Early Childhood Professionals Research Articles

Enfant présentant une allergie alimentaire en crèche : quelle est la place du Projet d’Accueil Individualisé ? Quels ressentis pour le personnel ?

ContextThe nursery welcomes children from a few months to the age of 3 years, age range where there is an increase in cases of anaphylaxis related to food allergies (FA). ObjectivesTo draw up an inventory of the training and knowledge of staff with regard to FA. Observe the organization of the Individualized Reception Project (IRP) in the nursery. Take stock of the feelings and possible apprehensions of professionals to work on a daily basis with a child with FA. MethodsSurvey conducted in 2023 with 50 staff working in different childcare facilities. ResultsSeventy-four per cent had initial training on FA, 64% had no training on FA since taking a position in nursery and 66% never handled an adrenaline auto-injector (AAI). Twenty-one per cent of the structures have an internal medicine cabinet to support an inaugural reaction of FA and 14% are equipped with AAI (internal stock not taking into account the AAI of possible IRP). Sixty-eight per cent know that they are allowed to apply the IRP themselves in emergency situations in the nursery, in connection with the ministerial circular of 2021. Sixty-six per cent are comfortable in the daily reception of the child with FA, 38% are comfortable with the handling of the AAI. ConclusionGiven the increasing frequency of FA in small children, it is necessary for early childhood professionals to be better trained and informed during their studies and in the nursery, especially on the administration of AAI. It is desirable that an in-house pharmacy be equipped with AAI for the management of inaugural FA.

The role of prenatal depression and infant negative emotionality on maternal mind-mindedness

Mind-mindedness (MM) promotes children’s socio-cognitive skills and attachment, yet relatively less is known about the earliest precursors of MM. This longitudinal study examined the role of prenatal depression, alone and in combination with infant negative emotionality on MM. Turkish mothers completed depression questionnaires in pregnancy and at 9 months postnatally. MM and infant negative emotionality were coded from observational tasks at infant age 12-13 months. A total of 50 dyads (56% boys) participated at all time points. A statistically significant interaction was detected such that prenatal depression predicted less appropriate MM when infants were low in negative emotionality. Yet, this relation was non-significant for distress-prone infants. Findings suggest that MM has its origins in antenatal experiences, moderated by child characteristics, with implications for the relational nature of MM. Findings also have significance for early childhood professionals to facilitate MM among mothers with prenatal depression.

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.

Early Childhood Education Teachers’ Use of Teaching Learning Resources in the Implementation of Play-Based Activities within the Hemang Lower Denkyira District of Ghana

The main purpose of this study was to assess ECE Teachers’ use of teaching learning resources in the implementation of play-based activities within the Hemang Lower Denkyira District. The study adopted the qualitative research approach. The case study design was adopted for this study. Semi-structured interview guide and observation checklist were the instruments utilized to collect data from ten (10) participants, nine (9) professional Early Childhood Education Teachers and one (1) District Early Childhood Coordinator for this study. The purposive sampling was used in selecting the participants for the study. The data were analyzed thematically with the help of Taguette, an online qualitative analysis software. The findings of the study revealed that, Early Childhood Centres do not have audio materials like Bluetooth speakers for oral and listening activities. The study also found that, most schools have no access to electricity and so lack television set and computers to aid in audio-visual lessons. Lastly, it was revealed from the study that, most Early childhood teachers used improvised materials instead of realia to enhance first hand experiences of learners. The study hence recommends that; The Stakeholders of education such as; Parent Association (PA), School Management Council (SMC), Headteachers, Teachers and the Mission units should resource Early Childhood Centres with enough, varieties, and developmentally appropriate play resources/materials and equipment to facilitate play-based pedagogies at the early childhood centres. It could be concluded from the study that; teachers’ ability to meaningfully use TLRs in their lessons and to create the necessary environment and opportunities for their children to have access to the TLRs and to manipulate them is central to the successful implementation of play-based pedagogy. Therefore, relevant resources/materials such as Audio, audio-visual and concrete materials are to be provided to promote play-based pedagogies at the early childhood centres.

