Early Learning Environments Research Articles

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.

A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania

Strands of evidence from high-income countries has consistently indicated that early learning attainments predict later learning achievements. However, less are known about these issues from low-and-middle-income countries, particularly from the sub-Saharan region. This longitudinal study examined the extent to which children’s school-entry (N = 597; mean age = 6.34 years) early reading and early math skills predicted their later learning achievement in a low-income country, Tanzania. Further, given the existing disparities of quality of educational services, families’ income, and early learning achievements, the sample included children and families from both rural and urban contexts. Data were collected using Measure of Early Learning Environments (MELE) for controlling of school quality, Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) for children’s tests, and parents’ questionnaire for home-related variables. Controlling for family socioeconomic status, intervention status, urbanicity settings, and parental education, findings indicated that school-entry math skills were significantly predictive of children’s end of Grade 2 reading and math achievement. However, while school-entry early reading skills predicted end of Grade 2 reading achievement, it did not predict later math achievements. This article extends research on links between elements of transition to school and later achievement across countries, thus, its implications are discussed.

How and When Does Early Home Learning Environment Improve Children’s Kindergarten Academic Skills? The Roles of Language Ability and Self-Control

ABSTRACT Children’s academic skills, particularly in the early stages of life, are significantly shaped by the support and resources available in their home learning environments. However, the underlying mechanisms by which the home learning environment influences children’s academic skills are not fully understood. To address this gap, the present study used multiple regression analysis to explore how the family environment of U.S. children (N = 805) at 36 months old affected their academic skills at 5 years old. The result showed that children’s language ability may potentially serve as a mediating mechanism that links the home learning environment and children’s early academic skills. Furthermore, the study suggests that children’s self-control provides an important mechanism that moderates the relationship between the home learning environment and children’s language ability. The findings provide compelling new insights into how and when the home learning environment affects children’s early-stage academic skills.

Embedding Mindfulness Into Early Childhood Classroom Routines: A Practical Strategy for Teachers

Mindfulness in early childhood learning environments cultivates self-awareness, emotional regulation, and cognitive focus, fostering a conducive atmosphere for social-emotional development and academic readiness.

The Effect of Color-Filtered Lighting in the Context of Biophilic Design for Early Childhood Learning Environment

The Effect of Color-Filtered Lighting in the Context of Biophilic Design for Early Childhood Learning Environment

Exploring alternative preschool education methods in Georgia: Enhancing accessibility

This study is relevant as it examines public-private partnerships in early childhood education in Georgia, seeking solutions to the significant educational challenges common to post-Soviet regions. It assesses the suitability of alternative educational models in a society that is still struggling with the infrastructural legacy of the Soviet past, providing valuable recommendations for policy reforms needed to expand access to and improve the quality of preschool education. The purpose of the study was to assess the readiness of Georgian society to implement alternative educational practices. Drawing upon the experiences of post-Soviet nations, alongside international insights and local perspectives, the study aims to provide comprehensive insights into the feasibility and effectiveness of alternative models in Georgia. Employing a mixed-methods approach encompassing qualitative interviews, surveys, and data analysis, the research examines the strengths, challenges, and implementation prospects of various alternative models within the unique socio-economic and cultural context of post-Soviet Georgia. Early childhood education in post-Soviet and similar countries confronts common challenges in access and quality, despite varied policies, with efforts such as legislation and public-private partnerships aimed at addressing financial and geographical barriers. Persistent disparities in preschool systems across the region, as illustrated by reform initiatives and staffing issues in Georgia, highlight the need for continuous reforms. These factors underscore the importance of sustained policy efforts to support comprehensive and effective early learning environments. The results underscore a compelling need for alternative education avenues in Georgia, particularly in regions facing infrastructural and geographical barriers similar to those experienced in other post-Soviet nations. While highlighting the potential benefits of public-private partnerships models, the study also identifies key challenges that need to be addressed to ensure their successful implementation within the post-Soviet context. The practical value of this study extends to policymakers, educators, and communities across post-Soviet countries with similar educational challenges. By advocating for legislative reforms to incorporate alternative approaches, this research contributes to ongoing efforts to strengthen preschool education and promote inclusivity in post-Soviet Georgia and beyond

