Early Childhood English Research Articles

Research on the Utilization of Early Childhood English Teaching Video Based on the Bilingual Background

Early childhood education is gradually utilizing English teaching videos in the context of bilingual education. There were problems encountered during the promotion process, such as the lack of scientific teaching, unsatisfying teaching effects, lack of innovation, and the inability to attract children's interest in learning. To tackle these issues, a range of measures can be proposed, such as boosting parents' trust in English teaching videos, enhancing the scientific credibility of teaching videos, enhancing the quality of teaching, and promoting children's curiosity about learning English. The study highlights the importance of shifting the focus of early childhood education, and suggests promoting the widespread use of instructional videos from both the child and parent perspectives.

The development of Birth to Five Matters guidance: reflections on the critical agency and collective advocacy of an English early childhood coalition

ABSTRACT In 2019, the English government embarked upon revision to the statutory Early Years Foundation Stage (EYFS) document and to associated non-statutory guidance. At the time, concerns were raised that early childhood experts were insufficiently involved in drafting the document. Consequently, an Early Years Coalition of early childhood organisations was formed to develop a version of curriculum guidance ‘for the sector, by the sector’. This paper draws on contemporaneous documents and communications from the period, coupled with the author’s own experiences as a contributor to this coalition’s guidance. It reflects the perceived critical agency and collective action of coalition partners. Further, deploying the notion of agonism, the author considers how the diversity of early childhood representative bodies involved was conducive to developing the conditions for policy contestation. The paper concludes with reflections on the potential for further collaborative advocacy in seeking greater autonomy and professionalism, for and with the early childhood workforce.

‘Each child must be assigned a key person’: Context and interpretation of a statutory requirement in English Early Childhood Education and Care settings

AbstractThis article explores whether the statutory key person policy can mediate children’s experience of fragmentation due to a variety of transitions in the English Early Childhood Education and Care (ECEC) sector. I explore the policy enactment in the context of another statutory requirement, the staff:child ratio, and against the backdrop of a fragmented and neoliberal ECEC system. Data are from interviews with staff in three ECEC settings and publicly available Ofsted reports. I conclude that the contemporary understanding and practice of the key person policy is less likely to address all challenges of fragmentation experienced by children. The interplay of various patterns of attendance, complex staff rotas, and the requirement to stay in ratio impacts on the ability to offer continuity of care. I suggest ways to reduce the fragmentation experienced within the existing policy framework.

String Figuring young children's perspectives of quality in English early childhood education and care

AbstractQuality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality. This empirical paper employs a research‐creation methodology in combination with feminist materialist theory, notably Haraway's String Figuring, to consider how quality manifests in young children's lifeworlds. Data from non‐participant observations in 17 English ECEC settings were collected and analysed by focusing on child‐led activities where agentic and autonomous engagement with objects, matter, resources, space and places were observed. This resulted in the identification of a series of ‘knots’: security, space(s), material objects, autonomy and other children. We present examples of these knots in six vignettes and propose that these are manifestations of young children's experiences of their educational environments. The knots developed from our analysis recognise how quality was manifested where children felt secure by exploring their chosen spaces. This led to children having autonomy over their play, both alone and with other children. We demonstrate how String Figuring can provide an opportunity to develop a deeper understanding of the complex and nuanced nature of young children's lifeworlds in various ECEC settings, and argue that the identified knots can provide situated and contextual ways to recognise young children's experiences of quality. By doing so it is possible to develop new knowledge that advances theoretical and professional practice conceptualisations of quality.

