Early Educational Experiences Research Articles

Beyond the Classroom: The Broader Effects of Public Preschool Expansion on Children’s Early Educational Experiences and Early Literacy Skills

Preschool has direct effects on attendees, but less is known about how public preschool expansions targeted to low-income children affect early educational experiences and school readiness in a broader community. We use Virginia administrative data (~630,000 students) and a discrete increase in targeted public pre-K (Virginia Preschool Initiative Plus [VPI+]) to estimate the effects of means-tested pre-K expansion on preschool participation patterns and school readiness. VPI+ expansion decreased the probability that children spend no time in licensed settings (6–7 percentage points), increasing the probability for public pre-K and private centers (5–8 and 2–3 percentage points, respectively). Kindergarten literacy skills improve (5%–6% of SD). Effects are larger among the target population but shared broadly (perhaps through private centers). These previously unmeasured benefits inform future policy and research.

Hypervisibility and erasure: parents’ accounts of transgender children in early childhood education and care and primary schools

ABSTRACT While much is known about transgender students’ experiences of high school, less research has explored their experiences in primary/pre-schooling settings. This paper presents an analysis of parents’ (N = 15) recounts of their transgender children’s (N = 12) experiences in Australian early childhood education and care (ECEC) and primary schools. The research is situated in a trans-emancipatory theoretical framework that recognises the impact of cisnormativity in educational spaces. We find that the early years play-based approach contrasts with primary school settings, where children are regularly organized by binary gender categories. Whilst early childhood settings are child centred and often celebrate transgender children’s individuality using a trans-accommodative approach, they can simultaneously reinforce cisnormativity through enforcing binary gendered norms. Binary norms erase transgender identities while, paradoxically, making the transgender child hypervisible. Findings can inform a whole-of-school approach to the inclusion of transgender identities and the wellbeing of trans children in ECEC and primary schools.

Advancing the Career Development for Future Primary School Teachers in Ukraine: New Neuropedagogical Challenges

The article examines the neuropedagogical problem of developing emotional intelligence (EI) in future primary school teachers in Ukraine, particularly in the face of new social risks. It analyzes the recent neuropedagogical challenges and discusses how educational reforms and socio-political tensions affect teachers’ emotional stability and ability to maintain balance and teach pupils effectively. The article aims to explore the neuropedagogical aspects of developing EI in future primary school teachers under current challenges, such as Russia’s war against Ukraine. It also seeks to identify the constructive and destructive professional manifestations of EI and to address the methodological and epistemological gaps in resolving this problem. Research methods include descriptive and critical review, analysis of independent sociological data and the findings from the authors’ semi-structured survey of future primary school teachers, followed by pedagogical modelling, and SWOT analysis presented as a key tool for outlining neuropedagogical challenges related to EI as a teacher’s controversial characteristic. This article presents a concise overview of neurophysiological and neuropedagogical aspects of EI, combining reasoned assessment with constructive discussion. It introduces relevant neuropedagogical methods and techniques for future teachers to help them adapt to stress, improve the interaction among pupils, and enhance the practical use of EI during early teaching experience and career development. Key results include identifying factors which influence the zonal, neurohumoral and emotional-behavioural predictors of EI, as well as assessing strengths and weaknesses of EI in future primary school teachers. Finally, the article offers detailed recommendations for neuropedagogical correction under the current challenges in Ukraine’s education. The international relevance of the article lies in debunking the “myth” of the universal applicability of EI in various socio-psychological conditions and outlining key approaches to address this particular problem in the future.

