Early Childhood Teacher Education Research Articles

Educational Potential of the Child’s Out-of-School Experiences in the Opinion of Early Education Teachers

In this article, on the basis of research based on a qualitative strategy, an attempt was made to reconstruct the beliefs of early education teachers about children's out-of-school experiences and the need / possibility of using them in the practice of early childhood education. Teachers' ways of thinking about the features of children's out-of-school experiences and their value in the learning process at school are outlined. Getting to know the conceptualization of the studied area generated in the minds of teachers is very important due to their relationship with school practice, and more specifically with the design by teachers of didactic and educational situations aimed at integrating children's out-of-school experiences with the knowledge and experiences that are the subject of knowledge at school.The experiences gained in the extremely complex and dynamic contemporary space of a child's life are an important source of their knowledge and the basis of learning. The analysis of the collected statements of early childhood education teachers during individual open interviews with them allowed to identify the constitutive features of out-of-school experiences of children. Although teachers are aware of the continuity, multiplicity, transformation as well as the integrity and processuality of children's out-of-school experiences, in their statements they express caution in using them in educational activities at school due to their "imperfection". First of all, the teachers' way of thinking about the role of out-of-school experiences in the education of a child and, consequently, of school practice, requires changes.

Knowledge of Early Childhood Education Teachers Regarding Zero Waste-Based Learning in the Coastal Area of Kamal

Purpose – This article aims to elucidate the knowledge of teachers in early childhood education institutions in the coastal area of Kamal regarding Zero Waste-based learning. Design/methods/approach – The research was conducted using a survey that focused on Zero Waste-based learning. Questionnaires were administered to 118 teachers in early childhood education institutions in the coastal area of Kamal. The data obtained were then analyzed using a one-sample t-test. Findings – The research findings indicate that the majority of teachers possess a high level of knowledge regarding Zero Waste-based learning. However, there is a minimal difference in the number of teachers with high and low levels of knowledge. Many teachers utilize recycled materials and natural resources for teaching materials. Research implications/limitations – This study can serve as a basis for providing training to early childhood education institutions, enabling them to improve Zero Waste-based learning and instill environmental consciousness in young children. Practical implications – This research highlights the need for collaboration between all parties involved in environmental sustainability and schools to enhance teachers' knowledge of appropriate environmental education for children. Ultimately, this can help children gain knowledge about the environment through specialized or integrated daily lessons. Originality/value –This study serve as a reminder to teachers in Kamal's coastal area to enhance their knowledge of Zero Waste as a tool for educating future generations of young children. Paper type Research paper

The Context of Professionalism among Early Childhood Education Teachers in Indonesia

<em>The teacher is be told a professional teacher when he has basic competence as a teacher. The purpose of this research is to find out and analyze in the professional context of early childhood teachers in Indonesia. Data collection was carried out using qualitative research methods. Data collection is useful for obtaining the information needed to achieve research objectives. Data collection was carried out by distributing questionnaires to 34 early childhood education teachers in Indonesia as respondents based on length of teaching. The results of the Professional Good Teacher research in the Context of Early Childhood Teachers in Indonesia concluded that a professional good teacher can be said if the teacher fulfills, 1) the requirements of a professional teacher; 2) have professional teacher competence; 3) have good ethics as a professional teacher; 4) teachers who meet National Standards (Law Number 20 of 2003) and International Standards (National Association for Early Young Children), and; 5) teachers who are linear in their fields, for example early childhood education teachers, the linear study is early childhood education. With the existence of government standards and regulation related to early childhood education professional teachers, it can be improved and developed so as to achieve quality education.</em>

Implementasi Pembelajaran Musik Dan Gerak Pada Guru PAUD Di Kecamatan Parongpong, Kabupaten Bandung Barat

This study aims to find out how teachers implement music and movement learning in early childhood education in Parongpong District, West Bandung Regency, West Java. With a case study methodology, a qualitative research design was applied. Then observation and literature research are utilized as data collection methods. Descriptive qualitative analysis is the method of data analysis that is employed. The study's findings demonstrate that teachers have effectively incorporated music and movement into early childhood learning through appropriate stimulus, variety, expression, tempo, and enthusiasm in line with their pedagogical, personal, social, and professional competence as teachers of early childhood education.

