Early Education Research Articles

The influence of emotions on science teaching: a case study with three early childhood education teachers

Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

"It's Like Making Reflective Practice More of the Heart of Who We Are": An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K.

High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important. Thus, the aims of this study were to assess the feasibility, acceptability, and appropriateness of RS in state-funded pre-Kindergarten (state pre-K) programs, as well as delineate the implementation determinants that either advanced or challenged the use of RS in state pre-K. This study was informed and guided by the updated Consolidated Framework for Implementation Research (CFIR) and the CFIR Outcomes Addendum. Participants included 11 state pre-K program supervisors who had been trained in RS. Participants completed brief measures of feasibility, acceptability, and appropriateness of RS, and semi-structured interviews. Descriptive analyses of quantitative measures revealed that participants perceived RS as feasible to implement in their programs, highly acceptable, and highly appropriate, thereby suggesting that RS is likely to be implemented successfully in this setting. Qualitative data obtained from interviews and coded using the updated CFIR lent greater nuance to these results by specifying the facilitators and barriers affecting implementation. All participants reported great need for RS at the supervisor, teacher, and child/family level, and identified numerous other facilitating factors within four CFIR domains (i.e., Innovation, Outer Setting, Inner Setting, and Individuals), ranging from the relative advantage of RS to individual supervisor motivation and capability. Participants also cited barriers to using RS, most notably staffing difficulties, competing demands, and lack of policy and leadership support. Through theory-driven implementation frameworks applied to a real-world ECE setting, these findings extend prior research suggesting that RS may be an effective supervisory approach by highlighting the contextual factors that make RS more or less likely to be adopted, used, and sustained in state pre-K.

Aesthetic Learning Spaces: An Investigation into the Status in Danish Early Childhood Teacher Education

The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.

Exploring young children’s self and others: integrating visual diaries and the digital emotional expression application in art education

ABSTRACT This study explores the integration of technology-based and hands-on art practices in an early childhood art education program tailored to preschoolers in South Korea. The participants of this study included 20 young children aged five or six years old, who engaged in the program for a two-year period. By employing qualitative research methods, the results reveal the young learners’ enhanced expression of their emotion, including feelings, desires, and moods with the aid of visual diaries in conjunction with a digital emotional expression application supported by teacher intervention. Further, the young learners were stimulated to engage in self-discovery, self-awareness, and understanding of others. Ultimately, young children’s visual diaries enhanced educators’ and parents’ comprehension of their emotions. Moreover, showcasing these visual diaries and collaborative artwork promoted numerous opportunities for engagement and resonance with the local community. The fusion of visual diaries and the digital emotional expression application is viewed as a practice of emotional meaning making, wherein art and technology agency is distributed.

Improving Measurement Efficiency of an Early Education Quality Monitoring Tool for Majority World Countries

ABSTRACT Research Findings: New measures are being developed for quality monitoring of early care and education (ECE) programs in Majority World countries. However, limited psychometric work has identified items most indicative of quality or optimized the content of these tools. Therefore, the goal of this study was to showcase the empirical steps needed to streamline ECE quality monitoring measures and create more efficient, yet psychometrically robust, versions of these tools for Majority World countries. We used data on the Measuring Early Learning Environments (MELE) instrument that was administered to 250 ECE programs in one anonymous sub-Saharan African country. Findings from Item Response Theory techniques pointed to several items that should be retained for shorter versions of the MELE. Together with findings from correlational analyses with teacher/classroom characteristics and child outcomes, these results also showed that shorter versions of the MELE retained similar amounts of information on ECE quality and precision relative to the original instrument. Collectively, these results showed that it is possible to improve a quality monitoring measure’s efficiency by retaining a subset of highly informative items that maintain the original instrument’s psychometric adequacy. Practice or Policy: We recommend researchers and practitioners interested in optimizing similar tools for monitoring in their context to follow these empirical steps.

