Early Childhood Education System Research Articles

A Complete Approach in Implementing Islamic Early Childhood Character Education at the Pandemic Covid 19 Era

The aim of this research is to describe how a unique Islamic early childhood education system, named Tahfiz Anak Usia Dini (TAUD), implemented and contributed substantially to the character education of its students. In total, 6 teachers, 50 parents of 25 students of TAUD SAQU Nurul Islam Al Husna, Indonesia were interviewed, participated in focus group discussions, and 25 students were closely observed. Findings suggest that TAUD Saqu Nurul Islam Al Husna adopts the complete approach of character education which is laid on Islamic principles. The majority of teachers and parents reported that TAUD Saqu Nurul Islam Al Husna educates and develops the character of students by conveying knowledge, providing role models, and supportive environment, then giving chances to practice and form. The paper proposes a model of character education at early childhood education, as well as other Islamic education systems which have similar characteristics on the implementation of character education. Recommendations for future research and practice are also explained.

Examining Early Childhood Expulsion Through a Trauma-Informed Lens

Expulsion is unfortunately common in early childhood settings and has a negative impact on both children and caregivers. In this qualitative study, we conducted semi-structured interviews to learn about caregivers’ experiences with early childhood expulsion. We analyzed the data using a trauma-informed lens to examine how the experience of expulsion was potentially traumatic to children and caregivers. Our findings indicate that caregivers believed the experience of expulsion was deeply harmful for themselves and their children. The implications of this study highlight ways early childhood education systems and practices can improve to be more trauma-informed and prevent expulsion.

Concept Development on Early Childhood Education: Awareness, Dialogic Inclusion and Practice

This review article concentrated solely on concept development in early childhood education. Children’s concept development is critical, and it serves as a foundation for perceiving topic information for improved learning in higher levels of schooling. This article proposes dialogic inclusion as a strategy to improve the effectiveness of early childhood education by helping children acquire concepts effectively. As a start-up, the present system of early childhood education was brushed up with its aims and criteria for meeting the key topics. Simultaneously, core concepts such as classification, patterning, structure, and reasoning were discussed in relation to their nature, and the existing teaching procedure for the aforementioned concepts in early childhood was thematically represented. The dialogic inclusion, its awareness, and the existing system of childhood education in India with regard to concept development were reviewed, and dimensions of concepts were paragraphed. The phase of ‘dialogic inclusion’ in concept formation in education at the early childhood level was then disclosed, along with the themes’ relevance.

Approaching Multi-Sensory Education Methods for Preschool Children

Currently, Vietnam's early childhood education system is implementing a child-centered educational approach, aiming to optimize the potential and capabilities of children. To achieve this goal, preschool teachers need to employ appropriate and effective teaching methods. Therefore, researching, updating, and innovating teaching methods in preschool education is crucial. This article discusses aspects of multi-sensory education methods and provides suggestions to help preschool teachers apply these methods in the education of preschool children.

Exploring Child Standpoint Theory in Early Childhood Education

This empirical study in Bangladesh explores the potential of Child Standpoint Theory in constructing and reconstructing the child in early childhood education (ECE) and its role in facilitating cross-cultural comparisons in and of ECE systems. The comparative gaze is considered for ways of scholarly investigation in the context of ECE system messiness. The paper suggests viewing children as relational ethnographic units of comparisons for comparing the conditionality, contextual elements, and temporality of each child's education across cultures through a three-fold approach. Spanning method and theory, the approach combines the notion of the entangled researcher and the comparative case study tool of tracing with Child standpoint theory. Findings are presented through a comprehensive visualization of a ‘child’ going through the ECE system during a day as a pathway to deeper analysis of facets underpinning ECE from a bottom-up rather than top-down approach.

A micro-political exploration of the resignation of Hong Kong experienced kindergarten principals amidst preschool education coordinator turnover

The early childhood education system in Hong Kong operates within a corporate governance framework. However, there is a lack of research on the interaction between principalship and corporate governance in kindergartens and childcare centres. This study aims to address this gap by examining how a preschool education coordinator (PEC), working under corporate governance principles in a non-governmental organization (NGO), influenced the resignation decisions of principals. Using micro-political theory, this study examines power dynamics, conflicts, and decision-making processes that led to principals’ resignations. This phenomenological case study utilized a focus group discussion with three principals who had resigned from the NGO. Through thematic analysis, three key themes emerged from the study: changing governance and accountability, conflicting educational values and beliefs between the preschool education coordinator and the principals, and contrasting leadership behaviours and styles. The findings of this study have significant implications for the local community, as well as offering valuable insights that can inform and benefit international audiences interested in early childhood education leadership development and human resources management. As early childhood education systems worldwide grapple with similar challenges, understanding the relationship between corporate governance and principalship can help devise strategies for enhancing organizational effectiveness and ensuring principal retention.