Effectiveness of Flash Card Media To Improve Early Childhood English Letter and Vocabulary Recognition in Reading

This research aims to analyze the effectiveness of Flash Card media to improve early childhood Alphabet and Spelling Vocabulary recognition in reading English at PAUD ADIAN Jaya Karang Sari. This study used qualitative method. The participants in this study were all students of “Class A” PAUD ADIAN Jaya Karang Sari. The result of study on Effectiveness of Flash Card Media to improve the early childhood English Letter and vocabulary recognition in reading English show the implementation of Flash Card. The researcher showed some vocabulary in front of the student by the Flash Card. First, the researcher showed some picture in Flash card, then the researcher mention some vocabulary spell it in the flash card in English. Data was collected by interview and observation sheet. In interview, the researcher invited all the students to mention some vocabulary and student spell it in front of the class. In observation, the researcher makes some quiz about the vocabulary. The researcher showed the flash card. Then make a score for the students that can answer the words and spell it. This research give the implication how to important media learning for early childhood to study English.

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

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

Effectiveness of Flash Card Media To Improve Early Childhood English Letter and Vocabulary Recognition in Reading

This research aims to analyze the effectiveness of Flash Card media to improve early childhood Alphabet and Spelling Vocabulary recognition in reading English at PAUD ADIAN Jaya Karang Sari. This study used qualitative method. The participants in this study were all students of “Class A” PAUD ADIAN Jaya Karang Sari. The result of study on Effectiveness of Flash Card Media to improve the early childhood English Letter and vocabulary recognition in reading English show the implementation of Flash Card. The researchershowed some vocabulary in front of the student by the Flash Card. First, the researcher showed some picture in Flash card, then the researcher mention some vocabulary spell it in the flash card in English. Data was collected by interview and observation sheet. In interview, the researcher invited all the students to mention some vocabulary and student spell it in front of the class. In observation, the researcher makes some quiz about the vocabulary. The researcher showed the flash card. Then make a score for the students that can answer the words and spell it. This research give the implication how to important media learning for early childhood to study English.

Exploring Parents' Perceptions Toward Early Childhood English Language Education in Jakarta

This study investigates parents' perceptions of early childhood English language education in Jakarta, Indonesia. With an increasing emphasis on English proficiency in a globalized world, understanding parental attitudes toward introducing English early age is essential. This research employed a mixed-methods approach, utilizing a survey questionnaire to gather insights from 52 parents, consisting of 40 mothers and 12 fathers, whose children were between 3 to 6 years old. The survey revealed that 92% of parents agreed that early English education enhances language development, 88% believed it provides a competitive edge, 83% considered it crucial for opportunities, and 74% saw its potential to boost cognitive skills. In-depth interviews were conducted with 16 participants, selected through purposive sampling, to delve deeper into parental perceptions, providing further insight. The findings underscore parents' collective recognition of the positive impact of early English education on language development and cognitive skills, presenting a valuable resource for parents seeking informed decisions about their children's early language learning journey. The study offers input for educators, policymakers, and curriculum designers aiming to create effective early English programs resonating with parental perspectives.

THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE METHOD IN LEARNING ENGLISH AT TK KHAIRUL IMAM MEDAN

This research is aimed at finding and describing how Total Physical Response (TPR) method can improve the ability of students at TK Khairul Imam Medan in learning English. The application of English for early childhood is not an easy thing. Therefore, it is necessary to use methods so that early childhood can better understand the meaning of the English language. One of the methods probably used is TPR method. It aims to make English easier to understand by early children. This research was conducted with the aim of knowing the results of the implementation of the Total Physical Response (TPR) Method in early childhood English learning. This study uses a qualitative descriptive field research method. The research location is at the TK Khairul Imam. The research subjects include the head of the kindergarten and the teacher. Data obtained through interviews, observation, and documentation. The results of this study describe the implementation of TPR method in early childhood English learning carried out in the school. This study shows the role of the teacher and the stages of English learning activities with the TPR method in the school.