Play is the Base! ECEC Leaders’ Views on the Development of Digital Pedagogy

AbstractThe development of digital pedagogy in early childhood education and care (ECEC) is a relevant issue. The role of the ECEC leader in initiating and leading the development of digital pedagogy is important. The aim of this study was to explore the views of ECEC leaders on digital pedagogy and its development, as little research has been done on the subject. The data was collected in the context of continuing professional development for ECEC leaders in Finland. The data consists of 39 development plans that were drawn up by the participants and it was analyzed using qualitative content analysis. The research indicates that ECEC leaders hold diverse perspectives on digital pedagogy but acknowledge the significance of leadership in fostering staff digital skills, formulating a shared strategy, and involving children and the community. The findings suggest that digital pedagogy should be an inherent component of the fundamental mission of ECEC, which centers around play-based learning. The concept of play-based digital pedagogy (PBDP) is proposed as a framework for digital learning in ECEC.

Challenges Of Early Childhood Education Teachers in Conducting The Classroom Online During Movement Control Order

Nowadays, many various challenges need to be faced by Teachers of Early Childhood Education to ensure that the teaching delivered is practical and comprehensive. This study aimed to identify the level of online classroom handling during the Movement Control Order by Early Childhood Education Teachers, identify the challenges of Early Childhood Education Teachers in conducting online classes and examine the steps teachers can take in handling online courses to reduce the difficulties of operating online classes. This study uses a quantitative approach and population. The sample of this study was randomly selected among Early Childhood Education Teachers consisting of 80 respondents of Early Childhood Education Teachers in Kuantan District, Pahang. The research instrument used in this study is to use a questionnaire. Researchers distributed face-to-face questionnaires and obtained respondent data using Google Forms. This is due to the pandemic season, which makes it challenging to get complete data face-to-face. The 4 -point Likert scale consists of 3 parts to answer each objective that has been stated and consists of a choice of yes or no answers used in this study. Researchers using Statistical Packages for Social Sciences (SPSS) version 25.00 was used to analyse the information obtained from the study respondents. The data analysed are descriptive, namely frequency, percentage and mean. The study's findings describe the challenges of Early Childhood Education Teachers in conducting online classes during the Movement Control Order. This study has shown that many teachers experience challenges in teaching classes online during the Movement Control Order. The implication of this study is to see whether Child Education Teachers share challenges in conducting online courses during the Movement Control Order.

The Role of Teachers in Values Education in Pakistan: A Case of Early Childhood Education and Development from Pakistan.

The teachers in early childhood education and preschool have a significant influence on curriculum and daily practices in the class, therefore, have a dominant influence on the implementation of values education. Deeming values as a social construct, this small-scale qualitative case study was carried out to explore the priority values of early childhood education teachers and their ways of teaching values in a school in northern Pakistan. Interviews and classroom observations were conducted to gather in-depth data from the school leadership and the teachers. Teachers were found primarily focused on the inculcation of societal values, behaviors and life skills needed for children to successfully adjust to society. In this school, teachers are playing a dominant role in the values education of the young children through role modeling, daily practices and routines and interactions with the parents. School leadership is focused on values education. While doing so, they are aspiring for other stakeholders to accept the upper hand of the school values and expect them to facilitate the inculcation of these values in young children. The school and teachers are facing the problem of the reluctance of parents to take full responsibility for the values education of their children.

