Early Childhood Research Articles

Robotic assistants for the rehabilitation of communication disorders in children: A proposal based on MTO manufacturing for developing countries

Language is fundamental to human communication, allowing individuals to express and exchange ideas, thoughts, and emotions. In early childhood, some children experience communication disorders that impede their ability to articulate words correctly, posing significant challenges to their learning and development. This issue is exacerbated in developing countries, where limited resources and a lack of technological tools hinder access to effective speech therapy. Traditional speech therapy remains vital, but the latest technological advancements have introduced robotic assistants to enhance therapy for communication disorders. Despite their potential, these technologies are often inaccessible in developing regions due to high production costs and a lack of sustainable manufacturing models. For these reasons, this paper presents “FONA,” a robotic assistant that employs rule-based expert systems to provide tactile, auditory, and visual stimuli. FONA supports children aged 3 to 6 in speech therapy by delivering exercises such as syllable production, word formation, and pictographic storytelling of various phonemes. Notably, FONA was successfully tested on children with cochlear implants, reducing the number of sessions required to produce isolated phonemes. The paper also introduces an innovative analysis of the Make To Order (MTO) manufacturing system for producing FONA in developing countries. This analysis explores two key perspectives: collaborative networks and entrepreneurship, offering a sustainable production model. In a pilot experiment, FONA significantly improved children’s attention spans, increasing the period by 17 min. Furthermore, the economic analysis demonstrates that producing FONA through collaborative networks can significantly reduce costs, making it more accessible to institutions in developing countries. The findings suggest that the project is viable for a five-year period, providing a sustainable and effective solution for addressing communication disorders in children.

A Complete Approach in Implementing Islamic Early Childhood Character Education at the Pandemic Covid 19 Era

The aim of this research is to describe how a unique Islamic early childhood education system, named Tahfiz Anak Usia Dini (TAUD), implemented and contributed substantially to the character education of its students. In total, 6 teachers, 50 parents of 25 students of TAUD SAQU Nurul Islam Al Husna, Indonesia were interviewed, participated in focus group discussions, and 25 students were closely observed. Findings suggest that TAUD Saqu Nurul Islam Al Husna adopts the complete approach of character education which is laid on Islamic principles. The majority of teachers and parents reported that TAUD Saqu Nurul Islam Al Husna educates and develops the character of students by conveying knowledge, providing role models, and supportive environment, then giving chances to practice and form. The paper proposes a model of character education at early childhood education, as well as other Islamic education systems which have similar characteristics on the implementation of character education. Recommendations for future research and practice are also explained.

Characteristics of Children with an Undesirable Motor Competence Development During the Transition from Early to Middle Childhood: Results of a 2-Year Longitudinal Study

Objective: Motor competence development from early to middle childhood is accompanied by great variance. This course can be influenced by many factors in the ecosystem. The objective of this study was to examine which individual characteristics are associated with an undesirable motor competence development during the transition from early to middle childhood. Methods: A longitudinal study was conducted between February 2020 and May 2022. Actual and perceived motor competence and the potential determinants physical activity enjoyment, weight status, and organized sports participation of children (49% boys) aged 4–6 years old at T0 (N = 721) were measured at two points in time, separated by a two-year interval. Associations between potential determinants and AMC, including interactions with time, were analyzed using linear mixed-effect regression models with continuous motor quotient scores as outcome variables. Results: Overweight, obesity, and lack of organized sports participation were associated with lower motor quotient scores over time. Multivariate analyses showed that associations of weight status (overweight and obesity) and sports participation with motor quotient scores remained significant after adjustment for variations in perceived motor competence and physical activity enjoyment. Conclusions: Excessive body weight and lack of sports participation from early childhood are associated with an increased risk of an undesirable motor competence development over time.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

