Early Childhood Teacher Education Research Articles

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.

Fostering excellence: professional associations and the cultivation of teachers’ professional identities

ABSTRACT In the Republic of Croatia, there is not a single overarching professional association for early childhood education (ECE) teachers. Instead, six regional ECE teachers’ associations are actively operating. Recognizing the shared responsibility for upholding professionalism, ECE teachers are proactively seeking a nurturing environment that fosters their professional growth and aligns with their practical requirements. This research was conducted with a sample of 206 ECE teachers in the Republic of Croatia and aimed to explore the role of professional ECE teachers’ associations in shaping the professional identity of ECE teachers within the country. To achieve this objective, a survey questionnaire was designed to assess motivation, self-perception, self-efficacy and attitudes of ECE teachers toward educational tasks and ECE teachers’ professional associations. The findings reveal that both education level and membership in professional associations are predictive factors influencing respondents’ perception of their profession and their professional identity.

Valuing Human Rights in Inclusive Education: Challenges and Burnout Prevention for Early Childhood Education Teachers

A inclusão de alunos com necessidades especiais nas salas de aula regulares de educação infantil apresenta diversas dificuldades para os professores. O objetivo deste estudo é identificar as barreiras significativas e desenvolver estratégias para criar um ambiente educacional mais inclusivo e acolhedor. A pesquisa, de natureza qualitativa, baseia-se em revisões bibliográficas e observações da prática em sala de aula. Os resultados indicam que a sobrecarga docente é um desafio constante, impactando a saúde física, emocional e mental dos professores. Conclui-se que a responsabilidade pela educação inclusiva deve ser compartilhada por professores, sistema educativo, políticas públicas e sociedade. É essencial implementar estratégias eficazes para apoiar os professores, garantindo uma educação de qualidade para todos.

‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being

ABSTRACT Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.

Urban green spaces in early childhood education and care: insights from teachers in Stavanger, Norway

ABSTRACT This study explores the role of urban green spaces (UGSs) in Early Childhood Education and Care (ECEC) teachers’ pedagogical practices and their impact on young children's environmental and sustainability learning. Utilizing observations, teacher interviews, conversations, and a comprehensive survey conducted in Stavanger, Norway, the study reveals the crucial role of UGSs in shaping both teachers’ pedagogical practices and children’s learning across various subject areas. The research highlights the educational significance of diverse UGSs in providing varied and tailored learning experiences that are crucial for children's education and development. In line with this, the study provides findings supporting the application of experiential learning theory within UGSs and ECEC settings. Additionally, the findings reveal a growing concern among teachers about the reduction of UGSs due to increasing urbanization. These results underscore the need for both teachers’ advocacy and strategic policy to preserve UGSs, ensuring their availability for future generations.

Teacher's understanding of early childhood physical literacy: thematic analysis based on teaching experience from an Indonesian perspective

ABSTRACT Background Early childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunately, in Indonesia, the understanding of the concept of physical literacy has yet to fully permeate early childhood education. There are no special regulations from the government to include physical education in early childhood education so that children can achieve physical literacy. Traditionally in Indonesia, teachers provide physical activity games with the aim being only to master children's gross motor skills. Therefore, the presentation of physical activity through play provided by teachers needs attention to understand children's physical literacy. These teachers can help inform the provision of physical education for early childhood education in supporting children's physical literacy in the future. Purpose This research aims to reveal the experiences of early childhood education teachers in Indonesia who are used to providing physical activity learning through games. Through this experience, this research also aims to explore teachers’ meanings regarding children's physical literacy. Method Through a phenomenological study in accordance with the physical literacy theoretical framework, semi-structured interviews were conducted with 13 early childhood education teachers in West Java, Indonesia. A sample of teachers was taken and interviewed from 5 schools that met the criteria, namely that they were used to teaching physical activity through play for the purpose of developing children's gross motor skills. To add to the description of teachers’ experiences, photo-elicitation interviews were conducted. Top-down thematic and bottom-up thematic analysis was carried out to analyze all the data that had been obtained. Results Physical literacy is interpreted as something related to children's health, meaning physical activity carried out by young children to keep their bodies fit and healthy so they can live their lives independently. Pedagogical experience from an educational background other than physical education is recognized as an obstacle to understanding physical literacy comprehensively. Thus, the teching learning practices carried out in the field only emphasize the meaning of children's physical motor activity. In accordance with the teachers’ experience, the teaching they often do every day is only giving physical activity’ games, this is assumed by them to support the physical literacy of early childhood. Motor physical activities that lead to physical literacy in early childhood are carried out in open field areas or playgrounds. The safety of teaching motor and physical activities for children is also a concern for teachers. Conclusion The findings from this study suggest that teaching experience with an educational background other than physical education can limit the understanding of physical literacy, even if the teachers are used to teaching physical activity in an early childhood education environment. The long-term implications may be that if early childhood education and physical education work together, they will be able to inspire more meaningful experiences in teaching physical activities that contribute to the formation of children's physical literacy.

