Early Childhood Development Teachers Research Articles

Enriching the professional identity of early childhood development teachers through mentorship

The purpose of this paper is to highlight three professional identity tensions that are experienced by beginning teachers: the change in role from student to teacher; conflicts between expectations and realities of mentor support given to students (mentees), and contradictory notions of learning to teach. Research shows that Early Childhood Development (ECD) is losing many highly qualified teachers due to the perceived lack of proper mentorship in developing professional identity. This article outlines a study to explore the mentoring needs of ECD teachers in developing a positive professional identity. Participatory Reflection and Action (PRA) as a data collection method, which relied heavily on interpretivism as epistemology was conducted. The research sample consisted of all fourth year (final-year) undergraduate BEd students (n=713), who had to attend the compulsory teaching-practice component of the teacher training programme for the first time during the second and third quarters of the academic year. The BEd (Foundation Phase) students’ completed matrices (maps) were transcribed, coded and categorised through thematic analysis. As a result, two dimensions of the participants’ identity construction emerged: (1) Positive Role Modelling and (2) Missed Opportunities. It is suggested that mentor training, as well as scheduled talk-time and reflection opportunities between the mentors and mentees could transform the Work Integrated Learning (WIL) landscape and enrich the professional identity of Early Childhood Education teachers.

Designing Learning Centres that Facilitate Knowledge Construction on Science Process Skills in Early Childhood Classrooms

Science education is perceived to have the potential to develop 21st century competencies. In Zimbabwe, the teaching of science in early childhood by using learning centres is considered as a way of empowering young learners with scientific knowledge and skills to become productive citizens in future. To strengthen the initiative, resources are being channelled and policies crafted to support the teaching of STEM (science, technology, engineering and mathematics). Despite considerable efforts to introduce STEM in early childhood development (ECD), research concerning the benefits of developing science skills using learning centres is sparse. This study adopted an interpretive paradigm and multiple case study design for three schools and three purposively selected ECD teachers. Data was solicited through semi-structured interviews, document analysis and classroom observations. The variable nature of learning centres in ECD classrooms is an indication of shortcomings in policy on teaching using learning centres. At learning centres, learners construct scientific knowledge, ideas and skills through interaction with peers and developmentally appropriate materials. Teachers should be creative and innovative and create learning centres that enable learners to explore the world and construct scientific knowledge through active participation and sharing ideas. A policy to guide the teachers on constructing appropriate learning centres for effective teaching of science skills should be drafted.

STEM professional development of early childhood teachers

AbstractEarly childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

Is Inclusive Education a Good “Fit” for ALL? Perceptions of Parents and Educators of ECD Learners with Complex Communication Needs

Providing children with complex communication needs (CCNs) with the right accommodations in a supportive schooling environment from the early childhood development (ECD) stage can significantly improve their developmental and educational outcomes. Inclusive education has been proposed as a possible framework that can promote positive educational outcomes; however, in South Africa, there has not been enough attention paid to inclusive education in ECD especially focusing on children with CCNs. The study therefore explored the perceptions of parents of children with CCNs and early childhood development teachers on inclusive education. Semi-structured interviews and a focus group were conducted with 8 ECD teachers and 8 parents of children with CCNs, who were purposively selected. Data were imported into NVivo 1.5 software and analysed using an inductive thematic analysis approach. Findings from the study revealed the following themes: i. Perceived benefits of inclusive education; ii. Preference for special needs education; iii. Shortcomings of special needs education in addressing the needs of learners with CCNs; iv. Factors informing school placement; v. Communication as a barrier to learning, teaching and socializing; vi. The need for disability conscientization. Although both parents and teachers of learners with CCNs acknowledge the value of inclusive education in facilitating access to education, they have a mistrust of inclusive education because of fear of stigma, discrimination, exclusion, bullying and exclusionary teaching practices. While they preferred special education, they acknowledged the gaps in teacher’s knowledge on communication disorders, training of teachers, teaching aids and assistive devices. Educating a child with a disability is expensive because of other additional costs, especially transportation.

