Early Learning Settings Research Articles

Knowing Who You Are: Heritage Language, Identity and Safe Space in a Bilingual Kindergarten

Evidence shows that when young children’s diverse language heritages are valued and supported, there are benefits for their linguistic and conceptual development, their sense of identity and their learning. However, there are few early learning settings in Australia which nurture young children’s bilingual repertoires. And, while it is well established that early childhood is a critical period for first and second language acquisition, there is a lack of empirical research available on children’s bilingual development in institutional early childhood education and care. Against this backdrop, our article reports on a study of a bilingual Samoan community kindergarten (a’oga amata) in southeast Queensland. In this paper, we focus on how the a’oga amata supported the maintenance of the children’s heritage language and culture. We explore language use in the a’oga amata, the cultural values underpinning the educators’ practices, and the positive responses of the children and parents in the study. We also examine the constraints on the community leaders and educators’ efforts to create an authentic bilingual experience in this English-dominant environment. Finally, we revisit the notion of safe spaces for young bilingual learners (Conteh & Brock, 2011) and rearticulate the need for clear language policies that support heritage language education.

Supporting the development of sexuality in early childhood: The rationales and barriers to sexuality education in early learning settings

Learning about sexuality is an important part of development in early childhood but is not formally considered in early learning settings. This makes sexuality education for young children both rare and inconsistent across early learning settings. The purpose of this paper is to provide a unique contribution and inform the state of sexuality education in early learning settings in Canada, which is currently an understudied area. We describe the Canadian context of sexuality education in early learning settings and examine its presence in provincial and territorial early learning frameworks. We advocate for the inclusion of sexuality education in early learning settings because it can support children’s development and construction of sexuality, is a critical factor in providing children with personal safety skills and a part of child sexual abuse prevention work, and also sets the foundation for equity and social justice in teaching children about diversity as a norm. We discuss the barriers which act to exclude sexuality education in early learning settings including a lack of curriculum and policy to guide early learning professionals in addressing and supporting this domain, fear of parent reactions, and theoretical constructions of childhood innocence. We conclude with practice and policy recommendations to move the field forward.

Acts of pedagogical resistance: Marking out an ethical boundary against human technologies

This article highlights an action research project that sparked transformation regarding how early years practitioners documented children’s learning. The dominant discourse of standardisation and narrowing of early childhood education, encapsulated in the Organisation for Economic Co-operation and Development’s International Early Learning Study, has resulted in the ‘shaping’ and ‘testing’ of young children around the globe. The OECD has become very interested in early childhood education and is a very instrumental player today (Moss, 2018). Consequently, the testing of young children has been instigated by governments to ensure children gain the accepted knowledge, skills and dispositions required to be successful learners. Situated within this context of testing and standardisation, this article will share knowledge gained from a small action research project that took place in one Scottish early years setting. The study was stimulated by the early years practitioners of the setting, who strongly opposed the ‘reductionist’ formal ‘tick-box’ assessments produced by their local authority. These types of didactic formal assessments suggest that pedagogy is underpinned by a desire to tame, predict, prepare, supervise and evaluate learning. This article is of critical importance as it examines the imposition of didactic assessment from the practitioners’ perspective. The practitioners in the study contested that ‘tick-box’ assessments diminished children’s identities down to a list of judgements about their academic abilities, or lack thereof. The introduction of the ‘tick-box’ assessments presented a dilemma for the practitioners, in terms of the different views of the government and practitioners of what knowledge is worth knowing and what individuals and groups are able to learn. Many of the practitioners from the early childcare and learning setting positioned themselves and their work as being consciously different from what was going on in the wider sector. The early childcare and learning setting employed in this article introduced a new method to capture children’s learning, which they named the ‘Lived Story’ approach. In this article, we argue that Lived Stories are a form of narrative assessment which are designed to track children’s progress whilst respecting the complexity of their learning, their position within the learning process, the flow/fluidity of their ways of being and their ability to act in radical, creative and innovative ways. We conclude that by using ‘Lived Stories’ practitioners were able to lessen the surety of the language we use. The article highlights that as practitioners write Lived Stories and assess children’s progress they are freed to use language such as ‘wondering, puzzling, thinking, exploring’. In turn, we demonstrate that this language, and the ideas it enables, are on a continuum; a journey that spans a lifetime.