Navigating Uncharted Territory: A Qualitative Analysis of Challenges and Advantages Experienced by Early Career Medical Educators

AbstractWith the growing demand for medical educators, it is increasingly important that institutions implement practices to recruit, retain, and promote the well-being of early career medical educators (ECMEs). However, the specific needs of this group remain somewhat unclear. The current study aimed to address this gap by utilizing qualitative analysis to identify challenges and advantages associated with ECME status. An anonymous, voluntary survey was administered on forums of professional societies for medical education and on social media platforms, and emailed to professional societies. The survey collected demographic information and qualitative data regarding ECMEs’ experiences. Data were collected from 39 participants who met the ECME criteria of having less than or equal to 10 years of teaching experience since obtaining a terminal degree. Thematic analysis revealed that the challenges of early career faculty were difficulty balancing responsibilities, lack of research and educational support, perceived inadequacies as a faculty member, and development of workplace friendships. The advantages were the ability to understand students, possessing specific knowledge and skills, and the ability to innovate. ECME professional development needs focused on development of skills, networking, and support. In conclusion, ECMEs encounter similar struggles faced by all medical educators; however, they have the least amount of experience navigating the hurdles of academia. To aid ECMEs, institutions and departments can focus on the implementation of meaningful professional development opportunities, support systems, and encouraging ECMEs’ strengths.

Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings

AbstractThis study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, Mage = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.

Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources

ABSTRACT Research Findings: This study examines the frequency and diversity of emotion vocabulary in children’s picturebooks, as well as its deviation from typical spoken language environments. We analyzed a corpus of 2146 transcripts of individuals reading picturebooks aloud on social media platforms, using an emotion-specific vocabulary list, and two emotion-related word lists: the Valence Aware Dictionary for Sentiment Reasoning (VADER) List, and the NRC Word-Emotion Lexicon Intensity Lists. Models of daily input assess how regular book reading impacts the diversity and quantity of emotion vocabulary in children’s language environments. The findings reveal that emotion vocabulary in children’s picturebooks is more diverse than found in typical samples of child-directed speech and that regular reading substantially increases exposure to emotion vocabulary in the language environment of children beyond their input from child-directed speech alone. The study underscores the significant role of regular picturebook reading in enriching children’s quantity and quality of emotion vocabulary exposure and the opportunities this may provide for emotional literacy development. Practice or Policy: The findings are supplemented with emotion vocabulary wordlists produced by the study and provided here (https://tinyurl.com/4pvcb8b4). These constitute new resources for supporting children’s emotion vocabulary acquisition during early education and development.

Medical students as teachers: impact of peer-led teaching sessions on NBME exam performance

Introduction/BackgroundPeer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact on attendees, especially concerning NBME-style examinations, remains underexplored.MethodsThis study analyzed de-identified data from 67 first-year medical students at Kirk Kerkorian School of Medicine, divided into PLTS attendees (study group) and non-attendees (control group) based on session participation. Data were collected before two NBME examinations, with attendees defined as those attending at least five Peer-led teaching sessions. Academic performance was measured using NBME Customized Assessment Services (CAS) exam scores. Statistical analyses, including p-tests, chi-square, and t-tests, assessed differences in performance and potential biases based on MCAT scores, first-generation status, and socioeconomic background.ResultsThe study group initially had 26 students, and the control group had 31 students. Post-first examination, the study group adjusted to 22 students, and the control group to 35 students. MCAT scores and demographics showed no significant differences between groups. The first examination revealed a significant higher score in PLTS attendees’ scores (4.28% increase, p = 0.036), indicating a positive impact of PLTS on basic science knowledge. The second examination on organ systems physiology showed no significant difference (p = 0.722).DiscussionPLTS effectively enhance foundational science understanding but may be less impactful for advanced topics. The diminishing effect may result from increased use of diverse study resources and adaptation to medical school. Future research should explore long-term benefits, optimal implementation strategies, and the impact of instructor quality and engagement. Therefore, the overall conclusion is that PLTS positively influence NBME-style exam performance in early medical education, but benefits decrease over time.