Culturally Reflective Practice: An Alternative Framework to Culturally Appropriate Practice in Early Childhood Education in New Zealand

This paper critically examines the adoption and implications of culturally appropriate and reflective practices in New Zealand early childhood education (ECE). Using the national ECE framework, Te Whāriki, as a case study, this analysis highlights the limitations of culturally appropriate practices in addressing systemic decontextualization issues. It proposes culturally reflective practices as a more comprehensive alternative. By integrating universal minimum standards of human and children’s rights with local cultural contexts, culturally reflective practices challenge dominant discourses and promote a democratic ECE system. This paper further explores the necessity of incorporating culturally sensitive and sustaining pedagogies in teacher education to foster a reflective practice that transcends mere cultural appropriateness.

Contextualising Developmentally Appropriate Practice (DAP): considering Caribbean countries

ABSTRACT Caribbean nations have leaned on and undergirded their early childhood programmes with Developmentally Appropriate Practices promulgated by the NAEYC. For many years the guidance provided by DAP has been used in both the development of standards of practice for early childhood professionals as well as curriculum development. In recent years however, as Caribbean nations have attempted to employ more Caribbean-centric approaches and understandings of Early Childhood Care and Education, the role of DAP and its applicability to Caribbean Early Childhood Care and Education systems have been questioned. Now that DAP has evolved to provide greater consideration to socio-cultural differences across settings, the role of DAP must be re-examined. This paper focuses on the evolving role of DAP in Caribbean early childhood settings. Importance will be placed on presenting the work of Caribbean early childhood educators in relation to the new philosophical and theoretical tenets of the fourth version of DAP. This paper identifies ways in which the revised DAP position guidelines more readily address cultural and social nuances of ECCE practice in the Caribbean. It also identifies areas where specific focus should be highlighted to ensure that DAP represents the Caribbean reality.

Educational Game Teaching Methods on Communicative English Listening and Speaking Abilities for Early Childhood Students

Background and Aims: Early childhood education (ECE) in China has undergone significant transformations, shaped by historical, cultural, and socio-political factors. The foundations of early education in China can be traced back to Confucian traditions, emphasizing moral development and the importance of family and community in transmitting cultural values. This overview explores the historical roots, current practices, challenges, and notable reforms in China's general early childhood education system, providing a comprehensive understanding of its evolution. Thus, the purposes of this research were to:1) To compare the communicative English listening abilities of early childhood students after learning through the educational game teaching method with the criterion determined of 70 percent of the full score. 2) To compare the communicative English speaking abilities of the early childhood students after learning through the educational game teaching method with the criterion determined of 70 percent of the full score. The sample of this study is 30 early childhood students (1 classroom) of Jinshan Xinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Materials and Methods: The population of this study is 180 early childhood students (6 classrooms), who were enrolled in English courses. The sample of this study is 30 early childhood students (1 classroom) of Jinshan Xinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Data was collected through listening rubrics and speaking rubrics and SPSS software was used to analyze the collected data, the data used for analysis were the mean value of samples, standard deviation, and single sample t-test. Result: The results of the study were as follows: (1) As presented in Table 4.3, the mean scores of students’ English Communicative English Listening Abilities after learning through Learning Management Using the educational game teaching methods were 11.8 and the standard deviation was 1.69. which was statistically higher than the criterion of 70% at a .05 level of statistical significance (t29 =38.25, p＜0.05). The data above showed that Learning Management Using the educational game teaching methods was able to enhance the students’ Communicative English Listening Ability. (2) As presented in Table 4.3, the mean scores of students’ Communicative English-Speaking Abilities after learning through Learning Management Using the educational game teaching methods were 14.77 and the standard deviation was 2.65. which was statistically higher than the criterion of 70% at a .05 level of statistical significance (t29=30.54, p=0.000 < .05). The data above showed that Learning Management Using the educational game teaching methods was able to enhance the students’ Communicative English-Speaking Ability. Conclusion: According to the research results, we can draw the following conclusions: The average score and standard deviation of the preschool students who adopted the educational game teaching mode were higher than the standard of 70% at the level of statistical significance of 0.05. The educational game teaching method can enhance the preschool students’ Communicative English Listening and Speaking Abilities.

