Early Childhood Education Policy Research Articles

On the surface and below: a genealogical look at the waves of evaluation in early childhood education and care

ABSTRACT The rise of evaluation and data in education and education policy is a trend manifesting across a wide variety of policy contexts, holding in its grip national and global policies, with impacts that reach the level of individual children, teachers, and their subjectivities. Earlier research has mainly focused on the phenomenon in neoliberal contexts. This article presents a case study of Finnish early childhood education and care (ECEC) policy discourse built on a tradition of social democratic political rationality and egalitarian values. By utilizing Evert Vedung’s metaphor of evaluation waves, we examine how the evaluation trend has influenced the Finnish ECEC policy, which has traditionally been skeptical toward the assessment of individual children’s learning and skills and the production and use of data for accountability purposes. In the genealogical reading of ECEC curricula and policy documents from 2002–2021 as data, we identify three discursive practices – partnership, pedagogization, and evidence wave – that have socio-historically contributed to the formation of the present conception of evaluation in the Finnish ECEC policy discourse. Our genealogical reading also reveals a movement toward international trends – evaluating the individual child’s skills – especially through the evidence wave.

Quality evaluation of nutrition policies in early childhood education and care services in Nerang, QLD.

Food environments in early childhood, such as early childhood education and care services, influence the development of dietary patterns and behaviours that traverse into adulthood, where they affect health and longevity. Nutrition policies are mandatory in early childhood education and care services in Australia and can positively or negatively shape the food environment. However, the quality of such nutrition policies is unknown. This study aimed to evaluate the comprehensiveness and strength of nutrition policies of early childhood education and care services among services participating in a university-community alliance in South East Queensland. Early childhood education and care services (n = 12) in Nerang, Queensland, Australia, participated in a cross-sectional study evaluating the comprehensiveness and strength of nutrition policies across four domains (Nutrition Education, Nutrition Standards, Promoting Healthy Eating and Communication and Evaluation) of the Wellness in Child Care Assessment Tool. Nutrition policies evaluated in this study had median total comprehensiveness scores of 55 (out of 100) and median total strength scores of 19 (out of 100). 'Nutrition Education' had the highest median scores for comprehensiveness (67 out of 100) and strength (33 out of 100), while 'Nutrition Standards' had the lowest comprehensiveness score (41 out of 100), and 'Communication and Evaluation' had the lowest strength score (0 out of 100). All services have a nutrition policy, but there are opportunities to enhance both the content and linguistic strength of statements within policies related to nutrition domains. SO WHAT?: There is a clear need to improve the comprehensiveness and strength of written statements in nutrition policies across all four domains, particularly 'Nutrition Standards' and 'Communication and Evaluation'.

DETERMINANTS OF SERVICE QUALITY FACTORS AND PARENT SATISFACTION IN CHILDCARE CENTRE


 
 
 
 This study delves into the intricate dynamics of Malaysian childcare centres, focusing specifically on the elements that contribute to service quality and, ultimately, parental satisfaction. The research seeks to understand the underlying connections and impacts of various factors on parent satisfaction, excluding the aspect of educational leadership. With potential adverse outcomes from poor service quality, such as suboptimal child development and parental stress, this study aims to identify the key factors that enhance service experiences in early childhood settings. Adopting a quantitative approach, the study utilizes a causal research design to explore the relationships between various service quality elements and parent satisfaction. A comprehensive survey method was employed, offering a cross- sectional snapshot of opinions from parents with children in Malaysian childcare services. The study's design ensures precision in testing hypotheses, with findings analysed using advanced statistical tools like SPSS and PLS-SEM. The hypothesis testing reveals interesting insights. It shows the rejection of certain assumed direct impacts of basic facilities, curriculum, and program structure on parent satisfaction. However, other factors emerged as significant in shaping parental perceptions. Notably, the study found that specific service quality factors, particularly in the domain of student interactions, play a crucial role in determining parent satisfaction. The research methodology included a pilot study in Kota Bahru, Kelantan, for preliminary validation of the survey instruments. Purposive sampling selected 318 parents from various childcare centres, ensuring a relevant and focused sample. The findings indicate that while some service quality aspects may not directly influence parent satisfaction, others are crucial. The study’s implications are significant for policy and practice in early childhood education, emphasizing the enhancement of specific service quality factors as a strategy to uplift parent satisfaction in Malaysian childcare centres. This research adds an important dimension to the understanding of service quality and parent satisfaction in the context of early childhood education.
 
