Early Practitioners Research Articles

Empowering Malaysian early childhood practitioners’ sustainable inclusive practices through the ‘integrating and navigating Science, Technology, Engineering, Arts, and Mathematics’ (inSTEAM) framework

This study investigate the Malaysian early childhood practitioners’ science, technology, engineering, arts, and mathematics (STEAM) integrating understanding and practices. Several research studies continuously report that the learners’ interest and motivation in STEAM are declining worldwide, and this reflects the current reality of the shortage of STEAM leaders and experts in the workforce. One of the primary purposes of STEAM learning in the classroom is to enhance the learning process and outcomes to prepare young children for a future STEAM-focused career. A qualitative approach of semi-structured interviews and classroom observations was employed to deeply understand the participants’ practices on Malaysian early childhood STEAM integration. This study adopted the ground-up approach of the constructivist paradigm. This study interviewed 15 early childhood practitioners (including one center director) in several small groups from early childhood centers in the Metropolitan area of Kuala Lumpur, Malaysia. The findings showed how practitioners utilize their understanding and translate this into an integrated STEAM enactment. This study focused on practice-based inputs, where the practitioners also attempted to teach a makerspace lesson that focused on designing and constructing STEAM solutions. Using thematic analysis and coding of the practitioners’ inputs and discussions, five themes arose from the analysis of the interviews. ‘Character building STEAM educators’, ‘locus of control’, ‘risk-taking as part of STEAM learning’, ‘differentiating in STEAM lesson’ and ‘where interest-based learning fit in the local Malaysian curriculum’ were factors that impacted the participants’ drive and actions to integrate STEAM and makerspace. The findings informs other early childhood practitioners understanding and STEAM integration practices. Future study may include a continuous investigation to support early childhood practitioners to facilitate and deliver STEAM integration both inclusively and sustainably.

Exploring the power of natural outdoor spaces in enhancing early childhood practitioners’ wellbeing

AbstractWhile there is growing consensus on the benefits of natural outdoor play environments for children, the impact of such spaces on the wellbeing of early childhood practitioners remains unknown. Using an exploratory qualitative design, this study unraveled the positive outcomes of greening outdoor spaces in childcare centers in Flanders (Belgium) and the challenges that it may encompass. Eleven in-depth interviews were conducted with professionals who were recently involved in such transformations. Through a thematic analysis seven outcomes were identified: (1) reduced workload, (2) calmer children and less conflicts, (3) more job fulfillment, (4) a sense of peace, (5) a place to enjoy, (6) more little pleasures, and (7) more chances for meeting up with colleagues. Challenges arose mainly in relation to (1) health and safety concerns, (2) transitions, (3) resources, and (4) team spirit. The results indicate that the establishment of natural outdoor spaces in childcare centers can benefit practitioners’ wellbeing in several ways. As such, this study calls for a broader understanding of the importance of green experiences in early childhood education and care. Our insights should be taken into consideration when designing natural outdoor spaces for childcare centers as well as in developing personnel policies on staff wellbeing. Further research is needed, however, to determine the generalizability of research findings and the extent and kind of green experience that is necessary to obtain the positive outcomes.

Early years practitioners in Poland – thematic analysis on professional identities

ABSTRACT This research explores perceptions of practitioners’ professional identity in early childhood education and care (ECEC) in Poland. Igor Knez’s theory on professional identity was applied. Qualitative methodology was used to gather personal perspectives and thematic analysis as a tool to define professional identity. Practitioners’ self-constructions of their own childhood were imagined as “romanticized constructions” and “childhood on the margins.” Practitioners see themselves as professionals committed to continuous learning. Participants in this study felt less self-efficacy with respect to working with parents than with children. Practitioners preferred to discuss negative relationships with parents.

“Us versus Them”: is the voice of the community heard when planning communication screening programmes for preschoolers?