The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students

ABSTRACT Practicums as part of teacher education are important for teacher students’ professional development. Co-operative teachers support students’ learning during practicums, but in the early childhood education (ECE) context the work community of the ECE center is also seen as an essential part of the practicum environment. This study investigated ECE teacher students’ perceptions of the practicum work community’s significance for their professional development. The data were collected by focus group interviews (N = 8) involving teacher students (N = 20) during their final practicum period. The data were analyzed by using qualitative content analysis. The results revealed that students perceived the work community as an environment for their learning and well-being, and as an enabler of students’ participation and agency, as well as a form of support for mentoring. These factors were seen to influence the students’ perception of an ECE teacher’s profession and the versatility of students’ opportunities to practice the skills expected of an ECE teacher. In addition, these factors were considered important for building confidence in professional competence and commitment to the ECE field. The results highlight the importance of improving practicum work communities’ functioning, interaction atmosphere, and understanding on their significance in practicum in supporting student teachers’ professional development.

IMPACT OF EFFECTIVENESS OF THE EARLY CHILDHOOD EDUCATION (ECE) CLASSROOM LEARNING ENVIRONMENT IN GOVERNMENT GIRLS’ SCHOOLS OF NASEERABAD ZONE

The early childhood education is the period of human life (first eight years) is important for emotional growth, cognitive and physical development of child. The main objectives of the study to check the effectiveness of the early childhood education early childhood education of classroom learning environment is provided that students learning. The population of the study, there were total (428 schools in 6 districts) UNICEF started the practicing early childhood education but researcher selected Naseerabad zone for this purpose. There were 30 schools of Government girls Naseerabad zone. Data collected from semi-structured interview and observations, data was analyzed through thematic analysis, the findings of research. There were very less facilitates for the early childhood education teachers, there was no specialized two-year training offered, according to 2009 National Education Policy. It was also noticed that more extra rooms required for early childhood education. There was only one classroom in schools that has been designated as child-friendly and set aside for early childhood education classrooms, so that government must start the early childhood education trainings on regular bases and arrange the activities corners in the classrooms for the students.

Pelatihan Pengembangan Kompetensi Guru Abad 21 pada PAUD Aisyiyah Ganjar Agung Metro

Changing times continue to grow, the role of the teacher has undergone significant changes. Teachers must have a variety of competencies that are able to face the challenges and demands of increasingly complex education. Teachers need to continue to learn, adapt, and develop themselves in order to provide effective and relevant education for students in the modern era. PAUD (Early Childhood Education) teachers must have specific competencies that enable them to face the challenges and demands of teaching early childhood. These competencies will help PAUD teachers to provide quality education that is relevant and supports the holistic development of early childhood in the 21st century. Based on these conditions, knowledge and skills are needed to develop pedagogical competence as a qualified PAUD educator. This training was held at Aisyiyah PAUD, Ganjar Agung District. The results of the questionnaire at the end of the training activities showed that 77.5% of the participants said the activities were useful and 77.9% said the training was interesting.

Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills

ABSTRACT This case study intended to investigate how early childhood preservice teachers' interaction skills were improved throughout teaching practice within the framework of learning-oriented assessment. The data of the study were collected from 17 preservice teachers in early childhood education. Observation notes and reflective journals were used as data collection tools. The vertical analysis procedure was used in the qualitative data analysis process. It was found that more child-centered practices, small group implementations, interaction during free play, and effective feedback and questioning were among the effective strategies used by the preservice teachers to support in-class interaction. In this study, the learning-oriented assessment was discussed by emphasizing its contributions to professional learning during teacher education.

Role of Preschool Teachers in Early Childhood Care and Education: A Study of Anganwadis/Anganwadi Schools Located in Scheduled Caste Colonies of Telangana State

In India, ICDS provides early childhood education to children (3–6 years) under the supervision of Anganwadi Teacher (AWT). The study concluded that out of 42 AWTs, the majority are Schedule caste (SC) teachers and have more than 10 years of experience and only half of the AWTs have an intermediate and above qualification. The study also revealed that three-quarters of preschool children were from the SC community, and the rest came from other communities. The vast majority of AWCs have building blocks, charts, picture books and carpets, but the vast majority (65%) lack a first aid box. As per the study, the most difficult challenges for SC AWTs in organizing preschool education are as follows: insufficient space for class activities, material storage and indoor games; children’s irregularities, other responsibilities; parental migration, English medium schools and a lack of basic amenities, all of which impede proper pre-school education implementation.