Gamification and its benefits for English vocabulary development in preschool children

This study explores the impact of gamification on the development of English vocabulary in preschool children aged 4-6 at "Cinco de Octubre" school in Ecuador. Gamification incorporates elements such as points, rewards, and challenges into educational settings, fostering engagement, motivation, and self-directed learning. The research employs a qualitative design, collecting data from ten teachers experienced in using gamification tools for English instruction. Results highlight the positive effects of gamified activities, including enhanced student motivation, active participation, and improved vocabulary retention. Teachers reported significant academic improvements, with students exhibiting increased enthusiasm for learning English as a foreign language. Popular gamified methods included interactive storytelling, matching games, and competitive activities, which helped students connect learning with enjoyment. However, findings also acknowledge potential challenges, such as the need for tailored activities to accommodate diverse student needs and access to technology. The study concludes that gamification is a powerful tool in early language education, enabling dynamic and meaningful learning experiences. Recommendations are offered for educators and curriculum developers to integrate gamified approaches effectively, emphasizing their role in fostering linguistic skills and broader cognitive, social, and emotional development. Future research could investigate the long-term impacts of gamification and its application in low-technology environments to ensure inclusive education.

Exploring the power of natural outdoor spaces in enhancing early childhood practitioners’ wellbeing

AbstractWhile there is growing consensus on the benefits of natural outdoor play environments for children, the impact of such spaces on the wellbeing of early childhood practitioners remains unknown. Using an exploratory qualitative design, this study unraveled the positive outcomes of greening outdoor spaces in childcare centers in Flanders (Belgium) and the challenges that it may encompass. Eleven in-depth interviews were conducted with professionals who were recently involved in such transformations. Through a thematic analysis seven outcomes were identified: (1) reduced workload, (2) calmer children and less conflicts, (3) more job fulfillment, (4) a sense of peace, (5) a place to enjoy, (6) more little pleasures, and (7) more chances for meeting up with colleagues. Challenges arose mainly in relation to (1) health and safety concerns, (2) transitions, (3) resources, and (4) team spirit. The results indicate that the establishment of natural outdoor spaces in childcare centers can benefit practitioners’ wellbeing in several ways. As such, this study calls for a broader understanding of the importance of green experiences in early childhood education and care. Our insights should be taken into consideration when designing natural outdoor spaces for childcare centers as well as in developing personnel policies on staff wellbeing. Further research is needed, however, to determine the generalizability of research findings and the extent and kind of green experience that is necessary to obtain the positive outcomes.

Parental Engagement in Early Childhood Education: The Case of Debre Tabor Schools, Ethiopia

ABSTRACTParental engagement (PE) in early childhood education refers to the different ways parents get involved to help children's learning. Drawing on Ecological Systems and Social Capital as theoretical frameworks, this research explored parents' engagement experiences in early childhood education in primary schools in Debre Tabor Town, Ethiopia. A qualitative approach with a case study design was employed in this study. Through purposive sampling, 12 key informants, such as parents, school principals and teachers, were chosen from five primary schools for in‐depth interviews. Thematic analysis was used to analyse data from interviews focusing on four dimensions of PE: communication, learning at home, collaborative partnership and creating a nurturing environment. Results showed that parents excelled in creating a nurturing home environment to support their children's education. However, the study revealed low engagement from parents in communication, collaborative partnership and learning at home activities. It highlighted that parents' engagement in working with others to help the education of their children was not motivating. Lastly, the study also identified the reasons behind parents' low engagement in early childhood education, many of which are associated with parent‐related, and school‐related. Generally, the research indicated parents had limited engagement in their child's pre‐school education.

놀이중심 교육과정에서 디지털 놀이를 운영할 때 8년차 김교사가 경험한 어려움

This study examined the challenges faced by a teacher with eight years of experience as they implemented digital play within a play-centered curriculum in early childhood education settings. The study revealed that the teacher struggled with integrating digital play into play-based curricula and had to balance relying on her own educational experience with the need for professional support. She encountered dilemmas in creating digital play environments, managed complexities of digital safety, and faced barriers in linking digital play with home. These challenges stemmed from a combination of the teacher’s individual competencies and a lack of support systems and awareness about digital play. Specifically, experienced teachers require tailored support to bridge the gap between their existing experiences and digital play, enabling them to enhance and meaningfully expand children’s digital experiences. This study delved deeply into the difficulties experienced by teachers with significant experience in play-centered early childhood education as they implement digital play, offering practical support measures for establishing digital play in such settings.

