Field Of Early Childhood Education Research Articles

Dinamika Pendidikan Anak Usia Dini: Perubahan Kurikulum 2013 ke Kurikulum Merdeka

The curriculum is the solid foundation of a learning process. The curriculum is considered very important, seeing as it contains an educational plan that explains the materials, methods and assessments in the learning system. However, the phenomena that exist in society when the climate changes change over time, this is a common occurrence in the world of education. The change in the curriculum has a strong reason because it is an effort to improve the previous curriculum. The field of early childhood education has experienced curriculum changes, for example, improving the 2013 curriculum to an independent curriculum has increased the quality of education and students' ability to adapt. The research method used is a library study where the collection of information comes from Google Scholar published in the last five periods, starting from 2019-2023, which is presented in the form of a description. The aim of this research includes the changes that occurred when the 2013 curriculum was replaced by the independent curriculum in the Early Childhood Education unit. The results show that this curriculum change effort is a complement to the previous curriculum, however, the prominent difference is seen in the approach used, focus and includes the curriculum itself in order to create optimal learning amidst current technological developments.

Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families

ABSTRACT Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working with/for this child population. In this article, we zoom in on teachers at St. Mary’s Preschool, who serve large numbers of migrant and undocumented children in South Korea, and explore their pedagogical caring practices in and outside of the classroom for these children and their families. The findings of this study demonstrate how preschool can become a site for what we term culturally, linguistically, and legally relevant caring for undocumented migrant children. The key tenets proposed include: (1) promoting diverse, inclusive, and culturally and linguistically relevant schooling; (2) attending to the legal reality of students’ precarious legal status to provide a rich and safe learning environment; and (3) establishing reciprocity in relationship and knowledge-making/sharing. The study offers several implications for research and teacher education in the field of early childhood education by presenting a conceptual and empirical snapshot of how to better serve the growing numbers of young migrant and undocumented children and their families in South Korea and worldwide.

Assessment of Implementation of National Policy on Education (2013) in Early Childhood Education in Osun State

This article assessed the availability of teaching and learning facilities in Early Childhood Education centres in Osun State; It also determined the extent to which the available teaching and learning facilities are being utilized in Early Childhood Education centres in the study area; It further examined the various method of teaching in Early Childhood Education centres in the study area. The descriptive survey research design was adopted for this study. The sample of the study comprised 120 teachers which were randomly selected from ten (10) schools from each of the local government areas that were selected from each of the senatorial districts with four (4) teachers from each school. The instruments adopted by this study for data collection were a checklist titled “Teaching and Learning Facilities Observation Checklist (TLFOC) and a questionnaire which was developed by the researchers titled “Teaching and Learning Facilities Questionnaire” (TLFQ) The instrument were validated by two experts in the field of early childhood education. To determine the reliability values of the two instruments, Pearson Product Correlation Coefficient of 0.6. and 0.72 were yielded for TLFOC and TLFQ respectively The data were analysed using descriptive analysis. The results showed that there were some learning facilities available for use though not adequate enough and their utilization rate was moderate while the most commonly used method was play-way method.

Preschool Educators’ Perspectives on Dialogic Literacy in Preschoolers

This research delves into the perceptions and expressions of dialogic literacy among preschool teachers, seeking to explore dimensions such as its definition, significance, strategies, assessment methods, and parental involvement. The study engaged a cohort of 15 educators, comprising 10 females and 5 males, selected based on their experience and qualifications in early childhood education. Through semi-structured interviews, these teachers provided rich and detailed insights, forming the basis for a thorough examination of dialogic literacy in the preschool setting. Intentionally diverse, the participant pool included educators from various preschool environments, both public and private, aiming to capture a broad spectrum of perspectives and approaches. This deliberate variation facilitated the exploration of potential disparities in understanding and implementing dialogic literacy across different contexts. Employing a qualitative research approach, the study emphasized semi-structured interviews as the primary method of data collection. The interview questions covered key aspects, including definitions, teacher strategies, classroom activities, assessment methods, and parental engagement. The design aimed to extract comprehensive responses, allowing participants to share their unique perspectives, experiences, and practices related to communicative proficiency in early childhood education. Thematic analysis was applied to categorize and organize the interview data, unveiling common patterns and themes. To enhance the study's reliability, methodologies such as member checking, peer debriefing, and triangulation were employed. The research maintained a strong ethical foundation, prioritizing participant privacy, confidentiality, and voluntary involvement throughout the entire process. The findings present a holistic understanding of dialogic literacy implementation in diverse preschool settings, enriched by the inclusion of educators with a minimum of two years of teaching experience. This study contributes valuable insights to the field of early childhood education, shedding light on the multifaceted nature of dialogic literacy and its versatile application across different educational contexts.

