Early Childhood Education Programs Research Articles

PARENTAL PERSPECTIVES ON EARLY CHILDHOOD EDUCATION IN BANGLADESH

This study used a phenomenological qualitative approach to explore the intricate landscape of early childhood education in Bangladesh, focusing on the perspective of parents. The study involves 47 people from three different cities, using in-depth interviews to discover a diverse range of experiences. The application of thematic analysis uncovers six fundamental themes that encompass the various aspects of parental perspectives. The themes encompassed in this study consist of prioritizing holistic development, cultural values and educational aspirations, socio-economic challenges and access barriers, positive perception of early intervention, desire for communication and collaboration with educators, and the need to balance tradition and innovation in education. Through an examination of these issues, the study not only sheds light on the complex nature of parental attitudes but also offers crucial insights for the development of policies and the creation of early childhood education Programs in Bangladesh. The results emphasize the significance of considering cultural, economic, and educational subtleties to develop comprehensive and efficient solutions that align with the varied parental perspectives throughout various regions of Bangladesh.

Preschool and child health: Evidence from China's universal child care reform

Early childhood education programs have been found to effectively promote children's social and cognitive development. However, the health impact of these programs is less understood. Using a quasi-experiment of the first universal child care reform in China from 2010, this paper aims to identify whether the preschool reform produces any short-term effects on health-related outcomes of preschoolers (3-6 years old). Specifically, this reform expands access to affordable preschools that provide full-day center-based education, with school meals and essential health services on campus. I exploit the variation in the number of newly established preschools across provinces and implement difference-in-differences and triple-difference strategies. Results confirm the effectiveness of this reform by showing a strong and positive impact on preschool attendance. This paper then documents the benefits to alleviating underweight among preschoolers. Estimates show a larger effect in rural areas, suggesting that the reform narrows rural-urban disparities in education access and undernutrition prevention. I also explore the impact on caregivers’ health consciousness and find improved health-seeking behavior when children get sick.

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

The study explores the pivotal role of artistic activities in cultivating creative thinking skills during early childhood in identifying the profound impact of these activities on children’s cognitive, emotional and social development. Grounded in Piaget’s cognitive development theory and Gardner’s theory of multiple intelligence has shown the influence of different factors that have included pedagogical approaches, parental involvement, cultural background, and the age and duration of artistic engagement. The literature review has shown the foundational principles of creative thinking programs in early childhood education, emphasising the need for innovative and balanced approaches. Also, with the help of a survey, 300 participants of data were gathered that were teachers and caregivers. Content analysis has been done to get subjective results. The study has included the importance of incorporating artistic activities into educational settings and parents’ support, highlighting the consistent dynamics shaping creativity outcomes and advocating holistic foundations for children’s future success.

THE FAR-REACHING EFFECTS OF POVERTY ON CHILDREN: IMPACTS ON HEALTH, EDUCATION, AND FUTURE OPPORTUNITIES

This article explores the profound impact of poverty on children's health, education, and future opportunities. Children living in poverty face disparities in health outcomes, including higher rates of chronic conditions and mental health disorders. Educational barriers such as attending under-resourced schools and facing external challenges impede academic success and limit future prospects. The long-term consequences of poverty on children's future opportunities underscore the need for comprehensive strategies to address systemic inequities. By investing in early childhood education, healthcare, and social support programs, society can mitigate the effects of poverty on vulnerable children and create a more equitable future for all.

프로젝트 접근법 기반 유아 생태전환교육 프로그램 개발 및 적용

The purpose of this study is to develop and implement a young children's eco-logical transition education program based on the project approach, with the aim of exam-ining changes in young children's awareness of sustainable development, ecological liter-acy, and problem-solving abilities. The program was applied to 28 five-year-old children in E preschool located in S City focusing on the selected themes of ‘Marine Life’ and ‘Companion Animals and Animal Welfare’ during morning activities over an 8-week period. The collected data, including research journals, play observation logs, interviews, photo-graphs, etc., were qualitatively analyzed during the process of implementing the program To examine changes based on the timing of program implementation, quantitative data collected through observation checklists were subjected to repeated measures analysis of variance. The results of qualitative and quantitative analyses revealed positive changes in young children's awareness of sustainable development, ecological literacy, and prob-lem-solving skills as they engaged in play related to interesting topics they chose during the project-based activities. The significance of this research lies in presenting an eco-logical transition education program applied through children's expressive play with self-selected themes. The findings suggest that this approach could be utilized as a case for implementing play-centered and child-centered educational programs in early childhood education and care settings to promote ecological transition education for a sustainable society.

