Early School Education Research Articles

Inclusive education in action: Singapore teachers’ efficacy in early childhood and primary school education

ABSTRACT Despite the increasing number of students with special educational and developmental needs in Singapore, in-service teachers’ efficacy in inclusive practices remained underexplored within this teacher population. This study examined the efficacy of 584 in-service preschools and primary school teachers in inclusive practices. Results showed that while teachers demonstrated moderately high efficacy, preschool teachers’ overall efficacy was significantly higher than that of primary school teachers. Conversely, no significant difference found in efficacy in managing behaviour, indicating that both groups find it equally challenging. The study explored possible reasons for these differences in teacher efficacy across educational levels in Singapore.

Influence of Early Childhood Education on the Level of Development of Children

This study aimed to determine the influence of early childhood education at 0-3 years on school children aged 4-6 years. It looked into the profile of the respondents and the preschool teachers ‘utilization of teaching strategies and the influence of early education on the level of development of respondents. This study used quantitative-descriptive survey research design using survey questionnaire. The statistical tools used in this study were percentage, weighted mean, and ANOVA. Majority of children were enrolled in school at an early age with 42% enrolled at age 2; a slight majority of females (53%); parents exhibited diverse educational backgrounds, with 39% holding Bachelor's Degree and 33% being high school graduates. Teachers represented varied age groups with the majority falling between 21-35 years. Different positions were held, including early childhood main class teachers (40%), and early childhood supporting class teachers (20%). All teachers had received professional training in early education and child development and utilized various teaching strategies. ANOVA results demonstrated a significant difference of pre-school teachers' utilization of teaching strategies on children's level of development. The utilization of teaching strategies by pre-school teachers underscores their commitment to enhancing children's learning experiences. There is a positive influence of early education on various aspects of children's development such as intellectual abilities, behavior, skills, and attitudes. The significant difference of pre-school teachers' utilization of teaching strategies on children's level of development emphasizes the importance of tailored teaching strategies. The proposed guidance for future educational policies and practices aims to foster a more comprehensive and effective coordination between early education and school education, ultimately supporting children's sustainable development and successful learning.

Nauczyciel wczesnej edukacji w obliczu problematyki tanatologicznej

Introduction: Including elements of thanatological education in early education is a necessary aspect of upbringing. Reaching the end of one’s life, the needs of a dying person and of his loved ones – these are difficult subjects, giving rise to strong, negative emotions. In the modern world, the experience of death has unfortunately become much closer, often also personally painful. The COVID-19 pandemic and the war in Ukraine have caused a significant worsening of mental functioning in children as well as adults. Thanatological education at the stage of classes I–III in elementary school is therefore a difficult task, often overpassing the capabilities of even the most experienced and talented teachers. Research Aim: The article presents the subject of thanatological education as a challenge for the early education teacher, on the basis of subject literature, and the study’s purpose was to present the preparation of early education teachers in this area on the basis of their self-evaluation and to conduct a diagnosis of these competencies with reference to work experience on the basis of our own research. Method: In the research, use was made of a diagnostic survey, with the questionnaire technique and an online questionnaire (Google Forms). For analysis of the study material, elements of descriptive statistics were used. Results: Research results have indicated that most early education teachers do not possess sufficient competencies in the area of thanatological education, and for half of them, the subject of death is a difficult topic of conversation with children. At the same time, teachers realize the need to support a pupil suffering after the loss of a close person and declare that they offer help in this matter. Conclusions: The subject of death is everywhere present. The early education teacher should be aware that a conversation about dying is a very difficult, delicate subject for the young child. It is often related to dramatic events and stirs negative emotions in pupils. The teacher should have knowledge in the matter of thanatology, with skills and ease of conversation on this level; he should demonstrate sensitivity, tact and empathy towards the pupil in mourning. Therefore, it is suggested that thanatological education be included in the program of pedagogical studies. It has become necessary to consciously perceive the role and place of thanatological education as one of the necessary elements of early school education.