Mapping Global Research on Early Childhood Special Education: A Bibliometric Analysis

Early childhood special education is a scientific field that is gaining worldwide attention. This study uses bibliometric and social network analysis methods to analyze early childhood special education research published in international journals. Therefore, the articles in the WoS database were accessed. WoS is a database of the most prestigious journals indexed SSCI, SCI-Expanded, AHCI, and ESCI. A total of 2051 articles meeting the determined criteria were included in the research. We used the VoSviewer software to perform the analyses and then interpreted the results. According to the research findings, the number of works published in the related field has increased significantly. The Journal of Autism and Developmental Disorders has emerged as the most prolific publisher of articles on this topic. The United States stands out as the most productive country. Dawson, G. is the most effective and cited author. The most frequently used word in the studies examined was autism. It appears that political developments in the field of early childhood special education may contribute to this increase. In addition, the analysis revealed that a certain number of leading countries and researchers have made significant contributions to the field. İnfluential journals in the field of early childhood special education studies, it is noted, focus on special education.

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations.

Dynamic analysis and optimal control of HIV/AIDS model considering the first 95% target

Based on the level of awareness of the population, an HIV/AIDS model is developed, which focused on the first 95% plan developed by UNAIDS. The threshold of model and the expressions of the disease‐free equilibrium and the endemic equilibrium are calculated, proving the existence of backward bifurcation. Backward bifurcation is caused by the imperfect protection rate of susceptible population due to education. Using China's actual data for parameter fitting, it is found that new HIV infections are on an upward trend. In response to this phenomenon, publicity and education, condoms, screening, and treatment of infected populations are considered as control measures. It is concluded that publicity and education is the primary strategy. This measure can not only effectively reduce the number of infected populations but also effectively increase the awareness rate of HIV‐infected populations. It is recommended to use condoms and have fewer sexual partners during sexual contact. Numerical simulation verifies that early stage publicity and education are much more important than post‐infection screening and treatment measures.

What determines the accessibility of early childhood education in Bangladesh?

This paper aims to understand the potential factors influencing the accessibility of early childhood education (ECE) in Bangladesh. Utilising data from the Multiple Indicator Cluster Survey (MICS) 2019, this study explored the influence of individual, household, socio-economic as well as geographical variables on ECE enrollment. It employed a comprehensive approach, which involved using descriptive statistics for univariate analysis, chi-square and t-statistics for bivariate analysis, and the logit model for multivariate analysis. The findings revealed that a child’s likelihood of attending an ECE program increases with their age, while those with functional difficulties and larger household sizes exhibit lower odds of attendance. Children with mothers possessing higher education levels demonstrated increased odds of ECE enrollment. Wealthy households and urban or Mymensingh division residency were associated with higher odds of ECE enrollment, while Barishal, Rajshahi, and Sylhet divisions indicated lower odds. To enhance ECE accessibility, the study recommends implementing a roadmap for ensuring universal early childcare and early education with an emphasis on socioeconomically underprivileged children, particularly in rural areas. Proposed strategies may include providing financial assistance to poor households and fostering public–private partnerships for ECE provision in remote regions like Barishal, Rangpur, Rajshahi, and Sylhet divisions. Moreover, it is crucial to make parents and communities aware about the significance of ECE in order to make sure that children ages 3–5 years are involved in ECE programs.