Multilingual learning environments in early childhood education in Finland

Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries during collaborative, play-based activities. In Finland, the language policies of the National Core Curriculum for Early Childhood Education and Care have been changed to promote multilingualism. This study focuses on data provided by early childhood education and care (ECEC) staff, documenting changing language policies in learning environments through the management of space and practice. The study analyzes what ECEC staff (N = 81 participant groups) report on constructing multilingual learning environments and what type of barriers and enablers are described as present in such environments. Theoretically, the analysis draws on pedagogical translanguaging. The data were collected using the LangPeda tool, and the participant groups’ textual documents were scrutinized via qualitative content analysis. The findings suggested that although most of the groups’ textual documents reflected either pre-planned or spontaneous pedagogical translanguaging, not all the groups were eager to change their monolingual practices. Linguistic hierarchies were found, and the development of children’s linguistic repertoires appeared to be hindered by misconceived understanding of language learning. Enabling pedagogical translanguaging to become part of ECEC institutions’ (spatial) practices requires sufficient resources, materials, and systematic education for ECEC staff.

Sociocultural environmental factors and childhood stunting: qualitative studies – a protocol for the Shared Values theme of the UKRI GCRF Action Against Stunting Hub

IntroductionStunting is a significant and growing global problem that is resisting scientific attempts to understand it in terms of direct nutrition-related determinants. In recent years, research included more complex, indirect...

Measurement of cognition and profiling early learning environments in India, Indonesia and Senegal: a UKRI GCRF Action Against Stunting Hub protocol paper

IntroductionChildhood stunting is associated with poorer child health, growth and development including diminished cognitive abilities. Mapping out the links between child stunting and Early Childhood Education and Development is critical...

The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

ABSTRACT Using data from a longitudinal German large-scale study and structural equation modeling, this study investigated the effects of different dimensions of the early home learning environment (HLE) as well as the effect of language-related preschool quality at the age of 3 to 5 years on students’ later school-relevant language proficiency (as indicated by their school-relevant listening comprehension) in primary school (N = 316; M age in months at Grade 1 = 88.22, SD = 3.98). Results show significant direct effects of both the book exposure at home as well as of the language and literacy-related preschool quality on later school-relevant language proficiency, even when controlling for earlier language skills at preschool entry (age 3/4) and other relevant child (working memory, nonverbal cognitive abilities) and family-related (socioeconomic status) factors. Using child vocabulary and grammar at age 5/6 as mediational variables, the effect of the informal HLE was partially mediated through students’ receptive grammar skills. Our results underline the importance of early stimulating home and preschool literacy environments for students’ school-relevant language proficiency at the start of primary school.

Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences

One of the primary goals of early education is to promote overall school readiness, especially for children most at risk for educational challenges. However, there is a persistent disparity in equitable access to high quality early learning environments. This is due in part to children being suspended or expelled for displaying challenging behaviors even though for many children, some of these behaviors may be developmentally appropriate. The effects of exclusionary discipline can have long-term implications for their overall emotional and social development. Racial and gender-based disparities in school discipline begin as early as preschool. Some of these disparities can stem from disproportionality in teachers’ perceptions of children's behaviors. The ways in which teachers perceive and subsequently respond to preschoolers’ behavior have significant implications for children's experience in the classroom and are an important link in understanding decision-making pathways related to preschool expulsion. The goal of the present study was to examine factors that might predict teacher perceptions (i.e., ratings) of child externalizing (hyperactive and aggressive) behaviors. This study analyzed secondary data from a nationally representative study of Head Start. Findings indicated there were differences in how teachers rated children's externalizing behaviors based on child's sex and race. Further, a teacher's field of study, beliefs about family engagement, and attitudes toward Developmentally Appropriate Practices significantly predicted their ratings of children's aggressive and hyperactive behaviors. Policy recommendations are discussed.

Amplifying the Encounters of Young Black Children with Anti-Black Racism: An Exploration of Parents’ and Early Childhood Educators’ Perspectives on Early Learning and Child Care Environments

There is ongoing attention to equity and inclusion in early learning but a paucity of stories on diverse experiences. This study sought to understand the experiences of Black children in Nova Scotian early learning and child care environments through the perspectives of their parents and early childhood educators (ECEs) working in African Nova Scotian (ANS) communities or with Black children in Nova Scotia, Canada. Following in-depth interviews with parents and ECEs (n=15) three interrelated themes were identified using reflexive thematic analysis: anti-Black approach to curriculum; inaction on racism, social justice, and equity; and precluding Black children from culturally safe environments. The results highlight critical issues of racism in early learning environments and the importance of building culturally safe environments for young Black children and their families.