Challenging South African early childhood development teachers’ perceptions and pedagogical practices regarding gender

ABSTRACT To develop gender equality, teacher perception and pedagogical practices need to be challenged. This article sets out to explore challenging early childhood development (ECD) teachers’ perceptions and pedagogical practices regarding gender in South Africa. There is a dearth of research on gender pedagogical practices among ECD teachers. The research methodology employed participatory action research that focused on collaborative learning workshops. Data collection methods were interviews, observations, reflective journals and focus group discussions with 12 ECD teachers. Data was generated in two phases. The first phase revealed that teachers’ perceptions and pedagogical practices of gender needed to be challenged as they were gender biased. The second phase, teachers highlighted the influence of challenging their perceptions and pedagogical practices on gender. Findings revealed that learning environments were more gender aware by challenging teachers’ perceptions and pedagogical practices. The findings revealed that teachers’ development programmes are paramount to gender-equitable transformations at ECD centres.

Development of Early Childhood Teachers’ Competency to Strengthen Executive Functions of Private Preschool Children in Thailand

The purpose of this research was to explore the need assessment of early childhood teachers’ competency to strengthen executive functions of private preschool children in northeast region of Thailand. A total of 514 administrators and teachers participated in the survey using multi-stage random sampling. The five scopes of early childhood teachers’ competencies were investigated, utilizing a 52-items questionnaire. The need assessment results indicated that the curriculum and learning management (PNImodified = 0.27) was the most essential scope of competency. This was followed by promoting child development (PNImodified = 0.22), leadership and professional development (PNImodified = 0.16), and classroom management (PNImodified = 0.15). The least capacity scope was ethics, morality and professional ethics (PNImodified = 0.09). The overall results imply that early childhood teachers can develop the competencies by focusing on these five scopes to effectively strengthen the executive functions of young children, thereby supporting their overall cognitive and social-emotional development.

The development of early childhood teachers’ sociodramatic and imaginative play skills through a drama-based professional development program

ABSTRACT Our theoretical framework is based on Vygotsky’s Zone of Proximal Development focusing on adults’ involvement in children’s play and we argue that teachers’ involvement is crucial in supporting children’s play skills. Particularly, this study examines early childhood teachers’ (ECTs) sociodramatic and imaginative play skills and their development through a drama professional development program (DPDP). A 13-week DPDP on ECTs’ socio-dramatic and imaginative play skills was designed and implemented. Thirteen in-service ECTs attended, four of whom provided the data for this paper. Data collection for this study includedpractice video recordings and their analysis with the use of an observational tool by the researchers and the participants. The results revealed three socio-dramatic and imaginative play skills that ECTs must have: Role Enactment, Interactive Dialogue and Interactive Dialogue with Role Enactment. These skills and their characteristics, support literature on effective teachers’ involvement, ECTs’ general teaching skills and the principles of improvisation. We propose the ECTs’ Zone of Proximal Action is an adult-led zone, which exemplifies teachers’ potential action in supporting children’s play.

Development of Early Childhood Education Teachers in Information and Communication Technologies for Literacy or Pedagogy

This study aimed to establish how teachers were capacitated to integrate Information, Communication and Technologies (ICT) towards development of 21st century skills among Early Childhood Education level learners, in the Zimbabwean primary schools. This is in the face of a conglomerate of limitations based on teacher capacity, school culture and access to the ICT resources. The study employed an explanatory sequential mixed methods research design. Quantitative data was collected using questionnaires administered to 126 Early Childhood Development teachers drawn from 230 primary schools, followed by qualitative data collection through analysis of documents, focus group interviews and lesson observations with selected teachers. From analysis of quantitative and qualitative data through SPSS and ATLAS.ti respectively, it was found that teacher training colleges were strong in developing ICT literacy. However, they lacked the capacity to empower the teachers to integrate ICTs for instructional purposes. Such findings retard the achievement of the United Nations Sustainable Development Goals and the Zimbabwe Vision 2030. These goals regard ICTs as a cornerstone in the production of knowledgeable workers and qualified human resources for development of 21st skills among learners. Thus, the study recommends adoption of a model characterised by an institutional organisational context with organised internal and external support systems that facilitate sustainable provision of balanced technological, pedagogical and content knowledge for successful ICT integration in line with the national vision and global trends.