Hide and seek: A game reimagined

We live in a culture that teaches us to value being seen and heard above all else. In early childhood classrooms teachers are encouraged to create individual spaces for every child and to artfully display their work as it is created. Especially in Euro-Western, neoliberal contexts, policy and curricula commonly call for early childhood professionals to pay special attention to children and families who come from immigrant or otherwise marginalized backgrounds. We are urged to acknowledge and elevate children's and families’ differences for all to see. But does everyone—child, teacher, and caregiver—want to be seen and heard all the time? What are the affordances and constraints of the visibility injunction under which we live? In this article we set out to reimagine the classic hide-and-seek paradigm in order to shed fresh light on the place of hiddenness and withdrawal from public view in the formation of positive self-regard. Is the joy of hiding always defined by the anticipation of being found? Are the pleasures of seeking only realized by the possibility of finding something/someone or is seeking an activity with its own rich rewards? Our stories and responses to each other are set out in a call-and-response pattern that echoes the six semi-structured hour-long conversations on which this article is built. Musical interludes are provided between each story/response couplet offering readers moments to pause, reflect, and argue with us as they move through the article.

Building professionalism in early childhood development in South Africa: professional associations and unions

ABSTRACT Early childhood development (ECD), from birth to 6, occupies an ambivalent space within a system ranging from birth to 9. Professional Early Childhood Development Associations and Unions (ECDAUs) are important structures to elevate early learning issues in the context of building quality ECD systems. This article explores issues that ECDAUs encountered in the South African context as they struggled to build professionalism. Socially constructed notions of professionalism and ideas from transformative politics provided the theoretical lenses for the study. Six participants from four associations and one union participated in the study. The findings show that although ECDAUs actively build professionalism, they remain fragile structures in multi-dimensional, complex and rapidly transforming environments. There are attempts to consolidate efforts to move the professionalism/ECD agenda forward. This thrust, however, is stronger from ECD associations than from the union, which still needs to incorporate ECD for 5 to 6 year-olds in its work.

Empathy Capacity-Building through a Community of Practice Approach: Exploring Perceived Impacts and Implications

Empathy can be a powerful catalyst for caring action toward wildlife and nature more broadly. Given the critical developmental period of early childhood, interventions that build the capacity of educators to support empathy development in young children are needed. We report on an evaluation of an empathy-focused Community of Practice (CoP) that engaged 15 regional early childhood professionals (including four zoo preschool staff) in the co-creation of empathy practices that are deepened through a ‘Two-Worlds’ (Indigenous and Western) approach. Ripple effect mapping was the evaluation approach used, as its participatory nature and emphasis on reflection were well aligned with the CoP approach. The results suggest CoP participation influenced teachers’ capacity for supporting empathy development, which rippled outward from teacher-level impacts to positive impacts on children, families, and beyond. We also offer reflections on the use of a CoP approach to build individual, organizational, and community capacity for supporting empathy, as well as on the conduciveness of ripple effect mapping for evaluating capacity-building professional learning in the context of empathy conservation.

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.

“It Takes Reflection at All Different Levels, Not Just People on the Floor”: A Qualitative Exploration of Early Childhood Professionals’ Experiences and Perspectives Towards Trauma-Informed Early Childhood Organisations

Trauma in early childhood is a significant public health concern. Early childhood education and care (ECEC) services play a critical role in identifying and responding to children impacted by trauma. However, little is known about early childhood professionals’ experiences and needs relating to supporting trauma-impacted children. The aim of this qualitative study was to explore early childhood professionals’ experiences of working with trauma-impacted children in ECEC, the barriers to adopting trauma-informed approaches, and the organisation-wide shift that is needed to embed them. Semi-structured interviews were conducted with 22 early childhood educators, organisational leaders, and childhood trauma consultants in Victoria, Australia. Thematic analyses revealed that early childhood professionals’ perceived increasing prevalence of trauma in children attending ECEC. However, educators are generally unprepared and unsupported for this, and experience many workplace challenges leaving them feeling overwhelmed. This highlighted the need to support the professional development and well-being of early childhood educators. Meanwhile, the study identified systemic barriers impeding the implementation of trauma-informed approaches within ECEC. The findings also suggest that the collective efforts “starting from the top”, with everyone engaged, coupled with cross-sector collaboration is needed for meaningful, trauma-informed organisational change within ECEC.

