Early Childhood Teacher Education Research Articles

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Croatian Early Childhood Education Teachers' Perspectives on the Quality of Environments for Children at Risk of Social Exclusion

Croatian Early Childhood Education Teachers' Perspectives on the Quality of Environments for Children at Risk of Social Exclusion

Early Childhood Educators' Knowledge of Language Development: An Integrative Literature Review

Abstract Background: The aim of this paper is to identify the scientific production on the knowledge of early childhood educators regarding language development and their pedagogical practices in Brazil, considering the educators’ perceptions. Objectives: This review aims to identify relevant literature and synthesize existing research on the topic of early childhood educators' knowledge of language development. Methods: For this purpose, the following databases were searched: LILACS, SciElo and ERIC, using the following keywords: language development, language acquisition, oral language, children's language, early childhood education and preschool teachers. The inclusion criteria for the review were scientific articles published in English and/or Portuguese, studies with early childhood education teachers /educators as participants, published between 2012 and February 2022, qualitative and/or quantitative studies, and articles published as full text and open access. Results: The low production found may reflect the need for more publications on this topic, especially in the Portuguese context. It was concluded that the knowledge acquired by teachers during their training paths has a reciprocal impact on the beliefs and practices presented by these professionals in the context of early childhood education intervention. Conclusion: After identifying the published works, this research proved to be relevant and convergent with current conceptions regarding the importance of the link between the knowledge of language acquisition and development acquired by early childhood educators and their practices in school contexts on a daily basis. Keywords: Early Childhood, Language Development, Pedagogical Practices, Teacher Training.

Examination of Quality Implementation Management for Institutions with Accreditation: An Analysis Study

The purpose of this study is to gather comprehensive data about the quality management analysis of certified institutions in the Kemuning sub-district. The data for this study were gathered by survey methods, which is a qualitative descriptive method. Descriptive analysis is a tool used in data analysis to explain media projects or products and evaluate the outcomes of product feasibility studies. The Bord & Gall model is utilized in the data analysis process, which consists of the following steps: Potential issues should be identified first, then information should be gathered, the product should be designed, validated, revised, and tested. Fifteen The Kemuning sub-district's Early Childhood Teacher Education program has a flexible accreditation cluster that can regulate the caliber of its institutions, ranging from A to accredited status. The work programs that promote ongoing improvement serve as evidence of this.

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

ABSTRACT The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review

ABSTRACT This systematic literature review examined how teacher education prepared early childhood pre-service teachers to utilise digital technology with children. After searching in relevant databases the review analysed 21 articles, most of which have been published in recent years. The findings indicate that while some educational institutions have a dedicated course about digital technology, others have integrated digital competence into existing courses. Nevertheless, the review found that there is little emphasis on how to incorporate a wide range of educational technologies. Additionally, the results revealed that most teacher education curricula do not have a strong digital focus, thus indicating a need for a greater focus on combining theoretical knowledge with practical implementation for pre-service teachers. The findings indicate that further research is required in early childhood teacher education to identify ways in which digital technologies can be integrated into a more holistic approach to facilitating young children’s learning.

Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers

ABSTRACT This study aims to strengthen the empirical evidence by analyzing the communication process between early childhood education (ECE) teachers and children during the learning process. It also aims to explore how the process occurs and how children respond. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the head teacher, and forty-seven children who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore communication practices in the teaching and learning process, from the teachers perspective. The results emphasizes the importance of bidirectional communication, tailored to individual children for optimal engagement. It also highlights the role of language use and non-verbal cues in effective pedagogy, while acknowledging the challenges of material relevance and language barriers. The study underscores the significance of multimodal pedagogy, and adaptive communication strategies to address disparities in children’s engagement levels and language challenges. It advocates for the continuous refinement of pedagogical techniques to enhance effective communication between teachers and children, a crucial element for the overall improvement of early childhood education quality. Overall, the research provides valuable insights for both academic discourse and practical applications in early childhood education.