ObjectivesCommunity consultation is necessary to ensure the uptake and use of community-based screening intervention to detect early childhood disabilities, as its absence can result in poor service acceptance and usage. To document stakeholders' perspectives regarding planning a community-based communication disorder (an impairment in the ability to receive, send, process and comprehend concepts or verbal, non-verbal and graphic symbol systems) screening programmes for pre-schoolers. Study designThis qualitative research design used purposive and random sampling to recruit 46 participants from eThekwini Municipality, South Africa. These stakeholders consisted of caregivers/parents of children who underwent screening for communication disorders, People who are Deaf, their parents, early childhood development practitioners, health professionals and government officials involved with children with disabilities. All participants were adults aged between 19 and 79 years, with an average age of 39.7 years. MethodsData was collected through focus group discussions and individual interviews, which were thematically analysed. ResultsThe four emergent themes were screening approaches, methods, location and personnel. Service users expected greater access to screening and reliable tests to identify problems by trained personnel at sites within the community. Service providers preferred a targeted approach to screening with parental input. Task shifting and sharing were seen as a solution to address staff shortages and provide services at health facilities, as resource constraints made it challenging to provide outreach services. ConclusionStakeholder engagement revealed diverging views between service users and providers, with implications for programme provision and uptake. There is a need for ongoing, inclusive discussion to ensure consensus during the planning stage, in order to render services that address issues of equity and accessibility for people with disabilities in marginalised communities.

Book review: Being, becoming and thriving as an early years practitioner: A guide for education and early years students and tutors

Book review: Being, becoming and thriving as an early years practitioner: A guide for education and early years students and tutors

Supporting children through family seperation

In April changes to the Family Procedure Rules now mean that separating families must consider non-court dispute resolution before involving the courts. Linda Lamb, founder of LSL Family Law, shares more about the different options available to parents and how early years practitioners can help support children and their families going through this process.

Time to rhyme!

Karen Hart, writer, early years practitioner and drama teacher, shares ways other practitioners can use and encorporate nursery rhymes into their practice to foster language and communication skills and support other areas of the EYFS.

Practitioners’ Experiences of School Readiness in Rural Early Childhood Centres in QwaQwa Free State, South Africa

The analysis of the school preparation experiences of rural early childhood practitioners. Multiple complex issues exist regarding school preparedness in South Africa. Research has found that many South African children are unprepared for formal schooling. Some of the challenges experienced by these young learners were low reading strength, learning setbacks and complications, and sluggish general development. As a result of these issues, young children face long-term repercussions. These include the inability to escape the cycle of poverty, lack of educational support, and poor socioeconomic conditions within their environment. Therefore, it can be argued that teaching within the South African public schooling context is marred with difficulties and unforeseen challenges. It is difficult to imagine how to modify South African infrastructure so all children can reach their full potential. Given that our ancient past is still rife with historical and power changes, the government must consider several factors while developing ways to aid transformation. This study investigated the perspectives of practitioners on school preparedness. At the same time, it investigates the significant learning at the grass-roots level that emerged from participation in a critical paradigm-based participatory action research project. The study is anchored in a philosophical methodology that leverages Practitioners’ idea that early childhood learners are ready for formal school. They do not emphasize play as a pedagogy for learning in preparation for school readiness. This paper is grounded in constructivism, which helps comprehend how school readiness knowledge improves formal education for young students. The author used the qualitative research approach with an interpretive paradigm to explore practitioners’ school readiness experiences. The author developed a semi-structured interview schedule to collect data from six practitioners in the Thabo-Mofutsanyana district in the Free State Province. The findings revealed practitioners lacked appropriate training and support in preparing young learners in ECD centres. Furthermore, practitioners lacked appropriate pedagogical skills to strengthen teaching and learning. The study recommended that practitioners receive ongoing professional teacher development in school readiness and use various teaching and learning strategies such as play pedagogy.