The Perceptions of Different Disciplines on Early Childhood Interprofessional Teams Involving Occupational Therapy Services

This phenomenological study was conducted to explore how professionals identify the roles of occupational therapy practitioners and other pediatric professionals on early childhood interprofessional teams. The use of surveys and interviews revealed three themes: 1) the role of occupational therapy encompasses more than what is perceived to be their role, 2) collaboration must be initiated, as it can be influenced by the setting, and 3) different professionals have the shared goal of promoting child health outcomes, but conflict can arise during collaboration. It was recognized that early childhood professionals would like to collaborate more with each member on the interprofessional team, but external influences and different settings for providing early childhood services may impact the ability to collaborate. This study discusses implications for occupational therapy professionals working in early childhood and the possibilities for future research.

질적 메타분석을 통해 살펴본 교사-부모 관계에 관한 영유아교사의 경험

Objectives This study aims to identify factors that influence the formation of teacher-parent relationships as early childhood educators experience interactions with parents, and to explore how these variables affect changes in early childhood educators. Methods To achieve this, a qualitative meta-analysis was conducted on qualitative research materials regarding early childhood teacher-parent relationship experiences. The analysis included 18 qualitative research papers published in domestic journals (KCI listed) from 2000 to 2023. Through processes of data coding between in-dividual studies, case categorization and classification across studies, comparative analysis between studies, and deriving and interpreting results, the changes in teachers during the early childhood teacher-parent relationship process were identified. Results First, the factors of negative experience in the teacher-parent relationship were parental disposition, ex-cessive demands of parents, imbalance in the relationship, teachers' own factors, problems in the teacher training process, and emotional dissonance. Second, the teacher-parent relationship was shown to be a change stage in three stages: teacher-parent relationship experience, coping, and growth into a professional early childhood teacher. Conclusions This study attempted to clarify in depth by comprehensively comparing and interpreting individual qualitative studies on the experience of teacher-parent relationships. We identified relevant factors linked to the teacher-parent relationship and derived comprehensive results.

Proposed framework and knowledge synthesis of services delivered by specialized professionals in childcare settings: A scoping review.

Services from specialized professionals in childcare settings contribute to support early childhood development. Little is known, however, about how services are delivered in this context. The aims of this scoping review were to propose a framework to describe services delivered by specialized professionals in childcare contexts and synthesize knowledge about those services. Documents published between 2000 and 2022 in APA PsychINFO, ERIC, CINAHL and MEDLINE were included. These documents described services delivered by a range of specialized professionals (e.g., speech-language pathologists, occupational therapists, physical therapists and early childhood special education teachers) in childcare contexts and whose aim was to support motor, cognitive, affective, language or social development of children. Deductive and inductive qualitative analyses and descriptive statistics were carried out. The review included 47 documents. The Description of Services delivered by specialized Professionals in Early Childhood (D-SPEC) Framework emerged from qualitative analyses. The D-SPEC Framework included 11 dimensions: three actors and their context, specialized professionals involved, children served, purpose of service, type of service, service duration and intensity, mode of service delivery, mode of access to services and funding. Most services delivered by specialized professionals in childcare were provided by a single professional and targeted language. Two documents described multitiered service delivery models with a continuum of services ranging from general support for all children to individualized interventions for children with specific needs. In-context services were preferred to pull-out services in most documents reviewed. The D-SPEC Framework may be a useful tool to assist researchers in documenting and comparing services delivered by specialized professionals. More importantly, this framework will facilitate the development of intersectoral and interdisciplinary services essential for supporting early childhood development. Multitiered service delivery models appeared to be a promising way to develop those services addressing the various needs encountered in childcare.