POLICY AND GOVERNMENTALITY OF EARLY CHILDHOOD EDUCATION AND CARE IN ENGLAND

This paper provides an overview and investigates the English Early Childhood Education and Care (ECEC) policy landscape. It introduces the political and ECEC policy history, and the development of the statutory Early Years Foundation Stage (EYFS) (DfE, 2021) framework, whose publication in 2008 was a significant milestone in ECEC in England. Twenty-two nursery workers from a variety of nursery settings were interviewed to learn what they think, know, and how this policy influences their professional practices. Foucault’s (1988) and Dean’s (1999) idea of ‘governmentality’ was used to analyze the data, as governmentality offers a way to create critical analyses of the ECEC policy that affects young children. The analysis recognizes the nursery worker's strong and often stressful relationship with government policy and highlights how policy documents mandated their work. The study also reveals that despite government regulations and guidance, most of the participants decide to continue with their professional development and enrol to study for a higher education degree.

Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy

The early childhood workforce in England has experienced periods of policy attention and more recently policy neglect. During the past two decades (2000–2022) the extent of interest in workforce policy has fluctuated with episodes of investment followed by phases of disinvestment. Throughout this period, early childhood educators have been subjected to multiple, often conflicting and shifting demands upon them, which have evolved with varying political priorities. This paper builds on earlier analyses and exposes how neoliberal logic has been advanced in the intervening years and continues to permeate the terrain. Through a Critical Discourse Analysis (CDA) of nine English early childhood workforce policies numerous, dominant, institutional discourses and reciprocal obligation are discerned. This analysis uncovers how policies of standard setting, credentialising and surveillance create discursive borders which are established and maintained to create the ‘ideal’ professional identities of early educators. It is contended that these conceptual and discursive borders delimit versions of professional identities and thereby curtail capacity to imagine and act beyond such boundaries. The paper concludes that identifying and naming these borders are important prerequisites for contestation of such institutional discourses and for asserting alternative subject positions.

‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education

Neoliberal thinking has increasingly shaped global and national policy incursions in early childhood education. Research has highlighted the power effects of such policies with consequences for pedagogy, provision and the professional identities of educators. Less well understood are educator responses to these policies. Whilst literature offers some exploration of resistance movements, little is known from empirical studies about how acts of resistance are enacted individually (and collectively) in the professional lives of early years educators. This article explores how English early childhood educators resist policy constructions of ideal professional identities. Using reconceptualized critical theory, this paper considers both neoliberal shaped demands on early educators and their resistance to these. Employing data from professional life story interviews ( n = 16) by early educators in a range of contexts, narratives were constructed which document their responses to ECE policies. This paper draws on three of these narratives. A Critical Narrative Analysis reveals that educator resistances are not always large scale, collective or mobilized but are often expressed in atomized contexts through a dispersed network of actors. Individual responses included ‘micro resistances’ which were often local, quiet and invisible but multiple. The paper offers novel insights into c/overt resistances revealing educators’ complex, nuanced and subversive responses to discursive policy manoeuvres.

Pengaruh Penggunaan Media Pembelajaran Berbasis ICT (Information Communication and Technology) Terhadap Perkembangan Bahasa Inggris Awal Anak Usia 5-6 Tahun

This research have a purpose to determine the influence of ICT (Information Communication and Technology) -based learning media on the development of early English children aged 5-6 years. The research method used is true experimental research. The subject of this research is a child aged 5-6 years in grade B1 and B2 TK Daniel HKBP Rumbai, the number of groups B1 TK Daniel HKBP Rumbai is 15 children consisting of 6 boys, 9 girls and the number of groups B2 TK Daniel HKBP Rumbai is 15 children consist of 7 boys and 8 girls. Data collection tools used in the form of an early English developmental observation sheet of children aged 5-6 years after obtaining ICT-based learning media treatment. From the results of the t-test showed that the value of asymp. Significant (2-tailed) by 0.013 to a significant value of < 0.05. Hypothesis is accepted means that ICT-based learning media able to make English skills early children aged 5-6 years in TK Daniel HKBP Rumbai better. Therefore, researchers provide advice so that educators can make ICT-based learning media as an alternative in learning activities especially on early childhood English recognition