Male Teachers’ Narratives: Experiences of Teaching in Early Childhood Education

Globally, women are over-represented in teaching in the early years of primary school, or the Foundation Phase, as it is known in South Africa (SA). We explore how male teachers in SA may experience challenges in teaching in primary schools that are complicit in reproducing men as managers. Men tend to be positioned within dominant notions of masculinity, which produce masculine power in school management, while primary teaching is characterised as ‘women’s work’. Teachers of both genders are complicit in safeguarding the primary school as a nurturing, female domain while reproducing gendered binaries and unequal power relations. Through semi-structured interviews and a focus group discussion, we explore the experiences of five male early childhood development (ECD) teachers from five rural primary schools in diverse settings in Free State, SA. Males have challenges in ECD as they are not allowed to teach but are encouraged to be involved in management, where they may sit on different school committees such as those related to sport and discipline, and also take care of the school premises. There is a need to create alternate masculinities beyond rigid notions of appropriate gender performances and address social challenges such as the paucity of male teachers, children being exposed to only one gender, and gender transformation in SA. In this way, the challenges facing male ECD teachers, who are not being entirely accepted in this field, will be eliminated.

Teachers’ Perspectives on the Development of 21st Century Skills in Early Childhood Development

The study focusses on teachers` perspectives on the development of 21st century skills in Early Childhood Development (ECD). The study was motivated by mixed reactions by various teachers on the competency-based curriculum. A qualitative approach was adopted in order to get in- depth information from the teachers in their natural setting. A case study design was adopted drawing on five schools which were purposively sampled to obtain rich data. Semi- structured interviews were used to generate data. The study comprised ten Early Childhood Development teachers and five school heads who were purposively sampled. Data were analysed using thematic content analysis. The findings reveal that teachers have a good understanding of the 21st century skills. A few teachers, however, conflated the 21st century skills with learning areas. Findings further reveal challenges such as misconceptions on play pedagogies and lack of resources. The study recommends, strategies such as engaging in income generating ECD projects will capacitate schools to buy teaching and learning materials for teachers necessary in developing the 21st century skills. Another recommendation is the implementation of staff development for teachers and administrators on ECD curriculum.

A Study on Role Orientation and Professional Development of Early Childhood Teachers in Preschool Education in the Context of Big Data

Abstract This research delves into how early childhood teachers’ understanding of their roles impacts their professional advancement, essential for developing and nurturing children. We gathered data from six kindergartens in G city, employing a multiple linear regression model to scrutinize factors influencing this relationship. Our approach involved separate hypothesis formulation and model building, complemented by validity checks via endogeneity and robustness tests using advanced statistical methods. The analysis highlighted the importance of teachers’ emotional connection to their work, with a notable regression coefficient of 0.403. It demonstrated that enhancing core literacy by 1% leads to a 0.154% increase in professional development levels. The findings advocate focusing on emotional engagement and core skills to foster excellence in early childhood education.

Quality and Inclusive Education in Zimbabwean Rural Early Childhood Development Centres

Globally, inclusive education lays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings. Children with diverse needs and challenges are most vulnerable, marginalised and denied access to early education, especially in rural communities. This article explored the implementation of inclusive education towards achieving quality education in rural ECD settings of Mashonal and East schools of Zimbabwe. Grounded in the interpretivist philosophy, the study adopted a qualitative approach. Qualitative data from participants were gathered though semi-structured interviews and observations. The participants included three ECD teachers from three rural schools with ECD classes. The findings revealed that inclusive education is one of the measurement of quality in ECD centres. Despite being a crucial measure, data shows that rural ECD centres in Zimbabwe are not prepared for inclusive education. Although there are existing policies and acts on disability there was also a lack of support from the centres’ leadership and administration on the implementation. Our recommendations are that all stakeholders in ECD centres should support the implementation of inclusive education.

Challenges to the provisioning of equitable quality education opportunities in inclusive early childhood development classes attached to primary schools: A case of one district in Zimbabwe

The study explored challenges faced by teachers in provisioning equity and quality education to young children with special education needs in inclusive early childhood development (ECD) classes attached to primary schools in Chiredzi district, Zimbabwe. To uncover these barriers, researchers adopted the post-positivist paradigm which allowed use of multiple methods to uncover truth about the phenomenon. Mixed methods research approaches embedded in the pragmatic paradigm were utilised as they allowed the researchers to triangulate the data collected from the selected tools for valid and reliable results. Semi-structured questionnaires, face-to-face interviews, focus group discussions, observations and document analysis were used as tools to gather data. The Social Justice Theory was used as a lens to unveil barriers of educational equity in inclusive ECD classes. The study uncovered a myriad of challenges experienced by ECD teachers and young learners in inclusive classes attached to primary schools. Some of the barriers identified included large class enrolments, overcrowding of classrooms, inadequate human and material resources, absence of ECD specific policies to curb exclusion of young learners with diverse learning needs. The paper concluded that, learners with special education needs were discriminated in various learning activities and treated differently by teachers and other learners. Such practices in ECD centres are against the dictates of educational inclusive policies which emphasise equitable learning opportunities for all learners, regardless of diversities. The paper recommends a holistic approach towards inclusive education programmes at ECD level, which prepare the young learners and teachers to look forward to a just society. The paper calls for an educational stakeholder capacitation programme to usher advocacy for fairness as a tool to improve the image of early childhood development inclusive settings.