Parental Perspectives on Teachers' Supportive Strategies During the Transition to First Grade

This qualitative study explores the transition to first grade, focusing on parental expectations and the perceived supportiveness of educational staff. The objectives are to identify the primary expectations and needs of parents from teachers, and to evaluate the extent and methods through which parents view educational staff as a source of support and information. Twenty parents participated in semi-structured interviews, revealing their concerns and expectations as their children entered first grade. Thematic analysis identified key themes: the necessity for accessible communication, genuine teacher attentiveness, and comprehensive information transparency. Findings suggest that strengthening communication, teacher responsiveness, and proactive information sharing are crucial to supporting both parents and children. These insights highlight how enhanced teacher training and school policies can better address parental needs, promoting a smoother transition into first grade and improving early educational experiences.

Dr. Dharmendra's Enduring Influence on Leprosy: From Laboratory to Disease Control.

A stalwart of Indian dermatology, Dr. Dharmendra was particularly known for his breakthrough research on leprosy. Spanning over several decades, his work was marked by significant contributions, including the development of Dharmendra's lepromin, which served as a critical diagnostic tool and in advancing the understanding of immunological aspects of leprosy. Born in 1900 in present-day Pakistan, his early education and work experiences set the foundation for his later achievements in leprosy research. Despite the social stigma associated with the disease at the time, Dr. Dharmendra's dedication led him to take up key roles, such as the first director of the National Leprosy Control Programme and head of the Central Leprosy Teaching and Research Institute in Chengalpattu. His work significantly impacted leprosy control efforts in India. ⁤⁤His legacy was further cemented by his leadership in founding the Indian Association of Leprologists and his tireless editorial work in the Indian Journal of Leprosy. Through his publications and ongoing research, even after retirement, he continued to influence the field. Dr. Dharmendra's life and work remain a cornerstone of leprosy research, inspiring future generations. His legacy continues to be felt in the ongoing efforts to combat leprosy.

Potential Strategies for Overcoming Barriers to Career Transition among Students with Visual Impairments

The visually impaired group remains among the most unemployed despite laws designed to facilitate employment opportunities for the disabled population. This review article presents potential strategies for overcoming barriers experienced by students with visual impairments (VIs) during their career transition. An integrative literature review was employed by the authors. The integrative literature review allows authors to produce new frameworks and perspectives on a topic from a range of existing research data and ideas in a significant manner. Results of the literature review suggest that public education, adequate transportation and mobility skills, proper assessment of the students' skill development, the acquisition of relevant social and independent-living skills, adequate training for rehabilitation service providers, adequate access to prints, collaboration among professionals, and early career education and work experience are some of the strategies that can be adopted to help students with VIs overcome most of the challenges they experience in their career transition journey. Adopting the strategies discussed in this article may lead to a successful career transition for these students. One of the implications of this paper is that visually impaired students should be able to adapt to the career environment by acquiring relevant skills and being open to opportunities. Also, specialized job training and placement might make it easier for visually impaired students to find competitive work after earning an academic degree and raise their chances of embarking on a successful career path.

Enhancing communicative skills in early childhood education: the role of the oral tradition and phonics

This article is based on the reflection of the oral tradition and phonics in the communicative experience in early childhood education. The communicative experience in early childhood education is enriched through the oral tradition. Children learn to listen actively, imagine vividly, and express themselves creatively using those communicative experiences: Oral tradition and phonics. This article also explores the importance of oral tradition and phonics, because oral tradition is the use of phonics in the process of learning communicative skills in children. Phonics is a method of teaching by understanding how letters sound, children can string them together to form words and communicate effectively. The article aims to conclude that cultural transmission is also enriched through oral tradition within educational practices, factors that strengthen oral and communicative skills in early childhood education, such as phonetic practices, should be taken into account.