Preparing Preschool Educators to Monitor Child Progress

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring.

Resilience of Male Teachers and Prospective Male Teachers as Minorities in the Early Childhood Education Field

As a minority in the Early Childhood Education (ECE) field, male teachers and prospective male teachers are likely to face some challenges. Therefore, developing resilience skills is needed. This study aims to investigate the resilience factors of male teachers and prospective male teachers as minorities in the ECE field. Identifying the resilience factors of male teachers and male teacher candidates may guide kindergarten leaders and ECE head study programs in higher education to support male participation in the ECE field. It is descriptive qualitative research involving four male teachers and two prospective male teachers in the Kudus area. In-depth interviews were used to collect the data, while a three-phase analysis of Miles and Huberman was used to analyze the data. Findings showed some risk factors that can be challenges in developing resilience, such as the public’s stereotype about men who choose ECE, low salary, and lack of acceptance from others. On the other hand, some protective factors that support their resilience are their love toward children, family, colleagues, and classmates’ support, as well as religious factors. Collaborative efforts are needed to make the ECE field more gender inclusive, including strengthening the protective factors and teaching resilience to prospective male teachers so they can face some challenges that might arise in the fieldwork.

Three-Periods Lesson: A practical way in introducing English Vocabulary Using Realia and Flashcards

This experimental study examines the use of the Three-Period Lesson, a teaching methodology commonly employed in early childhood education, to introduce English vocabulary to young learners. The study focuses on incorporating realia and flashcards as instructional tools to enhance language acquisition and retention. The research analyzes three stages of the Three-Period Lesson: introduction, association, and recall/reinforcement. The data were collected by interviewing two teachers and giving pre-test and post-test to the students. The data was analyzed by t-test table. The result of the post-test scores were better than the pre-test scores and formative scores. It could be seen by comparing their means. The means of the pre-test score was 51,92. The means of formative test score was 72, 76 while the post-test score was 74,57. It means that there is a significance difference in students‟ scores after they were given treatments using realia and flashcards. This study contributes to the field of early childhood education and language acquisition. The findings showed that the provide practical insights for educators seeking effective methods to introduce vocabulary to young learners, aiming to build a strong foundation in English language skills.

영유아교사의 놀이중심 과학교육에 대한 인식과 어려움

This research aims to analyze the perceptions and challenges faced by early childhood teachers regarding play-based science education and seeks to explore implications and strategies for enhancing science education. To achieve these goals, the study conducted a collaborative learning community with 11 teachers (5 for toddlers and 6 for kindergartners) working in 4 childcare centers in A City. The researchers collected scientific activity videos, educational materials, childcare records, teachers’ journals, and other data from the participating teachers. Using a thematic coding analysis method, the study categorized the perceptions of early childhood teachers regarding science education into three main themes: 'Understanding play-based science education,' 'Science education with the goal of knowledge transmission,' and 'Challenges and difficulties in science education.' Furthermore, in the field of early childhood education, teachers were found to recognize difficulties in implementing play-based science education. These difficulties included challenges related to "Finding and supporting science within play," "Psychological and physical challenges faced by teachers," and "Challenges with principals, other teachers, and parents." The significance of this study lies in its potential to serve as foundational material for understanding teachers' perceptions of science education and addressing the challenges they face in teaching science.

‘어린이’와 ‘아동기연구’에 대한 비판적 성찰 -어린이를/와 사유하는 교사를 향하여-

Abstract: What is a child? The understanding of child has changed differently over time, but there seems to be a universal image specific to modern society. This study critically examines the ideological genealogy of research on child and childhood through literature review. First, we performed a critical reflection within and outside of developmental psychology, which has played a leading role in understanding children in the field of early childhood education. Second, we took a close look at the movement to reconceptualize early childhood education: critical reflection on children as constituted by child-centrism. Third, we seeked new perspectives including Lenz Taguchi, Sellers, Davies, and particularly, Murris’ ‘posthuman child.’ We have fixed children as pure, weak, immature, and irrational beings, and based on that perspective, we have designated early childhood education as an educational activity that helps their growth and development for the better. The attempt to understand the images of child and childhood, that is, beings who never stop for a moment and the unique features of their lives, must now be considered in a different way. New understandings are needed that break away from the linear temporality of age and stage and are directed toward child as being-in-the-world in the continuous temporality of past, present, and future. There is a need to view children as decolonized posthuman, relational beings from objectified children. We argue that we must go beyond normalized learning-teaching theories in early childhood pre-service teacher training and think on/with child in a new way.