Educational administrators’ perceptions of influential factors in cultivating and enhancing professional competencies among preschool teachers in the Southeastern region of Vietnam

This study comprehensively explores the intricate factors influencing the management of fostering and developing professional competence among preschool teachers in the Southeastern Region of Vietnam. Examining subjective factors (self-study, leadership roles, decentralization, and coordination) reveals individual perspectives driving effective teacher development. This study has 104 administrators. To ensure a representative sample, a random sampling method was employed for participant selection. The analysis underscores the significance of continuous self-improvement (M = 4.15, SD = 0.99), the pivotal role of school leadership (M = 3.40, SD = 0.79), and collaborative efforts (M= 3.99, SD = 0.87) in advancing professional growth. Simultaneously, the investigation of objective factors (socio-economic conditions, educational renovation, educational science, and institutional diversity) highlights broader systemic influences. The analysis underscores the importance of contextual considerations (M = 2.96, SD = 0.97), evidence-based practices (M = 4.12, SD = 0.82), and varied educational settings (M = 3.12, SD = 0.71) in shaping successful strategies for professional development. The synthesis of these results emphasizes the dynamic interplay between individual viewpoints and systemic forces in the realm of teacher training administration. This research not only enriches our understanding of the nuanced factors influencing professional competence development but also offers actionable insights for informed decision-making within the domain of early childhood education. By capitalizing on these findings, educators, administrators, and policymakers can collectively contribute to the cultivation of skilled preschool teachers, thereby fostering a more robust and impactful early learning environment in the Southeastern Region of Vietnam.

Science Learning in Playful Learning Environments: A Study from US Early Childhood Classrooms

Science may be a particularly vital subject in early life, serving not just to provide the foundation for future scientific understanding, but to expanding understanding and recognition of the value of young children's thinking and learning. therefore, designing learning environment to support children’s playful science learning is getting important. For this purpose, the current study was conducted to instigate how playful learning environments support children’s science learning. The data of this study was collected from four different US early childhood learning environments. The analysis of the data showed that children’s playful discoveries promotes their scientific skills and science learning. In these learning environments, children are encouraged to play more and explore a variety of situations in these learning environments thanks to the materials chosen and the design of the learning centers that encourage interaction between children. The findings of the current study suggest that exemplary practices should be developed in order to move away from traditional learning environments and to support learning through play, and to raise awareness on this issue, starting with teacher candidates.

Anti-Black racism in the early years: the experiences of Black families and early childhood educators in Nova Scotia.

Anti-Black racism is a social determinant of health that has significantly impacted Black children and families. Limited research has examined anti-Black racism during the early years-a critical period of development. In this study, we sought to understand the manifestations of anti-Black racism in early childhood and explore its impact on Black children and families. This qualitative research project was informed by critical race theory, Black Critical Theory and interpretive description. Early childhood educators (ECEs) and parents with Black children between the ages of 18 months and 5 years (n = 15) participated in virtual, semistructured interviews. Awareness of and protection against anti-Black racism was a constant in Black families' lives. Parents felt as though they had to remain hypervigilant and overprotective of their Black children, knowing they were liable to encounter racial violence. The early learning environment was a source of heightened stress for families, given the significant amount of time young children spend in child care. Black children were often "othered" in predominately White spaces and had been objectified by White ECE staff and children. Parents worked to instill a strong sense of self-confidence in their children to counteract the negative impacts of racial discrimination. Results from this study suggest that children as young as 18 months are experiencing racial violence and adverse childhood experiences. Findings may contribute to antiracist policy development and a focus on more inclusive early childhood education for Black children and families.

Finnish early childhood education – building a strong foundation for the future

ABSTRACT The Finnish education system has garnered significant international interest due to its consistently high rankings for decades. However, the same level of interest has not been extended to the country’s early childhood education system. In Finland, early childhood education and care are regarded as the cornerstones of the Finnish education system, crucial for a child’s learning, development, and lifelong learning. Research literature underscores the positive impact of a high-quality early learning environment on individuals as well as society. In Finland, policy documents provide guidance to early childhood education and care (ECEC) at various levels, encompassing values, descriptions of child development, collaboration, learning, and pedagogy. These guidelines are implemented by personnel who work closely with families and children. This paper is an adapted version of a keynote talk delivered during the Online ATEA 2022 conference. It aims to provide readers with an overview of the Finnish Early Childhood Education System, highlight key policies, and contribute to the discussion on ECEC by presenting snapshots of recent practice-oriented research in the Finnish system.