Oxidative Stress and Antioxidants in Pediatric Asthma’s Evolution and Management

Within the pediatric population, bronchial asthma is one of the most prevalent chronic respiratory system diseases. The number of exacerbations, severity, and duration of symptoms all have a significant impact on children’s life quality. In the last decades, the prevention and management strategies of this pathology have focused on maintaining or even increasing the pulmonary function to maximum levels in early childhood, as it has been demonstrated that functional deficits at this level occurring before school age cause pathological manifestations later, in adulthood. The epithelium of the airways and implicitly that of the lung is the first barrier against the lesions caused by pro-oxidative factors. Both oxidative and antioxidative factors can be of endogenous origin (produced by the body) or exogenous (from the environment or diet). Good functioning of antioxidant defense mechanisms from the molecular level to the tissue level, and a balance between pro-oxidative factors and anti- oxidative factors, influence the occurrence of compensatory mechanisms at the level of the respiratory epithelium, causing the delay of local responses to the stress induced by chronic inflammation (bronchial remodeling, thickening of airway smooth muscles, bronchoconstriction, bronchial hyper-reactivity). These mechanisms underlie the pathophysiological changes in asthma. Numerous studies carried out among the pediatric population inclusively have demonstrated the effectiveness of antioxidants in the prophylaxis, slowing down and preventing the progression of this pathology. This review complements the scientific articles, aiming at emphasizing the complexity of oxidative physio-pathological pathways and their importance in the occurrence, development, and therapeutic response in asthma, providing a good understanding of the relationship between oxidative and antioxidative factors, and being a source of future therapeutic strategies.

Efektivitas Pelatihan Mindful Parenting Terhadap Penurunan Kecenderungan Child Maltreatment pada Anak Usia Dini

Child maltreatment is a risky act and it has a serious impact, especially for early childhood. Mindful parenting training is one of the parenting concepts that can minimize the occurrence of child maltreatment. This study aims to examine the effectiveness of mindful parenting training on reducing the tendency of child maltreatment in parents. This study uses a pre-experimental design method with a one group pre-test-post-test design. The sample selection was determined using purposive sampling technique. The subjects in this study amounted to 35 parents of students at Aisyah Integrated Birrul Walidain Kindergarten in Kudus, Central Java. Hypothesis testing was conducted using paired sample t-test, where a significance value of P = 0.000 (P < 0.05) was obtained, which means that the hypothesis is accepted. In other words, mindful parenting is effective in reducing the tendency of child maltreatment by parents in early childhood.

Neonatal care and developmental outcomes following preterm birth: A systematic review and meta-analysis.

Major amendments in neonatal care have been introduced in recent decades. It is important to understand whether these amendments improved the cognitive sequelae of preterm children. Through a large-scale meta-analysis, we explored the association between prematurity-related complications, neonatal care quality, and cognitive development from birth until 7 years. MEDLINE, APA PsycInfo, and EBSCO were searched. Peer-reviewed studies published between 1970 and 2022 using standardized tests were included. We evaluated differences between preterm and full-term children in focal developmental domains using random-effects meta-analyses. We analyzed data from 161 studies involving 39,799 children. Preterm birth was associated with inferior outcomes in global cognitive development (standardized mean difference = -0.57, 95% CI [-0.63, -0.52]), as well as in language/communication, visuospatial, and motor performance, reflecting mean decreases of approximately 7.3 to 9.3 developmental/intelligence quotients. Extreme prematurity, neonatal pulmonary morbidities, and older assessment age in very-to-extreme preterm cohorts were associated with worse outcomes. Contemporary neonatal medical and developmental care were associated with transient improvements in global cognitive development, evident until 2 to 3 years of age but not after. Blinding of examiners to participants' gestational background was associated with poorer outcomes in preterm cohorts, suggesting the possibility of a "compassion bias." The results suggest that preterm birth remains associated with poorer cognitive development in early childhood, especially following pulmonary diseases and very-to-extreme preterm delivery. Importantly, deficits become more pervasive with age, but only after births before 32 gestational weeks and not in moderate-to-late preterm cohorts. Care advancements show promising signs of promoting resiliency in the early years but need further refinements throughout childhood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Strategi Profesionalisme Guru PAUD Abad 21 dalam Menstimulasi Kemampuan Membaca Anak Usia Dini

