted in Early Childhood Education Centres across Saskatchewan, Canada. This article explores Nature’s Way-Our Way’s theoretical underpinnings of Etuaptmumk (Two-Eyed Seeing), adopted to braid together the strengths of Indigenous Knowledges with western knowledge through practices of Indigenous métissage (land and story-based approaches to curriculum informed by relationality). Providing examples of culturally rooted resources, this article shows how the Nature’ s Way-Our Way initiative supports Indigenous self-determination and sovereignty to foster increased physical activity, wholistic health, and wellness across the lifespan.

Team leadership profiles in Finnish early childhood education centres – Teachers’ experiences of team leadership

Expectations regarding team leadership in early childhood education (ECE) have grown in recent decades, both in Finland and elsewhere in the world. This change can be seen through the increased research knowledge regarding the importance of pedagogical leadership as a key factor in the quality of ECE and the emphasis on pedagogy in basic ECE tasks. In Finland, teachers are responsible for pedagogical work among teams and ensuring that ECE goals are achievable. For this reason, teachers are expected to lead their teams. For this reason, we wanted to ask the following research questions: (1) To what extent do ECE teachers feel that team leadership is realised in their work? (2) What different types of leadership profiles can be identified and what underlying elements define them? (3) To what extent do ECE teachers’ experiences of teamwork leadership differ? In our research, we utilised the Team Leadership Questionnaire to ask how teachers in ECE centres experience team leadership implemented when they work in ECE teams. Our survey was completed by 1221 teachers in ECE centres from 66 Finnish municipalities. We identified four team leader profiles through which team leadership is implemented differently: experienced experts, experienced organisers, discussion-oriented novices and learning novices. According to this study, teachers have different levels of knowledge and competence regarding team leading, which is especially influenced by work experience and divides teachers into different team leadership profiles.

Mathematics and higher-order thinking in early childhood education and care (ECEC)

This article investigates the perspectives of Norwegian early childhood educators on mathematics and higher-order thinking. Thematic analysis of the connection between mathematics and children’s higher-order thinking skills was performed based on semi-structured interviews with ten educators in three different early childhood education and care (ECEC) centres. The findings suggest that educators, recognising mathematics as vital for ECEC, associate mathematics with problem-solving, an aspect of higher-order thinking skills highlighted in the research literature. The educators identified many opportunities for working with mathematics in daily activities, in accordance with the Norwegian tradition in recent years. Our results provide insights into how mathematics can support early childhood educators’ stimulation of higher-order thinking in the Norwegian ECEC context.

Peningkatan Kreativitas Anak Usia Dini melalui Permainan sebagai Edukasi Media Belajar Kreatif di PAUD Kabupaten Karawang

Kindergarten (PAUD) as a second learning vehicle after the family environment for early childhood, gives a distinct impression for those who experience it. As a place to play while learning that is full of educational values, it should provide varied learning. Especially in the current digital era, early childhood learning media must also be developed. This is the reason we carry out Community Service (PkM) activities targeting early childhood children in an early childhood education center located in Ciparagejaya village, Karawang district. Its location close to the coast, becomes a learning vehicle for the people who are there. Therefore, we also carried out PkM activities with the title "Improving Early Childhood Creativity through Games as Creative Learning Media Education in PAUD Ciparagejaya Village, Karawang Regency". The purpose of implementing PkM is to increase the creativity of early childhood in the PAUD environment through creative learning media education. The PkM method used is the roleplay method and the participatory method, where children are directly involved in learning activities through games as a form of creative learning media education. The results obtained indicate the active participation of children in the learning process, train children's creativity through creative learning media stimuli, and instill moral values in the form of honesty, self-confidence, as well as perseverance and enthusiasm for learning.

Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context

The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples ( N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.