‘유아교육과정’ 교과목 수업 개선 실천

This study explored the student agency changes of prospective early childhood teachers revealed in the process of improving the ‘Early Childhood Education Curriculum’ subject at S University in the metropolitan area. The research participants were 56 students from the Department of Early Childhood Education at S University and one professor who is the researcher oneself for the purpose of improving the 'Early Childhood Education Curriculum' class, the early childhood education curriculum theory lectures, on-site field classes, and TBL(Team Based Learning) were used to provide education to children. Research materials include kindergarten visit reports, research participants' PPT for early childhood education program presentation and key summaries, learning portfolios, class improvement reflection sheets, and researchers' research notes. The data collected during the research process was categorized based on specific concepts and reclassified based on the research problem through inductive content analysis. Excitement was mainly showed when the exercise of student agency was executed and field visit to kindergartens, and unfamiliarity was expressed through TBL early childhood education program presentations and discussion classes and learning portfolio experiences. Second, after improving the ‘Early Childhood Education Curriculum’ class, it is said that students came to recognize themselves as learners who formed student agency at the intersection of reflection and practice. I found autonomy like a compass through TBL, and through kindergarten field-related classes, they found themselves as a valuable resource as a early childhood teacher who lacked understanding of the connection between early childhood education theory and practice. Based on this study, we hope to become a systematic turning point in teaching-learning methods for improving theoretical classes to train high-quality pre-service early childhood teachers.

Early Childhood Development and Social Mobility in China

Purpose Infancy and early childhood are critical stages for the development of both cognitive and socioemotional skills, which are predictive of subsequent academic success, labor market outcomes, and socioeconomic achievement. Empirical research both in China and in other countries has revealed that nurturing quality is increasingly divergent among social classes, leading to intergenerational accumulation of advantage/disadvantage, declining social mobility, and exacerbating class inequality. The article aims to systematically examine existing theoretical and empirical research on early childhood development and social mobility and provide a holistic comparative and analytical framework for future research in the context of China. Design/Approach/Methods This article systematically reviews relevant theories and empirical research in the field and provides preliminary findings of early childhood education investment in China, using the data from the China Family Panel Studies (CFPS). Specifically, the article focuses on the differences in early childhood education investment and child development among families of different socioeconomic statuses and discusses the potential impact of these differences on children's future development. Findings The findings of this study reveal distinct patterns in early childhood education investment and child development across diverse socioeconomic strata in China. China's initiatives to enhance children's education and human capital have robust theoretical foundations and timely policy implications. However, despite the ongoing efforts, early childhood parenting and education programs lack systematic research, emphasizing the urgent need for intervention programs and comprehensive databases to inform evidence-based policymaking. Originality/Value The article concludes with a comprehensive analytical framework for the study of early childhood development and social mobility in China, which has implications for promoting human capital investment and facilitating social mobility.

Empathy and defender behaviour in bullying of young children: The mediating role of peer status

The present study examined the relationship between empathy and defender behaviour in young children and the mediating role of peer status. Participants were 310 children (girls = 48.1%; mean age = 66.85 months, SD = 7.04 months, age range = 52–79 months) from China. The children completed peer nominations for defender behaviour and peer status. They also responded to questions on situational empathy stories told. Following structural equation modelling, results indicated that (i) empathy positively predicted defender behaviour in young children; (ii) the relationship between empathy and defender behaviour was exclusively through peer acceptance; and (iii) peer rejection played no mediating role between empathy and defender behaviour. The results suggest that the process of empathy expression influences defender behaviour. In developing bullying interventions/preventions, early childhood education programs should focus on developing empathy in young children and should be aware of the important influence of peer acceptance in bullying behaviour.

Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya

Transitioning to school is a significant developmental milestone for young children, and it is seen as a crucial "sensitive period" for future academic success. Despite the potential for such programs to have broad effects, little is known about the effects of intervention tactics in early childhood education programs on school preparation. This paper aimed at finding out the influence of social interaction interventions used by teachers on school readiness among pre-primary learners in Konoin Sub-County, Kenya. The study used descriptive survey design and targeted 312 pre-primary school teachers and 5 Ward Education Coordinators. A sample size of 172 teachers and 5 Ward Education Coordinators was used. Questionnaires and interview guides were used to collect data. Expert judgement was used to ascertain the validity while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages and Pearson Correlation analysis. Qualitative data were thematically analyzed. The analyzed information was presented in tables and Figures. The study found out that there was a significant correlation between social interaction interventions (r = .278; p = .000), and school readiness. The study concluded that social interaction interventions influenced learners’ school readiness. For effective pre-school readiness, instructional support needs to be tailored to the needs of each child by the teachers, considering their strengths, interests, and learning styles. The study findings would enable early childhood education teachers to learn how to introduce learners to the school learning process by assisting them to adjust to a different environment from home.