Early Childhood Education Teacher Psychophysiology and Teacher Stress: Prior Findings, Current Studies, and Future Directions

Early Childhood Education Teacher Psychophysiology and Teacher Stress: Prior Findings, Current Studies, and Future Directions

Strategi Pengembangan Kurikulum Merdeka Belajar Kampus Merdeka Berbasis Individual Differences Pada Perguruan Tinggi

The Merdeka Learning Independent Campus curriculum aims to improve the competence of graduates by equipping students with various types of skills, both soft skills and hard skills needed by the world of work. The development of the Merdeka Learning-Campus Merdeka curriculum in the Trunojoyo Madura University Early Childhood Education Teacher Education Study Program based on individual differences in Higher Education is expected that students can understand the character and diversity of students as a basis for being able to play a role as educators and education personnel, consultants in the field of PAUD and teacherpreneurs. The method used is descriptive research method with quantitative approach. The research subjects were 93 students from the 2021-2023 batch, and 12 lecturers who taught in the PG-PAUD Study Program. The stages of research implementation include: Focus group discussions, workshops, instrument making, field surveys, data processing and analysis, results seminars and socialization. This research was conducted for 3 weeks at Trunojoyo University Madura. Data collection techniques using a questionnaire that contains aspects of curriculum implementation strategies, namely: planning, curricular documents, human resources, administration, infrastructure, and cultural climate. The results of the validation test conducted on 30 items, obtained 26 valid items, and 4 invalid items, so the research team decided to use 26 valid items for the data collection process. The reliability result shows 0.869 which can be categorized that the questionnaire distributed is reliable to describe the curriculum development strategy for independent campus learning based on individual differences in higher education.

Re (Imagining) Water Pedagogies in Early Childhood Education and Care Programs

This paper discusses possibilities of relational world making with water. Many Canadian early childhood education and care programs continue to engage water through a developmentalist lens, such as through practices that focus on containing, extracting, and trapping water. Children’s explorations, such as with sensory water bottles and water tables, are predominantly viewed through narrow learning and developmental milestones. This deficit perspective maintains colonial and commodified relations with water. This paper presents some ways children and early childhood educators can create liveable worlds with water.

The continuing education of early childhood education teachers in a city in the interior of Rio de Janeiro/Brazil

Continuing education should be seen as a process that brings benefits to the teacher, contributing positively to the educational practice. Thinking about this issue, this article sought, through the application of a questionnaire for teachers of the Early Childhood Education modality (Pre I and Pre II) in the municipality of Santo Antônio de Pádua-RJ, Brazil, to investigate the teaching participation in training or updating courses, in addition to demonstrate the importance that the constant process of formation represents for the teaching work, where the teachers could express the importance that the continuous formation provides or has already provided in their work as a teacher. Continuing education should be seen as a way for teachers to reinvent their practice and contribute to the teaching of students, where teachers can review their concepts and evaluate their practice, building and forming new ideas that can help in their work. In view of the teachers' statements, we conclude the need for a constant training process, as a way for the teacher to reinvent their work and contribute to their personal growth, in the face of the various changes that we undergo daily and that impact the teaching and learning of students.

Basic Psychological Needs Satisfaction Mediates The Role of Work Climate and Early Childhood Education Teachers’ Intrinsic Work Motivation in Rural Areas

