Practice In Early Education Research Articles

Nursery Rhyme, Rhythm and Narrative Thinking in Early Childhood Education

The contribution focuses on the effectiveness of nursery rhymes, music, and storytelling in early childhood education. Various research studies carried out over the past twenty years have demostrated the way in which the use of rhythm, music, and storytelling can facilitate the development of a child’s overall personality. This study examines the impact of incorporating silent books into early childhood education to enhance a child’s language skills, social interaction, and cognitive development. Over the course of one month, teachers assessed the progress of young children in various domains, including vocabulary acquisition, narrative fluency, and peer interaction. The results highlight the importance of providing diverse opportunities for play with stories, images, and music in supporting holistic development in young children. By integrating these rich experiences into early education practices, educators can effectively nurture linguistic, social, and emotional competencies, laying a solid foundation for lifelong learning and growth.

The Effectiveness of Online vs. Traditional STEM Education Methods for Preschool Children Aged 5-6 years in China

This study explores the effectiveness of online vs. traditional STEM education methods for preschool children aged 5-6 years in China. Through qualitative interviews with educators, this study compares how these methods affect children's engagement and learning outcomes. The findings suggest that traditional hands-on approaches are more effective in engaging younger learners due to the importance of sensory and social experiences in early cognitive development. While online platforms offer personalized learning, they often struggle to maintain long-term engagement. The study highlights the need for a hybrid approach that combines the strengths of traditional and digital methods to optimize STEM education. In addition, the study explores the challenges of the digital divide and the importance of equitable access to technology. These insights provide practical recommendations for improving early STEM education practices and guiding future policy decisions.

Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education

AbstractApproximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.

Discussion On Print Game Teaching from The Viewpoint of Worldwide Literacy Learning: The Influence and Explanation on Children’s Development

The study will find ways in which print game teaching intersects with global literacy education and how the teaching of the print game impacts the development of children. The study will explore the printmaking activities that enable cognitive, social, and emotional growth for young learners. This is based on historical perspectives of development in children, methods derived in the early education of children, and games in education. The present research study identifies and underlines that the integration of global perspectives and traditional Chinese culture into print game curricula is one of the ways through which cross-cultural understanding and appreciation may be furthered. The objectives of the research, are to investigate the impact of print game teaching on cognitive development, assessment of the most innovative method of teaching global literacy-oriented print games, and how printmaking is effective in enhancing children's social and emotional intelligence. The study tries to design inclusive print game curriculums that target all kinds of learners, with a focus on diversity, and strives to inspire collaboration among the teachers in sharing best practices within their global literacy education. It will include the practical realities of print game teaching in an early childhood education setting, which is a descriptive method based on qualitative research. The expectations from the findings of this research, therefore, will be to enhance practices in early education and cultural understanding that will result in children being empowered actors in this globalized world.

SWOTTING STYLES USED BY KINDERGARTEN TEACHERS IN TEACHING: REFLECTIONS AND DISPOSITIONS IN FOCUS

Learning begins at home but technically, it will start the moment you enroll your kid to any kindergarten school. Kindergarten is a significant stage in every kids life, because it is the transition period from home to formal schooling. Teaching kindergarten kids is a special opportunity to introduce children to school and instill in them a love of learning. It can be one of the most enjoyable and challenging jobs. There are several ways to make the educational experience more meaningful and successful for pupils must be studied. The very purpose of this study is clearly validated in light of recent education system in our country. Teachers in kindergarten are now held accountable for the education of pupils with difficulty in learning like never before. A phenomenological study describes the meaning of lived experiences of individuals about a concept or phenomenon (Creswell, 2003) was used in this study. The intent of a phenomenological study is to understand and describe an event from the point of view of the participants. Kindergarten, which literally means a garden for children, comprises a range of early childhood educational practices. The art of teaching kindergarten kids includes different instructional designs to help children learn at their own pace while in a social and collaborative environment. The art of teaching Kindergarten kids is nurturing and supportive rather than competitive. Children learn through fun and engaging activities like art and music, transforming playtime into opportunities to instill important cognitive skills, motor skills, and social skills. A good kindergarten program should combine a multitude of teaching methods and instructional designs. KEY WORDS: swotting styles, kindergarten teachers, teaching, reflections, dispositions

Talking to young children about race: Using research evidence to move the needle in early childhood educational practice and policy

AbstractThis essay tells the story of a unique collaboration among practitioners, researchers, and policymakers to create and disseminate Early Risers, a podcast devoted to supporting racial equity in early childhood. Early Risers leverages research evidence to debunk common myths about how children learn about race. It showcases evidence‐informed practices for teaching young children about race and racism and for supporting positive racial identity. I share lessons learned about how research can educate caregivers, early childhood educators, administrators, and policymakers on the importance of creating pathways toward conversations about race and racism. Our hope is that Early Risers can serve as a model for researcher–practitioner–policymaker collaboration to innovate and “wake up” the early childhood field.

Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of Good Health and Well-being (Goal 3) and Quality Education (Goal 4) by promoting early education practices that enhance children’s physical and socio-emotional development. This quasi-experimental study, employing a pre/post-test control design, examined the influence of different kindergarten physical education programs on FMS and self-regulation. Participants from a sports-themed kindergarten, ordinary public kindergarten, and non-profit private kindergarten were equally divided into three groups. The “Hello Sunshine” (HS) group followed a ball game-based program; the ordinary physical education (OPE) group’s curriculum had multi-themed physical activities; and the free-play (FP) group as a comparison group (free play) spent their activity time freely playing. Data from a total of 239 children were analyzed, all of whom received identical assessments of fundamental movement skills and self-regulation by the Test of Gross Motor Development-3 (TGMD-3) and the head–toes–knees–shoulders (HTKS) test at baseline and after 10 weeks of the PE curriculum. There was a significant effect of grouping on TGMD-3 composite scores after controlling for the pre-test score (F(2, 235) = 65.232, p < 0.001, Partial η2 = 0.357). The composite score of the HS group was clearly higher than that of the OPE (95% CI:10.72~16.45) and FP (95% CI: 4.16~9.98) groups. A significant group time effect was observed for self-regulation (F(2, 236) = 4.588, p = 0.011, Partial η2 = 0.037). After 10 weeks, the HS group displayed a more significant increase in self-regulation (14.8%) than that in the OPE (9.7%) and FP (14.6%) groups. The ball game-based program exhibited more advantages in promoting fundamental movement skills and self-regulation among the kindergarteners. Overall, this study’s findings highlight the potential benefits of kindergarten physical education programs and underscore the importance of early childhood development, emphasizing its potential to contribute to holistic child development and align with sustainability goals.

About some non-neuropedagogical practices in early and elementary education

About some non-neuropedagogical practices in early and elementary education

What Kind of Information Is Provided to Families of Children with Hearing Loss in Early Education Practices?

It is known that children with hearing loss may experience delays in language development and other developmental areas compared to their peers, depending on their disabilities. Early diagnosis, benefiting from hearing technologies, and participation in early education environments with their families are very important in minimizing these delays that children with hearing loss may experience. The purpose of this research is, therefore, to examine the information presented to families in early education practices with children with hearing loss and their families. The data of this case study, one of the qualitative research methods, was collected through observations, semi-structured interviews, documents, and products. The data was analyzed inductively. The findings showed that the information presented to the families is transmitted in a way that is based on continuous interaction, includes open and responsive interactions, encourages the family, and that feeds and expands cyclically from the previous information. It was also found that the educator received information about the history of the child and family, device use, daily routines, and that the families needed information about their children's development, coping with behavioral problems and future expectations. Additionally, that the educators ensured that the families received information on the use of hearing aids, language support and communication skills, enrichment of daily routines, and additional deficiencies were revealed. In early education implementations, materials such as toys, picture cards, story books, song texts were used and forms for informing families were used for registration as a product of the information presented.

Addressing misconceptions about early years inspections

Sam Sleeman-Boss, Early Education Quality and Practice lead at Ofsted, explains more about what inspectors are looking for during Ofsted inspections and shares some of the resources available to practitioners for further information about what they can expect throughout the process.