A look at the early childhood teacher education undergraduate curriculum: is it gender sensitive?

ABSTRACT The aim of this study is to investigate whether the Early Childhood Teacher Education Undergraduate Curriculum in Türkiye is gender sensitive. A document analysis method was used. Course contents were obtained from the Council of Higher Education, and the learning outcomes of the courses were accessed from the Early Childhood Teacher Education Undergraduate Program web page of a university. In the content and learning outcomes of the courses, the terms “gender (sex), men/women, social background, equality, children’s rights and democracy, cultural diversity, norm-normalisation, gender bias, sexism-homophobia, LGBTIQ+ were searched for gender sensitivity. We found that these terms are used in a limited way in the curriculum and are mostly included in the content of elective courses. The teacher education curriculum has limited content for pre-service teachers on gender equality. Adding new courses to the curriculum or improving the content of existing courses to support the perception of gender equality among teacher candidates is recommended.

Teacher’s Use of English and Spanish Interactive Strategies during Wordless Shared Book Reading: Relations to Emergent Bilingual Children’s Responses

Little attention has been paid to describing the ways early childhood education (ECE) teachers implement interactive strategies and the use of Spanish and English, in real time, to support Spanish–English emergent bilingual children’s contributions to shared book reading interactions. Video recordings from 19 ECE classrooms during shared book reading were used to conduct sequential analysis to examine the different types of interactive strategies (e.g., questions, extensions) implemented by bilingual ECE teachers and emergent bilinguals’ responses to these strategies. This study found that teachers’ interactive strategies may reflect a degree of reciprocity, with teachers and children sensitively attuned to one another’s contributions in real time. Teachers’ questions in English and Spanish were related to emergent bilinguals’ responses across a wide range of language complexity. Similarly, teachers and emergent bilinguals tended to respond to one another in the language of the prior utterance, suggesting teachers and emergent bilinguals are attuned to the contributions of one another. By examining teacher–child dynamics, this study produced results that can address issues that may have direct, translatable implications for ECE practice and intervention efforts.

Trends in the learning of early childhood education teachers. Review of foreign research.

The ongoing technological, socio-cultural and economic changes affect the work of early childhood education teachers. Therefore, educators should acquire new competences and develop the existing ones. The aim of this article is to review the latest trends in the learning of early childhood education teachers based on the analysis of foreign research in this area. This will allow for expanding knowledge and formulating practical tips for educators and educational decision-makers on the possibilities of using various methods and training programs.

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.

Impact of Teacher’s Effectiveness on the Acquisition of Skills in Early Childhood Education (ECE)

The study was conducted to explore teacher effectiveness in the development of skills in early childhood education (ECE). The aim of this research work was to know to what extent the teacher is effective in the development of skills in early childhood students. Thus, the performance of learners was evaluated based on the impact of ECE resource rooms on the skills development of learners from the teacher's perception. A total of 170 teachers were chosen from elementary and secondary schools as a sample of this study. The effectiveness of the teachers in early childhood education (ECE) was evaluated using a self-created questionnaire. Data entry and subsequent statistical analysis were conducted using the Social Sciences Statistical Package (SPSS 21). The results revealed that male and female teacher perceptions about utilizing ECE resource rooms were different among student skills and competency development. It was concluded that a healthy learning environment is considered to be supportive in augmenting the development of the brain, as well as social and physical. The resource rooms should be established to boost prospective teachers' imagination and enable them to create stories. Teachers should be encouraged to raise discussions among students to gain their attention and support the learning process.