Perceptions for Utilization of Artificial Intelligence among Early Pediatric Rehabilitation Practitioners: A Survey in Pakistan

Integration of Artificial Intelligence in clinical medicine is rapidly expanding, driven by advancements in computing and extensive datasets. Artificial Intelligence is primarily utilized to design diagnostic tools for numerous medical conditions. Objective: To assess perceptions of using Artificial Intelligence among early pediatric rehabilitation practitioners in Pakistan. Methods: A cross-sectional online survey was conducted from November 2023 to April 2024, targeting young Masters students of Physical Therapy specializing in Pediatric Care and early pediatric therapists across Pakistan. Nonprobability convenience sampling was utilized. Participants were recruited through mailing lists and social media platforms. The anonymous survey collected demographic data and explored participants' knowledge, expected benefits, fears, and practices regarding Artificial Intelligence using a structured questionnaire. Descriptive statistics were employed for data analysis. Results: A total of 120 participants, with a mean age of 26 years and 70% female representation, completed the survey. Approximately 39.1% had received Artificial Intelligence training during their medical education, and 48.3% had utilized Artificial Intelligence tools during their learning. Key findings included 93.3% believing that Artificial Intelligence will enhance medical training and 60.8% agreeing that Artificial Intelligence will improve healthcare access. Despite positive attitudes towards AI, 54.1% had not utilized AI in their practice, indicating a need for further professional education. Conclusion: It was concluded that the study highlights a generally positive perception of Artificial Intelligence among novice pediatric rehabilitation practitioners in Pakistan but underscores the need for comprehensive AI education and training.

“May all be well”: The links between compassion, psychological distress, and mindfulness in teaching in early years

AbstractThis study investigated the relationship between compassion and mindfulness in teaching among early years practitioners, with low levels of psychological distress as a mediator. A total of 81 early years practitioners were recruited from the United Kingdom via mass emails and announcements on social media platforms. Findings based on path analysis indicated that lower psychological distress mediated the positive relation between compassion and intrapersonal mindfulness in teaching, after controlling for level of education, years of practice, and role of practitioner. More specifically, compassion was related to psychological distress, intrapersonal mindfulness, and interpersonal mindfulness in teaching, whereas psychological distress was related to intrapersonal mindfulness, but not interpersonal mindfulness in teaching. The present findings inform early years practitioners and researchers of a differential chain of processes between compassion, psychological distress, and mindfulness in teaching.

Falling between the ship and the wharf: An exploration of the challenges early intervention practitioners face and their commitment to work

Falling between the ship and the wharf: An exploration of the challenges early intervention practitioners face and their commitment to work

LATCHES – a memory aide for the principles of attachment for effective breastfeeding: findings of a regional pilot in the Northeast of England and North Cumbria

BackgroundThis paper outlines a pilot of a new memory aide for breastfeeding conducted in the Northeast of England and North Cumbria between April and August 2023. The United Kingdom has some of the lowest rates of breastfeeding, particularly in the Northeast of England, and as such more needs to be done to support mothers to breastfeed for as long as they would like to. Good support from health professionals can be effective in influencing decisions to breastfeed as well as helping to ensure initiation and continuation of breastfeeding but there is evidence to suggest that professionals and students do not always feel adequately trained and it is here, where memory aides may have value.MethodsKey breastfeeding practitioners and educators were brought together to select one of two memory aides for principles of attachment for effective breastfeeding. The selected memory aide, LATCHS, was piloted with 57 participants with a key role in promotion and support of breastfeeding in the Northeast of England and North Cumbria.ResultsParticipants conveyed mixed views about the proposed memory aide with more experienced staff reporting more favourable opinions than student midwives and early years practitioners. Experienced staff felt the new memory aide would complement an early memory aide, CHINS, which focused on principles of positioning.DiscussionFindings of the pilot indicate there is a role for a mnemonic to help practitioners understand, recall, and retain theory around attachment for effective breastfeeding and that memory aides can play an important role in complementing existing approaches to education and practice. The participants felt the proposed memory aide had some limitations and suggested important ways for it to be improved, particularly in adding an E to reflect the expecting wording. This produced the final memory aide: LATCHES.ConclusionUsing data from the pilot, the memory aide was refined, and the final version LATCHES agreed for wider dissemination. Future research is needed to understand the value of LATCHES on the wider breastfeeding workforce and whether any future improvements can be made to enhance its utility.