Teachers of Preschool and Early School Education Facing the Challenge of Working With Talented Young Learners – a Study Based on Qualitative and Quantitative Research

Teachers of Preschool and Early School Education Facing the Challenge of Working With Talented Young Learners – a Study Based on Qualitative and Quantitative Research

Edukacja ekologiczna w edukacji wczesnoszkolnej i przedszkolnej – terminologia

The article discusses environmental education and terminology in pre-school and early school education, based on a short historical outline of environmental education for this age group of children in Poland. It refers to the signing of the Biological Education Convention at the Earth Summit, which determined the stimulation of ecological awareness, protection of natural resources, and natural space around man. The article is an analysis of the goals of environmental education. Natural and ecological education has a biological, emotional, motoric, creative, and spiritual aspect. It has a significant meaning in the development of a small child in preschool and early school age in cognitive, physical, health, social and emotional development.

The system of educating teachers of preschool and early school education and the possibilities of teacher training in the future (or in current conditions) in Poland

This article considers how insights from psychology and educational research can contribute to enhancing teacher training. Developments in early childhood pedagogy encourage changes in the way future educators are trained. This article discusses concepts of education in pedagogical studies and the competences that are required of the future teacher. Individualization of the teaching process requires curriculum modifications, innovative ideas, creating proprietary curriculum. The article is a search/or review based on the teacher training literature for answers on how to train future teachers to be flexible, reflective, decisive and innovative. How can teachers be supported in a way so that teachers can help themselves to be teachers?

Foreign students at school in the opinions of students of preschool and early school education

The article presents selected results of a study on the perception of the presence of a foreign student at school. It was conducted among preschool and early school pedagogy students at two universities - the Academy of Special Education and the Faculty of Pedagogy of the University of Warsaw. The presented results refer to the needs, benefits and challenges that, in the opinion of the respondents, are associated with the presence of students from other countries at school. As research has shown, respondents are aware of the needs related to the presence of a foreign student at school, and they consider it to be the most important for them to master the Polish language. Respondents associated the presence of a foreign student with increasing the chances of learning or growing tolerance for others. In the context of challenges related to the presence of a foreign student in the school space, the respondents hardly noticed the high probability of their occurrence. Among the most likely ones, they indicated those having an organisational rather than ideological basis.

Innovation in Preschool and Early School Education

The importance of innovation in early childhood learning emphasizes the need for a responsive approach to local cultural riches and values. The local wisdom approach emerges as a promising paradigm, creating space for innovation that has a positive impact on learning management. The aim of this research is to describe, analyze and offer learning innovation solutions through a local wisdom approach in a management context. The research method used is literature study, through collecting library data originating from articles, journals, electronic books and relevant document data related to the research focus. The data analysis process was carried out using descriptive methods to analyze the material collected. The research results show that innovative learning with local wisdom creates an interesting learning environment and supports children's development by enriching their experience of local values ​​and traditions. Innovative activities include learning methods, creative management, material development, and local community empowerment.

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

Dyspozycje krytyczne wobec niepewności zdarzeń – aspiracje, dążenia i plany przyszłych nauczycielek

Functioning in a situation of change and uncertainty has become an important determinant of contemporary teachers’ condition. The article assumes the essential role of critical dispositions (especially the so-called critical orientation): courage, reflectiveness, rationality, reality, scepticism, progressive engagement, intellectual submissiveness, principle, independence, flexibility and tolerance for ambiguity, mindfulness and openness, and curiosity as mediators in the purchase of critical rationality, as well as in coping with non-obviousness of events. The qualitative analysis of essays’ content for 66 future teachers of preschool and early school education was concentrated on decoding their aspirations and plans within the process of creating the status change and on revealing by narrators their critical dispositions. Adopting a qualitative text analysis strategy allowed for capturing an in-depth, contextual view of the examined problem. Analysis of the content and form of written statements indicate significant negligence of this development area for students, which may be a derivative of macro-social, educational and personal barriers. Within the light of elaborated research material, it seems to be a matter of great importance to promote the value of critical dispositions as well as to create and apply programmes developing them during the process of preparing future teachers for their professional careers in the situation of cultural and technological changes.

