Early Childhood Education Settings Research Articles

텃밭활동이 만 4세 유아의 편식, 식습관, 환경 친화적 태도에 미치는 효과

Objectives The purpose of this study was to verify the effects of garden activities on the eating habits, picky eating, and environmentally friendly attitudes of 4-year-old children. Methods Twelve children from A Daycare Center located in Gyeonggi Province were randomly assigned to the experimental group, and 12 children from B Daycare Center were randomly assigned to the comparison group. The experimental treatment was conducted three times a week for 13 weeks from April 15, 2024 to July 12, 2024.The experimental group experienced garden activities and conducted theme activities. Data processing was performed by comparing and analyzing the pre- and post-scores of the experimental and comparison groups using t-tests and using SPSSWIN 25.0. Results First, the experimental group that experienced gardening showed significant differences from the comparison group in both eating habits and sub-variables. Second, the experimental group that experienced gardening showed significant differences from the comparison group in all picky eating. Third, the experimental group that experienced gardening showed significant differences from the comparison group in both environmentally friendly attitudes and sub-variables. Conclusions It is significant that the effects of garden activities on children's eating habits, picky eating, and environmentally friendly attitudes have been verified, and it suggests that it can be applied to actual early childhood education settings to foster children's eating habits, picky eating, and environmentally friendly attitudes.

A review of Australian early childhood teacher education. Is physical development missing?

ABSTRACT Early childhood education (ECE) settings play an important role in child development, including children’s physical development. However, ECE educators have low competence and confidence in facilitating learning experiences that promote physical development. Content delivered in teacher education may influence educator’s knowledge, competence, and confidence in this area. No studies have comprehensively explored early childhood teacher education in Australia to determine if such content is included. Therefore, the aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development. A desktop audit of Australian university undergraduate early childhood degrees was conducted. Subjects for early childhood degrees were categorized based on their title. Subject overviews and general outlines for subjects which broadly focused on physical development were inductively analyzed. Australian early childhood teacher education degrees offer a variety of subjects, including subjects that focused on play, health and wellbeing, and physical education. No subjects specifically focused on child physical development. We suggest early childhood teacher education degrees need to reconsider their subject offerings and include at least one subject that focus on physical development. Physical development is critically important as it underpins children’s social, emotional, language, and cognitive development. This study highlights a potential content area that could be included in early childhood teacher education degrees within the Australian context and internationally.

디지털 활용 역량에 관한 예비 영유아 교사의 은유 분석

Objectives The purpose of this study is to explore the perceptions of early childhood pre-service teachers regarding their digital utilization capabilities. Methods This study used a metaphor analysis method. metaphor analysis is suitable as a research method to explore individual beliefs and perceptions. for the study, we collected metaphors regarding the digital utilization capabilities of 107 early childhood pre-service teachers. and collected metaphors analyzed according to an 8-step metaphor analysis procedure. Results As a result of this study, early childhood teacher’s perception about digital utilization capabilities were characterized into three categories and nine subcategories. the three categories are: ‘digital utilization capabilities viewed from the perspective of learning and cognition’, ‘early childhood education field and digital utilization capabilities’, ‘Social trends and digital utilization capabilities’. the nine subcategories are as follows: ‘capabilities required for early childhood teachers’, ‘capabilities that are difficult and awkward for me’, ‘capabilities essential for modern and future society’, ‘capabilities that must be continuously learned’, ‘capabilities that are helpful for life and learning’, ‘Beneficial capabilities when utilized appropriately in early childhood education settings’, ‘capabilities that must be newly learned according to social changes’, ‘capabilities that feel the difficulties and questions of applying early childhood education’. Conclusions This study is valuable in that it suggests the direction of a program to digital utilization capabilities of early childhood pre-service teachers to be developed in the future.