LAYAR KECIL, MASALAH BESAR: ANALISIS PENGGUNAAN SMARTPHONE DAN PENGARUHNYA TERHADAP KETERLAMBATAN BERBICARA ANAK

This research aims to analyze the relationship between smartphone use and speech delay in children. Over the past decade, the penetration of smartphones has increased significantly, resulting in early and intensive screen exposure among children. This study employs a quantitative method with structured surveys and direct observation of 10 children aged 4-5 years from diverse socioeconomic backgrounds. Data was collected regarding the daily duration of smartphone use, the type of content accessed, and parent-child interactions while using the device. Preliminary results indicate a significant negative correlation between the duration of smartphone use and the development of speech abilities. Children who spend more time with smartphones tend to show delays in reaching language development milestones compared to those with less exposure. Furthermore, this study identifies that the quality of parent-child interaction during smartphone use, such as joint discussions and verbal interactions, can mitigate and minimize the negative impact of smartphone usage. This research provides vital insights into the impact of digital technology on child development and offers recommendations for parents and early childhood education practitioners. Keywords: smartphone use, speech delay, child development, digital technology, parent-child interaction.

Implementasi Seni Tari dalam Perkembangan Motorik Kasar Anak Usia Dini di TK Al-Kausar Medan

This research aims to explore the implementation of dance in the gross motor development of young children at the AL-KAUSAR Kindergarten in Medan. The research method used is a qualitative descriptive approach, with a focus on gross motor movements such as body balance, changes in movement speed, and coordination of body parts when dancing. Primary data was obtained through field observations, while secondary data came from books, journals and other relevant references. The results of the research show that dance learning at AL-KAUSAR Medan Kindergarten makes a positive contribution to children's gross motor development, with gymnastics and dance lessons integrated into the curriculum. The implementation of this dance art is carried out through demonstration methods and direct practice, allowing children to express creativity and develop various aspects of their development. It is hoped that the results of this research can provide valuable insight for educators and early childhood education practitioners in enriching children's learning experiences through the art of dance

‘Out of the mouths of babes’ – capturing young children's perceptions of disability through the use of diversity dolls

ABSTRACT This study utilises diversity dolls to elicit young children's perceptions of visual disabilities. The study which involved 20 participants aged between six to seven years old suggests that although many children have positive attitudes towards peers with physical disabilities, attitudes are often grounded in the deficit medical model, with concepts related to assistive devices, medical causes, social consequences, and dependency. The study contributes to the literature through its use of a child centred method and open discussion, which enabled children to offer their innermost thoughts that might have otherwise remained hidden. Some of the comments gathered were quite derogatory, particularly with regards to facial features, and without disability awareness education children risk carrying negative and hostile views into adulthood. Methods which help to unearth children's core belief structures about disability provide an important foundation on which early years practitioners can build intervention programs which critically examine social inequalities and deconstruct dominant discourses, helping young children to develop positive attitudes towards disability.

An exploration of kindergarten gratitude education during the COVID-19 pandemic in China / Una exploración de la enseñanza de la gratitud en la Educación Infantil en China durante la pandemia de COVID-19

Gratitude is a moral virtue that is valued by many cultures, including the Chinese culture. While the COVID-19 pandemic has affected children’s lives, many Chinese early childhood practitioners argue that the crisis offers a rewarding opportunity for gratitude education. However, empirical studies that reveal practices regarding gratitude education in kindergartens in China are rare. Framed by the sociocultural perspective and Confucianism, this study analysed 100 WeChat official service/subscription account (WOSA) articles, aiming to understand educational practices regarding gratitude education during the pandemic. Through the use of content analysis and discourse analysis, it was found in this study that kindergartens in China guided children to express gratitude to ‘anti-pandemic heroes’ via multiple modalities. Based on an in-depth discussion, this study argues that gratitude education in kindergartens in China is strongly affected by sociocultural changes and conditions and reflects the influences of political and traditional culture. Implications for postpandemic gratitude education practices are discussed.