21st-century ECE teachers face challenges in developing effective strategies to stimulate early reading abilities in children. This study aims to explore the strategy of 21st-century early childhood education (ECE) teachers' professionalism in stimulating early reading skills in young children focusing on the effectiveness of these strategies in enhancing children's interest and reading abilities. The study employs a descriptive qualitative research method, with two teachers from groups B1 and B2 of TK Piri Nitikan as the subjects. The findings highlight that the professionalism of 21st-century ECE teachers, particularly in using conventional picture storybooks and digital flipbooks, positively contributes to enhancing early reading skills. Conventional picture storybooks aid in developing fine motor skills and basic language abilities in children, while digital flipbooks offer a more interactive and engaging learning experience. Combining conventional and digital approaches in 21st-century ECE professionalism provides a strong foundation for improving early childhood reading abilities.

예비유아교사의 현장실습을 통한 변혁적 역량 탐구

Objectives The purposes of this study were seek to explore the transformative capabilities of prospective early childhood teachers through early childhood education field practice experiences. Methods The study was conducted using qualitative research methods, and the participants were 15 pre-service early childhood teachers from K University in Gyeonggi-do. Data were collected through play observation records and reflection sheets in 3-, 4-, and 5-year-old classes, and the collected data was divided into high and low categories based on the extracted key keywords and qualitatively analyzed to derive results. Results The transformative competencies of prospective early childhood teachers through field practice were, first, respecting children with a loving heart and attitude as a basic competency, discovering personality and aptitude as an early childhood teacher, and establishing a teaching perspective with expectations of becoming an early childhood teachers. Second, the ability to understand the field was found to be overcoming fear and tension by understanding the field and learners, understanding the teacher's role by integrating knowledge and technology, and acquiring practical knowledge through decision-making in dilemma situations. Third, future response capabilities included practicing adaptability and flexibility according to change, establishing sensitivity to various perspectives through a sense of community, and utilizing information technology by incorporating ideas. Conclusions In order to improve the transformative capabilities of prospective early childhood teachers, the need for a practical program that allows students to experience learning through educational service experience and subject matter connection linked to daycare centers and kindergartens was discussed.

Strategi Peningkatan Kreativitas Anak dan Stimulasi Speech Delay Melalui Media Loose Part di PAUD

In the era of globalization, creativity is becoming increasingly important, because it is needed to face increasingly rapid challenges and changes. To increase creativity in early childhood, the right strategy is needed, one of which is using loose part media. At PAUD Fullday Aisyiyah Kasihan uses loose parts as a strategy to increase children's creativity. So the aim of this research is to look at strategies for increasing children's creativity through loose part media at PAUD Fullday Aisyiyah Kasihan. This research uses descriptive qualitative research. The research subject is the teacher. The place of research was carried out at the Kasihan Integrated Aisyiyah PAUD, Bantul, Yogyakarta. The validity tester in this research uses credibility with triangulation, namely technical triangulation. Analyzing data from the field through interview, observation, and documentation techniques. The data analysis technique that will be used in the research is Miles and Huberman's data analysis technique, namely data reduction, data display, and conclusions. The results of the research show that there are 6 strategies used by teachers to increase children's creativity by using loose part media, namely; 1) giving children freedom to imagine and be creative; 2) providing appropriate direction and supervision by the teacher; 3) getting used to playing activities with loose part media; 4) use of interrogative sentences and provocation sentences to support creativity; 5) increasing vocabulary, articulating word pronunciation and strengthening children's oral speech; 6) assessment of activity results and reflection on learning.