The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019

This paper is based on the analysis of the relationship between early education, mathematical skills, and student achievement in Bosnia & Herzegovina, using data from the trends in international mathematics and science study (TIMSS) 2019. The study involves 5,628 fourth-grade students whose average age was 10.1 years. The research specifically focuses on factors such as the age of students at the beginning of schooling, attendance at preschool institutions, and their mathematical skills before starting school. Through the application of SPSS analysis, insights into the statistical relationships and trends between these factors are provided, emphasizing the importance of early educational experiences to improve the quality of education in Bosnia & Herzegovina. The analysis results show that the length of stay in preschool institutions, attendance in preschool programs, and the early acquisition of mathematical skills (counting skills, recognition of numeral representations, numeral writing, simple addition, and subtraction) impact later mathematical achievements of students.

Examining the Post-School Decision-Making and Self-Determination of Disabled Young Adults in Ireland

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students’ self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students.

Rethinking approaches to reflection in initial teacher education

ABSTRACT Background During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose This case study from Finland sought to examine the development of pre-service teachers’ reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented. Method Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively. Findings The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers’ reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers’ individualised learning needs. Conclusions This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.

Гален как представитель греческой paideia эпохи Второй софистики

Thanks to the extensive corpus of Galen's writings, which includes numerous autobiographical works and individual notes, we possess a wealth of information regarding his upbringing and education. According to a fami-ly tradition, he received a classical Greek education (known as paideia), which allowed him to transition from a provincial intellectual to one of the influential figures in Roman society and achieve the status of a court physi-cian. His brilliant command of language, extensive erudition, and active participation in the intellectual life of the Roman elite justify considering Galen as one of the authors of the so-called "Second Sophistic." This article scrutinizes Galen's various accounts of his mentors, early education, and scholastic experiences, with their veracity corroborated by contemporaneous testimonials. In addition to reading and scrutinizing the classical texts that formed the cornerstone of Greek paideia, Galen's education placed great emphasis on the study of exact sciences such as Euclidean geometry and arithmetic, which, together with Aristotle's logic, enabled Galen to adhere to the evidence-based method in medicine. An analysis of Galen's citation fre-quency of classical authors revealed that his foundational education was similar to other authors of his time, whereas the citation of medical authors is unparalleled in ancient literature. Unfortunately, we can only form a vague notion of his library since much of it was lost in a fire during Galen's lifetime in 192 AD. However, his collection of texts is a mix of various knowledge, rare writings, and quotes. Galen's interest in language and words, which confirmed his status as an intellectual, suggests his association with the "Second Sophistic" group. He wrote several works on ancient grammar, word usage, and rhetoric, criticiz-ing both extreme linguistic purism and loose interpretations of old-fashioned Attic language. This paints Galen not just as a doctor but also as a knowledgeable figure of his time.

유치원 교사의 유아 감염병 예방교육 현황과 보건교사 방문교육에 대한 요구

The purpose of this study is to obtain implications for kindergarten health education by grasping the current status of kindergarten's infectious disease prevention education and the demand for health teachers' visiting education. The subjects of this study were 151 teachers currently working in kindergarten in ‘S’ city, who participated in an online survey. Findings revealed that most of them had experience in early childhood infectious disease prevention education, and most of the instructors were themselves. Their difficulties were the lack of expertise in infectious diseases and the lack of activities and play support materials. They responded that ‘methods and activities of infection prevention’ are the most necessary educational content. ‘Infection prevention methods and activities’ and ‘the importance of preventing infectious diseases’ is suitable from the age of 3, In addition, home support activities are required, and Home letters, card news, and expert lectures are preferred. Mostly, they need early childhood infectious disease prevention education visited by health teachers, and they are willing to participate in projects. They responded that group activity for visiting health teachers is preferably around 30 minutes, and related activities and plays are required along with the class. The results of this study are expected to be used as basic data for early childhood infectious disease prevention education projects visited by health teachers

Exploring the Relationship Between Age at Nap Cessation and Social-Emotional Functioning in Children.

