Early Childhood Education Sector Research Articles

A Call for Resistance: Listening to and Acting on the Analyses of Martin Thrupp

AbstractThis paper responds to the call to recognise the contributions of the late Martin Thrupp to the arena of education in Aotearoa (New Zealand). It draws on some of his analysis pertaining to middle-class capture of class privilege, and how this hinders socially just educational provision. Thrupp’s ideas are then considered in relation to the early childhood care and education sector with regard to issues of privatisation, curriculum and assessment.

Empowering the helping hands: A positive psychological intervention for enhancing work engagement and reducing stress among preschool social workers in Hong Kong.

This study explores the efficacy of the Early Advancement in Social-Emotional Health and Positivity (EASP) programme, designed to enhance personal resources, namely self-compassion and positivity among preschool social workers, to reduce stress and bolster work engagement. A total of 84 preschool social workers (Mage=32.47years, SD=6.86, range=22-55; female=90.48%) participated in a 5-week randomized control trial. Participants were randomly allocated to either the intervention group (n=38), which received four online workshops and an online activity, or the wait-list control group (n=46), which received the intervention post-data collection. Self-compassion, positivity, work engagement, and work stress were measured before and after the intervention. Results from a path analytic model indicated excellent fit with the data, χ2=2.08, df=3, Comparative Fit Index=1.00, Tucker-Lewis Index=1.00, Root Mean Square Error of Approximation=0.00 (90% CI=0.00-0.16), SRMR=0.03. The intervention demonstrated direct effects on changes in self-compassion (β=0.21, p=0.04) and positivity (β=0.28, p=0.03), with indirect effects on work engagement (β=0.13, p=0.02), while no significant impact was observed on work stress (β=-0.09, p=0.06). These findings underscore the efficacy of positive psychological interventions in fostering work engagement among social workers. Incorporating the EASP programme into ongoing professional development activities is recommended to enhance the job engagement and psychological well-being of social workers in early childhood education and care sectors.

"What’s time got to do with it?": The relationship with time in early childhood practice and research

This article discusses the relationship with time in early childhood practice and research. It is based on a 2-year study, Slow Knowledge and the Unhurried Child (2020–21). The study was underpinned by a concern about time pressures within the early childhood education and care sector and a desire to seek alternative narratives. This article explains the background to this research before outlining the concept of a slow pedagogy. Two main aspects of the study are discussed. First, “What do ‘slow practices’ look like?”, using the relationship with the natural environment and documentation as examples. Secondly, questions are raised about what slow and patient research can look like.

Implementing 'Closing the Gap' policy through mainstream service provision: A South Australian case study.

The Australian government's 'Closing the Gap' (CTG) strategy has been implemented via multiple strategies. We examined CTG policy in early childhood within Southern Adelaide during the first decade of implementation (2008-2018) and critiqued the complexity and challenges of policy that is designed to promote health and well-being of Aboriginal and Torres Strait Islander children but lacked Aboriginal control. A qualitative case study was conducted in Southern Adelaide, and we interviewed 16 policy actors from health and early childhood education sectors. Thematic analysis revealed key themes to show how policy had been implemented through mainstream structures. The rapid roll out of the CTG strategy, the limitations of short-term funding, cuts to Aboriginal health services, tokenistic consultation, and the mainstreaming of service provision were key features of policy implementation. The influence of Aboriginal leaders varied across implementation contexts. Participants advocated for services in health and education that are culturally safe to improve health of children, families, and communities. The implementation of the CTG strategy in Southern Adelaide was rushed, complex, and lacking Aboriginal control. This contributed to the marginalisation of Aboriginal leaders, and disengagement of families and communities. A more collaborative and Aboriginal led process for policy implementation is essential to reform policy implementation and address health inequity. SO WHAT?: Findings from this study suggest that policy has continued to be implemented I ways that reflect colonial power imbalances. Alternative processes that promote the recognition of Indigenous rights must be considered if we are to achieve the targets set within the CTG strategy.

Envisioning a new model of network governance for global education

The 2021 UNESCO report Reimagining Our Futures Together presented a compelling case for establishing a new social contract on education that addresses the persistent exclusion of vulnerable individuals and ensures that knowledge and learning contribute to a more sustainable future. Research literature highlights a global trend towards replacing “hard” with “soft” governance in education, whereby legally binding procedures are replaced by advice and persuasion. The report analyzed how this trend is amplified by the current spread of datafication and digitalization in the field of education, as well as by the increasing role of non-state actors, as exemplified by the early childhood care and education (ECCE) sector. In response to this analysis, this article proposes that the risk of developing a commercial model of soft governance can be moderated by creating an innovative, networked approach to educational governance, led by UNESCO as a global convenor.