Causal modelling of the influence of demographic variables on work-stimulated stress among early childhood educators in South Africa

Work-related stress has emerged as a pervasive global issue that needs to be investigated by specialists around the world. Work stress is a condition of pressure brought on by one's line of work and occurs when the demands of the job are too great for an employee's abilities or resources. The study was undertaken to examine the direct and indirect causal effect of some demographic variables on work-stimulated stress among early childhood educators in South Africa. Hence, the researchers developed and validated a model involving causal linkages between early childhood educators’ demographic variables such as age, gender, race, marital status, income and educational qualification, and work-stimulated stress. The study adopted an ex-post-facto research design. The sample comprised one hundred and twenty (120) early childhood educators across twenty (20) Early Childhood Education (ECE) centres. A stratified random sampling technique was used to select the early childhood educators for the study. One validated instrument on work-stimulated stress developed by the researchers on a four-point rating scale was used to collect the data for the study, while path analysis and multiple regression analysis were employed for data analysis. The findings of this study documented the more parsimonious model, which effectively predicts the influence of demographic variables on work-stimulated stress among early childhood educators. The results further indicated that three (Age, Gender, and Marital Status) out of the six predictor variables caused early childhood educators’ work-stimulated stress more than the other variables. The implications of these findings for education policymakers, administrators, and teachers are discussed.

Association between attention-deficit/hyperactivity symptoms and sleep in preschoolers

IntroductionSleep problems are frequent in children with attention-deficit/hyperactivity disorder (ADHD). Some authors have tried to characterize paediatric sleep habits in Portugal, but none has focused on preschool-age children nor attempted to establish their association with ADHD. We aimed to assess the prevalence of ADHD symptoms in preschool-age children and to study their association with sleep habits. Material and methodsWe conducted a cross-sectional study. We distributed questionnaires to a random sample of caregivers of children enrolled in early childhood education centres in Porto. We collected data on sociodemographic characteristics, television watching and outdoor activities. We assessed ADHD symptoms and sleep habits with the Portuguese versions of the Conners’ Parents Rating Scale, Revised and the Children’s Sleep Habits Questionnaire (CSHQ-PT), respectively. ResultsThe study included 381 preschoolers (50.90% male). We found high scores for ADHD symptoms in 13.10%, with a higher prevalence in girls (14.40% vs. 11.85%; P = 0.276). In the CSHQ-PT, 45.70% of participants had a mean total score greater than 48, which is the cut-off point applied in the screening of sleep disturbances in the Portuguese population. There was a significant association between high scores for ADHD symptoms and a lower maternal education level (P < 0.001), a shorter sleep duration (P = 0.049), and higher scores on parasomnias (P = 0.019) and sleep disordered breathing (P = 0.002) in CSHQ-PT subscales. ConclusionsADHD and sleep disorders are common in preschoolers, in Porto, and this study suggests some clinical correlations between them. Since these interactions are complex and far from being elucidated, further studies are paramount to provide guidance for prevention and managing strategies in younger children at risk for ADHD.

A Nature’s Way—Our Way Pilot Project Case Assemblage: (Re)Storying Child/Physical Literacy/Land Relationships for Indigenous Preschool-Aged Children’s Wholistic Wellness

Physical literacy (PL) is gaining more attention from educational policy-makers, practitioners, and researchers as a way to improve health and wellness outcomes for children and youth. While the development of PL is important for early years children, there is limited attention in the literature that explores the political, cultural, and social discourses imbued in colonialism that implicate how PL is actualized in Indigenous early childhood education (ECE) contexts. This case assemblage explores how the culturally rooted, interdisciplinary, and community-based PL initiative, Nature's Way-Our Way (NWOW), negotiated movement with three early childhood educators in the pilot project with an early childhood education centre (ECEC) in Saskatchewan, Canada. Through postqualitative approaches to research, this case assemblage adopts new materialist methodologies to show how the natural order of knowing in movement was disrupted through moments of rupture generating stories of PL to encompass radical relationality with land. As land becomes a vital and lively part of PL storying, it can function as an important protective factor for Indigenous preschool-aged children's wholistic wellness.

New insights into the behavioral structure of Pikler educators: An application of T-pattern detection and analysis with THEME.