Female school leadership in the United Arab Emirates: Validation of a ‘heuristic’ inclusive education leadership model

AbstractInclusive education has been widely accepted as a useful policy to offer equal access to education to all children. However, practices have stalled in many countries, including the United Arab Emirates (UAE), necessitating support for system strengthening to enhance the existing practices in schools. While leadership is at the heart of effective practices, there is little discussion on the leadership required to leverage inclusive practices. In the UAE, little information is available regarding inclusive education leadership at early school levels, which is dominated by female teachers. This study examined the structural validity of the heuristic leadership framework, which focuses on leadership tenets (transaction, transformation and instruction) controlled by school leaders, to explain female leadership practices in the implementation of inclusive education in early education schools in the UAE. A scale based on the study framework (heuristics leadership framework) was used to collect data from 151 school leaders, including principals, vice principals, faculty heads and lead teachers, working at early school levels across the UAE. The results of this study provide theoretical support for the heuristic leadership framework and some demographics, providing valuable insights into leadership practices among female education leaders in the UAE.

Inspiracje i trudności w rzeczywistości szkolnej w kontekście pedagogiki personalistycznej

Aim: The article concerns the issue of inspirations and difficulties in school reality. The aim of this paper is to present the results of own research and to draw attention to the assumptions of personalistic pedagogy. This article is empirical and theoretical in nature. The research was aimed at knowing the inspirations and difficulties in school reality indicated by students after completing the practice in classes I-III elementary school documenting themselves in their practice logs. Methods: The research was conducted using the methodology of grounded theory. The qualitative research approach was supported by quantitative data analysis. Extant texts were used as a data collection method. Results: Inspirations and difficulties in school reality were presented in five categories: the person of the teacher, the person of the student, the relationship between the teacher and the student, the atmosphere in a class, approach to a student. The results of research document the most indications in terms of inspirations for the category the person of the teacher and the most indications in terms of difficulties for the category the person of the student. Consclusion: In the conclusion, an attempt was made to determine a solution for the presented difficulties in the school reality. Practical implications resulting from the presented research results, assumptions of personalistic pedagogy and the pedagogical thought of Karol Wojtyła - John Paul II were indicated. Originality: The paper is the original work in empirical and theoretical aspect. An original categories have been presented to indicate inspirations and difficulties in school reality. The practical implications contained in the article may be an inspiration for educators and future teachers. Keywords: early-school education, upbringing, school reality, personalistic pedagogy, pedagogical thought of John Paul II

Monitoring SDG 4.7: Assessing Education for Sustainable Development in policies, curricula, training of educators and student assessment (input‐indicator)

AbstractEducation is viewed as a critical keystone in achieving the Sustainable Development Goals (SDGs). Specifically, Education for Sustainable Development (ESD) is meant to enable everyone to contribute to sustainable development (SDG 4.7). This target is monitored using the global indicator 4.7.1 – mainstreaming of ESD in policies, curricula, training of educators and student assessment. Here, we offer a conceptual and methodological framework for assessments of SDG 4.7.1 (input‐level) that addresses both quality and depth of implementation and speed of change. The approach combines document analysis with external expert evaluation and is applied to 10‐year data (>11,000 documents) from all formal areas of education in Germany (early childhood education, school education, vocational education and training, higher education). Currently, ESD is mostly implemented in Germany as an “add‐on” to the educational system, with all sub‐indicators ranging from “isolated mentioning” of ESD and related concepts to “partial integration”. Across most areas of education, the sub‐indicator training of educators was evaluated as most deficient. With regard to the speed of change, it was found that the implementation of ESD is dynamic, with all sub‐indicators having been evaluated as increasing. The proposed framework can increase the validity, reliability, and comparability of both country reporting and scientific assessments of SDG 4.7.1. We argue for independent and integrative monitoring across input, process, output and outcome to complement self‐reporting and to support evidence‐informed policymaking on sustainability in education.