Using Participatory Research to Develop a Culturally Responsive Early Childhood Assessment Tool

Early childhood educators are uniquely positioned to advance equity by providing culturally-responsive early learning environments and developing respectful and reciprocal relationships with families. Culturally-responsive teaching practices recognize the diverse cultures of children and families as strengths and empower children through cultural values of their family heritage (Gay, 2010). One early childhood program serving Alaska Native and American Indian (AN/AI) children and families identified a need to more systematically support educators’ reflection on their knowledge, skills, and abilities related to cultural programming. This paper aims to describe the process of and lessons learned from using a participatory, community-based research approach to develop a culturally-responsive early childhood assessment tool. Operating from a postmodern/transformative paradigm, we describe the journey of this process with particular attention to shifting power to the community participants and carefully attending to our own reflexivity as three white researchers collaborating with a tribal non-profit organization.

Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency

This study investigated how single and co-occurring difficulties in reading and arithmetic fluency developed among Finnish children across Grades 1–9 (N = 2151). Latent profile analysis among 391 children who had reading and/or arithmetic fluency difficulties in Grade 9 revealed profiles that followed three distinct patterns: reading difficulties (N = 121), mathematical difficulties (N = 94), and comorbid difficulties (N = 176). The profiles and typical performers were compared on parental reading and mathematical difficulties, parental education, the early home learning environment, and parental assistance with school homework across Grades 1–9. Results showed that although parents whose children had difficulties provided them with domain-specific support across all grades, the amount of support gradually declined and the performance gap between the profiles increased.

Relationally Enhancing Teacher Education in Early Childhood Learning Environments towards Sustainability

Teacher education in early childhood learning environments (ECLE) is a generally neglected space in teaching and learning, more so when the focus is on relationality and sustainability. ECLE refers to the Care and Education of children between 2-4 years of age. The focus of this paper is on ECLE from a post-humanist perspective, which goes in tandem with UNESCO’s 17 Sustainable Development Goals. Emphasis is on inclusive economic development through environmentally sustainable social inclusion for all. Relationality has been chosen because of its power to advance the deconstruction of the hitherto taken for granted canons of humanism and enlightenment that promote hierarchies in knowledge and its production. These hierarchies disregard the voices of the vulnerable and the excluded, in terms of social class and other markers like age, but most importantly their erroneously assumed lack of knowledge. To date, the voices of the aspirant teachers in ECLE, as well as those of the children and parents, are non-existent when teacher education programmes are designed and implemented. This paper reveals that including the voices of these beneficiary communities enhances the quality of the discourse, theorisation and praxis in the provision of ECLE, as well as in the crafting of relevant teacher education programmes. Thus, the design and delivery of a programme is better based on the relationalities among humans, animals and plants; and between them and inanimate entities like infrastructure and resources. The relationality among all of these in the crafting of the beyond human is enhanced using advanced digital technologies. A relational approach recognises our entanglement with our entire universe in a manner that does not centre on identity. Quality therefore is about the ever-increasing complexity of diffractions of multi-layered and multi-perspective engagements across borders.

A mobilisation of motherhood, babyhood and childhood sensing pasts: Life diaries as creative and speculative force of experimentation

In recent years, the theoretical lens of new materialism(s) and surge in feminist thinking has opened up new ways of understanding the complexities of motherhood, babyhood and early childhood. This surge in post-qualitative and feminist inquiry towards the troubling of dominant early childhood abstractions and norms, as well as resistance to human-centric perspectives offers new possibilities to engage both ethically and politically in an affirmative exploration of motherhoods, babyhoods and early childhoods. Through communicating the methodological nuances in two early childhood physical spaces this article is a (re)assembling of the fibrous, slippery and friable fragments of an earlier inquiry. The first of these spaces was a baby room in an Early Childhood Education and Care (ECEC) setting in the United Kingdom (UK), and the second was Higher Education (HE) Undergraduate (UG) Early Childhood Studies (ECS) teaching and learning environments, again in the UK. There were also a number of virtual, past and present, material, ephemeral and ethereal research sites that seem disparate, yet connected. The transversal methodology held bodies in the middle of the research, allowing things to creep in and creep out. A mobilisation of motherhood, babyhood and childhood sensing pasts produced neologisms, such as mothersick, Bowlb(arbar)ian and (gh)host(ile)(ly) which conjure transversality and spacetimemattering in all that I do in the HE ECS classroom and ECEC environments. Memories, histories and (her)stories – severed encounters shared and assembled. Cuts that brought pain to the surface(s) and bodies become ambiguous, unnerving, raw and exposed. Through the article, it is argued, powerful psychological developmental theories that reverberate through human and nonhuman bodies haunt student and pedagogue bodily knowledges and histories. It is suggested that ethically, HE pedagogues have a duty of care to think beyond the immediate teaching and learning classroom and consider how we touch the lives of UG ECS students, in unknown but often imperceptible and sensed ways.