Deepening awareness of inequities: investigating an advocacy project in early childhood teacher education

ABSTRACT An important goal for early childhood teacher education is to prepare teachers who advocate for policies leading to greater equity for families, young children, and the early childhood profession. This study investigated the extent to which an early childhood policy and advocacy course with an embedded advocacy project increased undergraduate students’ knowledge about inequities in early childhood as well as their attitudes toward adopting an active role in advocating for equitable child and family policies. Qualitative analysis of written reflections revealed that the project increased students’ knowledge about equity issues at a surface level and, for some students, more deeply, especially relating to specific topics of project focus. A few students even described new insights for equity-minded leadership. Several students also became more aware of inequities beyond their own project and articulated a commitment to recognize and address inequities through advocacy. Implications for early childhood teacher preparation are discussed.

Sustainable Early English Language Education: Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language

Sustainable Early English Language Education: Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language

Factors influencing sedentary behavior and its impact on early childhood psychomotor skills

Sedentary behavior can negatively impact motor and cognitive coordination in early childhood. This study explores the factors that influence sedentary behavior on early childhood psychomotor development. This research method uses a quantitative approach with a survey design and involves a sample of 400 early childhood education teachers. Data were collected through questionnaires distributed using Google Forms. Data analysis was carried out using descriptive and inferential statistics with the Partial Least Square (PLS) approach. The results of the analysis show that the factors of physical activity (β = -0.222), parental digital understanding (β = -0.109), physical activity support facilities (β = -0.080), parental involvement (β = -0.094), teacher competence (β = -0.128), and teacher digital competence (β = -0.235) have a negative correlation with sedentary behavior of early childhood, which means that the higher the factor, the lower the sedentary behavior. Sedentary behavior negatively affects motor coordination (β = -0.552) and child psychology (β = -0.545) increasing the risk of psychological problems such as anxiety and depression. Meanwhile, early childhood characteristics and technology did not have a major influence on early childhood sedentary behavior. The importance of awareness of sedentary behavior requires the creation of a physical activity program for children that involves parents. Keywords: sedentary behavior, psychomotor development, early childhood, early childhood education.

Beraksi Learning Model : Improving Early Childhood Education Development Outcomes in Bulukumba District

Early Childhood Development is very important to shape the character, intelligence, and social skills of children that will have a significant impact on their future. The main objective of this study was to measure the effectiveness of the implementation of the BERAKSI model (playing, creative, discussing and cheerful) on aspects of child development, and to identify factors that support or inhibit the implementation of the model. The research design used a quasi-experimental approach with control and experimental groups. This study was conducted in several Early Childhood Education (ECE) in Bulukumba Regency, where the experimental class implemented the BERAKSI model, while the control class used conventional learning methods. Data collection methods included observation, interviews with teachers, and pre-tests and post-tests to measure child development before and after the implementation of the model. Statistical tests were used to analyze significant differences between the two groups. The results showed that the BERAKSI model significantly improved aspects of child development compared to conventional methods. The average growth value in the experimental group was 62.49 higher, compared to the conventional method of 44.17. This shows the effectiveness of this model in supporting overall child development. Therefore, this study explains that the BERAKSI model is effective in optimizing aspects of child growth and development in early childhood education. This model can also be adopted more widely in ECE in Indonesia. The implications of this study are the need for further training for ECE teachers to implement the BERAKSI model effectively, as well as support from the government and the community to facilitate the implementation of this model.

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.