Management of Early Childhood Education Program at PAUD Nurul Hikmah Suryalaya Post Lengkong Bandung

The title of this work is Management of Early Childhood Education Programs at PAUD Nurul Hikmah Suryalaya Bandung Post. The study began with observations on well-organized and orderly leadership at the Nurul Hikmah Suryalaya Bandung PAUD Post. This study explores information on the management of well-organized education programs at the Nurul Hikmah PAUD Post. What are the inhibiting supporting factors? This study used a qualitative descriptive method. Data collection, observation, interview, and documentation techniques: data analysis techniques, acquisition, reduction, presentation, and reasoning. The results of this study found that the answers about the Management of PAUD Nurul Hikmah Suryalaya Bandung Post were well organized due to supporting factors from the surrounding community, PKK, Yandu Post, and school residents. The external supporting factors include cooperation with PAUD Post partners. In the management of early childhood education at the Nurul Hikmah PAUD Post, there is also an inhibiting factor, namely the parents' lack of attention to their children. Program delays are due to conflicts with programs of other educational institutions at the same time. Efforts to overcome existing obstacles include communicating and contacting the parents of students. Meanwhile, late programs can be overcome by replacing them on another day or time. The flagship program of PAUD Nurul Hikmah Post is an extracurricular program that includes dance, pencak silat, and painting. Meanwhile, religious lessons have always been part of the daily education program, including memorizing short letters, daily prayers, and Asmaul Husna and Dhuha prayers.

Exploring the Relationship Between Age at Nap Cessation and Social-Emotional Functioning in Children.

The objective of this study was to examine variations in age at nap cessation and identify whether there is an association with social-emotional functioning (SEF) as measured by internalizing/externalizing behavior, child temperament, and social skills in a sample of early childhood education and care-attending children. The sample comprised 1117 children from the Australian Effectiveness Early Educational Experiences for Children longitudinal early childhood study. We used children's age at nap cessation as retrospectively recalled by caregivers in 2011 or 2013 when children were between ages 2 and 7 years. Each child's SEF was reported by a caregiver using the Strengths and Difficulties Questionnaire, the Short Temperament Scale for Children, and the Social Skills Inventory Scale. Associations between children's age of nap cessation and SEF were tested using linear regressions. The children's age at nap cessation ranged from 6 months to 6 years. For each additional year of napping, children's total, conduct, externalizing, and peer behavior problems decreased by 0.39 (95% confidence interval [CI], -0.70 to -0.09), 0.11 (95% CI, -0.21 to -0.01), 0.11 (95% CI, -0.51 to -0.06), and 0.11 (95% CI, -0.20 to -0.02) units on the Strengths and Difficulties Questionnaire scale, respectively. No further significant associations were found. This is the first study reporting the age range of nap cessation and its associations with social-emotional functioning. Our findings demonstrate earlier cessation ages in Australian children attending Early Childhood Education and Care programs than previously reported and a small association with externalizing and peer problems.

Is child anemia associated with early childhood development? A cross-sectional analysis of nine Demographic and Health Surveys.

Anemia is a significant public health problem in many low- and middle-income countries (LMICs), with young children being especially vulnerable. Iron deficiency is a leading cause of anemia and prior studies have shown associations between low iron status/iron deficiency anemia and poor child development outcomes. In LMICs, 43% of children under the age of five years are at risk of not meeting their developmental potential. However, few studies have examined associations between anemia status and early childhood development (ECD) in large population-based surveys. We examined the associations between severe or moderate anemia and ECD domains (literacy-numeracy, physical, social-emotional, and learning) and an overall ECD index among children age 36-59 months. Nine Demographic and Health Surveys (DHS) from phase VII of The DHS Program (DHS-7) that included the ECD module and hemoglobin testing in children under age five years were used. Bivariate and multivariate logistic regressions were run for each of the five outcomes. Multivariate models controlled for early learning/interaction variables, child, maternal, and paternal characteristics, and socio-economic and household characteristics. Results showed almost no significant associations between anemia and ECD domains or the overall ECD index except for social-emotional development in Benin (AOR = 1.00 p < 0.05) and physical development in Maldives (AORs = 0.97 p < 0.05). Attendance at an early childhood education program was also significantly associated with the outcomes in many of the countries. Our findings reinforce the importance of the Nurturing Care Framework which describes a multi-sectoral approach to promote ECD in LMICs.

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.

Psychosocial factors as risk of dropout in university students of the Early Care and Early Childhood Education Program

The present study analyzed psychosocial risk factors for dropout in students of the Early Care and Early Childhood Education Program. A non-experimental, transversal and descriptive design was carried out. The sample was made up of 102 students, to whom sociodemographic and modified dropout questionnaires were applied. The results showed that the average academic performance in three semesters (57.8%, 56%, 49%); 87.3% of students work, 52.9% full time, affecting their performance; 41.2% understand the contents only sometimes; the family conceives the student poorly (3.9%), very high family expectations (13.7%), they feel valued as bad students (5.9%), affecting their motivation; 70% entered on the advice of others; 5.9% have worse performance than their peers, related to repetition and indirectly dropping out, and more than 78% report deficiencies in previous courses. The students identified the main risk factors for dropping out: economic difficulties (26.5%), family problems (13.7%), possibility of missing the year (11.8%) and job placement (10.8%).