환경그림책을 이용한 가정연계 놀이가 5세 유아의 환경 감수성 및 환경 친화적 태도에 미치는 영향

Objectives The purpose of this study is to explore ways to cultivate children's environmental sensitivity and environment-friendly attitudes in early childhood education by examining the effects of home-linked play using environmental picture books on children's environmental sensitivity and environment-friendly attitudes. Methods This study aims to find out the effects of home-based play using environmental picture books on the environmental sensitivity and environmentally friendly attitude of 5-year-old children, and to find ways to foster environmental sensitivity and environmentally friendly attitude of 5-year-old children in early childhood education settings. Results It was found that home-linked play using environmental picture books had a significant difference in the environmental sensitivity and environmentally friendly attitude of 5-year-old children.This shows that home-linked environmental play using environmental picture books is effective in improving the environmental sensitivity and environmentally friendly attitude of 5-year-old children, and it suggests that continuous guidance linked to the home is necessary for the practice of environmental education for young children. Conclusions It is meaningful to verify the effectiveness of home-linked play using environmental picture books and suggests that it can be used for education to form environmental sensitivity and environmentally friendly attitudes as an effective play for young children in the actual early childhood education field.

Quality improvement through team development: the role of headteachers in Early Childhood Education settings in Germany

ABSTRACT Research shows the importance of leadership for quality development in settings of Early Childhood Education [ECE] (Anders and Oppermann 2024). This study investigated how headteachers of ECE settings in Germany pursue the goal of team development as a prerequisite for quality development and use external expertise for this purpose. Twenty-two heads who took part in the federal initiative ‘core day-care centres: language and instruction’ (Federal Ministry for Family Affairs, Senior Citizens, Women and Youth, 2011–2015) were interviewed in this qualitative study. Findings suggest that team development is something that headteachers generally leave to external professionals and need support in developing their self-image as leaders.

Can sound field amplification be of use in daycare centres? An explorative pilot study

This study evaluates the effects of Sound Amplification Systems (SFA) on reducing vocal strain in daycare staff and enhancing children's concentration in noisy environments. Utilizing a mixed-methods approach, structured questionnaires were distributed to 11 daycare staff members in Turku, Finland, to gather both quantitative and qualitative data on their experiences with SFA. The analysis revealed that SFA significantly lowered vocal strain for staff, especially during group activities, and improved children's engagement by making speech more intelligible amidst background noise. However, practical challenges such as SFA mobility and adaptability in diverse settings were identified. The findings suggest SFA's potential benefits in early childhood educational settings, while also highlighting the need for further research to address implementation challenges and confirm these preliminary results with a larger participant sample.

What influences teachers’ implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework

Teachers’ implementation of information and communication technologies (ICT) directly shapes how children learn in early childhood education (ECE) contexts. While the number of studies on teachers’ implementation of ICT in ECE settings has increased in recent years, a more comprehensive understanding of what decides teachers’ actual technology-based practices are still needed. Therefore, this study aims to gain an in-depth understanding of what factors may influence ECE teachers’ ICT implementation. Drawing on the TPACK model and the ecological theory, this study develops the ecological-TPACK framework that provides a lens for interpreting the complex explanations behind teachers’ ICT implementation practices. A qualitative research design that involves individual interviews, classroom observations and field notes was used to collect data. The findings show that participants made decisions about ICT implementation based on their TPACK, which is further shaped by the ecological context surrounding them. The analysis based on the ecological-TPACK framework found factors influencing participants’ ICT implementation are complex and interrelated, which shows this framework is a valuable tool for understanding the complicated story behind teachers’ ICT implementation. Implications for policy-making and future research direction, are addressed at the end of this article.