Impact of self-efficacy and professional identity on Japanese early childhood education and care (ECEC) teachers’ absenteeism tendency and turnover intention

ABSTRACT Since many early childhood education and care (ECEC) teachers in Japan intend to quit, studying their career continuity is imperative. Preschool teacher self-efficacy and professional identity are important for career continuity. This study examined their impact on absenteeism tendency and turnover intention in 727 ECEC teachers based on childcare experience. Multi-group structural equation modelling revealed that preschool teacher self-efficacy and professional identity associations with absenteeism tendency and turnover intention differed based on childcare experience. Professional identity affected ECEC teachers’ absenteeism tendency and turnover intention more strongly than did self-efficacy, highlighting their importance for understanding ECEC teachers’ professional growth and adjustment.

Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries

AbstractProfessional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured and center-embedded) and their levels of interest of preschool teachers in four European countries (Cyprus, Greece, Portugal, and Romania), and (b) the extent to which they are associated with PD incentives and perceived support. Participants were preschool teachers from Cyprus (N = 93; Mage = 41; SD = 7.47), Greece (N = 92; Mage = 40; SD = 9.81), Portugal (N = 92; Mage = 45; SD = 9.65), and Romania (N = 97; Mage = 40; SD = 10.40). The vast majority of participants were women (95-99%). Participants reported on PD attendance – structured (courses/seminars, conferences) and center-embedded (e.g., observation visits, peer and/or self-observation) –, levels of interest in PD; PD incentives (e.g., release from working with children; reimbursement/payment of costs); and perceived workplace support. Results from the Multi-Group Path Models showed that, in all countries, the provision of incentives was associated with increased participation in center-embedded PD, but not in structured PD. Additionally, the perceived support from their setting was positively associated with greater interest in PD. Understanding what best supports different types of PD can be critical to inform policy efforts aiming to increase PD attendance.

From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China

ABSTRACT Research Findings: This study examined the associations between early childhood education (ECE) teachers’ pre-service education (PE), professional development (PD) experiences, ECE quality, and child development. The participants included 52 teachers and 706 children from 52 preschool classes in Shanghai and Guizhou. Teacher educational level was associated with classroom interaction quality. The frequency and diversity of PD activities that ECE teachers experienced in the past year were also related to overall ECE quality. Mediational analyses indicated that the diversity and frequency of PD were indirectly associated with child development through ECE quality. Region of residence moderated the associations between PE and child development and between ECE quality and child development. Practice or Policy: Together, the findings highlight the need for policy to support ECE teachers’ professional learning from pre-service education to ongoing professional development.

A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries.

The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide. In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison. The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE's. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education. The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children's well-being.

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.

Interpersonal Relationship and Job Satisfaction among Early Childhood Education Teachers in Edo State, Nigeria

The study examined interpersonal relationship and job satisfaction among early childhood education teachers in Edo State. Three research questions were raised for the study and one of the research questions was formulated into hypothesis. The study is descriptive research and adopted a descriptive survey design. The population of this study comprises all the one thousand and twenty-one (1021) public early childhood education schools and one thousand two hundred and sixty-three (1263) early childhood education teachers in Edo State. A multi-stage sampling technique was used to select a sample of one hundred and two early childhood schools and one hundred and twenty-six early childhood teachers in the three senatorial districts of Edo State. A questionnaire (IRJSAECETQ) which was validated with a reliability coefficient of 0.88 was used to elicit data from the respondents. The research questions were analyzed using mean and standard deviation while hypothesis was tested using Pearson Product Moment Correlation Coefficient. The findings from the analysis of the study revealed that the level of interpersonal relationship among early childhood teachers is low; the level of job satisfaction among early childhood education teachers in Edo State is also low. The findings also revealed that there is a positive and significant relationship between interpersonal relationship and job satisfaction among early childhood education teachers in Edo State. Based on the findings, the study recommended that the level of interpersonal relationship among early childhood teachers, pupils and the school authorities should be improved upon by establishing and maintaining effective and frequent communication among the early childhood education teachers, head teacher, and pupils as it has been proven in this study that there is a significant relationship between interpersonal relationship and job satisfaction among early childhood teachers Keywords: Interpersonal relationship, Job satisfaction, early childhood education, early childhood education teachers.

Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program

ABSTRACT The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was aimed at strengthening the conscious and holistic teaching of early mathematical skills to 3- to 7-year-old children. Research Findings: Thematic analysis of semi-structured interviews revealed that teachers enhanced their pedagogical awareness of teaching early mathematical skills concerning developmentally appropriate mathematical content, child-initiated mathematical learning and holistic mathematical teaching in different daily situations and play. Data obtained from pre-PD and follow-up questionnaires completed by teachers confirmed a sustainable increase in their pedagogical awareness of numerical and spatial reasoning. Recognizing children’s interests, reflecting on and examining one’s own practices individually and collaboratively, and taking actions to develop teaching and learning practices aligned with those of the PD program comprised the foundation for the transformative process. Practice or Policy: It was concluded that PD programs in mathematics enhance teachers’ pedagogical awareness of teaching early mathematical skills holistically when they are tailored to the needs of teachers, include reflective elements, and follow principles of transformative learning.

기후변화교육에 관한 유아교사의 인식과 유아교육기관에서의 실천과 노력

Early childhood teacheThe purpose of this study is to examine early childhood teachers' perceptions of climate change education and their practices and efforts in early childhood education institutions. To this end, in-depth interviews were held individually or collectively with six early childhood teachers.
 The interview was recorded and transcribed, and analyzed through a qualitative research analysis process. The results of the study are as follows. First, early childhood teachers felt that the climate crisis was approaching our lives through various channels and recognized that climate change education was a necessary education for the next generation, but thought that climate change education was somewhat ambiguous and vague. Second, early childhood teachers were providing climate change education so that basic habits could be formed in their daily lives at early childhood education institutions, communicating with nature in nature, and practicing climate change education in connection with families and communities. Third, it was raised that early childhood teachers are having difficulties due to differences in perception between parents and institutional heads and need various social, physical, and administrative support and efforts to support them. These results can be useful as basic data for implementing climate change education and improving the expertise of early childhood teachers in early childhood education sites.rs' perceptions of climate change education and practice and effort in early childhood education institution

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations

This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers’ political dialogues are opened up and closed down. Explorations of ‘political dialogue’, or how teachers respond to issues they deem of political concern, is pertinent for teaching’s inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the contradictions and jostling interplays between dialogism’s in-betweenness and dialectic’s one-ness, excerpts are analysed from a doctoral study involving 10 Victorian, Australian ECE teachers. This framing and analysis signal the potential ramifications of a dialectical closing down of ECE teachers’ political dialogues in addition to how dialogism’s in-betweenness fosters openness. Contemplating these language strategies, the paper highlights how a silencing divisiveness may transpire, prompting a need for genuine listening in the threshold in-between the self and other.

Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China.

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.

High-quality strategies for supporting children’s problem-solving skills: a study on coding toy activities in Norwegian ECECs

ABSTRACT Recent studies have shown that playing with coding toys enhances children’s skills in STEM- subjects, especially problem-solving abilities. However, there is limited knowledge of early childhood education and care (ECEC) teachers’ roles in facilitating children’s problem-solving through coding-toy play activities and the high-quality pedagogical strategies and approaches they utilize. This study explored how ECEC teachers formed and guided pedagogical practices and influenced learning quality through digital play. The data are based on video observations of five teachers and six groups of children aged 3–5 years (three to four children per group), who each played with a coding toy for 30–60 min. Drawing on the sustained shared thinking theory, this study analyzed how teachers supported children’s problem-solving processes. The results reveal that the teachers employed several pedagogical strategies and approaches, including those for nurturing children’s curiosity, encouraging questioning, fostering investigation, and promoting conceptual exploration.