Early childhood education pre-service teachers’ perception of outdoor learning

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate preservice teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

Building bridges from PreK to K-3 through the use of research evidence

ABSTRACT As education systems in the United States of America become increasingly focused on making evidence-based decisions, it remains unclear how leaders in state education agencies are using research. This qualitative study describes how three state prekindergarten (PreK) leaders use research evidence in interactions with state kindergarten through third grade (K = 3) leaders to influence and inform decisions of policy and practice. Applying a use of research evidence framework revealed the types of research PreK leaders described using, how they used their knowledge of research, and the strategic ways they did so to overcome the challenge of collaborating across systems. As PreK leaders are positioned at the nexus between early childhood education and care systems and the kindergarten through twelfth grade education system, they are positioned to serve as a bridge between these two worlds. Findings suggest that research can support bridge building efforts if there is a culture of collaboration and shared commitment to using research, but the burden of brokering this knowledge in our study fell to state PreK leaders. Implications for future research are discussed.

An Analysis of Early Childhood Education Teachers' Competencies: A Qualitative Study

This article reviews research on Indonesian Early Childhood Education (ECE) teachers' pedagogical, personality, social, and professional competency. This study examines four factors of ECE teacher competence as perceived by 45 teachers. This qualitative study uses semi-structured interviews to collect data. Data was analyzed using thematic analysis. The study found that ECE teachers stimulated early childhood development appropriately. The study also revealed several findings, including teachers' limited awareness of early childhood development theories, a lack of understanding of their ethical responsibilities, and various barriers to ECE teacher competence. This qualitative study highlights Indonesian ECE teachers' expertise and pedagogy. These findings can help create more effective and sustainable ECE teacher training programs. This study also encourages reflection on teachers' role in early childhood development and identifies areas that need more attention in Indonesia's early childhood education system.

Avoiding the ‘touchy feely’ words: state PreK leaders’ intentional language choices

ABSTRACT State prekindergarten (PreK) leaders in the United States of America are instrumental to efforts to build birth through third grade systems as they are situated at a nexus point between early childhood education and care (ECEC) systems and the kindergarten through twelfth grade (K-12) education system. This qualitative study examined the ways state PreK leaders (n = 10) described using language associated with the EC field strategically during interactions with state kindergarten through third grade (K-3) education leaders. State PreK leaders’ discursive choices helped them navigate the tensions between these different education systems. This paper considers what their choices might mean for the EC field. Findings revealed multiple ways PreK leaders adjusted their terminology during interactions with K-3 leaders to avoid EC discourse, communicate clearly, garner or maintain acceptance, and aid in achieving their goals. PreK leaders’ decisions to avoid EC discourse may unintentionally reinforce perceptions of the EC field and its language. While EC discourse has historically helped the EC field push back against accountability pressures, PreK leaders’ linguistic choices may help assimilate EC into the K-12 system.

Kindergarten teachers’ leadership during the Covid-19 pandemic: from uncertainty to practices of care and concern

ABSTRACT This study sheds light on the professional leadership attitudes of kindergarten teachers during the Covid-19 pandemic, focusing on their managerial practices in these times of chaos and crisis, and their presence as a type of pillar of stability. The main research question examines the leadership characteristics of these educational leaders, based on two main theoretical frames: the adaptive leadership style and the ethics of caring. The study population included 64 kindergarten teachers who had worked in Israel in different managerial and educational roles (kindergarten manager, full-time kindergarten teacher, and supplementary part-time kindergarten teacher) in the early childhood educational system during the pandemic. The research tool was an online questionnaire. The main finding of the study is that the participants conducted their leadership through augmented practices, as presented in the unique model that we developed specifically based on self-report analyses. Our findings indicate that the most dominant practice is the concern and caring practice. The Augmented Leadership Model also reflects the participants’ perception of their role as stable leaders, mostly towards their team, the parents, and the children. The main conclusion is that the leadership of kindergarten teachers has become a strong anchor of stability during this time of uncertainty.

The Impact of Co-Curricular Activities on Enrollment and Academic Performance at Primary Level

Over time, the literacy rate enrollment rates and learning outcomes in Sindh have remained static, and despite efforts and pouring a lot of domestic and foreign funds, no visible improvement either in the state of schools has been observed, or any improvements in the enrollment or learning outcomes have been noticed. One key element that is mostly ignored is to make teaching-learning interesting and child-centred in an informal way by introducing co-curricular activities. Co–curricular activities are physical activities and programs that are informal ways of learning and help create a healthy and active learning process at school. This paper highlights the importance of co-curricular activities on child development and its effects on adulthood. Holistic child development is the best way to develop healthy, economically sound nations. Studies have shown that healthy and economically strong countries have strong early childhood education systems. This independent study has examined the impact of co-curricular activities on the increase in enrollment and learning outcomes at primary schools in the Layari district of Karachi by identifying schools with playgrounds. These include physical and mental activities like outdoor and indoor plays, mental activities, and exercises.