Physical activity and social-emotional learning in Canadian children: Multilevel perspectives within an early childhood education and care setting

Early childhood education and care programs can support physical activity and socio-emotional skills development. However, limited research has investigated the longitudinal associations between these constructs and whether they vary across child-specific and classroom-wide levels of analysis. The present study evaluated three-month trajectories of social and emotional competencies, with an emphasis on associations with physical activity. Participants were children enrolled in a licensed not-for-profit early childhood education and care provider in Canada. Educators (n = 37) across 22 classrooms completed monthly assessments of children (N = 235) from January–March 2020. Intraclass correlation coefficients revealed that significant variability in socio-emotional strengths could be attributed to between- and within-classroom differences (21 % and 47 %, respectively), and change over time (32 %). In three-level random-slopes growth curve models, socio-emotional strengths increased over time, with significant between-classroom differences in initial averages and rates of change. Child-specific and classroom-average levels of physical activity were also associated with socio-emotional strengths. These findings underscore the importance of considering child and classroom differences in early learning contexts. Moreover, incorporating physical activity in these settings holds promise as an accessible strategy to support children’s social and emotional development.

놀이중심 교육과정에서 디지털 놀이를 운영할 때 8년차 김교사가 경험한 어려움

This study examined the challenges faced by a teacher with eight years of experience as they implemented digital play within a play-centered curriculum in early childhood education settings. The study revealed that the teacher struggled with integrating digital play into play-based curricula and had to balance relying on her own educational experience with the need for professional support. She encountered dilemmas in creating digital play environments, managed complexities of digital safety, and faced barriers in linking digital play with home. These challenges stemmed from a combination of the teacher’s individual competencies and a lack of support systems and awareness about digital play. Specifically, experienced teachers require tailored support to bridge the gap between their existing experiences and digital play, enabling them to enhance and meaningfully expand children’s digital experiences. This study delved deeply into the difficulties experienced by teachers with significant experience in play-centered early childhood education as they implement digital play, offering practical support measures for establishing digital play in such settings.

만 5세 유아의 문제해결중심 협동동작활동과 교사주도 협동동작활동의 효과비교: 자아존중감, 또래상호작용, 창의적 리더십을 중심으로

Objectives This study was to coMpare between ProbleM Solving-based Collaborative MoveMent Activities and Teacher-based AssessMent Collaborative MoveMent Activities and to exaMine the effects of ProbleM Solving- based Collaborative MoveMent Activities on self-esteeM, peer interaction, creative leadership of 5-year-old children. Methods A total of 12 experiMental treatMents were conducted on 20 children aged 5 (experiMental group) and 20 children aged 5 (control group) at Daycare Center I in Seoul, Korea. Self-esteeM, peer interaction, and creative leadership of the experiMental and control groups were Measured and coMpared before and after the experiMent, and the collected data were analyzed using independent saMples t-test. Results ProbleM Solving-based Collaborative MoveMent Activities were associated with higher Mean scores in children's self-esteeM, peer interaction, and creative leadership coMpared to teacher-led collaborative activities, and these differences were statistically significant. Conclusions The findings suggest that early childhood education and care settings need to provide probleM-solving opportunities for young children to solve their own probleMs, challenge theMselves to find answers to probleMs, and experiMent.

Labour division and inclusion: perspectives of early childhood education staff on interprofessional collaboration when identifying and working with autistic children

ABSTRACT Autistic children have the right to be included in early childhood educational (ECE) settings. Motivated by the need for knowledge of how such education can be developed, this study examined the perspectives of ECE staff (i.e. teachers, child carers, and principals) on interprofessional collaboration regarding identifying and working with autistic children. Qualitative interviews were used. By using Interpretative phenomenological analysis, three themes were found: (1) identifying children, (2) professional collaboration in ECE settings, and (3) collaboration with professions from outside ECE settings. The findings were analysed in light of the concepts of power, jurisdiction, and interprofessional collaboration and discussed in relation to inclusive education. The study found that rigid labour divisions, power imbalances, and lack of knowledge were perceived to hinder collaboration concerning identifying and working with autistic children. The study concludes that future research on interprofessional collaboration is needed to improve inclusive education.

