Early Childhood Education Research Articles

Type II diabetes and cognitive function among older adults in India and China—results from Harmonized Cognitive Assessment Protocol studies

ObjectiveType II diabetes is a recognized risk factor of declining cognitive function in high-income countries. However, there is limited research on this association across low- and middle-income countries. We aimed to examine and compare the relationship between type II diabetes and cognition amongst adults aged 60 years and older for two of the largest LMICs: India and China.MethodsCross-sectional data was analyzed from population-based Harmonized Cognitive Assessment Protocols studies in India (n = 4,062) and China (n = 9,741). Multivariable-adjusted linear regression models examined the relationship between diabetes (self-reported or biomarker HbA1c ≥6.5%) and general cognition. Interaction testing assessed effect modification based on urban versus rural residence and educational attainment.ResultsType II diabetes was not associated with general cognitive scores in India or China in fully adjusted models. Interaction testing revealed a positive association in rural but not urban residences in India, however this was not seen in China. Both countries showed effect modification by education attainment. In India, diabetes was associated with higher average cognitive scores among those with none or early childhood education, while the relationship was null among those with at least an upper secondary education. In China, diabetes was inversely related to average cognitive scores among those with less than lower secondary education, while the relationship was null among the remainder of the study sample.ConclusionThe type II diabetes and cognitive function association in India and China differs from that observed in high-income countries. These findings suggest epidemiologic and nutrition transition variations. In India, health care access, urbanization and social differences between urban and rural areas may influence this relationship. In both countries, epidemiologic and nutrition patterns may adversely impact individuals from socially and financially vulnerable populations with less than lower secondary education. Longitudinal research using harmonized cognitive scores is encouraged to further investigate these findings.

Estonian and Finnish early childhood education teachers’ views of well-being and changes at work during the COVID-19 pandemic

ABSTRACT This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers’ well-being at work. Likewise, changes in work were limited. However, there were large individual variations in these experiences between teachers and between countries. Finnish teachers’ well-being at work was only slightly explained by job changes, while Estonian teachers’ well-being was significantly more explained by them. The findings highlight the intertwined nature of well-being at work and work changes and the individual nature of the effects of the COVID-19 pandemic on teachers’ work.

Supporting Emotional Intelligence and Inferential Comprehension Using Character Analysis in Picturebooks

AbstractThis Teaching and Learning Guide highlights how early childhood teachers can support emotional intelligence and inferential comprehension by drawing children's attention to characters' feelings and by asking students to notice evidence from the illustrations and text.

Developing the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing

PurposeThis paper describes the development of the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing, and details the experiences of some of WECARE’s 17 members.Design/methodology/approachThe paper explores and situates the WECARE team’s experiences within extant literature on cross-national and collaborative research groupings alongside a strongly practical focus.FindingsThe study’s findings included effects of member mindsets and motivations, differentiated benefits and challenges of membership, cultural sensitivity, research capacity-building, leadership, communication, data security and planning.Originality/valueCross-national research is seen as an important part of academic researchers’ activities. Yet, little has been written about how cross-national research groups form and operate, and what benefits and challenges their members experience.

The Role of Principal Leadership Management as a Driving Force in Implementing the Independent Curriculum Using AI

In the millennial era, characterized by constant change and progress, schools that thrive possess specific qualities and characteristics. Education not only functions as a place to transfer knowledge but also as a place to develop students' skills, character, and critical thinking abilities. In this increasingly complex world, educational institutions must adapt curricula and teaching methods that are relevant and able to meet students' diverse needs. Schools that innovate and provide captivating learning experiences will be better able to attract the attention of students and parents. In addition, educational institutions must realize the importance of building an identity and characteristics that distinguish them from other schools. This includes developing superior programs, adequate facilities, and a positive and supportive learning environment. This study investigates the role of principal leadership in implementing the Merdeka Curriculum while integrating artificial intelligence (AI) in a kindergarten/early childhood education environment. Through a qualitative approach, this study explores the experiences of a principal and staff at TK IT Tunas Mulia. Findings indicate that principals play a critical role in fostering a culture of innovation and adaptation to AI, providing the necessary training and resources for teachers to utilize AI tools effectively, and collaborating with stakeholders to ensure successful implementation. However, the study has identified challenges such as limited teacher proficiency in AI and the need for more comprehensive AI-integrated curriculum materials. While principal leadership plays a critical role, the study concludes that further support and professional development are necessary to fully harness the potential of AI in improving early childhood education.

Book Review of Supporting Korean American Children in Early Childhood Education: Perspectives from Mother-Educators

Book Review of <i>Supporting Korean American Children in Early Childhood Education: Perspectives from Mother-Educators</i>

Children’s Rights in the Early Childhood Education Curriculum and Activity Book in Türkiye

This research evaluates the representation of children’s rights in the Early Childhood Education curriculum and Activity Book in Türkiye. Content analysis was used to assess the scope, depth, and frequency of children’s rights-related learning achievements in both the curriculum and the Activity Book, revealing that these achievements do not explicitly emphasize children’s rights in areas such as cognitive, language, and motor development. However, 11 out of 17 social-emotional development objectives and 116 activities indirectly addressed children’s rights. The research suggests a need for the explicit inclusion of fundamental rights in the curriculum and the Activity Book, tailored to children’s age, enhancing skills in conflict resolution, safety awareness, empathy, and opposition to rights violations. Keywords: early childhood education; children’s rights; human rights; content analysis.

Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles?

Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles?

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations.

What determines the accessibility of early childhood education in Bangladesh?

This paper aims to understand the potential factors influencing the accessibility of early childhood education (ECE) in Bangladesh. Utilising data from the Multiple Indicator Cluster Survey (MICS) 2019, this study explored the influence of individual, household, socio-economic as well as geographical variables on ECE enrollment. It employed a comprehensive approach, which involved using descriptive statistics for univariate analysis, chi-square and t-statistics for bivariate analysis, and the logit model for multivariate analysis. The findings revealed that a child’s likelihood of attending an ECE program increases with their age, while those with functional difficulties and larger household sizes exhibit lower odds of attendance. Children with mothers possessing higher education levels demonstrated increased odds of ECE enrollment. Wealthy households and urban or Mymensingh division residency were associated with higher odds of ECE enrollment, while Barishal, Rajshahi, and Sylhet divisions indicated lower odds. To enhance ECE accessibility, the study recommends implementing a roadmap for ensuring universal early childcare and early education with an emphasis on socioeconomically underprivileged children, particularly in rural areas. Proposed strategies may include providing financial assistance to poor households and fostering public–private partnerships for ECE provision in remote regions like Barishal, Rangpur, Rajshahi, and Sylhet divisions. Moreover, it is crucial to make parents and communities aware about the significance of ECE in order to make sure that children ages 3–5 years are involved in ECE programs.

Early years practitioners in Poland – thematic analysis on professional identities

ABSTRACT This research explores perceptions of practitioners’ professional identity in early childhood education and care (ECEC) in Poland. Igor Knez’s theory on professional identity was applied. Qualitative methodology was used to gather personal perspectives and thematic analysis as a tool to define professional identity. Practitioners’ self-constructions of their own childhood were imagined as “romanticized constructions” and “childhood on the margins.” Practitioners see themselves as professionals committed to continuous learning. Participants in this study felt less self-efficacy with respect to working with parents than with children. Practitioners preferred to discuss negative relationships with parents.

Pengembangan Modul Interaktif Mahasiswa PPG PAUD Terintegrasi Pembelajaran Berbasis Proyek sebagai Optimasi Pembelajaran Mahasiswa PPG di Sekolah Mitra

This article discusses the development of an interactive module for early childhood education (PPG PAUD) students integrated with project-based learning as an effort to optimize learning in partner schools. The program aims to enhance the skills and understanding of PPG PAUD students through the use of interactive modules designed to support project-based learning. The methodology includes needs analysis, module design, implementation, and effectiveness evaluation. The results indicate that the interactive module significantly increases students' learning motivation, engagement, and material comprehension. Additionally, the integration of project-based learning allows students to develop practical skills relevant to the teaching context in partner schools. In conclusion, the development of interactive modules integrated with project-based learning provides a positive contribution to optimizing learning for PPG PAUD students.

Pengembangan Aset Wisata Edukasi Kebudayaan Flashcards Berbasis Augmented Reality untuk Pembelajaran Seni dan Budaya TK Laboratorium

The development of cultural educational asset flashcards based on Augmented Reality (AR) for art and culture learning at TK Laboratorium aims to enhance children's interest and understanding of local arts and culture. This program integrates AR technology with educational flashcards to create an interactive and engaging learning experience. Methods include the design and development of AR flashcards, technical training for teachers, and effectiveness evaluation through user feedback. Results show a significant increase in children's engagement and understanding of art and cultural materials. The implementation of this program is expected to support the development of innovative and effective art and culture learning at the early childhood education level.

#Protecttranskids?” The (Im)possibilities of advocating for trans-inclusive policies and practices while protecting children

Contemporary battles over transgender rights reinvigorate the figure of the innocent, ignorant, and vulnerable child at risk and in need of protection. However, critical childhood scholars have shown that not all children are deemed innocent, but rather innocence has always been raced White. Given this, I ask: What does the innocent child rhetoric do to trans activism and trans (early childhood) pedagogies? I unpack how the premise of innocent children pervades responses to anti-trans backlash. Likewise, childhood innocence also thwarts early childhood teachers’ pedagogical efforts to disrupt gender stereotypes. I argue that the mobilization of childhood innocence whitewashes our policy and practice efforts toward trans justice; and call for more promising, intersectional avenues toward gender justice.

The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines.