Projekt badawczo-edukacyjny „Ukrainian Teaching Materials 2022” dla wrocławskich przedszkoli i edukacji wczesnoszkolnej – prezentacja wyników badań sondażowych

Alongside the tragic consequences of the armed conflict, the Russian attack on Ukraine in 2022 resulted in an upheaval within the educational system in Poland. This situation posed challenges for Ukrainian children arriving in Poland as well as for teachers and students in educational institutions where refugee children were being admitted without restrictions. The author’s research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre – and early school education in 2022 aimed to support the development of language skills among refugee children in their native language and in Polish, and to support preschool and early school teachers in this endeavour by providing them with appropriately prepared methodological packages. A diagnostic survey identified teachers’ needs regarding methodological materials. At the same time, a follow-up focus group interview conducted 30–40 days later presented teachers’ reflections and experiences in teaching in linguistically and culturally diverse groups during the initial period of the war migration. The project was also aimed to raise awareness among teachers and to cultivate an open attitude towards using bilingual and Ukrainian-language materials in working with children with war migration experience. Due to the collected extensive research material, the research findings were divided into two parts: the first part presents the theoretical and methodological context of the project as well as the results of the survey. In contrast, the second part presents the results of the focus group research and discussion based on the literature review.

Nauczyciel edukacji wczesnoszkolnej w opinii rodziców i nauczycieli

The period of early education is the time when a child goes through the process of development from childhood to the beginning of adolescence. This stage is the foundation on which to build education preparing the student to participate in social life. Thanks to the acquired knowledge and skills, he has the opportunity to achieve his goals in the future. The many tasks facing early school education include awakening intellectual interests as the basis for cognitive activity, as well as developing the ability to express one’s thoughts and understand others. Early childhood education teachers are assigned a special role in shaping the personality of pupils. They must ensure safety among students starting their education and develop the child’s motivation to continue learning. Their role is also to observe the student’s development, as well as to support the child’s extracurricular life environment so that he or she achieves the greatest possible educational achievements. Based on research, the article presents the teacher’s competences necessary in his or her work and attempts to show the most important personal characteristics necessary in performing this profession. In addition, factors conducive to the creation of social bonds between the teacher and students, as well as the activities of the educator which most strongly affect the education and upbringing of students, are indicated.

School education reform in India 2020: Economic prerequisites and purposes

In 2023, India surpassed China in terms of population, becoming the most populous country in the world. Many experts emphasize that India has a demographic dividend, which allows for high rates of economic growth. However, millions of young people enter India’s labor market each year, a significant portion of whom lack basic education and can only be engaged in low-skilled jobs. This situation affects the quality of life, working conditions, and overall socioeconomic situation in the country. The Government of N. Modi, along with other reforms relevant and timely for India, has developed a comprehensive transformation of basic and higher education in the country. The objective of the research is to identify the economic prerequisites, tasks, and methods for implementing the reform of the basic education system. It has been identified that despite the 2002 amendment to the Constitution and the Right to Education Act passed in 2006, many families do not send their children to school, and in other cases, some children do not complete their education. This is due to several reasons, including the remoteness of schools, difficulty in entrance and transfer exams, the need to help parents, among others. The new National Education Policy of 2020 aims to provide holistic early childhood and school education. The traditional structure of the education system has been changed: preschool education is now incorporated into the education system, allowing kindergarten graduates to transition smoothly into school. The traditional 10+2 model has been replaced with a 5+3+3+4 model. Regional languages are given special importance - education will be conducted in the mother tongue up to the fifth grade, and then students will also learn Hindi and English. Age-appropriate teaching methods are applied at each stage of education. In the final stage of schooling, students are given the freedom to choose disciplines based on their interests. Each stage of education aims to develop critical thinking, the ability to engage in discussions, and case analysis. Thus, the education system reform, if successfully implemented, aims to provide India’s economy with a higher quality workforce, regardless of whether the school graduate continues their education in college or enters the labor market after completing school.