Teachers’ experiences with physically inactive children and their strategies to promote physical activity in early childhood education settings

Objective: As an increasing number of children are identified as insufficiently physically active, the school environment has been targeted for efforts to promote physical activity (PA) among inactive children. While research has highlighted teachers’ role in promoting generic school-based daily PA, less is known about the early childhood education teachers’ experiences of physically inactive children and the strategies they use to promote PA. This study’s aim was to explore early childhood education teachers in Sweden’s experiences of physically inactive children and their strategies to promote PA among members of this group in their everyday school settings. Design: Qualitative interview study. Setting: Four small municipalities in Midwest Sweden. Method: Ten teachers working in early childhood education settings participated in individual semi-structured interviews. Data were analysed with a focus on teacher agency and the social, material and cultural resources teachers used to promote PA. Result: Findings indicated that teachers shoulder the worry and unarticulated responsibility for inactive children. This resulted in their use of strategies that varied and which were largely subjective in character. At the same time, teachers expressed how their agency was limited by insufficient resources. Conclusion: Teachers used social, material and cultural resources to promote PA, but their strategies were not informed by evidence or formal guidelines. None of the resources they used were specifically designed for inactive children. Instead, teachers used general resources which they adapted to inactive children’s interests and needs.

Touch as a resource when initiating joint activities in children’s peer interactions

This video-ethnographic study explores preschool children’s ways of engaging in joint activities using touch, i.e., various types of physical contact. Focusing on how children (2–5 years old) in preschools in Sweden manage peer group activities, the study examines the ways in which physical contact features in children’s activity proposals and other actions that are aimed at including participants in a joint activity. It explores some of the diverse ways in which children initiate peer group activities by using touch as one of many multimodal resources for forming and sustaining activity-relevant participation frameworks. The study shows how children employed touch acts to i) initiate a joint participation framework by securing peers’ attention and bodily orientation; ii) create and sustain a joint participation framework within a multi-activity by assembling and managing simultaneous engagements; and iii) engage and include a child into an already ongoing activity. The study aims to contribute to knowledge about children’s touch cultures, as well as embodiment of children’s social relational work in early childhood educational settings.

Soft Expulsion: What Happens When School-Based Supports aren’t Enough

AbstractVery limited research exists regarding the beliefs and practices of student support teams (SSTs), sometimes called child study teams or IEP teams, in settings with non-expulsion policies for young children with severely challenging behaviors. Previous research examined teacher and administrator beliefs and practices and found that they engage in practices related to soft expulsion (Murphy et al. in Child Youth Serv Rev 158:107441, 2024). Some school psychologists and SST members may also resort to soft expulsion, subtly pushing children out of their schools due to challenging behaviors (Zinsser et al. in Rev Educ Res 92(5):743–785, 2022). This study utilized an anonymous, online, self-report measure to investigate the practices and beliefs of SST members in early childhood education settings with non-expulsion policies. Participants included 108 school-based service providers in one state. The majority identified as school psychologists, held a Master’s degree, had between 1 and 5 years of experience, and worked 36–40 h per week. Results showed that most participants said they had the supports to meet the needs of children with severely challenging behaviors, yet most had worked with a child whose behaviors they were unable to manage. Our examination also uncovered indications of soft expulsion practices and a general lack of knowledge about existing non-expulsion policies. The implications arising from these beliefs and practices are examined and discussed.

Parental perceptions of an oral health promotion program in early childhood education and care settings: A qualitative study.

Early Childhood Caries is a global health problem. The Bright Smiles Bright Futures (BSBF) program seeks to equip educators, children, and parents with skills and knowledge about oral health promotion habits early in life. The aim of this study was to examine parental perceptions of the BSBF program and identify key facilitators and barriers for its implementation. Twelve mothers of children who participated in the BSBF program in five Early Childhood Education and Care (ECEC) settings in NSW, Australia were recruited in this qualitative study. Data were collected via focus groups and interviews, transcribed verbatim and coded to categorize for inductive thematic analysis. Five major themes emerged: Promoters of the BSBF oral health program, barriers to the BSBF oral health program implementation and participation, online resources, impact of the BSBF oral health program, and strategies for enhancing the BSBF oral health program. While participants reported that the program encouraged their children's toothbrushing, they found issues with the program's materials, ECEC center attendance, and communication about the oral health program with their children. The program improved message retention, attitudes, routines, and family perceptions toward oral health. Participants recommended oral health literacy, changed delivery formats, increased dental access, and inclusion of interactive elements to enhance the program. The findings from this study provide insight to improve parents' experiences and engagement in oral health promotion. This can help to raise awareness of the importance of child oral health among policymakers, healthcare professionals, and the public to inform public health policy discussions.

