Early Education Research Articles

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.

Life profile of Vaidyabhooshanam K. Raghavan Thirumulpadu – An exemplary legend in Ayurveda

Abstract Ayurveda is one of the renowned contributions of Traditional Indian Medicine to the globe. Kerala has a rich legacy of Ayurveda, which has flourished and is supported by many distinguished traditional Vaidya families and legends. Shri Padmabhooshan Vaidyabhooshanam K. Raghavan Thirumulpadu (VKRT) is an impeccable contribution of Kerala for its Ayurvedic heritage. VKRT was a perfect blend of knowledge in Ayurvedic principles and practice and contemporary medical science. This article presents the life profile of VKRT, a profound Ayurvedic physician, prolific writer, and philosopher. This work is based on interviews conducted with his son Dr. K. Murali, his disciple Dr. M. Prasad and books and articles written by and on VKRT. The article highlights the various domains of VKRT’s personal and professional life. VKRT’s early life and education, destiny to study Ayurveda, multiple realms of his professional life, awards and achievements are discussed in detail.

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.

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.

가치교육에 대한 유아교사의 인식 및 실행과 요구

Objectives In this study, we examined early childhood teachers' perceptions of value education and explored the implementation of value education in early childhood education institutions, and explored demands for value edu-cation improvement. Methods For this purpose, from May 21 to August 5, 2023, a total of 20 individual interviews were conducted twice per person for 10 teachers in kindergartens and daycare centers in Seoul and Gyeonggi for 4~5 year olds, and researcher journals, research participants journals, and other data were collected and analyzed. Results Early childhood teachers’ perception of value education was divided into ‘education to create a foundation for behavior’, ‘education for forming the right personality’, and ‘essential education for living together’. Also, early childhood teachers' value education implementation was divided into ‘reading values i n play and daily life,’ ‘informing various values through value activities,’ ‘transmitting value through modeling,’ and ‘continuing value education with family.’. In addition, the demands for improving value education for early childhood teachers were divided into ‘activation of value understanding education for teachers,’, ‘support for value education implementation materials for young children’, ‘providing a place for communication between teachers to share value education ex-periences’, and “support for improving parents’ and society’s perception of value education.” Conclusions This study is meaningful in that it understood how early childhood teachers perceive value education, how they implement value education, what their needs to improving value education by exploring early childhood teachers' perception, implementation, and demands of value education. Through this, it is expected to be provided as basic data to understand the practical measures of early childhood teachers for early childhood value education and prepare support measures for more effective value education implementation.

Mathematical Thinking and Learning in Early Childhood: A Consolidated Qualitative Synthesis of Cutting-Edge Research Literature

This study aims to synthesize current research on early childhood mathematical thinking and learning, focusing on cognitive development, instructional strategies, and environmental influences. The study provides a comprehensive qualitative analysis, integrating diverse theoretical frameworks and recent empirical findings for a nuanced understanding of early math education. Methodologically, it employs a thematic synthesis of qualitative studies, systematically reviewing literature from various academic databases to identify key patterns and themes. The research design involves coding text, developing descriptive themes, and generating analytical themes from peer-reviewed studies published between 2014 and 2024. The primary outcomes highlight the significant impact of play-based learning, interdisciplinary approaches, and parental involvement on early mathematical development. Additionally, the study underscores the role of technology and supportive learning environments in enhancing children's math skills. Conclusions emphasize the importance of holistic and culturally responsive educational practices. The practical implications provide valuable insights for educators, policymakers, researchers, and parents aiming to improve early childhood math education.

Effects of early childhood growth and development interventions on children less than two years of age

The objective of this study was to determine the effects of early childhood growth and development interventions on children under two years of age. We used PubMed, Science Direct, Scopus, Springer Link, and Wiley to select studies that explored the effects of interventions on the growth and development of children under two years published growth from January 2015 to December 2023. The study used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. We found 1235 articles, while 26 articles were analyzed thematically. The thematic areas included: impact of intervention, health services implemented, and growth and development of children under two years of age. The results show that providing early and comprehensive education, health and social services has an impact on the growth and development of children under two years of age. Further studies regarding the long-term impact and effectiveness of interventions designed to improve the growth and development of children under two years of age are required.