A Systematic Review of the Impact of School Education on Children’s Ethnic Prejudice

Ethnic prejudice may arise from a very young age, so it is important to pay attention to early school education. A systematic review is carried out to discuss whether school education can have an impact on reducing young children’s ethnic prejudice through empirical research. Based on PRISMA, 7 studies that meet the requirements were selected, followed by a quality assessment. 6 studies show that school education can have a positive impact on reducing young children’s ethnic prejudice and 1 study shows no effect on reducing prejudice. Generally, three kinds of methods are used in school education to reduce children's ethnic prejudice, that is, intergroup contact, imagination, and multimedia. The result shows that school education can have a positive impact on reducing young children’s ethnic prejudice by increasing their empathy, and this kind of impact is more effective for older children.

Augmented Reality Technology in Early Schools: A Literature Review

In recent years, there has been a notable rise in the utilization of augmented reality within educational settings. However, there is still room for improvement in early childhood education. This study aims to investigate how current augmented reality works in early childhood education between 2017 and 2022 using library research methodology. The study's content was analyzed based on the case studies on integrating augmented reality in early school education between 2017 and 2022. 26 studies were found when the keyword "Augmented Reality in early school" was used to start the study (in primary school). With a sample size of fewer than 21 kids, early literacy discovered that Science (Animals, Newton) was the most frequently used subject. Regarding data collection techniques, testing has emerged as the dominant technique in research of "marker-based" augmented reality on mobile devices. These findings help to clarify the best ways to use this technology in early learning settings. Over the past five years, the number of schools using augmented reality in early childhood education has steadily increased.

Mentoring and training for early childhood education teachers in facing the challenges of the Covid-19 pandemic situation

In Bandulan Village, Malang City, there are community of people dealing with the pandemic situation that need education for their children, but incapable to self-educate their children without the support of the teacher. This community service also aims to assist PAUD Mentari in providing free education to the children in local community. It is based on the phenomenon where teachers of this preschool face difficulties in carrying out common teaching practices concerning the pandemic of Covid-19. A community service team implement a series of professional development activities to enhance teachers’ skills in schooling management and crafting teaching media. The community service employs ADDIE approach. Outcomes of this professional development activities are in the forms of the PAUD Mentari teachers’ simple schooling management plan and crafted teaching media. These outcomes scaffold the implementation of effective early education schooling in a local community during this pandemic. The results of the Community Service showed that Early Childhood Mentari School teachers' readiness for distance learning during the Covid-19 Pandemic can be said to be good with educational standards facilities. During the pandemic, the PAUD Mentari school implemented a conducive learning model equipped with an online learning of Google Classroom application. Moreover, there are several aspects of the teaching and learning process at PAUD Mentari during the Covid-19 pandemic such as, distance learning, sharing learning materials digitally, support and communication with parents, creative learning activities, monitoring and evaluation, counseling and emotional support.

Searching the e-dessert: a post-critical reflection on e-textbooks for early childhood education

The title phrase “e-desert” is a metaphor that emphasizes the comparison of e-textbooks to a desert, i.e., a place which may initially seem difficult to access and unfriendly, but at the same time, which can be full of potentiality. E-textbooks, a relatively new teaching tool supporting early childhood education, symbolize a new educational space that may be unfamiliar and require an adaptation. The task set for this article is to analyze their potential from a post-critical perspective. The considerations will aim to identify the potential of e-textbooks for early school education posted on the zpe.gov.pl platform.