One of the problems that has become a serious challenge in the world of education is improving the quality of education in rural areas, which is disadvantaged, outermost, and frontier. Teachers’ intrinsic work motivation is an important indicator of the quality of the teachers’ work to bring out qualified performance. This study aimed to investigate the role of basic psychological needs satisfaction as the mediator between work climate and intrinsic work motivation of early childhood education teachers in rural areas. A total of one hundred and seven early childhood education teachers participated in this research by filling out questionnaires on organizational climate, basic psychological needs satisfaction, and interest or pleasure questionnaires from the intrinsic motivation inventory. Data analysis techniques used IBM SPSS 22 and Smart PLS 3. The results of the study reveal that the work climate is a factor that influences basic psychological needs satisfaction and intrinsic work motivation. Furthermore, the results of the study also show that basic psychological needs satisfaction affects the intrinsic work motivation of teachers and becomes a factor that mediates the role of work climate on the intrinsic work motivation of early childhood education teachers in rural areas. Optimizing the mediating role of basic psychological needs satisfaction can bring a more positive atmosphere for the teacher's work climate, increasing the teacher's teaching assignments and work motivation. The results also show that basic psychological needs satisfaction affects the intrinsic work motivation of teachers and serves as a factor that mediates the role of work climate on the intrinsic work motivation of early childhood teachers in rural areas

Developing Computer Course Models Based on Learning Management System for Early Children Education Teachers

Course and training institutions as a nonformal education unit organized for people who need knowledge, skills, life skills, and attitudes for self-development, professional development, work, independent business, and/or continuing education to a higher level. Currently, the world is faced with the phenomenon of digital disruption, which is a situation shown by the movement of the industrial world or job competition that is no longer linear. In the field of courses and training, the current era of disruption has also led to online course and training services that can be accessed via the service provider’s web/page. These service providers are not in the form of educational units, but several experts in their fields have joined forces with several experts in information and communication technology to create courses and training services that can be accessed through electronic devices such as computers, laptops, and communication devices. One of the development of courses and training in the field of information and communication technology is based on learning management system (LMS)—a webbased application system that allows instructors and/or students to share material, submit, and return assignments, and communicate online. Results of research and development of computer-based course models and training that have been tested shows that the level of practicality of this model is very good according to the instructor, course, and training organizers. Results of course learning and computer-based training can improve the skills of early childhood education teachers in the office application computer course program.
 Keywords: non-formal education, courses and training, learning management system, early childhood education teachers

Inclusive Teaching Efficacy among Early Childhood Teachers in Zambia

Teachers’ beliefs about their capabilities can impact the quality of implementation of education policies. The inclusive education policy is not an exception in this case. This study explores teachers’ beliefs about their capabilities to teach inclusive early childhood education (ECE)classes under the inclusive education policy. This study has conceptualized this belief as inclusive teaching efficacy. A Qualitative approach with a sample of 15 ECE teachers and two educational officers was interviewed using a semi-structured interview guide. Data were analyzed using interpretive phenomenological analysis (IPA). The major themes from the analysis reveal interesting insights into teachers' beliefs about their capabilities to handle inclusive ECE classes. Their capabilities were influenced by knowledge, exposure, training, and CPDs, among other emerging themes. This study demonstrates the need to prepare teachers for the implementation of policies or policy changes in Education. Most importantly, the study targets teachers’ self-beliefs, which feeds into their motivation and quality implementation of the inclusive education policy. It was recommended that inclusive ECE teachers be exposed to inclusive CPDs and that training institutions beef up curricula to equip teachers with adequate knowledge to manage inclusive ECE learners.

ENHANCING PROFESSIONAL MOTIVATION IN THE EARLY CHILDHOOD TEACHER EDUCATION: UNRAVELING ISSUES AND CHALLENGES

This qualitative study explores the issues and challenges faced by childhood early teachers in Punjab, Pakistan, in relation to their professional motivation and early childhood teacher education. Phenomenological research design was employed to explore subjective experiences of early childhood teachers in relation to the research problem. A purposive sample of early childhood teachers who have experience teaching in early childhood education setting in Punjab, Pakistan was selected for the study. Semi-structured interviews were used as the primary method of data collection. A qualitative content analysis was employed to identify the themes and patterns within the data through NVIVO 14 software. The study found that early childhood teachers in Punjab, Pakistan face a range of challenges that impact their professional motivation, including inadequate training and professional development opportunities, low salaries, and a lack of recognition and support from the parents and the wider community. The study highlights the need for policy makers in Punjab, to address challenges faced by teachers and to provide them necessary support & resources to enable them to provide high-quality early childhood education.