Book sharing with young children: A study of book sharing in four Australian long day care centres

Research has consistently established the positive impact of sharing books with young children. Evidence suggests several important factors when evaluating book sharing with young children, including the quality of educator practice = and the nature of groupings, as well as the frequency and duration of book sharing sessions and access to books. Other evidence suggests book sharing may be particularly important for children from low ses backgrounds attending early learning settings. This paper reports on a larger study which investigated the factors and relationships influencing the use of children’s literature to support principles of diversity in kindergarten rooms of long day care centres. A mixed methods approach was adopted and a convergent design was employed to synthesise the qualitative and quantitative data and interpret significant relationships and their meanings. The quality of educator practice was measured through the Systematic Assessment of Book Reading (SABR) and Children’s engagement in book sharing was assessed using the Children’s Orientation to Book Reading Rating Scale. Detailed analysis of 148 video recorded book sharing sessions produced statistical representations of the frequency and duration of book sharing across the contexts and the nature of involvement of the children in the study. Twenty four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. The results showed that while the children in this study had a range of book sharing experiences, few of these were frequent or of high quality. Of great concern is the finding that the children in this study most likely to be considered at risk of educational disadvantage were those with the least exposure to book sharing in general, and, even less so, to high quality book sharing, raising concerns about equitable outcomes for them.

Developing oral language in young dual language learners, Cultivating Oral Language and Literacy Talent in Students (COLLTS)

ABSTRACT Dual language learners are a growing population in early learning and care settings. Young DLLs have the potential to develop proficiency in two languages when provided adequate supports; however, most teachers of young DLLs feel inadequately prepared to support DLLs. Cultivating Oral Language and Literacy Talent in Students (COLLTS) is an evidence-based dual language program that provides teachers with lessons to support DLLs’ language development. Findings from a study of COLLTS conducted in Head Start Centers serving Spanish-speaking DLLs indicate that children who participated in the intervention demonstrated significant improvement in oral language skills compared with students who did not participate in the intervention. In this paper, we showcase the COLLTS methods used to develop DLLs’ language during vocabulary instruction, interactive shared reading and writing, foundational skills development, and family engagement activities.

Does an integrated, wrap-around school and community service model in an early learning setting improve academic outcomes for children from low socioeconomic backgrounds?

ABSTRACT Many children start school developmentally vulnerable and struggle to keep up with their peers. Children experiencing socioeconomic-disadvantage are at higher risk of poor developmental outcomes. A high-quality education and wrap-around community-service model, such as the Doveton Model, at Doveton College, Australia, may improve outcomes for families experiencing entrenched disadvantage. This study focussed on the effect of this model on early-learning (pre-formal schooling) for school entry readiness and academic achievement over the subsequent four years. Students who did/did not attend the Doveton Model Early-Learning-Centre were compared using standard reading, oral-language, writing and numeracy tests from school-entry to Year 3. There was a trend towards higher academic achievement for students who attended Doveton early-learning compared to students who had not. Many tests showed statistically significant differences, despite low sample sizes. This study provides preliminary evidence that attending early-learning within a high-quality, wrap-around service model may have significant academic benefits for disadvantaged children.

Instructional Approaches That Promote Positive Social Outcomes for Young Children: A Historical Review of Single-Case Design Research

This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such as changes over time in participant populations and the use of natural versus segregated and clinic settings. The evolution of research using particular social interventions is described as well as the various intervention agents used to impact social dependent variables across decades. Future research implications are discussed, including understudied components of social competence, the contextual variables that impact fidelity of implementation, and the need for continued research in natural settings using evidence-based social interventions that also are culturally and linguistically relevant for diverse and inclusive early learning settings.

Encounters with Reggio Emilia: Relationships, Equality, and Citizenship in Our Early Learning Setting

In this paper, we discuss what it has meant for us to be inspired by Reggio Emilia’s pedagogical approach within our licensed child care and laboratory school context in Ontario, Canada. We focus on three aspects of the Reggio Emilia approach—relationships, equality, and citizenship—which we believe are interpretable across many different contexts. We speak about the importance of these aspects and offer narratives of how we have been inspired to reconceptualize our own relationships, use of language, and concept of citizenship to construct new aspirations in the early learning field.

Co-constructed Pedagogical Documentation in Early Learning Settings

In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children’s learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into “the mystery that is my child’s day” (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents’ perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored.