Readiness to Learn English for Early Childhood

Teachers need to understand the factors that influence the readiness of early childhood to learn their new language, especially English, to avoid inappropriate stimulation practices. This study aimed to examine early childhood English learning readiness factors based on relevant theories and research results. This research method was a qualitative literature review study. The literature review consists of 70 references related to the topic of early childhood English. This research method is a qualitative literature review study. As a result, children's readiness to learn is influenced by internal and external factors. Internal factors include cognitive abilities, mastery of the initial language, mastery of a new language, namely English, emotional maturity, and intrinsic motivation. At the same time, the external factors that influence include extrinsic motivation, family, social culture environment, and stimulation by playing.The novelty is to identify the influence of children's readiness factors in learning English both inside and outside the child. As a result, the teacher can consider the readiness of the child to avoid mistakes in introducing English as a new language for early childhood.

Pedagogies of place-spaces: walking-with the post-professional

ABSTRACT There has been a re-politicisation of the professional identity of English Early Childhood Education and Care (ECEC) teachers following revisions to the Early Years Foundation Stage curriculum. This move from play-based to more adult-directed teaching has been challenged by the sector. In an attempt to bring back the embodied nature of teaching this article turns to posthumanist and feminist materialist scholarship to articulate how place and space influence ECEC teachers’ perceptions of practice. It explores a field trip with ECEC student teachers to a nature reserve on the South Coast of England. We ‘walked-with’ each other to reimagine philosophical and policy expectations for teachers and children. During this trip we attended to the materialisation of place-space considering how social, cultural, and historical narratives entangle with, and impact on, perceptions of childhoods. These left ‘impressions’ on teachers’ bodies helping them reconsider their pedagogy with young children. The walkers developed their own understanding of the impact of place-space which, although materialised in the moment of the trip, resonated and connected to contemporary perspectives of young children. These moments provide sites to challenge existing policy and professional knowledge allowing for a more expansive view of posthuman post-professional ethical response-able practice.

유아교육기관의 유아영어교육에 대한 유아교사의 인식

본 연구 목적은 유아교육기관의 유아교사들을 대상으로 유아영어교육에 대한 인식, 만족도, 문제점, 요구 등을 알아보는데 있다. 연구방법은 설문조사를 통해 전국의 유아교사를 대상으로 유아영어에 대한 인식, 만족도, 문제점, 요구에 대해 알아보았고 자료 분석은 빈도와 백분율로 산출하였다. 수집된 자료는 SPSS와 엑셀로 분석하였다. 연구 결과 유아교육기관에서의 유아영어교육은 현재 유아영어교육의 실태와 유아교사의 인식에 있어 유의한 차이가 있는 것으로 밝혀졌다. 따라서 향후 유아영어교육은 유아의 수준에 맞게 흥미와 놀이 중심으로 다양한 방법으로 제공되어야 하며, 이를 위해서는 교원 양성 기관의 예비교사들에게 유아영어교육에 대한 관심과 이해를 높이기 위한 교과목 개설이 우선적으로 이루어져야 한다.

IMPLEMENTASI MEDIA DIGITAL UNTUK PERKEMBANGAN BAHASA INGGRIS ANAK USIA DINI

<p align="center"><strong><em>Abstract </em></strong><em> </em></p><p><em>This study aimed to investigate the phenomenon about implementation of digital media suporting the development of English Language in early childhood students at Tunas Mekar Kindergarten Tegaljadi Village. This study find out perceptions of teachers, children, and parents regarding the how was the implementation process of digital media suporting English developmet in early childhood students in Tunas Mekar Tegaljadi Village, and to determine the perception of teacher and parents how efective digital media supporting English development in early childhood students at Tunas Mekar Tegaljadi Village. This research is a qualitative research using descriptive method</em><em> with </em><em>observation sheets and interview guides to teachers, children, and parents. As for the results, first, </em><em>In general, it runs smoothly through three processes, namely the preparation process, activities, and evaluation. At each stage this has been carried out optimally by teachers and students who are accompanied by their parents. Second, learning English through digital media has also been able to improve the development of early childhood English in TK Tunas Mekar II. They have been able to pronounce simple vocabulary in English. Able to say greetings and be able to follow orders through verbs in English. Besides that, the children did this activity with great enthusiasm and fun</em><em>.</em></p><p><em> </em></p>