Model Pembelajaran Edutainment Melalui Media Gambar 3 Dimensi dalam Mengembangkan Konten Pembelajaran di Madrasah Ibtidaiyah Darul Ulum Curahdami Bondowoso

The main objective of this study was to determine the effectiveness of edutainment learning utilizing 3-dimensional imagery as a medium for educational content creation at MI Darul Ulum Curahdami Bondowoso. Using a qualitative approach with a specially selected phenomenological design, this research targeted key stakeholders, including the principal, the fifth grade teacher, and a group of 10 MI Darul Ulum students. The methodological arsenal consisted of interview sessions, careful observation, and systematic documentation. The researcher found that the edutainment learning model, seamlessly integrated with 3-dimensional imagery for content development, has a great ability to foster a stimulating and enjoyable learning environment, especially in the field of early childhood education. This phenomenon was closely related to the high enthusiasm that students show when encountering visually appealing and captivating images during the learning process. The study underscores implications that require ongoing guidance and evaluative action by educators. This is important to understand the nuances of the dynamics edutainment learning model implemented and measuring the tangible improvements in the students' overall learning experience.

Co-Creation of Navigational Spaces When Facilitating Children’s Play

Facilitating children’s play is an important but potentially frustrating task for teachers in the field of Early Childhood Education and Care. Play is often understood as essential for children, and frequently being excluded from play is often experienced as problematic; Still, teachers are often uncertain about how to do play and there is a growing concern about the disappearance of play. This study aims to explore and identify navigational spaces for teachers to exercise agency when facilitating children’s play, and this article presents the co-creation of four such spaces. The co-creation has been done through a series of workshops and play initiations over six months, explored by ECEC teachers in conjunction with the author. The workshops are anchored in critical theory, and the idea is that the participants enrich the project through their various forms of expertise. Abductive analysis through workshops and a thematic analysis of sound and video recordings of these events shows the co-creation of the navigational spaces of framing, conditioning, timing, and knowledging to be central. To be able to co-create these navigational spaces, the repeated collective questioning and knowledge contributions of teachers and the researcher seem to be a central factor. By critically considering and exploring co-creational possibilities both the researcher and the teachers extended their play-facilitating repertoire and made the play-facilitating efforts increasingly explicit. This suggests that it is possible to simultaneously develop practice and scientific knowledge if interactions between the education sector and academia are facilitated. These insights will be beneficial for further investigations and innovations.

Analisis Bibliometrik Pembelajaran Sains Untuk Anak Pra Sekolah

This article aims to analyze science learning for early childhood or pre-school children by taking the Scopus database by processing metadata using a bibliometric application over the last 5 years, from 2019 to 2023. The purpose of the bibliometric analysis used in this study was to determine developments during The last 5 years regarding science learning for preschoolers. In particular, this article aims to find out about science learning for preschoolers from 2019 to 2023, main journals, authors, affiliations, countries and documents in the field of early childhood education, trending topics related to the application of science learning for preschoolers, classification and science learning topics. There are 4 ways to collect data in this article, namely: 1) data sources are obtained from Scopus indexed journals; 2) the obtained journal metadata is then downloaded in CSV format; 3) checking the results of the articles and taking them according to research needs; 4) processing the data obtained using a bibliometric application. Data was collected with the keyword "science learning education". The author uses biblioshiny software to analyze and visualize the database that has been obtained. The results of a bibliometric study on the relevance of science, learning and children based on Scopus publications 2019-2023 show that science learning for preschoolers is highly recommended for the purpose of making children understand learning more concretely through experimental and exploratory activities carried out in science activities. The results of this study indicate that the citation analysis shows the number of citations per year from 2019-2023, namely 809 documents

Male Preservice Teachers’ Perspectives and Experiences regarding Early Childhood Education Program in China

An increasing amount of attention has been focused on the issue of the low recruitment and retention of male teachers in early childhood education worldwide. Previous research has indicated that personal perceptions of male preservice teachers’ personal regarding early childhood education could have a major influence on their decision of a future career. This qualitative study aims at promoting the significance of early childhood preservice preparation programs by exploring the perspectives and experiences of male preservice teachers working with infants in China. Using the purposeful sampling method, two male interns in an infant classroom were interviewed individually, and each of them was interviewed three times in total: at the beginning of their professional studies, during their internship, and after completing their studies. Participants’ reflections were also considered as supplementary data. The results underscore the necessity of a comprehensive early childhood preservice preparation program for prospective male teachers, particularly regarding infants’ development. Additionally, the study highlights the crucial role of male preservice teachers’ involvement and perspectives before entering the early childhood education field. The study was limited to one location and may not apply to others. Despite the small sample, it offers valuable perspectives. Future focus should be on attracting males to early childhood education area and exploring useful strategies.