Assessing preschool children’s maps against the first four levels of the primary curriculum: lessons to learn

In Australia, more attention is being paid to inclusion of Science, Technology, Engineering and Mathematics (the so-called STEM subjects) concepts in early childhood education and care curricula. In addition, the focus on the quality of learning in the years prior to school is a growing priority, evidenced by pre-election promises to extend the national policy of universal access to 15 hours of preschool for 4-year-old children, to include 3-year-old children. It should not be assumed that this necessarily implies a pushdown of formal curricula into play-based early learning settings. Here, we focus on the M in STEM and in particular on spatial thinking. Drawing on data from a broader study, maps drawn by kindergarten children of the route from home to school were analysed according to the first three levels of the Australian Curriculum: Mathematics. Many children demonstrated spatial thinking capabilities that aligned with multiple content descriptions for Measurement and Geometry sub-strands at Year 2 level. Two children provided evidence of Year 3 content descriptions – a full 4 years ahead of the starting point of the Geometry and Measurement primary school curriculum. This highlights the importance of teachers in kindergartens and schools being attuned to the diverse capabilities demonstrated by children, as well as to the possibility that children’s capabilities may markedly exceed curriculum-guided expectations. (215)

Two Approaches to Increase Physical Activity for Preschool Children in Child Care Centers: A Matched-Pair Cluster-Randomized Trial.

Early childhood education settings are critical for promoting physical activity (PA) but intervention effects are often small. The aim of this study was to develop, test, and compare two approaches to increasing physical activity among preschoolers at child care centers: one focused on a teacher-led PA curriculum (Active Play!) and the other on increasing outdoor child-initiated free play time (Outdoor Play!). We conducted a matched-pair cluster-randomized study in 10 centers in and around Seattle, WA, USA (n = 97 children, mean age 4.6). Pre- and post-intervention data were collected from observations and accelerometers. At pre-intervention, 19% of Active Play! and 25% of Outdoor Play! children achieved >120 min/day of PA during child care. The total opportunity for PA increased in both interventions (Active Play! = 11 min/day; Outdoor Play! = 14 min/day), with the largest increase in outdoor child-initiated free playtime (Active Play! = 19 min/day; Outdoor Play! = 24 min/day). No changes in sedentary time, light or moderate- to vigorous-intensity PA (MVPA) were observed in either intervention and there was no difference between interventions in the percentage of children attaining more than 120 min/day of PA. A small (<3 min/day) relative increase in teacher-led outdoor activity was observed in the Active Play! intervention. Both intervention strategies led to an increase in active play opportunities, predominantly outdoors, but neither was able to substantially increase the intensity and/or duration of children’s PA. Future studies are needed to better understand and inform sustainable approaches to increase PA in early learning settings.

‘Everyone is always learning’: Case study of a Suzuki-inspired preschool

The Suzuki violin method was originally envisioned as a universal approach to talent education, applicable to any field. Currently, however, the approach is limited primarily to music learning settings, with only a few exceptions in general education. The purpose of this study was to observe the activities and teacher–child interactions in one preschool in which the Suzuki philosophy was implemented for general education in a holistic manner. We further considered how the co-equal integration of music with other educational content might be applicable in formal early childhood learning settings. Data collection included (1) observations of lessons and social interactions between students, teachers and administrators; (2) interviews with administrators and teachers and (3) review of preschool-related artefacts. We coded and analysed data according to five tenets of the Suzuki approach (i.e. every child can learn, group-based instruction, parent involvement, sensitive listening, prioritizing personal character over ability). Findings highlight specific ways in which teachers and administrators interpreted and adhered to these tenets in music and general education contexts, as well as potential areas for improvement and expansion. An emergent theme, ‘everyone is always learning’, encompassed the five tenets holistically, while also representing a general disposition among administrators and teachers to engage in preschool activities with a collective sense of gratitude and wonderment. This theme evokes the possibility of further research into the ways in which Suzuki teachers act as compassionate co-learners.

Delivery of Group-Early Start Denver Model in an Australian early childhood setting–a Narrative Review

This article provides an overview of the Group-based Early Start Denver Model (G-ESDM), an early intervention approach for young children with autism spectrum disorder (ASD). The G-ESDM is based on the delivery of the evidence-supported Early Start Denver Model (ESDM) techniques in group-based settings such as early learning and care settings, with one adult delivering instruction to small groups of three to four children. The program is informed by research documenting the positive impact of early interaction with peers and preschool experiences for social-cognitive development, and is designed to maximize cost-effectiveness by providing evidence-based treatment during daycare hours. Additionally, it capitalizes on the culturally universal tradition of educating young children in group settings, and on the social learning opportunities provided by peers. We review principles, strategies and empirical support for the G-ESDM, as well as challenges and future directions.