‘Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings

In the context of a chronically under-funded and fragmented Early Childhood Education and Care (ECEC) sector in England, there is an urgent need for models of leadership that emphasise action and advocacy. In the baby room, where pay, conditions and status are at their lowest, this is particularly the case. In this article, building on the model of activist leadership put forward by Woodrow and Busch, we consider ‘dissensus’ as a foundation for activist leadership among baby room leaders working in English nurseries. Dissensus is the willingness to express and explore differences, disagreements and tensions. In gathering the perspectives and experiences of 15 baby room leaders, we identified three threads of dissensus which we consider in this article: (1) the desire for baby room educators’ contributions to be recognised as more than ‘just care’, (2) feelings of resentment around being overlooked and undermined by ECEC colleagues outside of the baby room and (3) questions around pay and conditions in the baby room. We consider these threads of dissensus as a potential starting point for activist leadership in the baby room.

Positioning theory as a framework for understanding the facilitation of professional development for educational leaders

AbstractThe article addresses the problem of providing in-service education within government-led reform initiatives yet enhancing professionalism in the Early Childhood Education and Care sector. The study was conducted during policy-mandated reform in Australia to investigate effective ways to support educational leaders in centres rated as not meeting the national quality standard. Data were derived from a larger project designed as a formative intervention and funded by the Australian Research Council. In this article, we focus on the positioning of the educational leaders over the course of the intervention as they endeavoured to develop workplace practices. We found that the participants’ status as leaders of low-rated centres was featured in the way they positioned themselves initially. How the researchers responded has been highlighted in our analysis and, we argue, repositioning these participants as professionally capable and responsible was essential to the success of the intervention for them. This article contributes an original methodological approach to researching individual learning within the collective processes of workplace practice development and provides an understanding of the reform process from the perspective of ‘working-towards’ educational leaders.

Digital Bonds: Exploring the Impact of Computer-Mediated Communication on Parent–Educator Relationships in Early Childhood Education and Care

Despite advancements in the use of mobile technology in recent years, investigation of the technology designed for communication in parent–educator relationships in early education and its impact remains limited. This study investigated how computer-mediated communication could support parent–educator communication in the early childhood education and care (ECEC) sector. The participants selected were parent users (n = 140) at sites in Ontario, Canada, who had implemented a specified communication application; these participants were recruited by email, as identified within the organization’s database. Using a retrospective mixed-method design involving open- and close-ended and blended questions, an online survey consisting of 47 researcher-created questions was used to assess participants’ perspectives of changes in parent–educator communication. The quantitative and qualitative survey data were analyzed using paired sample sign tests and thematic analysis. Computer-mediated communication was found to have the potential to strengthen parent–educator communication practices, particularly when paired with face-to-face communication. The participants reported increased communication content regarding their children’s daily experiences, which positively influenced both parent–educator and parent–child relationships. To facilitate technology-mediated communication in childcare settings in the future, ongoing training and clear expectations for its use are recommended to support the effective application of technology within parent–educator communication practice.

Opportunities and Barriers of Integrating the 1+X Certificate System into Nursery Teacher Education in China

The development of high-quality vocational education is a critical factor in establishing a robust economy. Therefore, every nation places significant emphasis on the quality of teaching and learning within vocational education. This study investigates the use of the 1+X Certificate System to enhance teaching competence among nursery teacher students in China, with a particular focus on the experiences of Early Childhood Education (ECE) teacher educators who support their students during their teacher education. Employing a qualitative research design, the study conducted four in-depth case studies of ECE teacher educators who integrated the 1+X Certificate System into the nursery teacher education curriculum at a college in China. The findings of the study reveal the 1) Alignment with the Existing Curriculum; 2) Effectiveness in Teacher Education; and 3) Adequacy of Teaching Resources; and 4) Establishing Partnerships with Nursey Schools that ECE teacher educators encountered in utilizing the 1+X Certificate System to improve the teaching competence of nursery teacher students. This study contributes to the ongoing discourse on the integration of the 1+X Certificate System into nursery teacher education programs. The implications of this research may inform future efforts to enhance the quality of nursery student teacher education, leading to the development of a highly skilled workforce in the ECE sector.

“I think my knowledge of intentional teaching is coming from those around me ...”: Intentional teaching and Te Whāriki

The 2017 refresh of Aotearoa New Zealand’s early childhood education (ECE) curriculum Te Whāriki was undertaken to better guide teachers in understanding their role in supporting children’s learning and to foster alignment of teaching practices, including intentional teaching, across the ECE sector. This article draws on a small-scale research project that explored whether the updated Te Whāriki (Ministry of Education, 2017) has been successful with purposely guiding ECE teachers in implementing intentional teaching practices. Findings noted that professional learning and development (PLD) has had an important impact on teachers’ understanding of intentional teaching and so the impact of both PLD and Te Whāriki itself are explored here.