Early Career Researchers advocate for raising the profile of bryophyte ecological research

Bryophyte research is severely underrepresented compared to vascular plant research, even though we know that bryophytes are crucial components of ecosystems and contribute significantly to ecosystem functions and processes, and thus to ecosystem services. This underrepresentation creates many hurdles and barriers that Early Career Researchers (ECRs) must first overcome to establish in this field, which significantly hinders research now and in the future. Therefore, this work deals with the future of bryophyte research, and bryophyte ecology in particular, which is reflected in the perspectives of ECRs in this scientific field. By listing the many barriers that bryophyte researchers and especially ECRs face, including underrepresentation, funding and publishing, but also possible solutions, we want to raise awareness for and advocate to raise the profile of bryophyte research. We here identify multiple barriers that bryophyte-focused ECRs face and what is needed to overcome them. We address different structural and institutional levels, ranging from early education in schools to academia, funding and publishing. Raising the profile of bryophyte research works on many different levels simultaneously. To improve the prospects of bryophytes and thus increase scientific interest in, and ultimately understanding of, this important group of plants, we need to raise awareness now.

Teen parent trap? The education and labor implications of motherhood and fatherhood during the transition from adolescence to Adulthood in Cebu, the Philippines

For both males and females, adolescent parenthood can affect human capital investments and labor market choices during the transition from adolescence to adulthood. However, only scant evidence exists on the educational and labor implications of adolescent motherhood in developing countries and there is none on adolescent fatherhood. Using fixed effects, linear, and hazard models on a matched sample, we examine the association between early parenthood and education and labor market outcomes for a cohort of adolescents using longitudinal data from Cebu, the Philippines. While we find that early parenthood is associated with poorer educational outcomes for both teen mothers and fathers, the association is stronger for mothers. Upon becoming parents, labor market participation reduces for teen mothers but increases for teen fathers. Teen parents (both mothers and fathers) face a higher hazard of leaving school early, but teen fathers exhibit a substantially higher hazard of entering the labor market earlier. In young adulthood, conditional on working, both teen mothers and fathers are more likely to be informally employed. This paper highlights the potential gains from delaying first childbirth for adolescent males and females.

An international scoping review focused on gifted and talented children: Early identification and inclusive education

An international scoping review focused on gifted and talented children: Early identification and inclusive education

Exploring the effects of a 12-Week functional training program on fundamental motor skills for primary school children aged 6–7

BackgroundFundamental motor skills (FMS) are the foundation of children’s movement. Professional guidance and customised training methods are essential to effectively acquiring and mastering fundamental motor skills. Recently, functional training has gained widespread popularity and is associated with numerous benefits. Therefore, this study aims to evaluate the effect of functional training on fundamental motor skills in children aged 6–7. MethodsThis study was conducted at a primary school. One hundred children were randomly selected from 382 who met the criteria and allocated to a functional training or regular physical education group, with 25 boys and 25 girls in each group. The research program lasted 12 weeks, with two weekly sessions, each lasting 40 min. The assessment of fundamental motor skills utilises the Test of Gross Motor Development and Pediatric Balance Scale. The pre-test and post-test data were analysed using generalised estimating equations. ResultsThe data analysis showed statistically significant differences between and within groups. There was a significant interaction effect of time and group on the gross motor quotient (x2 = 51.603, p = 0.001), locomotor subtest standard scores (x2 = 22.259, p = 0.001), object control subtest standard scores (x2 = 29.283, p = 0.001), and PBS balance scores (x2 = 24.881, p = 0.001). Furthermore, the main effect of time was significant for the four variables. However, the main effects of the group varied. Significant effects of the group were observed for the gross motor quotient (x2 = 8.662, p = 0.003) and object control subtest standard scores (x2 = 7.471, p = 0.006), but not for locomotor subtest standard scores (x2 = 2.558, p = 0.110) or PBS balance scores (x2 = 1.188, p = 0.276). Discussion and ConclusionsFunctional training can positively impact the development of fundamental motor skills in children aged 6–7, demonstrating greater effectiveness than regular physical education courses. These findings provide evidence that incorporating functional training into early childhood physical education can be an effective intervention for enhancing the development of fundamental motor skills.