The Promotion of Unhu/Ubuntu/Vumunhu Through the Teaching of Heritage Education in ECD Classrooms of Zimbabwe

Globally, heritage education is seen as a model which can be implemented to provide a holistic education that incorporates spiritual, cultural, and moral values to all citizens. In Zimbabwe, the education is underpinned by a philosophy of unhu/ubuntu/vumunhu which nurtures humanness, human interdependence and the sense of community in learners. In addition, early childhood proponents underscore the teaching of socio-cultural knowledge to young children during their early stages of learning. The newly introduced Zimbabwe Curriculum Framework for Primary and Secondary Education (2015-2022) includes family and heritage studies as one of the curriculum areas to be taught from early childhood development (ECD) to tertiary level. The framework emphasises continuous development of unhu/ubuntu/vumunhu from ECD to the point of exiting secondary education. Against this background, the study examined how teachers are instilling unhu/ubuntu/vumunhu values in ECD learners through heritage education. The study further explored the alignment of the curriculum demands to ECD teachers’ practices in teaching heritage studies. An explorative qualitative case study informed by the socio-constructivism was adopted. Data was gathered from three teachers through semi-structured interviews and analysis of teacher artifacts. The study revealed that there is a gap between the curriculum demands and teachers’ classroom practices on the teaching of unhu/ubuntu/vumunhu culture at early childhood development. Teachers lack adequate content knowledge on heritage education and continue to use traditional methods of teaching in ECD. The paper concludes by suggesting a culturally-based model of classroom practice that is oriented towards inculcating unhu values in learners.

영유아교사의 교직발달에 대한 질적 연구

This study was conducted to analyze the teaching development of early childhood teachers. In order to analyze the teaching development process of early childhood teachers, five early childhood teachers were selected as research participants. Data were collected and analyzed using a semi-structured questionnaire. The questionnaire consisted of 10 questions, including three questions about the stage before entering the teaching profession, four questions about the stage after entering the teaching profession, and three questions about the future. The primary outcomes from the research are as follows: First, early childhood teachers were found to have chosen the teaching profession for various reasons and made efforts in various ways to enhance their qualifications as teachers in colleges of education. Second, early childhood teachers were full of excitement and anticipation after entering the teaching profession, but on the other hand, they also faced psychological contraction and difficulties in the teaching process. However, they overcame these issues with consolation and support from their families and fellow teachers. Third, it was found that many early childhood teachers were not considering promotion and were aiming to become teachers who positively influence young children. The outcomes of this study suggest that the teaching development of early childhood teachers takes place in an active and complex structure.

An early childhood teacher experience in lesson study: the case of Sara

PurposeThis research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process.Design/methodology/approachThis is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework.FindingsThis case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development.Originality/valueThis study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics.

Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe

As knowledge regarding human development and learning continues evolving due to the global influences it has created an undeniable opportunity in researching on contemporary educational practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to supporting early STEM learning. Thus, this study is predominately a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Data was collected through semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed that, art practice at ECD is a compatible strategy for early STEM learning. It was found that ECD learners’ attitudes are receptive of art practice as a constructivist approach. The results revealed that teachers used learner development checklists and child art as a tool to measure learner development and progress in STEM. The findings of the study established that teachers and learners encountered challenges such as limited teaching and learning resources, lack of expertise among some teachers, parental interference and content overload. Despite the indicated challenges, the study concluded that the integration of child art as a pedagogical strategy enhanced imparting of STEM skills among learners at ECD level. The study recommended that the Ministry of Primary and Secondary Education should capacitate ECD teachers through professional development programmes that focus on ECD STEM learning and teaching.