 
 

Exploring Family Engagement and Learning Outcomes in Early Childhood Education Programs in Brazil

This study explores family engagement and its impact on learning outcomes in early childhood education programs in Brazil. Through detailed case studies and empirical analysis, the research investigates the effectiveness of various strategies and initiatives aimed at promoting family-school partnerships. The case studies highlight community-based approaches and technology integration, while empirical analysis reveals the correlation between family engagement levels and children’s learning outcomes. Key findings underscore the importance of inclusive and culturally responsive practices in fostering strong family-school relationships. Implications for policy and practice in early childhood education are discussed, emphasizing the need for continued research and collaboration to ensure equitable access to high-quality education for all children in Brazil.

Donor Coordination and Evidence Uptake in Early Childhood Education Policy

ABSTRACT In this reflective piece, representatives of the agencies that funded and managed the Early Learning Systems Research program – the UK Foreign, Commonwealth and Development Office (FCDO) and the World Bank – take stock of recent global developments in research, policy, and financing by donors for early childhood education (ECE). A rapid increase in research on early childhood interventions has secured a consensus that in vesting in early matters for later outcomes in life. In recent years, development finance institutions have taken unprecedented steps to incorporate ECE into their policies and approaches, have helped build research capacity, and fostered communities of practice on ECE. Despite these developments, however, the share of official development assistance (ODA) for ECE remains extremely low. Limited prioritization of ECE by donors may be reinforced by a persistence of low demand for ECE financing from governments and differences in delivery mechanisms between ECE and other levels of education. The authors conclude with considerations for researchers, practitioners, and policymakers interested in increasing donor finance for ECE.

O cuidado em comunidades de pesca: reflexões sobre e para o currículo da Educação Infantil

ABSTRACT In Brazil, since the first decade of this century, there has been a concern as to outlining the meaning of care as a principle of the curriculum and the early childhood education policy. Based on references from philosophy and historical and sociological analyses, care is outlined as relationships and actions that have the other in mind and become constitutive of being, implying the constitution of each person. Between 2021 and 2022, we carried out post-doctoral research that sought to deepen the meanings of care to reflect on the early childhood education curriculum. The idea of the project was to consider care from the perspective of traditional populations and social movements. For this, we carried out an ethnography with a fishing community on the north coast of the state of Alagoas, Brazil. The study refutes notions that traditional people offer precarious care, as considered by the colonizer. In fact, it is just the opposite. Traditional peoples develop community care, implying greater freedom for children to move around community, and greater autonomy in relation to the demands of life and to act according to their curiosities. Subtle friendly relationships that are expressed in silence, economy of words and attention to gestures are at the basis of care. We consider that early childhood education curricula need to incorporate the different forms and meanings of caring for babies and children, and not subordinate social identities.

Cross-Country Document Analysis of Play-Based Learning in Early Childhood Education in Zambia and Beyond

This research examined the incorporation of play-based learning in Early Childhood Education (ECE) policies across Zambia and twenty other diverse countries. Through document analysis, it uncovers commonalities and disparities in play-based learning principles. While both Zambian and global documents emphasise the significance of play in child development, they differ in scope, regional practices, and emphasis on global advocacy and cultural variations. Zambia’s documents highlight specific practices, while global perspectives offer a broader international view. Both stress the multifaceted benefits of play in physical, cognitive, social, and emotional growth. In summary, the findings underscored a global consensus on the significance of play-based learning in early childhood education, emphasising its role in holistic child development. Additionally, they highlighted the imperative of recognising cultural diversity and aligning policies with child rights, particularly in the Zambian context. Furthermore, the recommendations were aimed at bolstering the effectiveness of play-based pedagogies in early childhood education. They advocated for celebrating diversity, fostering holistic development, and ensuring the availability of appropriate resources and guidelines to support this approach. These recommendations ultimately seek to enhance the quality of early childhood education in Zambia by embracing cultural diversity, promoting global collaboration, and aligning play-based pedagogies with local and international best practices.

Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs

Attendance plays an important role in student academic success; yet few studies examine associations between preschool attendance rates and academic skills for children enrolled in early childhood programs. To address this gap, this population-based study examined associations between preschool attendance rates and language, literacy and mathematics skill growth for a cohort of four-year-old children (N = 20,414) enrolled in a state-funded public prekindergarten program within an urban county (N = 1,720 classrooms, N = 922 programs). Measures included linked administrative data on preschool attendance and program-administered direct assessments of oral language, literacy, and mathematics. Latent growth curve analysis (LGCA) found that attendance rates were associated with greater rates of change in all academic skills across the preschool year, controlling for child demographic covariates, preschool program provider type, and neighborhood risk. In addition, higher attendance benefited children more who entered preschool with lower initial academic skills as compared to children who entered preschool with higher academic skills. Implications of the findings, including future directions, and application to early childhood education policy and practice are shared.

A comparative analysis of creativity: Australian and Iranian early childhood national policy frameworks

ABSTRACT This article compares the conceptualisations of creativity between the early childhood policy frameworks from Iran and Australia to demonstrate how cultural differences influence understandings and representations of creativity. The Organisation for Economic Cooperation and Development Organisation for Economic Co-operation and Development. 2019. “PISA 2021 Creative Thinking Framework: Third Draft.” OECD. https://www.oecd.org/pisa/publications/PISA-2021-creative-thinking-framework.pdf. suggests that students in all contexts and across all levels of education need to learn how to engage productively in the practice of generating ideas, reflecting upon ideas valuing both relevance and novelty, and how to iterate their ideas to a satisfactory outcome. This research draws from Hofsted, G. 2020. “Hofsted Insights.” https://www.hofstede-insights.com/ and Hofstede, G. 1980. Culture's Consequences. Beverly Hills, CA: Sage. three dimensions of national cultures for interpreting the cultural differences between Australia and Iran, as well as Vygotsky, L. S. 1987. “Imagination and Creativity in Childhood.” In In the Collected Works of L. S. Vygotsky, edited by R. W. Rieber and A. S. Carton. Vol. 1. New York, NY: Plenum Press socio-cultural theory. This study analyses how creativity is represented within the policy documentation drawing from four perspectives (psychology, education, sociocultural and art). Findings suggest similarities for how creativity was conceptualised, however, significant differences were found pertaining to culture. These results assist in understanding how global influences on early childhood education policies regarding creativity can be interpreted and implemented in response to different culturally- situated contexts. A significant implication of this study is its call for policy makers and teachers to factor in cultural differences in developing children’s creativity.

System quality in early childhood care and education in Jamaica: Implications for policy

AbstractDespite steady investment to improve early childhood progammes in recent years, many Jamaican early childhood institutions are ill‐prepared or unable to adequately meet the developmental needs of children for a number of reasons. Such schools are often labelled as failing or low quality. While teachers and schools are often blamed for this, an overlooked consideration in all this however is the preparedness of the existing systems and policies to support the Early Childhood sector to carry out their function. This article examines system quality in Early Childhood Care and Education and the implications for policy. System quality is an important yet often overlooked aspect of education. Four aspects of system quality were examined in this paper; the forms and dimensions of ECCE, the financing of ECCE and Laws and Regulations governing the system and current priorities relevant to ECCE. The gaps and strengths in the system are examined as well as implications of these on Early Childhood Care and Education policies are discussed.

Organizational readiness and implementation fidelity of an early childhood education and care-specific physical activity policy intervention: findings from the Play Active trial.

Many children do not accumulate sufficient physical activity for good health and development at early childhood education and care (ECEC). This study examined the association between ECEC organizational readiness and implementation fidelity of an ECEC-specific physical activity policy intervention. Play Active aimed to improve the ECEC educator's physical activity practices. We investigated the implementation of Play Active using a Type 1 hybrid study (January 2021-March 2022). Associations between organizational readiness factors and service-level implementation fidelity were examined using linear regressions. Fidelity data were collected from project records, educator surveys and website analytics. ECEC services with higher levels of organizational commitment and capacity at pre-implementation reported higher fidelity scores compared to services with lower organizational commitment and capacity (all Ps<0.05). Similarly, services who perceived intervention acceptability and appropriateness at pre-implementation to be high had higher fidelity scores (P<0.05). Perceived feasibility and organizational efficacy of Play Active were associated with higher but nonsignificant fidelity scores. Results indicate that organizational readiness factors may influence the implementation of ECEC-specific physical activity policy interventions. Therefore, strategies to improve organizational readiness should be developed and tested. These findings warrant confirmation in the ECEC and other settings and with other health behavior interventions.