The objective of this study was to examine variations in age at nap cessation and identify whether there is an association with social-emotional functioning (SEF) as measured by internalizing/externalizing behavior, child temperament, and social skills in a sample of early childhood education and care-attending children. The sample comprised 1117 children from the Australian Effectiveness Early Educational Experiences for Children longitudinal early childhood study. We used children's age at nap cessation as retrospectively recalled by caregivers in 2011 or 2013 when children were between ages 2 and 7 years. Each child's SEF was reported by a caregiver using the Strengths and Difficulties Questionnaire, the Short Temperament Scale for Children, and the Social Skills Inventory Scale. Associations between children's age of nap cessation and SEF were tested using linear regressions. The children's age at nap cessation ranged from 6 months to 6 years. For each additional year of napping, children's total , conduct , externalizing , and peer behavior problems decreased by 0.39 (95% confidence interval [CI], -0.70 to -0.09), 0.11 (95% CI, -0.21 to -0.01), 0.11 (95% CI, -0.51 to -0.06), and 0.11 (95% CI, -0.20 to -0.02) units on the Strengths and Difficulties Questionnaire scale, respectively. No further significant associations were found. This is the first study reporting the age range of nap cessation and its associations with social-emotional functioning. Our findings demonstrate earlier cessation ages in Australian children attending Early Childhood Education and Care programs than previously reported and a small association with externalizing and peer problems.

Looking for Trouble: How Teachers’ Racialized Practices Perpetuate Discipline Inequities in Early Childhood

Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the “criminal” Black male image shapes teachers’ views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers’ disciplinary interactions with Black and White boys. The findings uncover teachers’ racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education.

Of the Meaning of Pedagogy: W. E. B. Du Bois, Racial Progress, and Positive Propaganda

A silence in the resurgence of scholarship on W. E. B. Du Bois has been his work as an instructor. This article uses Du Bois’s early teaching experiences and reflections on the “ugly” progress of schooling to ask: What should guide the pedagogy of sociology instructors when racial progress is so ugly? I sketch here a pedagogy inspired by Du Bois—who was the teacher denied—which is motivated by a positive notion of propaganda. Du Bois was a radical pedagogue whose mixed-methods instructional agenda informed a critical Black Sociology and bridges recent calls by American Sociological Association leadership for a discipline that is more emancipatory and educative. Embracing the right to propaganda gives pedagogical teeth to honest appraisals on racial progress. Triangulating art, science, and agitation in our pedagogy offers a general compass, and my article concludes with one direction that compass might lead: a classroom assignment where my undergraduate students became “print propagandists.”

Preschool Educators’ Perspectives on Dialogic Literacy in Preschoolers

This research delves into the perceptions and expressions of dialogic literacy among preschool teachers, seeking to explore dimensions such as its definition, significance, strategies, assessment methods, and parental involvement. The study engaged a cohort of 15 educators, comprising 10 females and 5 males, selected based on their experience and qualifications in early childhood education. Through semi-structured interviews, these teachers provided rich and detailed insights, forming the basis for a thorough examination of dialogic literacy in the preschool setting. Intentionally diverse, the participant pool included educators from various preschool environments, both public and private, aiming to capture a broad spectrum of perspectives and approaches. This deliberate variation facilitated the exploration of potential disparities in understanding and implementing dialogic literacy across different contexts. Employing a qualitative research approach, the study emphasized semi-structured interviews as the primary method of data collection. The interview questions covered key aspects, including definitions, teacher strategies, classroom activities, assessment methods, and parental engagement. The design aimed to extract comprehensive responses, allowing participants to share their unique perspectives, experiences, and practices related to communicative proficiency in early childhood education. Thematic analysis was applied to categorize and organize the interview data, unveiling common patterns and themes. To enhance the study's reliability, methodologies such as member checking, peer debriefing, and triangulation were employed. The research maintained a strong ethical foundation, prioritizing participant privacy, confidentiality, and voluntary involvement throughout the entire process. The findings present a holistic understanding of dialogic literacy implementation in diverse preschool settings, enriched by the inclusion of educators with a minimum of two years of teaching experience. This study contributes valuable insights to the field of early childhood education, shedding light on the multifaceted nature of dialogic literacy and its versatile application across different educational contexts.