Attachment in the Context of Early Years Pedagogical Practice: Early Childhood Educator and Director Insights

Given that early childhood education and care is relationship laden, research into attachment can contribute towards our understanding of early childhood education relationships. There is, however, a lack of research in this field and available research is largely absent of the voices of early childhood professionals and directors who work in early years environments. On these grounds a qualitative instrumental case study, nested in a social constructivist paradigm, was designed in Ontario, Canada, to gain insight into how attachment is (dis)embodied in their practice. The ten interviews that informed findings suggest that although attachment merges with practice, reluctance exists to intentionally embrace attachment theorizing and terminology. Instead, attachment is cloaked in care and love discourse, with "two-sided" inclinations. Participants of this study compel pre and in-service organizations to fortify their training to ensure that pedagogical approaches espouse the cornerstones of attachment theory and terminology, most notably to counter attachment (mis)understandings. Findings furthermore point to the intersectionality between the personal attachment history of professionals who work with young children, and their capacity to nurture security in their pedagogical practice.

Feasibility of Remote Coaching With Early Interventionists: NDBI Strategies in Part C

Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early interventionists’ perceptions of their practices and their observed practices, possibly contributing to implementation gaps. Remote coaching is a viable method of supporting early childhood professionals’ use of recommended practices, yet limited research has examined remote coaching with early interventionists in community systems (e.g., Part C). The current feasibility study explored differences between early interventionists’ reported and observed practices and compared bug-in-ear versus video review coaching methods with early interventionists working with families of toddlers with confirmed or suspected ASD. Results demonstrated (a) early interventionists reported higher quality practices than observed, and (b) remote coaching is a community-viable professional development approach in supporting early interventionists’ use of recommended practices.

Preschooler Screen Time During the Pandemic Is Prospectively Associated With Lower Achievement of Developmental Milestones.

The aim of this study was to assess the developmental risks associated with total screen time, and specifically newer mobile devices, in the context of the pandemic. This study uses parent-reported data from a prospective cohort of Canadian preschool-age children. The exposure variable is child daily screen time measured at the age of 3.5 years categorized as light (<1 hr/d), moderate (1-4 hr/d), or intensive (>4 hr/d) use (N = 315). Time spent on mobile devices was considered separately as a continuous variable. Our outcome is child global development scores, which combine assessments of communication, cognitive, personal-social, and motor skills measured at the age of 4.5 years using the Ages and Stages Questionnaire (ASQ) (N = 249, 79% retained). ASQ scores were dichotomized to distinguish children at risk of developmental delays (below the 15th percentile) from those not at risk. We estimate associations between child screen time and later global development using multiple regressions adjusted for child sex and temperament, and parent education. We also examine whether associations are moderated by child and parent characteristics. Logistic regressions revealed that intensive users were more at risk of global developmental delays compared with light users (OR = 4.29, p = 0.020). Mobile device use was also associated with lower global scores (β = -3.064; p = 0.028), but not with risk of delays. We found no evidence that associations were moderated by child sex and temperament, or parent education. The findings suggest that intensive screen time may be associated with delays in child global development. Early childhood professionals should encourage families with preschoolers to prioritize screen-free activities to promote optimal cognitive, language, social, and motor development.

Le neurodéveloppement et la neuroprotection du jeune enfant

In France, the most pessimistic estimates put the prevalence of neurodevelopmental disorders (NDD) at 15 % of births. The two largest populations of newborns at highest risk of NDD are premature babies and babies born into siblings with one or more infants who already have an autism spectrum disorder or another NDD. The high prevalence of these disorders justifies a health promotion policy, centred on the child and his or her family. Prevention is based on the early identification of high-risk factors, by informing families and training pregnancy and early childhood professionals, and implementing perinatal prevention protocols for high-risk newborns (antenatal corticosteroid therapy and magnesium sulfate for women at risk of preterm delivery before 32 weeks, developmental care, therapeutic hypothermia for full-term infants with early neonatal encephalopathy presumed to be anoxic). Preventing the severity of NDD depends on their early identification, as early as possible in the highest plastic “1000 days” developmental window, a smooth flow of diagnosis and care for mothers and children, and the establishment of an ecosystem that includes multi-modal early intervention, at the best in multi-disciplinary teams such as the early medical and social action centres, support for families through guidance programs and inclusion in the community, first in day-care centers and then in nursery schools.