Processes of change in early childhood policy and legislation in Israel

ABSTRACT Israel's early childhood education and care (ECEC) policy for ages 0-3 has evolved significantly, with the Ministry of Education now overseeing it. However, the policy still emphasizes settings over comprehensive child development, excluding centers with fewer than seven children, and many still need to be registered. This study examines Israel's ECEC policy evolution from 1948 to 2021, involving critical influencers like women's organizations, practitioners, academics, activists, and politicians. Recent reforms prioritize children's developmental needs over merely supporting working mothers. The challenge lies in integrating a private, unregistered 0-2 care sector with a centralized public 3-5 care system, leading to a unique organizational structure. It reflects a persisting practice divide, but municipalities increasingly recognize the importance of early childhood education and care. These trends align with global patterns in ECEC for ages 0-3, positioning Israel's experiences within an international context.

Factors associated with proportionality of representation of children of color in early childhood special education in Illinois

Globally, early childhood education is seen as a right for children and yet, while several nations have instituted universal early childhood education policies to ensure that all children have access to it, the United States faces several challenges. In addition to lacking a universal federal mandate for early childhood education, the United States’ implementation of its current educational policy surrounding early childhood (IDEA) may be inappropriate. Research indicates that children of color are often over-represented or under-represented in special education, including in early childhood settings. Research has yet to focus more specifically on exploring how far removed children of color are from proportionate representation in special education in their schools and which factors are associated with more proportionate representation of children of color in special education. The current study investigated early childhood centers in Illinois and found that the diversity of a school’s student body, the diversity of the district’s teaching staff, the educational attainment of the district’s teaching staff, and the geographical location are all associated with the proportionality of representation of children of color in special education in early childhood. Implications for administrators and future research directions are discussed.

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Inclusive values are integral to early childhood education and care (ECEC) policies, promoting equal participation opportunities and individual support for all children. Play serves as a method for meaningful engagement, mutual cultural knowledge creation, and learning within ECEC. Pedagogical play entails teachers’ observation, interaction, support, and guidance. This study investigates practical elements and methods employed by teaching staff and experienced by children during playful activities. Conducted as a case study in two culturally diverse ECEC centers during spring 2023, data collection involved video-recorded monitoring of children’s daily activities in five groups. Video data were transcribed and analyzed using content analysis tools to identify categories of inclusive play. Findings are presented as narratives to honor children’s experiences. The study identifies five elements of inclusive play: teachers’ active participation and presence, balanced repetition with flexible plans and adaptive goals, playful language fostering joy in play, non-verbal and kinesthetic communication with enabling tools, and emerging play marked by interaction and lasting intensity. These elements reveal opportunities and challenges for children’s inclusion and learning approaches, informing recommendations for promoting inclusive play in ECEC. Inclusive play emphasizes diverse strategies accommodating differences in learning styles and modes of knowledge expression among teaching staff and children.

A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development

ABSTRACT In recent years, researchers have paid increasing attention to the embodiment of education for sustainable development (ESD) in early childhood education (ECE) policies in various countries, but there is a lack of relevant research in China. Therefore, this study adopts the ESD analytical framework to analyze some representative ECE policies in China. It was found that although these policies did not explicitly mention ESD, they contained related concepts, such as educational content covering the three domains of sustainable development, focusing on cultivating children’s cooperation and problem-solving skills and advocating the principles of child-centeredness and multiple synergies. This is closely related to the theoretical foundation of China’s ECE. However, there are also some deviations in the current policy. In the future, policies should be adjusted to focus on children’s relationship with the multidimensional world, enrich relational thinking in curriculum development, transform children’s learning styles and promote the sustainable development of ECE.

Social exclusion, and mistrust of state-led early childhood care and education policies: a qualitative case study in the estate sector of Sri Lanka

ABSTRACT Providing quality early childhood care and education (ECCE) services is crucial, especially for children in most disadvantaged backgrounds. The present study thus examined how social exclusion in the estate sector (inhabited by hill country Tamil people who work as laborers in tea plantations) of Sri Lanka leads to a mistrust of policy interventions, which has negative implications for implementing ECCE policies. A qualitative case study design was employed, and data were drawn from three key informant interviews, twenty in-depth interviews, and four focus group discussions. Data were analyzed thematically. The analysis revealed that certain aspects of state-led ECCE policies are not designed to reflect and respect the needs of estate dwellers. Also, the mistrust of external organizations that are responsible for ECCE policy interventions denies estate dwellers from developing progressive relationships with them. The unique interplay between social exclusion and social capital in the estate communities is thus one of the primary reasons for the difficulty in implementing ECCE policies.