Language, self-esteem, and academic achievement: mature students’ emotionally incited stories

Through empirical evidence we have found that female students reflect their emotions through the language they use. This paper examines responses of 24 adult female students in higher education on Early Childhood Studies (ECS) programmes. It draws on qualitative interview data from a recent research project and interactions in meetings. The aim of the research was to determine the views of students on perceived benefits of higher education to their early childhood, education, and care (ECEC) practice in a sector that is notoriously low paid and carries low status. The research was undertaken in a further education (FE) college on the Isle of Wight in England to establish the impact of HE in childhood studies. What started as research into early years policy morphed into a very unexpected and emotional response. The language used also revealed the insecurities and lack of confidence of this student group as they embarked on, and during their time as students in HE. Our experience as professionals working in higher education, is that adult female students can express their levels ambition (or lack of) through their language, especially where they feel they do not really belong in higher education, and where their prospects of success are tempered by their view of themselves and their perceived ability. / Key words: Isle of Wight, higher education, language, cultural capital, self-esteem, achievement.

TEACHERS’ PERSPECTIVES ON PROMOTING CHILDREN’S PARTICIPATION IN EARLY CHILDHOOD EDUCATION

In democratic society, participation is child’s right from an early age. Within early childhood educational practice, teachers should create diverse and meaningful situations in which children can get experience of how to be part of a group or community. The aim of the study was to examine teachers’ perspectives on promoting children’s participation in early childhood education. A survey of teachers involved in 5- and 6-year old children’s preparation for school was conducted. 2419 teachers representing 741 educational institutions of Latvia participated in the survey. Using a 6-point Likert scale, respondents assessed different statements regarding children’s participation in early childhood education. Teachers’ preparedness to carry out the children’s participation in their educational practice was self-assessed as well. Data were analyzed using descriptive statistics. The analysis of the survey data shows that teachers consider children’s participation a significant component of the educational process. The involvement of children in the discussion of important group issues and their influence on decision-making as well as teachers’ respect of children’s questions during the play-based lesson time was ambiguously assessed. Most teachers declare appropriate self-assessed competences to promote children’s participation in their educational practice.

Shaping executive function in pre-school: The role of early educational practice

Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of the role of early educational practice in shaping the EF. Previous studies suggest that children in Montessori schools, which promote autonomy and self-regulation, often perform better on EF tasks than children in conventional schools. Evidence to date, however, is not unequivocal across the studies due to a number of factors, including the heterogeneity of the tasks used to assess EF and/or possible baseline differences in the groups that are compared. Here we compare the EF skills of fifty-eight, 4- to 6-year-olds of a similar socio-economic background who had been attending either a Montessori preschool or a conventional preschool for the same period of time. Their performance was assessed with different tasks involving a range of EF processes, such as working memory, cognitive flexibility, inhibitory control, and self-regulation. Results show an advantage of Montessori preschoolers in all EF tasks. More broadly, findings suggest that even when EF skills are not purposely trained, they can be enhanced by specific educational practices.

Building up formative assessment practices through action research: A study in early childhood teacher education

ABSTRACT Despite the developments and examples of effective practice, it is asserted that early childhood teachers encounter difficulties while utilizing formative assessment in their classrooms and the debate about how to achieve this continues. It is widely acknowledged that preservice teachers need research-based professional support to have sufficient competence in assessment when they graduate. In this study, collaborative action research for building preservice early childhood teachers’ formative assessment capabilities was examined. This qualitative study took place over one academic year. Observation notes, reflective journals, and interviews were used to gather data about preservice teachers’ experiences of formative assessment. The findings suggested that action research could be an important underpinning professional learning approach to support formative assessment practices in initial early childhood teacher education. More widely, action research is critically recommended in teacher learning and practice that involves systematic reflection, data-driven decision-making, and modification of practices.

Leveraging Play for Learning and Development: Incorporating Cultural‐Evolutionary Insights into Early Educational Practices

ABSTRACTThere is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based on this framework diverges from formal education. This framework explains why common misconceptions about childhood learning arise and how to resolve them. Finally, we propose how childhood education can be changed to take advantage of biological biases in learning.

Wczesna edukacja środowiskowa w epoce człowieka – od uczenia się o świecie do uczenia się i stawania razem ze światem

Implications of human-induced phenomena that include global warming and the drastic reduction of biodiversity adversely affect the entire biosphere, putting the existence of humans and non-human beings at risk. Shifting away from considering humans to be the centre of the world and viewing them as one of many equal elements that comprise that world is seen as the remedy for the resulting state of affairs. Education is believed to play a significant role in transforming the way people think about themselves and their position in the world. In view of the thesis presented above, the aim of this article is to demonstrate the changes occurring in the theory and practice of early environmental education, representing a specific response of its creators to the challenges of the human age. From a theoretical viewpoint, these changes involve a shift beyond ideas of anthropocentrism and turn to theories that show the world as a complex human-post-human community. At a practical level, this takes the form of what is referred to as a common worlds pedagogy. The author’s thesis is that practising a common worlds pedagogy enables children not only to learn about the world but also to learn and become with the world.