Early Childhood Education during conflict and change: Learning from the World War 2 experience of Breslau, Germany/Wroclaw, Poland

This research explores Early Childhood Education (ECE) during an intensely chaotic historical period in one city in Eastern/Central Europe. Breslau, initially a German city, was transferred to Poland and renamed Wroclaw in 1945 after World War 2. Breslau/Wroclaw experienced intense upheaval before, during, and after the war including the almost complete physical devastation of the city and the ensuing massive migration from the expulsion of ethnic Germans and the resettlement of Poles from eastern regions. The impact of war and government policies on the development and continuance of Early Childhood Education as Hitler and National Socialism rose to power, during the months of uncertainty around the end of the war, and on the establishment of a new system of Early Childhood Education in Wroclaw under Soviet domination receive focus in this paper. The results and discussion are applied to contemporary circumstances such as the current crisis in Ukraine, as well as social and political upheaval arising from other emergencies.

Mixed methods study supporting the piloting and scaling of a Gender-Responsive Play-Based Learning training package for pre-primary teachers in Rwanda and Mozambique

Despite significant investments to increase access to and improve the quality of primary school education, fewer than half of the world's primary-level pupils have gained grade-level literacy and numeracy skills. While the learning crisis is complex, high-quality early childhood education (ECE) can be a critical piece of this puzzle. Integrating the use of gender equitable, gender responsive and play-based pedagogies into ECE curricula can be an important step towards enhancing the quality of ECE and supporting the school readiness of girls and boys, also in low-income contexts. This study explored the effectiveness of a Gender-Responsive Play-Based Learning (GRPBL) training package for ECE teachers Rwanda and Mozambique on classroom environment and child early learning and development. The study was mixed methods and used Focus Group Discussions, in-depth interviews and standardized classroom and child assessments using the globally validated International Development Early Learning Assessment (IDELA) toolkit. The study showed that in Mozambique, the training had positive effects on classroom environment and consequently on child early learning outcomes, with the strongest effect found on emergent literacy. The training did not succeed at improving the same outcomes in Rwanda. Contextual factors such as high student to teacher ratios, lack of teaching experience and limited support by school leaders and parents, likely constrained teachers in Rwanda to make deep changes to their instructional practices while we did see evidence of such changes in Mozambique. A training on GRPBL, can thus have powerful effects on classroom and child outcomes, even in low resource settings. However, effects may vary depending on the implementation context. To support policymakers, local and international implementers in their journey to improve the quality of ECE, more time needs to go into understanding what type of Continuous Professional Development (CPD) aligns with the existing ECE context and systems so that teachers, children and parents can optimally benefit from CPD opportunities.

Early childhood care and education: A critical analysis

Early childhood care and education brings prosperity to a person’s life, and is a blessing to his or her family and to society as a whole. These are the moments of the dawn of life in which the physical and mental health of the child develops. Skills can be developed in children through Early Childhood Care and Education. In these moments, if the child gets proper care, nutritious food, healthy environment, quality education and social security, then the future of him and the society also becomes secure. In this paper, a critical analysis is made of the legal framework relating to early childhood care and education in India. Despite various national policies and plans, India is still struggling to implement early childhood care and education system. Pre-schooling is not inclusive and children from marginalized sections of the society do not have access to crèches or kindergartens. In conclusion, the paper suggests some suggestions.

Using Early Childhood Data and Measurement to Leverage Change: Are We Making Progress?

ABSTRACT As countries make continued investments in early childhood care and education (ECCE) systems, data and measurement play a critical role in outlining strengths and areas for improvement. To promote data-driven decision-making across all levels of early childhood systems, measurement must be valid, reliable, and feasible, especially when used at scale. But beyond psychometrics, for maximum impact, the pathway by which data and measurement can lead to change must be articulated, including integration of ECCE into the country's education management systems and increased insight into building demand for ECCE data. This article focuses on the role that measurement can play in ECCE, specifically addressing data on child development outcomes and quality of children’s learning environments. I will outline key issues facing ECCE data and measurement, discuss how data and measurement can facilitate change, and provide next steps toward building country systems and global support for effective use of ECCE data. I will conclude with examples of possible paths forward for ECCE leaders, researchers, and practitioners at the country and global levels.

Developing an educational environment for preschool children following the reggio emilia educational method

The educational environment always emphasizes its crucial role in the early childhood education process. Paying attention to and selecting ways to construct an educational environment for young children is essential for managers and teachers at early childhood education institutions. The Reggio Emilia approach is one of the educational methods that excel in creating an educational environment for preschool children. The following article shares core content on building an educational environment for young children following the Reggio Emilia approach, including: principles; characteristics; methods of constructing both indoor and outdoor classroom environments for preschoolers. It ensures comprehensive development based on individual capabilities in interactions with the environment and those around the child. This article employs theoretical research methods, verified through observation and the application of the Reggio Emilia approach in the research area, with the hope of spreading the advantages of this educational method in the current early childhood education system in Vietnam.