유보통합정책에 대한 보육 교직원의 인식 차이 연구

Objectives The purpose of this study is to find out the level of understanding and awareness of childcare teachers' policies. The purpose of this study is to find out the difference in perception according to socio-demographic variables of childcare teachers and to find out their position on policy.
 Methods A scale of understanding and awareness of the integration policy and socio-demographic variables (educational background, career, type of work institution, size of work institution) were collected for 267 childcare teachers working at daycare centers in Seoul and Gyeonggi-do. Group differences were statistically verified, and differences in understanding and awareness of policies according to variables were analyzed.
 Results As a result of the study, it was found that there were differences by group in the level of recognition of kindergarten and daycare centers as separate institutions. and the understanding, necessity, and effect recognition of the integrated reservation policy according to the educational background, career, type of work institution, and size of the work institution. This difference was statistically significant, indicating that the child care staff's understanding of the integration policy with regard to socio-demographic variables showed different aspects.
 Conclusions Based on the research results, it is necessary to consider the position of field experts in the field of early childhood education for the effectiveness of the inegration policy with reservations, and it is necessary to construct policy alternatives that reflect the level of understanding and awareness according to social-demographic variables of field experts.

An exploration of the needs for expert consulting support and the changes of the early childhood teachers for children at risk of disabilities

Objectives The purpose of this study was to explore the needs of the early childhood teachers for expert consulting support for children at risk of disabilities, and what changes there are in early childhood teachers after participating in consulting. Methods The study participants are two early childhood teachers who are living with at-risk children age 3 and 4. And this researcher, a professor in the dept. of early childhood education who is very interested in and has extensive experience in children at risk of disabilities, directly observed children at risk of disabilities and then conducted interviews and consulted the early childhood teachers. In addition, data were analyzed based on interviews and consulting data for early childhood teachers and the researcher's field record notes. And the research results were derived. Results According to the results of the study, Firstly, early childhood teachers' needs for expert consulting support for children at risk of disabilities includes : 1) direct visits to early childhood education field by the experts, 2) expectations of the observation of children at-risk and advice between teachers and children and between children and children, 3) a request to establish a system in the early childhood education field applying interviews and micro-teaching, and 4) a request for the role of experts as mediators between parents and teachers. Secondly, changes in early childhood teachers after expert consulting support for children at risk of disabilities : 1) improving teachers’ capacity for children at risk of disabilities, 2) strengthening a sense of duty and responsibility as an early childhood teacher, and 3) increasing satisfaction and confidence through expert consulting. Conclusions The researcher is looking forward for this study to be served as a basic and practical data for early detection of children at risk of disabilities and becomes an educational support for them, furthermore support early childhood teachers in charge of children at risk of disabilities.

Using Walter Benjamin to rethink children's non-participation in play activities

In this article, the authors reflect on examples they have recorded of children spending time on the thresholds of their classmates’ activities during activity-area times. They use these examples to reconceptualize some commonplace understandings of the places and practices of everyday life in contemporary preschools. They do so by drawing on three related concepts of Walter Benjamin: the arcades (akin to the contemporary shopping mall), the threshold, and the flâneur (who observes the sites and crowds of the city without joining in). They draw parallels between Benjamin's writings on the flâneurs who occupied the thresholds of the 19th-century Paris arcades and the young children who look on without entering the learning and play areas of the contemporary progressive preschool classroom. Following Benjamin, it is suggested that children may remain on the thresholds of activities not just because of shyness or bewilderment but also to experience the pleasures of anticipation and, in some cases, as acts of quiet resistance. Although Benjamin's writings have been rarely applied to the field of early childhood education, they can stimulate new understandings of children's lives in preschool and provoke implications for rethinking aspects of preschool teaching practice.

Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development

Word learning encompasses the understanding of interconnected clusters of words, where the comprehension of one word aids in the learning of another. Semantic networks, which have a long history in cognitive science, are commonly employed to explore these semantic relationships. However, limited research has been conducted on adults’ use of semantically relevant conversations in the field of early childhood education, and there is insufficient information regarding contextual factors influencing the development of semantic networks. The present study investigated the extent to which the use and effectiveness of semantically relevant conversations vary across activity contexts. This study analyzed data from the Home-School Study of Language and Literacy Development (HSLLD) Corpus available in the CHILDES database, focusing on a subset of 62 children. This study utilized four statistical features to describe the structure of semantic networks: short path length, diameter, density, and clustering coefficient. The following findings emerged: (1) Book reading displayed a significantly greater diameter than toy play and mealtime, indicating that there exist specific pairs of concepts or words within its semantic networks that are notably more distant from each other than in the other two activity settings. (2) Toy play exhibited a significantly greater density in comparison to book reading and mealtime, suggesting a higher degree of overlap or interdependence among the concepts within its semantic networks. (3) Book reading demonstrated a significantly greater clustering coefficient compared to toy play and mealtime, signifying the existence of cohesive word communities or groups of words characterized by dense internal connections. (4) Adults’ use of semantically relevant conversations during book reading was positively associated with children’s lexical diversity.

The Quality of School Climate and Teachers’ Classroom Communication Skills as Predictors of Pupils’ Performance in Nigeria

This study examined the quality of school climate and teachers’ classrooms communication skills as predictors of pupils’ performance in Lagos State, Nigeria. Correlational survey research design was used for the study. The sample comprised 120 teachers who were selected from 30 primary schools. Multi-Stage sampling technique was used for the selection. Two validated self-designed instruments were used to collect data for the study. The first one was titled“Observational Schedule on School Climate and Teachers Communication Skills (OSSCTCS). The second one was an achievement test titled” Pupil’s Achievement Test (PAT) which was used to collect data on the performance of the pupils involved in the study. OSSCTCS was subjected to a reliability test through inter-rater scale technique and it yielded a reliability coefficient of 0.82.While Kuder-Richardson 20 formula was used to determine the reliability of the achievement test. It yielded reliability index of 0.91.Data collected were analysed using inferential statistics of multiple regression. Findings from the study revealed that there was significant composite contribution of school climate and teachers’ communication skills to pupil’s performance (F(6,113) = 4.744; p<0.05). Again, school climate had the highest significant relative contribution to pupils’ performance (β = .504; t = 7.741; p<0.05) andit is followed by teachers’ communication skills which had the least non-significant relative contribution (β = .015; t = .349; p>0.05). Based on the findings of the study, it was recommended that training programs, seminars or workshops should be organised by experts in the field of early childhood education to train school heads and teachers on the importance of aesthetically designed early childhood schools. Also, that teachers should be trained on the significant of effective communication.

AI's empathy gap: The risks of conversational Artificial Intelligence for young children's well-being and key ethical considerations for early childhood education and care

Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the ‘empathy gap’ that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.

유아교사들이 인식하는 교사의 핵심역량에 관한 연구

Objectives This study aims to investigate early childhood teachers' perceptions of what core competencies are required for effective job performance in the field of early childhood education, and to identify the future com-petencies of early childhood teachers according to rapidly changing social situations.
 Methods Research participants were 12 current teachers working at early childhood education institutions, and three focus interviews were conducted, and the 52 transcripts were analyzed according to a qualitative analysis process.
 Results First, the participants wanted to compose professionalism/personality in teaching profession as a com-petence and emphasized basic skill and quality. Second, they insisted that infants and toddlers’ developmental stage need to be segmented, and thus the developmental stage by age of months and the details on devel-opmental characteristics after seven years of age should be added. Third, they argued that the teachers need to enhance their competences as a play supporter so that the 2019 revised Nuri curriculum can be operated. Lastly, they demanded the development of programs for interpersonal relations and the communication competences and the evaluation method improvement in evaluation and accreditation. The Although the importance of eco-logical transformation education, democratic citizenship education, and digital literacy reflected in the 2022 ele-mentary, middle and high school curriculum revision as core competencies for future education of early childhood teachers is recognized, there is a lack of understanding of the practice method in the field of early childhood education.
 Conclusions The results of this study can be reflected in the composition of the curriculum for pre-service early childhood teachers and the training contents of in-service teachers, which can enhance the core competence of teachers for future education. As a follow-up study, it is necessary to explore a core competency model for fos-tering early childhood teachers that reflects the core competency required in the field of early childhood education and responding to changes in the future society.