Growing the Hearts of Audiences: Community-Engaged Learning and Studies in Audience Development

Abstract: Diminishing audiences is a theme of recent industry news articles announcing pauses and closures of some of the country’s most prestigious regional theatres, often citing COVID-19 as the determining factor. While the pandemic has certainly brought audience decline to a head, decades of diminished arts education and the prioritizing of profit over community engagement have exacerbated the falling-off. What lessons can theatre departments and training programs take from this scenario? This article outlines a pedagogy of audience development embedded in early arts education and identifies six attributes for community-engaged learning. Audience development is clearly a priority for ensuring that our venues are full and current students have an industry to graduate into.

Exploring Indonesian coastal communities’ responses to the 2019 Ambon earthquake and their preparedness for future disasters

Since the seventeenth century, megathrust earthquakes and tsunamis have occurred and have been recorded in Maluku Province, Indonesia. The Maluku community lives on land of most alluvial soil, areas where tsunamis have occurred, besides the active path of seismic and volcanoes, which has negatively impacted humans during disasters. Therefore, learning from past communities’ responses and experiences is vital to decrease the risk associated with potential future disasters. However, studies about the Indonesian coastal communities’ seismic responses and preparedness at the grassroots level, particularly in Maluku Province, have yet to be done. Thirty survivors of the Mw 6.5 Ambon earthquake in 2019 with over a thousand aftershocks, living in the three coastal villages on Ambon Island, were selected as respondents in the semi-structured interviews. The research results showed that the survivors had various responses to the earthquake and its aftershocks. Religious belief was a critical factor for their capability to encounter calamities, besides social support that has helped them survive. The 2019 earthquake has also enhanced their creativity, engagement, and participation. Some disaster preparedness gaps still exist, although their experiences have taught them to be more aware and prepared for future disasters. The gaps are the early warning system availability, public education and information, risk transfer capability, protection development, humanitarian aid protocols and procedures, and health recovery. With its crucial recommendations, this study strengthens disaster governance in archipelagic countries like Indonesia and adds to the literature on how coastal communities handle multiple seismic disasters.

Depressive syndrome, cognitive impairment, and associated factors among community-dwelling aged persons in Cameroon.

Background: Depressive syndrome (DS) and cognitive impairment (CI) are associated with unsuccessful aging. However, little is known about Cameroon. This study aimed to assess the factors associated with DS and CI among older adults in Cameroon. Methods: A representative sample of 599 individuals aged ≥ 60 years was selected for this cross-sectional study. Sociodemographic and health data were also collected. DS and CI were assessed using the Center for Epidemiologic Studies-Depression Scale (CES-D) and Mini-Mental State Examination (MMSE), respectively. The Rosow Mobility Scale, Activities of Daily Living (ADL), and Instrumental Activities of Daily Living (IADL) scales were used to evaluate functional abilities. Chi-2, ANOVA, and multiple regression analyses were performed to assess the factors associated with DS and CI. The threshold of statistical significance was 5%. Results: The average age was 68.9±7.2 years, sex ratio M/F=0.93, and weight 68.5±14.7 kg. DS affected 14.5% of the population and the CI was 21.4%. In the multivariate analysis, DS was positively associated with male gender (Odds Ratio (OR)=1.7 [95% Confidence Interval (CI):1.1-2.7], p=0.031) and inactivity (OR=1.7 [95% CI:1.0-3.0], p=0.043). CI was positively associated with lack of education (OR=6.5 [95% CI:3.5-12.2], p<0.001), inactivity (OR=5.3 [95% CI:1.6-17.9], p=0.008), single (OR=3.7 [95% CI:1.2-11.3], p=0.023), and widowhood (OR=3.3 [95% CI:1.6-6.5], p=0.001), and negatively associated with no IADL (OR=0.3 [95% CI:0.2-0.6], p=0.001) and ADL disability (OR=0.5 [95% CI:0.2-0.9], p=0.032) limitations. Conclusions: The associated factors suggest that it might be of interest to fight inactivity and encourage early and long-term education to prevent DS and/or CI among older adults.