아동영어교사의 교사교육 요구조사

본 연구는 필요분석을 사용하여 아동영어교사가 요구하는 교사교육 범주를 조사하는 것을 목적으로 한다. 이를 위해 일반유치원, 영어유치원, 영어 학원, 방과 후 교실, 파견영어교사 242명에게 개방형 설문을 진행했다. 참여자 중 3명의 아동영어교사를 선택하여 심도 있는 면담을 진행했다. 분석 결과 아동영어교사가 필요로 하는 교사교육 7가지 범주를 발견했다. 응답 빈도가 높은 순으로 교수법, 아동교육이론, 교사의 말하기유창성, 학습활동의 종류와 사용, 동기부여, 영어이론지식, 효과적인 학부모 상담 기술이었다. 이 연구의 결과를 바탕으로 아동영어교육을 위한 공통교육과정의 필요성을 제시하고, 아동영어교사의 필요에 맞는 교사교육 프로그램을 개발하는데 구체적인 방안을 탐색할 수 있을 것이다.

Motivation for Learning English Early Childhood Through Storytelling Method Using e-Big Book media

English learning motivation is a condition that arises in a person to carry out learning activities, especially English, to increase vocabulary and achieve learning goals, but the learning process was still focused on the teacher and used lecturing method. Therefore, this research aimed to analyze the use of storytelling methods based on e-big book media. This research was a quasi-experimental research with nonequivalent control group design. The population of this research was group B which was consisted of 546 children. The samples were taken by a cluster random sampling technique. The sample consisted of 25 students in the experimental group and 22 students in the control group. Data collection was done by using a non-test with an observation method. The data were analyzed by using t-test. The results of data analysis were t-count = 10,73 at the 5 % significance level and dk = 45, t-table = 2,003 t-count = 10,73> t-table = 2,003. So, the use of storytelling methods based on e-big book media would have an impact on English learning motivation. This research helps teachers to add references to learning media that can be used.

Queering the Data: The Somatechnics of English Early Childhood Education and Care Teachers

Education has increasingly been consumed by neoliberal expectations that result in the need for data to be collected to justify regulative, pedagogical, curricular, and teaching practices. The marketisation of higher education requires more quantitative measurement of student attainment and progress which impacts on pedagogy and provision. Working with Karen Barad's theorisations of spacetimemattering, agential cuts, intra-action, and diffractive analysis, I draw on research with Early Childhood Education and Care (ECEC) teachers who were working and concurrently studying on a degree programme. Empirical data was generated from a focus group discussing the influences of data recording software on the teachers and their professional practice, the devices used as part of the recording process, and the curricular expectations during children's assessment. Scholars have argued that the need to ensure children meet developmentally appropriate milestones in ECEC can lead to performative, technicist teacher practices driven by data and that these practices may result in datafication and ‘dividual’ subjectivities ( Deleuze 1992 ). Entangling with material-discursive productions between ECEC teachers and ‘data’ provides a new contribution to understanding the influence of other-than-human bodies on the process of dividualisation and its impact on professional practice. Although focussing on ECEC teachers and their assessment practices, the outcomes of the analysis are connected to higher education, which is facing similar pressures for student progress. In line with the theme of this issue of Somatechnics, I discuss how putting to work Barad's agential realism can articulate and rethink both human and other-than-human matterings by revealing how some ‘agential cuts’ reinforce deficit dividual discourse. In turn, this can help us move beyond datafication and dividual practice.