Language intervention research in early childhood care and education: A systematic survey of the literature

Children vary extensively in their language skills at school entry, and a substantial part of this variation is due to disparities in language exposure prior to school. Because these differences have continuing impact on academic, cognitive and social development, prevention and intervention programs have been developed to address deficits in early experience with language and prevent continuing difficulties. We report the findings from a systematic survey of research on non-parental interventions, with the goal of identifying strengths and weaknesses in current literature which can inform current practice and also guide the design of future research. Studies were identified using a systematic search protocol of the communication and language intervention literature for children from birth through 5 years of age. One hundred and ninety studies published between 1975 and 2015 met the specified inclusion criteria, which included the experimental manipulation of at least one relevant intervention variable and applying and testing an intervention or practice with the purpose of improving child communication or language outcomes. The studies reviewed include some well-documented and validated intervention strategies that have potential to be useful for addressing the word gap. This survey of the literature exposes gaps in the knowledge base about language interventions for infants and toddlers. Inadequacies in reporting the characteristics of child and adult study participants as well as a lack of details about the application of interventions across child care and early learning settings or their effectiveness with economically, culturally and linguistically diverse populations are addressed. Implications for the design and reporting of future research to address the word gap discussed.

‘The thing that keeps me going’: educator resilience in early learning settings

ABSTRACT Educators in Early Childhood Education and Care (ECEC) have experienced changes in policies, accountability and curriculum. Concerns arise for educators regarding rapid staff turnover, pressure of expectations, and burnout. Although increased research has examined teacher resilience, less has focused on the perspectives of ECEC educators and what helps them continue in their work and maintain wellbeing. We examine perceptions of Australian early childhood educators about the challenges they face and the personal and contextual resources they harness to cope and demonstrate professional resilience. An ecological framework is used to understand educators’ experiences and perspectives of macro-, micro- and personal-system level challenges and resources. Fourteen leaders and educators were interviewed, with data coded deductively to identify personal and contextual challenges and resources at each system level. Inductive coding revealed key themes relating to each system. Findings showed that the educators experienced several macro-system level challenges. In the micro-system, relationships acted both as challenges and supports. In the personal-system, the focus was on resources as individuals used a variety of specific strategies to maintain physical and mental wellbeing. The paper concludes with implications for the ECEC sector relating to the different system levels.

Public Displays of Children’s Work in Early Learning and Elementary School Settings as Documentation of Children’s Learning Experiences

This paper reports findings from a qualitative investigation that documented the exhibition of children’s work in public spaces within early learning centers and elementary schools. An iterative, photo-documentation methodology was used to document the student work on display using photographs taken in 20 public elementary schools and four early learning child care centers in the Southeastern United States on four occasions over the course of an academic year. Five overarching themes in the public documentation and display of children’s work were identified in the data: Holidays; Audience Engagement; Preschool Children as Media; Integrated Content and Creative Understandings; and Thinking in Action. In PreKindergarten and Kindergarten classrooms, it seemed that children often created works based upon teacher-provided models, but the displays of children’s work conveyed little information about children’s learning in these classrooms. Overall, the data indicated that teachers especially in the early years of schooling could provide greater opportunities to promote observability of children’s learning and individuality in displayed works and opportunities to intentionally engage viewers to interaction with these displays.

Supporting Spanish–English Bilingual Language Development Among Latinx Dual Language Learners in Early Learning Settings