Innovative ways of handling staff shortages in ECEC? Increasing flexibility in the regulatory frameworks for non-traditional and non-German professional staff qualifications

The staff shortages in the early childhood education and care (ECEC) sector in Germany are an important issue. They impact centres that are forced to close earlier, shut down entire groups or are unable to open at all due to the lack of pedagogical staff. However, the federal states have been making efforts to address this problem. This article discusses innovative ways of handling staff shortages based on qualitative analyses of current regulations regarding qualification requirements for the ECEC sector in Germany. Our analysis focused on the question concerning the degree to which a multi-professional orientation is already widespread in the 16 licensing laws of the federal states and what other conditions have to be met by individuals wishing to work in the ECEC sector who have no pedagogical qualifications. The second focus regarding the handling of staff shortages was on the formal recognition of migrant pedagogical staff with non-German qualifications. The results revealed first a tendency to open the labour market to individuals with non-pedagogical qualifications in the majority of the federal states. Second, most of the federal states have created ways of recognising non-German qualifications and of putting in place special regulations for Ukrainian pedagogues. In summary, it can be said that despite the relaxing of the licensing laws, no major changes in team composition could be observed. This is a positive sign given the unchanged division of tasks and positions in the teams, as there are currently no structures in place to adequately support team members with non-pedagogical qualifications.

Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities

This paper explores how leadership is addressed within Australia’s National Children’s Education and Care Workforce Strategy (ACECQA, 2021). The Workforce Strategy has been widely welcomed, arriving at a time of unprecedented workforce pressures in the early childhood education and care (ECEC) sector. Yet, on close examination there appears an absence of focus on leaders as a distinct group within the ECEC workforce. Considering leadership is unequivocally central to retaining and sustaining early childhood educators, this absence of focus is noteworthy. First, the paper unpacks what is currently known about ECEC leadership. Then, how leadership in the policies under consideration is constructed as a problem in relation to quality and capability. Next, silences and ambiguities in how the strategy addresses the retention of leaders and their wellbeing is discussed. Ultimately it is argued that we need more understanding of the experiences of leaders as a distinct subset of the ECEC workforce.

Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences

ABSTRACT This article focuses on the English Early Childhood Education and Care (ECEC) sector’s perception of graduates in the workforce. Previous research has already highlighted the benefits of a graduate workforce, demonstrating a positive impact on provision and leading to high-quality education and care. However, there has been limited appetite for policy makers to reflect the wider need for graduates in non-compulsory provision. This research aimed to explore the ECEC sector’s perspectives on: higher education (HE) qualifications on the skills and knowledge graduates’ need to develop, both in training and in practice, to provide high-quality ECEC provision. Employing qualitative research approaches via survey (n = 105) and semi-structured interview (n = 16) methods, data were collected from ECEC owners, managers and practitioners. Our findings indicate the importance of HE qualifications as they give a sound foundational knowledge of child development and behaviour management to future staff; develop students’ and graduates reflective skills about their own, and others’ professional practice; support development of business management skills; and enhance further understanding and knowledge of how to interpret current legislation. The findings inform the understanding of the ways in which HE programmes can enable practitioners to develop themselves and contribute to their wider profession.

Critically Discuss the Policy and Research Evidence Which Examines the Role of Men in Early Childhood Education and Care

Attracting more men to balance the predominantly female workforce is one of the key issues facing the early childhood education and care (ECEC) sector. This research critically discusses the main debates regarding the issue of gendered ECEC sector, including the core concepts of childhood, masculinity and ECEC, followed by the debates about the influences of more male practitioners on both children and ECEC workforce. Although there exist some arguments against the hypothesis about men’s benefits on children and ECEC workforce, the need to get men involved in the lives of young children is reflected by government policies across different countries, such as recruitment and retention initiatives for male preschool teachers. However, most of these strategies to remove the barriers male teachers encountered, and to incorporate men and fathers, received negative results. Therefore, by building upon the need to enhance the holistic quality of ECEC workforce, new perspectives, especially from children’s perceptions, on how to change the gender imbalance in ECEC are recommended, including both the top-down policy and bottom-up strategy.