ASPIRING EARLY CHILDHOOD TEACHERS’ SELF-PERCEPTION OF THEIR COMPETENCE IN THE INTEGRATION OF DIGITAL TECHNOLOGIES INTO EARLY CHILDHOOD EDUCATIONAL PRACTICE

The aim of this research is to consider the differences in aspiring early childhood teachers’ self-perception of their competence in the integration of digital technologies into early childhood educational practice, before and after the realization of the teaching process, and before and after passing the exam for the elective course titled “An early childhood teacher in a digital environment”. The research sample consisted of thirty-five third-year students of the Preschool Teacher Training and Business Informatics College of Applied Studies - Sirmium, who took and passed the exam in the elective subject “An early childhood teacher in a digital environment”. The results of the study show that aspiring early childhood teachers assess their competence for the integration of digital technologies into early childhood educational practice more positively after attending classes and taking the exam in the course “An early childhood teacher in a digital environment”. Future early childhood teachers feel more competent in applying digital technologies to all four areas of early childhood teachers’ work: direct work with children, real program development, professional development and professional public action.

Informing State-Wide Coalition Efforts to Implement and Integrate Nutrition Best Practices in Early Care and Education: Focus Group Insights from Child Care Providers.

A healthy diet in early childhood is an important contributor to ensuring lifelong health and in reducing risk for obesity. The child care environment is critical to supporting nutrition as a majority of young children less than 5 years of age are enrolled in out-of-home care. In order to better understand barriers to implementing and integrating nutrition best practices, we conduced focus groups with child care providers (n = 25) in Illinois. Providers from low-income communities, rural communities, and communities of color were prioritized. Focus group participants reported several challenges including the high cost of nutritious food, picky eating, and their perception that parents did not set good examples at home. Many providers identified the Child and Adult Care Food Program (CACFP) as a critical resource in helping them implement best practices. Providers discussed needing and wanting more training, more money for food, and more parental support. These results indicate support for additional resources and sustained training and technical assistance to address perceived challenges. The evidence of the importance of CACFP in helping providers engage in nutrition best practices indicates support for expansion and strengthening of the program.

De-Implementation of Detrimental Feeding Practices in Childcare: Mixed Methods Evaluation of Community Partner Selected Strategies.

This pilot evaluated strategies to decrease detrimental feeding practices in early care and education, which are hypothesized to compete with evidence-based feeding and obesity prevention practices. This study made two key comparisons: (1) a between-site comparison of sites receiving (a) no implementation or de-implementation strategies (i.e., Basic Support; B), (b) implementation strategies only (i.e., Enhanced Support; E), and (c) implementation and de-implementation strategies (i.e., De-implementation + Enhanced Support; D + E) and (2) a within-site pre-post comparison among sites with D + E. At nutrition lessons, the D + E group had more Positive Comments (Hedege’s g = 0.60) and higher Role Model fidelity (Hedege’s g = 1.34) compared to the E group. At meals, assistant teachers in the D + E group had higher Positive Comments than in the B group (g = 0.72). For within-group comparisons, the D + E group decreased Negative Comments (t(19) = 2.842, p = 0.01), increased Positive Comments (t(20) = 2.314, p = 0.031), and improved use of the program mascot at nutrition lessons (t(21) = 3.899, p = 0.001). At meals, lead teachers’ Negative Comments decreased (t(22) = 2.73, p = 0.01). Qualitative data identified strengths and opportunities for iteration. Despite a COVID interruption, mid-point comparisons and qualitative feedback suggest promise of the de-implementation strategy package.

Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder.

Our purpose in this study was to examine the effects of an intervention package consisting of shared book reading and an adapted question-answer relationship (QAR) strategy comprised of visual supports and think-aloud scripts on listening comprehension in four preschool children with autism spectrum disorder (ASD). We used a single-subject concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package on producing acquisition and maintenance of listening comprehension across four types of comprehension questions. Visual analysis and Tau-U effect size indicated that the intervention package was effective in producing acquisition and maintenance of listening comprehension in preschool children with ASD. Directions for future research and clinical implications for early education practice are discussed.