Emotional labor and absenteeism among early childhood educators: The mediating roles of negative affect and psychological meaningfulness

Emotional labor and absenteeism among early childhood educators: The mediating roles of negative affect and psychological meaningfulness

Influence of the Olfatín Project on the reduction of pain related to intranasal influenza vaccination, as part of a school influenza vaccination program

PurposeTo evaluate the influence of viewing the Olfatín Project video on the assessment of school LAIV-associated pain in three and four-year-old children through the Wong Baker Faces® pain classification scale. Design and methodsA three-arm randomized multicenter clinical trial with a placebo control group was carried out. The main variable measured was pain, assessed through the score on the Wong Baker Faces® Pain Rating Scale. There were a total population of 4591 children three and four-year-olds (born in 2019 and 2020) and who attended the 1st and 2nd year of early childhood education. Before the school vaccination, researchers randomly assigned participant schools corresponding to each of the basic health areas to each of the three study groups: Olfatín's video viewing, a control video viewing not related to influenza and no video viewing. ResultsNo significant differences according to sex, age or the minor's grade according to the assigned intervention were detected. 72.3% of those vaccinated assigned a 0 from the Wong Baker Faces® scale: 75.4% of those who watched Olfatín's video, 68.3% for those in Drilo's group and 72.8% for those who didn't watch any video, but without significant differences (p = 0.08). There were no significant differences either stratifying by sex. ConclusionLAIV is a painless vaccine for children, which has to be taken into account by the health authorities when planning the pediatric influenza vaccination campaign. Practice implicationsOlfatín's cartoon video can be used by professionals to create a greater experience for children and therefore a better acceptance.

가치교육에 대한 유아교사의 인식 및 실행과 요구

Objectives In this study, we examined early childhood teachers' perceptions of value education and explored the implementation of value education in early childhood education institutions, and explored demands for value edu-cation improvement. Methods For this purpose, from May 21 to August 5, 2023, a total of 20 individual interviews were conducted twice per person for 10 teachers in kindergartens and daycare centers in Seoul and Gyeonggi for 4~5 year olds, and researcher journals, research participants journals, and other data were collected and analyzed. Results Early childhood teachers’ perception of value education was divided into ‘education to create a foundation for behavior’, ‘education for forming the right personality’, and ‘essential education for living together’. Also, early childhood teachers' value education implementation was divided into ‘reading values i n play and daily life,’ ‘informing various values through value activities,’ ‘transmitting value through modeling,’ and ‘continuing value education with family.’. In addition, the demands for improving value education for early childhood teachers were divided into ‘activation of value understanding education for teachers,’, ‘support for value education implementation materials for young children’, ‘providing a place for communication between teachers to share value education ex-periences’, and “support for improving parents’ and society’s perception of value education.” Conclusions This study is meaningful in that it understood how early childhood teachers perceive value education, how they implement value education, what their needs to improving value education by exploring early childhood teachers' perception, implementation, and demands of value education. Through this, it is expected to be provided as basic data to understand the practical measures of early childhood teachers for early childhood value education and prepare support measures for more effective value education implementation.

영유아교사의 자아존중감 전문성 인식이, 놀이교수효능감에 미치는 영향

Objectives The purpose of this study was to analyze the impact on play teaching efficacy of early childhood teach-ers’ self-esteem and expertise awareness. Methods The survey target was one hundred twenty-nine early childhood teachers in Seoul and Gyeonggi-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson’s Ratio Correlation Analysis was applied to perceive the relationship among early childhood teachers’ self-esteem, expertise awareness, and play teaching efficacy. Multiple Regression Analysis implemented to see the impact on play teaching efficacy of early childhood teachers’ self-esteem and expertise awareness. Results First, there was significant static correlation in between early childhood teachers’ self-esteem and ex-pertise awareness. Second, only the teachers’ expertise awareness showed as the meaningful static predictor in the impact on play teaching efficacy of early childhood teachers’ self-esteem and expertise awareness. These re-sults mean that the play teaching efficacy is proportional to the level of expertise awareness. Upon analyzing sub-factors, the self-esteem and expertise awareness, and the only expertise awareness are presented as the significant predictors of the play teaching efficacy and the expectation about play teaching result respectively. Conclusions This study would provide a basic data to develop the program for enhancing early childhood teachers’ play teaching efficacy.

키워드 네트워크 분석을 활용한 어린이집 권리존중보육에 관한 연구 동향

This study aims to examine research trends by using the frequency and research methods of research on respect for rights in daycare centers and keyword network analysis. To this end, 111 domestic research papers registered in KCI from 2011 to 2024 were selected through a keyword search related to respect for rights childcare and analyzed by period. As a result, first, 88 studies were published in the second period (2018-March 2024), and quantitative research was the most common research method. Second, the keyword network analysis results showed that the keywords ‘respect for rights of infants and toddlers’, ‘respect for rights of infants and toddlers’, and ‘early childhood teachers’ appeared frequently in all periods. The centrality analysis results showed that ‘respect for rights of infants and toddlers’, ‘respect for rights of infants and toddlers’, and ‘early childhood teachers’ appeared in the top keywords in all periods, and ‘early childhood rights’ was ranked high in the first period, and ‘teacher professionalism’ and ‘organizational health’ were ranked high in the second period. Through the results of this study, we identified research trends in childcare rights-respecting childcare in daycare centers and derived the need for expanding the diversity of related research. It is significant in that it suggests future directions for strengthening teacher professionalism for childcare rights-respecting childcare in childcare settings.