Validating a Creative Coding Rubric through expressive activities for elementary grades

Creative coding offers the opportunity to express oneself on open-ended coding platforms through artistic expression, storytelling, and experimenting with program syntax in unconventional ways. However, research on the creative aspects of coding education and its assessment remain underexplored. This study addresses this gap by developing and validating a Creative Coding Rubric tailored for early childhood creative coding projects. Our study collected and analyzed ScratchJr projects from 1201 children in grades K-2, revealing substantial agreement among raters (n = 15) for the rubric. Additionally, significant positive correlations among rubric items and high reliability (α = .93) indicate its validity and consistency. This Creative Coding Rubric presents a promising tool for early childhood educational settings to evaluate creative coding skills in playful, open-ended ways.

Dialogic reading in an early childhood education setting: ECEs’ learning in the context of a community of practice model

ABSTRACT The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers. Indeed, there is an increasing call for the implementation of this model in ECE settings. Some research has found that supporting ECEs’ professional learning (PL) through PLC development is a promising approach; nonetheless, PLCs remain under-researched in early childhood contexts, and findings are less conclusive. The current study examined the potential of PLC development for supporting learning about Dialogic Reading (DR) – a topic of interest to ECEs. In the current study, ECEs in one Canadian context participated in an online project in which they concurrently learned about the PLC model and DR. Our research, including ECEs’ written reflections, and video data of the ECE-child storybook reading, yielded novel findings. These findings suggest that ECEs learned to employ the specific techniques of dialogic reading for engaging children and enriching the dialogic interactions during storybook reading, while also learning to enact processes associated with a PLC model. The ECEs attributed several features of the PLC model to deepening their DR learning. These findings and their implications for practice and future research are further considered.

Object exploration is facilitated by the physical and social environment in center-based child care.

Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social, and parallel). Participants were 61 children (aged 11 to 48 months and 50.8% boys, socioeconomic levels representative of the Dutch population). Intraindividual variability in children's object exploration was predicted by the use of particular spatial components and the social setting, with small-to-medium effect sizes. Solitary and parallel play were positively associated with complex object exploration, especially when sitting or standing at child-height tables. During social play, object exploration was mostly absent.

Children at the centre: Exploring StoryWeb relationships across home and ECE

Stories are a way that children under 3 years of age learn to share meaning with others. Most research with this age group has focused on 1:1 parent–child story relationships at home, largely book reading. These studies have positioned children in the role of story listeners rather than story tellers. Here, I explore new possibilities about the nature of story roles and relationships spanning home and early childhood education settings. I present a storyweb model to make visible the multiple ways that 1-year-old toddlers were actively engaged in weaving stories with others in a culturally and linguistically diverse community.

Male And Female Teachers’ Perspectives on Gender Roles In Early Childhood Education

This study aimed to explore male and female teachers’ perspectives on gender roles in early childhood education and care settings (ECCE). ECCE is often regarded as one of the most gendered spaces that perpetuate binaries between boys and girls. This research adopted a case study approach conducted in a kindergarten in Padang, Indonesia. The study involved two ECCE teachers as participants, one male and one female. This study's results indicate that teachers understand the importance of gender equality in children. However, they still perceive gender as something biological, limiting seeing children as girls and boys. Teachers seem to be confused about the fluidity of gender roles, and hence, it results in resistance to teaching gender-flexible pedagogy