The recent generalization of early childhood schooling has given rise to a need for the development of rigorous, specific training programs aimed at early education professionals (0-3 years of age). This work emanates from the unique nature of Pikler-Lóczy education as a reference for early childhood education centers, and its expertise in providing quality care in an everyday classroom situation. The aim of the study is to use T-pattern detection and analysis, within the framework of observational methodology, to identify relevant aspects of the choreography followed by Pikler educators during breakfast, and thus provide substantial material with a view to creating a training plan. Two expert educators in Pikler-Lóczy education were directly and systematically observed in their own classrooms, following a nomothetic, follow-up and multidimensional design. The observation instrument underwent a molarization process so that the detected elements would be more significant and understandable for novice educators. Using THEME, the invariant aspects of the educators' behavior were analyzed. The significance level for the critical interval was the THEME default (α = 0.005). The results show: on the one hand, changes expected in T-patterns in accordance with the observation instrument molarity; and on the other hand, stability in terms of the comparison between the two educators. These results help us to identify the complex structure of the breakfast choreography, and how educators establish interaction with children. In addition to specific issues pertaining to Pikler-Lóczy education, the conclusions highlight the advantages of using T-pattern analysis within the framework of observational methodology, in order to dissect a mealtime routine in its natural context, and explain components of early childhood education intervention that satisfy basic childhood needs. This constitutes a starting point from which to generate instructive material for the training of professionals working in early education.

Mapping Implementation of National Curriculum for Early Childhood Education in Private Schools of District Gilgit

The study was conducted to examine the ECE teachers’ pedagogicalskills, availability of required resources in ECE centers run by Aga KhanEducation Service (AKES) in the District of Gilgit implementing EarlyChildhood Education (ECE) curriculum 2007. It was a descriptive studyand conducted by following a sequential explanatory mixed-methoddesign to collect the data. The population of the study was students,teachers, and heads of ECE centers run by Aga Khan Education Servicesin Districts of Gilgit. A semi-structured interview was designed on basisof the responses of ECE teachers and the results of the observationalLikert scale of ECE teachers. The major findings of the study revealedthat ECE teachers were facing problems in implementing the Nationalcurriculum 2007 due to overcrowded classrooms, insufficient teachingresources material, and lack of open space in the ECE setting. Thefinding of the study also exposed that ECE teachers were not behavinggently and were not providing individual attention to every child at ECEcenters. However it was also revealed that the ECE teachers wereapplying daily routine, lesson review activities, and activity-basedmethods to improve their language skills. The study recommends for theprovision of necessary ECE learning resources, standardized childteacher ratio, teachers training, collaboration, and communicationbetween the ECE teachers and parents to a successful implementation ofthe ECE curriculum 2007

Is the online ‘creating healthy eating and active environments survey' (CHEERS) tool reliable for early childhood educators in Alberta, Canada: a randomized crossover trial

BackgroundThe creating healthy eating and active environments survey (CHEERS) is an audit tool used to assess the nutrition and physical activity environment in early childhood education and care (ECEC) centres. Availability of the tool has been limited to paper-based versions. Digital health initiatives offer improved reach and immediacy of support for community-based clients through novel technology products. In order to provide increased access to the CHEERS tool, an online version was developed. The objective of this study was to assess the reliability of an online version of CHEERS.MethodsUtilizing a randomized crossover design, ECEC educators completed either a paper-based or online-based survey and then the opposite mode with a two to three-week interval. The intraclass correlation coefficient (ICC, with 95% confidence interval) was used to determine the reliability between test and retest. Absolute index of reliability in the original measurement was assessed through the standard error of measurement (SEM = SD × √1-ICC). The smallest amount of change not due to inherent variation was assessed by determining minimal detectable change at the 95% confidence level (MDC95 = SEM × 1.96 ×√2; MDC95% = MDC95/mean ×100).ResultsTest–retest reliability was good to excellent for the online-based CHEERS total score (ICC = 0.86) and for each of the four subscales: food served (ICC = 0.82), healthy eating environment (ICC = 0.76), program planning (ICC = 0.76), and physical activity environment (ICC = 0.79). The SEM, MDC95, and MDC95% for the CHEERS overall score were 0.79, 2.19, and 9.6%, respectively.ConclusionsThe results of this study demonstrate that the online-based and paper-based versions of the CHEERS audit tool share comparable accuracy. The CHEERS tool can be reliably implemented in an online environment and this provides users an alternative means to complete the centre-based health assessment. The advantage of the online-based version includes user accessibility and the potential to develop a feedback response for participants using digitally collected data.