What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin

ABSTRACT Research Findings: This study proposes and tests hypotheses regarding the factors in public early-childhood education (ECE) policy that may explain local universal pre-kindergarten (UPK) policies. By analyzing district-level longitudinal data from the Wisconsin State Department and United States (U.S.) Census over two decades, the study examines the contextual factors associated with policy adoption. Among the three frames of ECE policy – social welfare, education, and family services – this study finds that the education frame, which emphasizes the goal of public ECE in improving all students’ educational outcomes, is the primary motivation for UPK in Wisconsin. The social-welfare frame, which posits that public ECE supports poor families, also appears to be associated with Wisconsin UPK policies. Additionally, the results show that UPK was not introduced to provide more child care for working parents, indicating that the family-service frame does not explain UPK. Practice or Policy: Given the overlapping roles of public ECE policies, this study demonstrates that UPK has primarily been oriented toward educational objectives and provides insights for policymakers in deciding which policy to adopt based on local needs.

The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations.

The main purpose of intellectual assessment in early childhood education is the early detection of intellectual disabilities. In Chile, the recent school integration policy has incorporated assessment purposes oriented toward educational improvement, but it is not known how these purposes interact with each other. This study aimed to analyze the purposes of intellectual assessment present in the current Chilean educational policy in early childhood education. A systematic review of ministerial documents and a subsequent qualitative content analysis of official documents published between 1998 and 2022 were carried out. The results revealed that the purposes of intellectual assessment for educational policy are multiple, highlighting the provision eligibility, diagnosis, student monitoring and support, in addition to formative and curricular adjustment purposes. It is discussed how this multiplicity of purposes is congruent with the current regulations governing intellectual assessment procedures in early childhood education. It is concluded that there is a need to update the legislation that regulates intellectual assessment to be consistent with the new assessment proposals in the country.

Creating Conditions for Chinese Kindergarten Teachers’ Professional Development in a Play-based Setting

ABSTRACT Although Chinese early childhood education policies have high expectations for kindergarten teachers’ play pedagogy, teaching and play are still discussed as a bifurcation in Chinese kindergartens’ daily practice. To support Chinese kindergarten teachers’ development of play pedagogy, this study conducted an educational experiment (EE) framed by cultural-historical theory. The study was conducted in a public kindergarten located in the northeast of China. Two teachers and 34 children (4-5 years) were involved in the study. The data were collected using the methods of digital video observation, interviews, and focus group discussions. The findings indicate that EE creates a new social situation that can motivate teachers’ development in ways of collaborative teaching. Moreover, the collective reflection and Conceptual PlayWorld (CPW) implementation within the EE amplified teachers’ play pedagogy development. We argue that the EE works as a source of teachers’ professional development (PD) and builds their identity as experts in creating playful learning environments in a Chinese cultural context.

Early childhood care and education policy intentions and the realities in rural areas

Early Childhood Development (ECD) policies are primary determinants in the provision of quality early childhood development outcomes. Healthy and safe environments play a critical role in enhancing children’s care and development. This is even more critical for children living in marginalised communities to develop foundational knowledge and thrive beyond their primary years. However, ECD practitioners in rural areas are faced with a severe lack of basic health facilities, care and learning resources. Regardless of this, education and care at these rural ECD centres are expected to continue. Young children are progressed from these inadequate ECD centres to formal schooling for enrolment in Grade R with limited foundational knowledge. The study intended to look into ECD policies and challenges faced by the under-resourced ECD centres whose mandate is to provide quality learning opportunities for young children. The research applied a qualitative approach within an interpretivist paradigm. Data were obtained through semi-structured interviews, writing field notes, observations and photographs. Three (3) education officials, two (2) ECD managers and four (4) practitioners were purposefully sampled. The study found that unregistered ECD centres in rural areas do not have the basic resources required to provide children with foundational knowledge. The findings recommend that ECD practitioners at these centres should be empowered and upskilled in the registration processes to access quality programmes, infrastructure, water and sanitation facilities. This will ensure that young children are provided with a safe and secure learning environment to enhance development opportunities.