Nivel de conocimiento y actitud de los profesores de educación infantil y primaria sobre el manejo de los traumatismos dentales

Objective: To evaluate the level of knowledge of early childhood and primary education teachers about the management and attitude toward dental trauma in children. Material and methods: A cross-sectional descriptive study was carried out using questionnaires sent to schools in San Sebastián, Spain, to be answered by early childhood and primary education teachers between May and November 2023. The anonymous questionnaire was sent via Google Forms and consisted of three sections that included questions on demographics, history, and knowledge of dental trauma and its management. The statistical analysis of the variables was performed using the Fisher test, and the significance level was 5%. Results: A total sample of 83 teachers were included; 90% of the sample were women between 20 and 29 years old, without children, in primary school, and with less than 5 years of experience. No statistically significant differences (p>0.05) were observed in the relationship between gender, having previously taken first aid courses, or having witnessed a trauma previously about greater knowledge on the subject. On the other hand, older participants, with more years of experience and with children were those who had read or heard the most about the topic and had a higher level of knowledge. Conclusions: Teachers' knowledge and management of dental trauma is limited. There is a relationship between age, years of professional experience, and having children with better knowledge and attitudes.

Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland

ABSTRACT Research Findings: This study investigated early childhood education and care (ECEC) teachers’ experiences of occupational well-being during a two-year pre-primary education trial in Finland. Profile groups of the trial experimental group teachers (n = 376) were identified. We also examined whether the identified profiles differed with respect to different ECEC classroom and teacher professional characteristics. Through latent profile analysis, three profile groups of occupational well-being were identified among the ECEC teachers: empowered (n = 34), strained (n = 138), and stable teachers (n = 200). In the majority of the pre-primary groups of empowered teachers, children represented the same age group, whereas the age distribution varied more among the pre-primary groups of strained and stable teachers. Empowered teachers reported having more instructed activity sessions and distributing responsibility more among the personnel teams. Strained teachers reported having more individual responsibility for instructing group activities. Practice or Policy: Attention to ECEC teachers’ occupational well-being should be paid in dynamic and changing circumstances of their work careers, such as the Finnish two-year pre-primary education trial. Nationally unitary and appropriate classroom resources should be guaranteed to support ECEC teachers’ well-being both in trials and in their everyday work.

Parents’ views on gay male teachers in early childhood education

ABSTRACT The stigma surrounding men’s sexuality in Early Childhood Education (ECE) is complex and part of a sexuality hierarchy within which homophobic, emasculating and disparaging undertones are often used to label male teachers in ECE as gay. In this paper the authors demonstrate the complex and gendered ways in which this stigma unfolds in a South African context and offer a decolonising gender perspective to highlight how the country’s socio-political context impacts on how parents respond to gay men in ECE. The parents in this study expressed tolerance and acceptance of gay men’s involvement in ECE. Notwithstanding, these diverse views, many parents’ tolerance and acceptance of gay men in ECE was found to be powerfully structured along a discriminatory heterosexist culture. Despite this, some parent’s acceptance of gay male teachers in ECE were underpinned by gender-progressive attitudes to focus on curtailing gender discrimination and promoting gender diversity and inclusivity at school.

Exploring the Relationships Among Display Rules, Emotional Job Demands, Emotional Labour and Kindergarten Teachers' Occupational Well‐Being

ABSTRACTThis study investigates the intricate relationships among display rules, emotional job demands (EJD), emotional labour and the occupational well‐being (OWB) of kindergarten teachers in China. Utilising the job demands–resources (JD‐R) model, this study specifically assesses the influence of EJD and displays rules on two dimensions of teachers' OWB (job satisfaction and emotional exhaustion), while exploring the mediating role of emotional labour strategies. Data were collected from a sample of 1220 Chinese kindergarten teachers. By employing structural equation modelling and mediation analysis, the findings reveal that positive display rules can enhance job satisfaction and alleviate emotional exhaustion. Conversely, negative display rules are linked to heightened emotional exhaustion and diminished job satisfaction. The analysis further discerns that two emotional labour strategies significantly mediate these associations. Surface acting exacerbates adverse outcomes, whereas the natural expression of emotions acts as a salient buffer, augmenting job satisfaction and reducing emotional exhaustion. In addition, EJD can positively predict job satisfaction through deep acting. These insights underscore the necessity of cultivating educational environments that advocate for natural emotional expression and reinforce positive display rules, thereby enhancing teachers' OWB. This research offers valuable implications for educational policymakers and practitioners, emphasising the need to address the emotional aspects of teaching in early childhood education.