Storytelling Podcast as an Alternative Learning Tool for Early Childhood Education: A TPACK-Based Reflection

Purpose – This article reports on a project to facilitate teachers’ digital skill improvement. The context of the project itself was the past COVID-19 pandemic, which paralized the education sector, including the closure of early childhood education (ECE) centers. While remote, online learning was highly recommended to face disastrous situation such as pandemic, in practice, especially at the ECE level, online learning faces complex challenges. On the other hand, teachers were not adequately prepared for online and digital learning. Design/methods/approach – This study combined developmental and conventional descriptive methods. The participants (15 people) were teachers, with various backgrounds of work experience (2 to over 7 years), with good internet access skills. Data and information were collected through observation, interviews, and documentation; followed by descriptive analysis. Findings – These teachers found that Podcasts could be an alternative and a variation of digital learning media. Making and using podcasts can also be an entry point in strengthening the integration of Technological and Pedagogical Content Knowledge (TPACK) in the ECE context. Research implications/limitations – While storytelling Podcast as ECE learning tool was used limitedly during the COVID-19 period, its uses may last beyond the pandemic time provided systematic integration of digital technology and skills associated with it into ECE sector is met. Practical implications – This study implies that storytelling podcasts can be an alternative learning tool in the situation where teacher-student face-to-face interaction is less possible. Originality/value – The emergency period prevented teacher-student direct contacts. This study contributes to providing an alternative to learning in an emergency situation. Paper type Research paper

Advice from Māori Experts for Bicultural Early Childhood Education in Aotearoa New Zealand

Te Whāriki, the first bicultural early childhood education curriculum in Aotearoa New Zealand, gained national and international attention. While there was widespread acceptance of its bicultural intent, Te Whāriki was not well understood and implemented as a bicultural curriculum. Early childhood education teachers lacked confidence and struggled to integrate te reo me ngā tikanga Māori into their daily practices. This article gives voice to the wisdom of three mature stalwarts of te ao Māori and the unique community-based lens of tangata whenua from five marae across the country. It provides pathways into how te ao Māori can be implemented into daily practices, programmes, and pedagogies of teachers in the early childhood sector. An Indigenous framework was used to explore what needs to happen to have a bicultural early childhood education sector. These included knowing and understanding how whakapapa can be the key to engaging in te ao Māori and mātauranga Māori.

Name it and claim it: supporting early childhood teachers to recognise themselves as researchers

ABSTRACT There are increasing demands for teachers to continue to improve the quality of education. This focus is evident in the Early Childhood Education and Care sector in Australia where the professionalisation agenda is tied to teacher professional learning. While the Australian Professional Standards for Teachers (AITSL) has strengthened expectations on teachers to engage with research and become inquirers into their own practice, current early childhood documents that guide practice use non-descript terms without ascribing them to research or researching. We argue that greater opportunities are needed for early childhood teachers to be recognised as consumers and producers of research and validated as researchers of their own practice. Professional learning programs, such as the Supporting Oral Language Development (SOLD) Program outlined in this paper, provide the potential to acknowledge and build the research skills of early childhood teachers, thereby supporting their self-efficacy and confidence as researchers.

Readability and beyond - Health literacy and numeracy and COVID-19 communications in early childhood education: Are we communicating effectively?

ObjectiveAnalyse the linguistic and numerical complexity of COVID-19-related health information communicated from Australian national and state governments and health agencies to national and local early childhood education (ECE) settings. MethodsPublicly available health information (n = 630) was collected from Australian national and state governments and health agencies, and ECE agencies and service providers. A purposive sample of documents (n = 33) from 2020 to 2021 was analysed inductively and deductively combining readability, health numeracy and linguistic analyses and focusing on the most frequent actionable health advice topics. ResultsCOVID-19 health advice most frequently related to hygiene, distancing and exclusion. Readability scores in 79% (n = 23) of documents were above the recommended grade 6 reading level for the public. Advice was delivered using direct linguistic strategies (n = 288), indirect strategies (n = 73), and frequent mitigating hedges (n = 142). Most numerical concepts were relatively simple, but lacked elaborative features (e.g., analogies) and/or required subjective interpretation. ConclusionCOVID-19 health advice available to the ECE sector included linguistic and numerical information open to mis/interpretation making it difficult to understand and implement. Practice ImplicationsCombining readability scores with measures of linguistic and numerical complexity offers a more holistic approach to assessing accessibility of health advice and improving health literacy among its recipients.

Supporting service children in early years education

In this three-part series, Debra Barton, early years specialist Lead for the Ministry of Defence (MOD) Armed Forces Families and Safeguarding (AFFS) team, explains how practitioners and providers from the early childhood and early education sector can support service children and their families. This second article will give a further introduction to service children, explain some of the jargon military families use, and describe how attending early childhood education and childcare provision can be a protection against some of the challenges young children and their families face.

Supporting service children: Celebrating the Month of the Military Child

In this three-part series, Debra Barton, early years specialist lead for the Ministry of Defence (MOD) Armed Forces Families and Safeguarding (AFFS) team, explains who service children are, and how practitioners and providers from the early childhood and early education sector can support them and their families. This first article will look at how early childhood education and childcare providers can celebrate the Month of the Military child in April.