Latinx dual language learners (DLLs) are a large and growing student body that continues to face educational adversities that contribute to the maintenance of a longstanding academic achievement gap. Previous research has documented that preschool attendance and development of home language skills in early childhood support the long-term academic and linguistic growth of DLLs; yet, relatively, little is known about how early childhood educators support bilingual language development in preschool and how such efforts impact bilingual proficiency. These are particularly salient questions, as emerging best practices to support DLLs identified in research may not be reaching educators with sufficient speed. The present mixed methods study examined the role of instructional and contextual factors in promoting English and Spanish language development among (N = 46) Latinx preschoolers. Qualitative phenomenological analyses were conducted to explore the nature of language instruction practices in Central California preschools. Analysis of covariance was used to determine if classroom characteristics, including culturally and linguistically responsive instruction practices and overall classroom quality, predict English and Spanish language proficiency at the end of the preschool year. Results suggest that language instruction practices may tend to be more reactive than systematic, and support findings that high overall instructional quality and application of targeted instructional supports for bilingual acquisition support the development of home language skills throughout the school year. The results reinforce the call for increased attention to bilingual language development in early childhood settings, especially through assessment, instruction models, and multi-tiered systems of support. School psychologists, who are trained on these topics, have a significant opportunity to collaborate with early childhood administrators and teachers to educate themselves further on DLLs’ early language development needs, help improve culturally and linguistically responsive instruction and assessment in early learning settings, and work to bridge the early childhood and K-12 systems to support DLLs’ ongoing development.

Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning

AbstractThe ubiquity of technology in contemporary society positions it as a significant cultural tool in children’s lives. Definitions, conceptualisations and understandings of the relevance of technology are diverse which can hinder integration of technology in early learning settings. This paper presents findings from a doctoral research project that investigated Australian educator beliefs and practices in relation to technology integration within play‐based curriculums for children aged three to five years. The key findings presented relate to creating connections and shared conceptualisations of technology between educators, families and directors of early learning services. Shared understandings of the sociocultural relevance of diverse technological tools were found to facilitate technology integration in the curriculum. Rogoff’s (1995) three planes of analysis were utilised to identify and understand the interplay between the personal, interpersonal and community levels of sociocultural activity. A significant implication is identification of the need for professional discussion, professional learning and critical reflection opportunities to extend educator understandings of technology as socially, culturally, and pedagogically relevant for young children. Sharing this knowledge in collaborative partnerships between educators, families and management can support children’s development as digital citizens.

Parents' awareness of disaster plans in children's early learning settings.

Children in early learning settings are vulnerable to site-specific emergencies because of physical and developmental limitations. We examined parents' knowledge of disaster plans in their child's early learning settings. In May 2015, we conducted a nationally representative online household survey, including parents of children ages 0-5 years in child care settings. Parents were asked about their center's disaster plans and key components: evacuation, special needs children, and disaster supplies. Bivariate analyses and logistic regression were conducted to identify factors associated with parental awareness of disaster plans. Overall, 1,413 of 2,550 parents responded (rate = 55 percent). Sample included 1,119 parents of children 0-5 years old, with 24 percent (n = 264) requiring child care. Parents' reported knowledge of five types of disaster plans: evacuation (66 percent), power outage (63 percent), severe weather (62 percent), lock-down (57 percent), and delayed parent pick-up (57 percent). Only 21 percent reported if plans included all four key components of evacuation (child identification, parent identification, rapid communication, and extra car seats). One-third (36 percent) reported plans accommodating special needs children. Parents' knowledge of disaster supplies varied: generator (31 percent), radio (42 percent), water (57 percent), food (60 percent), and first aid (82 percent). Parents attending any disaster training events (34 percent) were more likely to be aware of all five types of disaster plans compared with parents who had not attended. Many parents were unaware of disaster plans at their children's early learning settings. Although few parents attended training events, such participation was associated with higher levels of parental awareness.

Towards Improving Kindergarten Teachers’ Practices Regarding the Integration of ICT into Early Years Settings

There is mounting evidence that information and communication technology (ICT) has the potential to support children’s development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers’ performance in integrating ICT into early learning, this study was designed to examine the effect of ICT training programmes on teachers’ perceptions and practices by integrating ICT into early learning settings. It also explored the types of ICT practices that teachers implement in their classrooms. Additionally, it sought to identify the obstacles faced by teachers when they attempt to integrate ICT into their teaching practice. The study used a case study approach, comprising two sources of information: interviews and classroom observations utilised before and after the training programme. Results revealed that the ICT integration training programme had an impact on teachers’ perceptions and practices as it increased teachers’ awareness and understanding of the value and applications of ICT tools in children’s learning. Teachers’ practices have positively changed because of using ICTs and the training programme helped teachers improve the quality of their ICT practices. Finally, the training programme was beneficial in reducing the obstacles which were hindering the integration of ICT into teaching practices. The study highlights the need for more and better ICT training programmes for early childhood teachers so as to increase the successful integration of ICT within early years settings.