Feasibility and acceptability of a parent‐toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD: Pilot findings

AbstractThis study reports feasibility, fidelity and acceptability of a pilot of START; a 12‐week parent‐toddler, group‐based, neurodiversity‐affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio‐recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one‐to‐one interviews at programme end‐point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session‐specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small‐scale pilot indicate START is feasible and acceptable as a parent‐mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive.

Supporting post-pandemic recovery: a qualitative study of the capabilities, opportunities and motivations to deliver oral health behaviour change messages to parents of young children in community settings.

The COVID-19 pandemic exacerbated vulnerabilities and inequalities in children's oral health, and treatment activity virtually ceased during periods of lockdown. Primary care dentistry is still in the post-pandemic recovery phase, and it may be some years before normal service is resumed in NHS dentistry. However, opportunities to support the dental workforce through offering some preventative care in outreach settings may exist. This has the additional benefit of potentially reaching children who do not routinely see a dentist. The aim of this research was therefore to explore views around upskilling practitioners working in early years educational and care settings to support families of pre-school aged children to adopt and maintain preventative oral health behaviours. Using the Capability, Opportunity and Motivation model of behaviour (COM-B) to structure our data collection and analysis, we conducted semi-structured interviews with 16 practitioners (dental and non-dental) and analysed the data using deductive framework analysis. The data were a good fit with the COM-B model, and further themes were developed within each construct, representing insights from the data. Early years practitioners can reach vulnerable children who are not usually brought to see a dentist, and have the capability, opportunity and motivation to support the oral health behaviours of families of children in their care. Further research is needed to identify training needs (oral health and behaviour change knowledge and skills), acceptability to parents, and supporting dental practice teams to work in partnership with early years settings.

슬픈 기적: 죽음, 수술, 소아외과의 탄생

This article examines the personal narrative of death and sorrow that played a key role in the development of pediatric surgery as a medical discipline during the mid-twentieth century. It approaches this argument by exploring the two most influential innovations in the discipline’s genesis: Morio Kasai’s hepatic portoenterostomy (Kasai operation) for biliary atresia and Alberto A. Peña’s PSARP (Peña operation) for anorectal malformation. These operations, being the most cited in academic journals and universally implemented in operating rooms, present a transnational medical history connecting such diverse places as Boston, Tohoku, and Mexico City. As a discipline, pediatric surgery was established on shaky ground as it relied on reluctant collaboration between surgeons and pediatricians. Until the late 1960s, when pediatric surgery gained wider recognition, early practitioners of this field were isolated from each other and lacked their own journals or other institutional links. Thus, they experimented with surgical techniques separately and strove for innovations through isolated trial and error. As Kasai and Peña’s operations showed, such technological innovations were often critically indebted to the tragedies of the practitioners themselves. In this sense, their namesake surgeries could be seen as tragic miracles born of agony and life-saving acts.

Waldorf early childhood care and education in the 21st century

Many of the elements of the Waldorf approach featured 100 years ago, with the opening of the first Waldorf early childhood groups, are now supported by current evidence and research into child development. Waldorf practitioners are developing stronger and better-informed practice based on the founding principles, contemporary resources and an ever-deepening understanding of young children today. In this paper I intend to explore five of the significant themes which have received additional impetus in recent years. 1. In the Waldorf approach a foundation of social and emotional development is prioritised as a support for later cognitive development. 2. A key features of the Waldorf early childhood environment is that it is a sensorily-friendly and unhurried microcosm of everyday life. 3. Waldorf practitioners and teachers have been actively promoting for the past century the importance of building up children’s connections with nature. 4. As a result of increased academicization and the pressures of 21st century life, child-initiated, free, creative play is under threat and needs protection and support. 5. One aspect of the Waldorf approach viewed as key is that the inner development of the practitioner or teacher is just, if not more, important than their outer work. Following this review of some essential aspects of the Waldorf approach in the light of recent development, the paper concludes by looking into the future and pinpointing three aspects at the forefront of developments and research among Waldorf early childhood practitioners today.