‘한국 동요 새노래 지도’경험 탐색: 우즈베키스탄 예비유아교사들을 중심으로

The purpose of this study is to improve students' Korean language and deliver advanced Korean music education to pre-service early childhood teachers in Uzbekistan through ‘the new-song learning activities of Korean children's songs’. 65 students in the Department of Early Childhood Education at Ferghana Korea International University in Uzbekistan were targeted. Starting in September 2023, 15 weeks of ‘the new-song-learning activities of Korean children’s songs’ classes were applied. As a result of the study, interest in the Korean language are increased, Korean was difficult for TOPIK preparation.. However, speaking Korean through song lyrics is a fun everyday English. the basic composition of music was learned through the scale of Korean Children’s songs, and an integrated approach was naturally learned through physical movement activities. It is significant in that it has prepared basic data for research on Korean language classes (bilingual classes) through Korean children's song lyrics and children's music teaching and learning methods in Uzbekistan, which is envious of advanced Korean education.

Analysis of the Demands of Incumbent Kindergarten and Childcare Center Directors for the Director Qualification Program of the Integration of Early Childhood Education and Care Institutions: Focusing on Focus Group Interviews (FGI)

Analysis of the Demands of Incumbent Kindergarten and Childcare Center Directors for the Director Qualification Program of the Integration of Early Childhood Education and Care Institutions: Focusing on Focus Group Interviews (FGI)

Early childhood educators’ change of strategies to recognize and assess the child via distance education

Aim of this study was to identify the recognition and assessment techniques used by early childhood educators both before and after the pandemic using a fundamental qualitative research approach. 17 preschool teachers participated in the study using a semi-structured interview form. The study's conclusions are arranged according to several themes. The methods preschool teachers employ to recognize and assess the child during in-person instruction is the first of these themes. Teachers utilize a variety of techniques to recognize and assess children during in-person instruction, including observation, developmental observation forms, developmental reports, warm-up games, drawing, working with families, anecdotes, sociometry, and portfolio work. The sudden switch to online instruction-assessment techniques in remote learning has resulted in unanticipated challenges and unexpected situations for the preschool teachers as they attempt to implement the teaching process. In such unanticipated circumstances, it is important to look at how early childhood educators recognize and assess children.

What Can We Learn from Early Childhood Theory and Practice?

Education doctoral programs have an essential role to play in this moment of American history, as we train, teach, guide, and prepare education professionals to learn, unlearn, and lead as antiracist education activists. EdD program faculty and administrators sit in critical roles and must examine our own antiracist beliefs, while also facilitating anti-racist learning for our doctoral learners, who, in turn, must create anti-racist learning communities where they teach and lead.

Barriers to access to local produce in an early childhood setting in rural Appalachia

This case study examines young children’s access to fresh local produce in childcare settings in rural Appalachia. In-depth, semi-structured interviews with childcare center directors participating in farm to early care and education programming were conducted in the spring of 2023. Centering the per­spective of childcare directors, this research explores why farm to school programming is diffi­cult to implement. It specifically addresses the bar­riers preventing early childcare centers from pro­viding access to fresh and local produce to enrolled children. Eight primary obstacles to implementing farm to early care and education programming were identified: lack of staff; too wide a variety of tasks for directors; the “extra” work that fresh pro­duce requires; lack of knowledge about how to grow food; lack of required kitchen equipment; need for additional funding; unclear or out-of-date regulations about food safety; and a lack of paren­tal time. Limitations of the research include the specific geographic location of the study and the long-lasting implications of the COVID-19 pan­demic. Recommendations drawn from this case study include improving communication between childcare centers and regulatory agencies; creative use of alternative gardening practices; participating in a regional food hub; and improved funding.