The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia

ABSTRACT Preparing early childhood teachers for the workforce is a national priority for Australia due to shortages of qualified early childhood professionals and increases in children attending early childhood centres. A workforce strategy (2022–2031) has been developed to ensure a sustainable, high-quality workforce, but there is little information about what is recognised by the profession as ‘good’ teachers and teaching. Drawing on interpretivist theory, and data from focus groups and interviews, we identify what constitutes a ‘good’ early childhood teacher from the perspectives of experienced early childhood mentor teachers. Bourdieu’s concepts of habitus, field, and doxa are used to understand the dynamics of what is interpreted by mentor teachers as ‘good’ teachers in the profession and to consider implications for early childhood and teacher education in general. Findings show that specific skills and dispositions were repeatedly identified as essential to achieve ‘good’ teacher status, highlighting prior experience and natural ability.

Persepsi Masyarakat terhadap Guru Anak Usia Dini Laki-Laki di Kecamatan Kawalu Kota Tasikmalaya

This research is motivated by the low population of male early childhood school teachers which results in a low level of masculine roles for children while they are at school. Community assessment of male early childhood school teachers is an inseparable part of the high and low population of male early childhood school teachers in early childhood school units. In line with that, this research aims to look at the public's perception of male PAUD teachers in Kawalu District, Tasikmalaya City. By knowing the public's perception of male early childhood school teachers, it is hoped that this research can be a stimulus to increase the presence of male teachers in early childhood school units. The approach taken in this research is a quantitative approach with a descriptive survey method. The research tool used was a questionnaire with a Likert scale. The research data was processed using descriptive statistics. The results of the research show that the community has a positive perception of the presence of male early childhood school teachers, the community considers that male early childhood school teachers can act as masculine figurs and act as substitutes for fathers while their children are at school. The community also considers that male early childhood school teachers have quite challenges as professional early childhood school teachers. Ultimately, the community hopes that there will be an increase in the population of early childhood school teachers in early childhood school units, especially Kawalu District, Tasikmalaya City.

The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector

High-quality early childhood education and care (ECEC) enables families to participate in paid employment and promotes positive outcomes for children. Maintaining a stable ECEC workforce is critical to these endeavours. However, the retention of qualified early childhood educators is a pervasive problem globally. While much has been written about reasons for leaving the sector, there has been less attention to the ‘intention to leave’ stage. This study used a mixed-methods approach to explore how work culture and climate and work-related wellbeing support early childhood professionals’ decisions to stay in or leave the profession, and whether there are significant differences between educators’ and centre directors’ intention to leave. Quantitative findings of survey responses from 713 early childhood professionals suggest that one in three respondents intended to leave the profession, more than half of these within five years. Emotional exhaustion predicted intention to leave in both groups. For centre directors, higher personal accomplishment and older age also predicted higher likelihood of intending to leave. For educators, lower satisfaction with pay and benefits and lower qualification level predicted intention to leave. Qualitative findings highlighted participants’ (n = 97) reasons for intention to leave the sector: feeling undervalued, increased demands with inadequate support, and workforce issues. Understanding these factors may assist in designing interventions to prevent intention turning into a decision to leave, and therefore improve workforce stability. This is especially timely in the Australian context, when attention to supporting the ECEC workforce is high on the political agenda, and real structural and organisational change is possible.

Early Childhood Professionals’ Challenges, Persistence, and Sensemaking in Teacher Education During the COVID-19 Pandemic

Objective/Research Question: Community college coursework is a crucial entry point for early childhood professionals seeking to advance their careers in education. In this study, we examine how degree candidates at a small community college experienced the shift to online learning and their reasons for persistence in college during the pandemic. Methods: Drawing on the theoretical framework of sensemaking, we conducted a thematic analysis of data from interviews with 19 early childhood professionals enrolled in teacher education coursework within one community college. Results: We found that degree candidates experienced the shift to online learning as both a barrier and facilitator to their educational obtainment, and that, during the pandemic, they remained highly committed to completing their degrees, motivated by financial advantages, career advancement, professional skill development, and the opportunity to be a role model for their own children. Conclusions/Contributions: Increasing the proportion of early childhood professionals who complete college degrees holds promise for improving children’s educational opportunities and addressing persistent structural inequities in the teacher workforce. By investigating how early childhood professionals made sense of the educational changes associated with the pandemic, this study provides insight into how community colleges can support students in their educational pursuits moving forward.