Psychosocial support services to enhance well-being of orphaned and vulnerable learners in Eswatini early childhood centres and primary schools

In Eswatini (formerly Swaziland), the increasing number of orphans and vulnerable children due to HIV/AIDS has spurred demand for psychosocial support services. When the Ministry of Education and Training assumed responsibility for delivering psychosocial support, educators were burdened with the additional role of looking after orphans and vulnerable learners. This exploratory, sequential, mixed-methods study was employed to analyse factors that enhance the provision of psychosocial support services and the perceptions of educators towards psychosocial support delivery. The qualitative study phase entailed 16 in-depth interviews with multi-sectoral psychosocial support specialists and seven focus group discussions with orphans and vulnerable learners. In the quantitative study phase, 296 educators were surveyed. Thematic analysis was used for the qualitative data, and the quantitative data was analysed using Statistical Package for the Social Sciences version 25 software. The findings reveal problems associated with psychosocial support service delivery at strategy, policy and operational levels. The results indicate that orphans and vulnerable children are offered material support (e.g. food and sanitary pads) and spiritual support, but were rarely referred for social and psychological needs. There were no proper counselling facilities and not all teachers received relevant training in children’s psychosocial needs. Training of educators in specific psychosocial support areas was considered significant to enhance service delivery and the psychosocial well-being of the learners. Overall, accountability was difficult to establish because the administration of psychosocial support is split among the Ministry of Education and Training, the Deputy Prime Minister’s office and Tinkhundla administration. There is unequal distribution of qualified early childhood development teachers to cater for early childhood educational needs.

Innovation of the Educational Process in Early Childhood Education Institutions

Nowadays, the introduction of the latest means of development of early childhood education institutions is connected with the general trends of innovation processes in the economy and new social standards. The publication of new textbooks, and manuals, as well as equipping higher pedagogical education institutions with computer technology should meet the requirements of the development of new material bases and the challenges of professional development of early childhood teachers. Under such requirements, the goals, content, conditions, and expected consequences of the innovative development of the educational process in early childhood education institutions are being developed. The article aims to characterize the main directions and features of scientific research in the field of innovative development of the educational process carried out in early childhood education institutions. In the course of organizing and conducting both theoretical and practical components of this study, the analytical and bibliographic method was applied to study the scientific literature on the educational process in early childhood education institutions. Analysis, synthesis, induction, and deduction were employed in the processing of scientific information. System-structural, comparative, logical, and linguistic methods, abstraction, and idealization were used to study and process data. Moreover, the questionnaire survey served in the practical establishment of certain aspects of innovative processes in the field of education in preschool institutions. Based on the results of the study, the theoretical aspects of innovating the process of upbringing in preschool education have been studied. Moreover, the most essential factors, stages, and components of this process from the standpoint of its subjects have been clarified.

Stakeholders` Perceptions of the Factors Affecting the Teaching and Learning of Early Childhood Development Learners in Marondera Urban

This study aimed at establishing stakeholders’ perceptions of factors affecting the teaching and learning of Early Childhood Development (ECD) children in Marondera Urban, Zimbabwe. The study adopted the case study design to provide a detailed understanding of the views voiced by respondents, who included school heads, ECD teachers, and SDC members who represented the community. Questionnaires were administered on ECD teachers while school heads and SDC members were interviewed. Documents on staffing and enrolment were accessed to substantiate claims made by respondents in questionnaires and interviews. A total population of 156 respondents was of interest to this study. The researchers selected 8 primary school heads, 56 ECD teachers and 10 School Development Committee (SDC) members adding up to 74 sampled respondents selected through random sampling. Some of the major findings were that in some instances, unqualified ECD teachers were being recruited as highlighted by most respondents. Most of school heads provided appropriate supervision and guidance to ECD teachers and this positively affected the teaching and learning. Poor remuneration for ECD teachers was negatively affecting the teaching and learning of ECD learners although in some instances NGOs chipped in with some incentives to motivate the ECD teachers. Since the teacher-pupil ratio was higher than what was expected, coupled with the shortage or resources such as furniture, textbooks, workbooks, and other teaching and learning materials at school, this hindered effective teaching and learning of ECD children. The study recommended that there should be more training to ECD teachers so that they become professional personal in the teaching and learning of ECD children to avoid developmental delays. There should be workshops that have to be held at ECD centres especially on the development of ECD children mostly to the para-professional to gain experience. School heads should continue assessing, monitoring, and supervising their ECD teachers to maintain guidance and for the better development of ECD children.