Exploring the essential factors in the implementation of early childhood education and care programs for children's health.

Exploring the essential factors in the implementation of early childhood education and care programs for children's health.

Development of Syntax Acquisition in 3-Year-Old Children: A Longitudinal Study

A longitudinal study of syntax acquisition in three-year-old children provides a deeper understanding of how children develop their language abilities. By summarizing the findings from this research, we hope to take concrete steps to support optimal language development in the early stages of a child's life. This research uses the literature review research method, the literature review research method is an approach that involves examining and analyzing existing literature or research to gain a thorough understanding of a topic or research question. This process begins by determining the research topic and searching for relevant literature through various sources such as academic databases and digital libraries. The findings of this research provide a strong basis for designing early childhood education programs that pay attention to syntax acquisition patterns. Learning materials can be arranged according to children's developmental stages to support their optimal development. In addition, this research confirms that understanding language development at an early age can act as an indicator of children's psychological health. Monitoring syntax acquisition can help detect potential developmental problems or disorders early, opening up opportunities for more effective intervention.

Examining the influence of child nutritional disorders on early childhood development in Bangladesh: insights from the multiple indicator cluster survey.

The objective of this study was to explore the relationship between various forms of child nutritional disorders and early childhood development in Bangladesh. We analysed data from the nationally representative cross-sectional 2019 Multiple Indicator Cluster Survey. Early childhood development was evaluated using the Early Childhood Development Index (ECDI), which comprised 10 yes-or-no questions across four domains: literacy-numeracy, physical well-being, socio-emotional development, and learning abilities. Nutritional disorders (e.g. stunting, wasting, and underweight) were measured based on the World Health Organization's height and weight guidelines. To investigate the relationships between child development and nutritional disorders, we used multilevel logistic regression models. Bangladesh. Data of 9,455 children aged 3 and 4 years. Approximately 38 % of the children analysed experienced a nutritional disorder, with stunting being the most prevalent at 28·15 %. Overall, 25·27 % did not meet expected developmental progress measured by the ECDI. Stunted children were more likely to be off track developmentally, while those without any nutritional disorder were more likely to be on track. Socio-demographic factors, including age, sex, attendance in early childhood education programme, maternal education, maternal functional difficulties, region, and income, were identified as determinants of ECDI. Childhood nutrition and socio-demographic factors significantly affect multiple developmental domains and overall ECDI among children aged 3-4 years. Prioritising policies and programmes that improve nutrition and address these determinants are crucial for fostering optimal development in children.

Implementasi Pembelajaran Seni Musik terhadap Perkembangan Kognitif Anak di TK Karya Bunda Mandiri Medan

Learning the art of music on cognitive development in early childhood is discussed in this research. Learning the art of music in early childhood is the main thing and is very important to learn and develop in early childhood. This research aims to find out how teachers implement music arts learning for early childhood at Karya Bunda Mandiri Kindergarten in Medan. early childhood education programs. The method used in this research is a qualitative approach. Then the data collection techniques used were observation and literature study. The data analysis technique used is descriptive analysis. The results of the research show that learning the art of music is very important and has an influence on children in their development process and from the results of research at the Karya Bunda Mandiri Kindergarten in Medan, teachers have implemented early childhood education music learning well and in fun and can improve children's cognitive abilities because in teacher learning always uses singing and clapping to teach new things in learning at Karya Bunda Mandiri Kindergarten.

Reconstructing Practical Knowledge in Initial Training. A Qualitative Study

Practical knowledge, acquired subconsciously, requires analysis and reflection for reconstruction, fostering its evolution into practical thinking. This study explored the practical knowledge of 104 first-year students in the early childhood education programme at the University of Malaga, aiming to scrutinise how it evolves through the lens of practical thinking following their participation in Lesson Study (LS) training. Using qualitative research methods, the data collection involved reflexive drawing, narratives, and discussion groups. The findings revealed that students’ practical knowledge predominantly revolved around teaching as cultural transmission, highlighting master classes and teacher-centric teaching-learning processes, with an adult-centric view of childhood and an underestimation of student capacities. Following the LS experience, significant reconfiguration occurred. Students developed a newfound appreciation for mentorship, recognising discrepancies between conceptualisations and implementations, and acknowledging the pivotal role of children. The study highlights the efficacy of reflexive drawing and discussion as tools for uncovering subconscious thoughts and facilitating reconstruction. To facilitate this evolution, training programs and participatory strategies are imperative for transforming practical knowledge.