Othermothering: A Black Feminist History of Communal Early Childhood Education in America

Historically, Black women, as care providers, educators, activists, and othermothers, have taken a stand within their homes, communities, and the nation’s classrooms to ensure the survival and empowerment of the Black community on every front. Through the lens of Black feminist thought and the power of counternarratives, this literature review delineates a historical and socio-political exploration of how Black women educators and childcare providers have positioned themselves as othermothers—nurturing and advancing the children of the Black community while navigating various systems of oppression and social stressors. In discussion, the author calls for a critical shift towards the recognition of marginalized histories, perspectives, and intellectual contributions of Black women early educators.

유아교육 전공 대학생들의 셀프리더십, 학습태도, 학업성취와의 관계에 대한 연구: 플립드러닝을 적용한 교직수업을 중심으로

Objectives As learner-centered teaching methods emerge as a new paradigm in education, the flipped learning approach is increasingly being utilized in universities. This study aims to identify the relationship between flipped learning attitudes and self-leadership among university students majoring in early childhood education, partic-ularly within teacher education courses. It seeks to determine which specific self-leadership strategies sig-nificantly influence learning attitudes and academic achievement. Through this analysis, the study intends to ex-plore the potential for effectively utilizing self-leadership in flipped learning in the future. Methods The subjects of the study were 61 first-year students majoring in Early Childhood Education at B University in Seoul. Data collection took place from March to June 2024. The collected data were analyzed using Jamovi 2.25 for correlation analysis, multiple regression analysis, and ANOVA. Results A positive correlation (r = .53) was found between flipped learning attitudes and self-leadership. Among the three self-leadership strategies, the constructive thought pattern strategies significantly influenced flipped learning attitudes. Differences between academic achievement groups were confirmed, particularly between the A-grade group and the B-grade group, in terms of flipped learning attitudes, self-leadership, and the constructive thought pattern strategies as a sub-strategy of self-leadership. Conclusions Self-leadership, particularly the constructive thought pattern strategies, plays an important role in the effective application of flipped learning and can enhance students' academic achievement. Instructors need to develop support measures that can strengthen this self-leadership for the successful implementation of flipped learning. The significance of this study lies in confirming the influence of self-leadership, especially the con-structive thought pattern strategies, in a flipped learning environment. Based on these findings, universities could establish strategies for teaching and learning and support students by utilizing self-leadership.

Analysis of Content-Structure on Early Childhood Curriculum Guidebook: Reading of Children’s Learning Based on Five Domains

Analysis of Content-Structure on Early Childhood Curriculum Guidebook: Reading of Children’s Learning Based on Five Domains

Early Childhood Teachers' Perception of Picture Books Using Metaphor Analysis

Early Childhood Teachers' Perception of Picture Books Using Metaphor Analysis

유치원 교사와 어린이집 교사의 아토피 피부염 유아에 대한 인식과 지식 및 관리수준

Objectives This study aimed to determine the variation in the level of awareness and knowledge of young children with atopic dermatitis in kindergarten and nursery teachers and give basic data to support preschoolers in a healthy living environment. Methods A survey was conducted in 250 incumbent teachers at early childhood education centers in Seoul and Gyeonggi Province; then, with the exception of insincerely completed questionnaires, 226 copies went through frequency analysis, t-test, and one-way ANOVA using an SPSS 26.0 program. Results The main results of this study are as follows: First, both kindergarten and nursery teachers were poorly aware of young children with atopic dermatitis; both types of centers had homeroom teachers mostly take charge of guidance and management of young children with atopic dermatitis and generally accepted their parents' needs and wanted them to be trained and supported by external professionals. Second, kindergarten teachers had a be-low-average level of knowledge of young children with atopic dermatitis and an above-average level of relevant management. For nursery teachers, the knowledge was at the above-average level and the management was at a high level. Third, as for the differences in the level of knowledge and management of young children with atopic dermatitis between kindergarten and nursery teachers, both variables were at a higher level for the latter. Conclusions It is necessary to expand the target population of research into kindergarten-related infrastructures as well as nurseries and give teacher education about atopic dermatitis in diverse ways so that young children with atopic dermatitis can get positive support in a healthier environment.