Early Childhood Environment Research Articles

The followership paradox: The undervalued power of effective followers in early childhood education

Educators working in early childhood education play a critical role in enhancing outcomes for children and families through active leadership. However, there are persistent paradoxical perceptions regarding the practical implementation of followership alongside leadership. This article addresses this followership paradox, as a key finding drawn from a larger doctoral study that explored followership practices in Australian early childhood education settings. By examining educators’ understandings of followership through the lens of established followership theories, and employing multi-site ethnography and reflexive thematic analysis, contradictory understandings were unearthed. Despite observing educators enacting effective followership behaviours, participants predominantly hold negative connotations associated with the role. These findings highlight the urgent need to acknowledge and appreciate the role of followers and their impact in co-creating quality workplace outcomes in early education settings. The article argues for integrating followership training alongside leadership development to foster more cohesive early childhood environments.

Rethinking content design for Small 3cp Units

A new early childhood course at the University of New England (UNE) has been developed with a combination of 3cp and 6cp units. The 3cp units were developed with consideration to the UNE early childhood student cohort. Research on current early childhood students indicated that they are working full time alongside their studies in early childhood environments, and they can find the transition from TAFE to University difficult. The course was designed so that students started their degree with the 3cp units, with the aim to build their confidence and competence in academic skills, and include relevant and practical content that could be applied within their early childhood context. The purpose of this pecha kucha is to provide an example of practice in development of smaller credit point units across a whole course. The learning design team and early childhood team at UNE worked collaboratively on the new course design. As the early childhood team had a full-time teaching load while content development was also a priority, early childhood researchers were engaged to write content. We wanted to design the 3cp units with a consistent approach across the course and with a similar pedagogical flavour. Traditionally, we also noticed that when creating unit content and assessment, content writers often focused on the ‘hours’ model of developing to 150 hours per unit (for a 6cp unit). The challenge was to consider the right amount of content for 3cp units for our student audience. We needed to shift thinking from the ‘hours’ model to ensure that the development of 3cp content was led by the learning outcomes and assessment requirements, with content being scaffolded into this, also known as backwards design (Davis et al., 2021). McEwan et al. (2023) identify that in academic development and curriculum design, it is necessary to provide a balance between theory and practice. So, we developed a guidance note for staff who were writing content, and a corresponding template in which to develop the content. The guidance note encouraged staff to think differently from the hours model, and encouraged content writers to think practically about the various tasks they were asking students to complete. For example, we researched average reading speeds in online environments and how this may impact the length of time to read and comprehend topic notes. We also developed a consistent structure for content within the 3cp units that we thought would be reasonable. This was the starting point for content writers to develop content. The benefit of this is that most 3cp units have approximately the same amount of content and number of topics, aiming to create a consistent student experience. We are currently conducting research to determine the effectiveness of the 3cp units, and if they are targeted appropriately for students to help them transition from TAFE to University, and if they find the workload too much or too little. This research may also be relevant for the development of other short courses in higher education institutions.

Childhood Unpredictability is Associated With Religious Coping Through Attachment to God and Divine Forgiveness.

Because a majority of the world's population is religious and believes in some higher power, it is important to understand what may facilitate or hinder religious psychological processes that give rise to well-being. The current work therefore threads together behavioral ecological, attachment, and forgiveness theoretical perspectives to assess candidate correlates of divine forgiveness and religious coping. Study 1 (N = 441) showed, via a single path model, that childhood unpredictability was positively associated with avoidant attachment to God, which was in turn negatively associated with divine forgiveness, such that avoidant attachment to God fully mediated the association between childhood unpredictability and divine forgiveness. Study 2 (N = 417) extended the investigation to religious coping, again analyzing data via a single path model. Childhood unpredictability was associated with positive (but not negative) coping through a mediation sequence of insecure attachment (avoidant and anxious) and, in turn, divine forgiveness. For avoidance, unpredictability was positively associated with avoidant attachment, which was negatively associated with divine forgiveness, which was positively associated with positive religious coping. For anxious attachment, unpredictability was positively associated with anxious attachment, which was positively associated with divine forgiveness, which was positively associated with positive religious coping. Notably, avoidant attachment was also curvilinearly associated with anxious attachment and coping, such that people high and low (vs. average) in avoidance are high in anxious attachment as well as positive and negative religious coping. Thus, the work provides insights important to both the study of early childhood environments and the study of religious psychological processes.

Hands-On Gardening in Childcare Centers to Advance Preschool-Age Children’s Fruit and Vegetable Liking in Semi-Arid Climate Zone

Hands-on gardening is linked with healthy eating behaviors, increased outdoor activities, and overall well-being, all contributing factors to preventing obesity. Although these positive associations are widely established for adults and school-aged children, little evidence can be found on how such relationships may extend to early childhood, especially in the preschool years (3–5 years). One recent study conducted in North Carolina (NC) showed that participating in hands-on gardening significantly increased preschoolers’ accurate identification of fruits and vegetables (FV) and FV consumption compared to children who did not participate in hands-on gardening, but no association was found between participation in hands-on gardening and the children’s liking (eating preferences) of FV. FV identification and liking during the early years may lead to lifelong healthy eating behaviors and preferences, making hands-on gardening a critical health intervention in early childhood environments, especially in childcare centers where a majority of the 13 million children in the United States between the ages of 0 and 5 spend most of their waking hours. This research aimed to investigate how hands-on gardening in childcare centers may impact preschoolers’ (3–5 years old) FV knowledge (identification) and liking in a semi-arid climate zone with a high concentration of Hispanic families by conducting experimental research with eight childcare centers and one hundred forty-nine children (n = 149) in Lubbock County, located in West Texas. The findings showed changes in average liking scores are generally positive in the experimental group of children who participated in hands-on gardening (compared to the control non-gardening group), implying an improved liking. The findings indicate that the benefits of hands-on gardening in childcare centers for enhancing healthy eating preferences are evident even in a semi-arid climate zone, where high temperatures and limited rainfall present significant gardening challenges. This research underscores the importance of integrating hands-on gardening into childcare programs, highlighting its potential as an effective obesity prevention strategy not only within the US but also in other regions with similar environmental constraints.

Quality of Early Childhood Education and Care in Kazakhstan: The First Nationwide Study

Currently, Kazakhstan has the highest enrolment rate in the history of early childhood education and care (ECEC), with 98% enrolment for children aged three to six years old. With this significant expansion of ECEC, there is a lack of sufficient evidence on its overall quality. This study is the first countrywide study aimed to evaluate the ECEC quality in Kazakhstan using the internationally recognized Early Childhood Environment Rating Scale (ECERS-3). We looked at 50 preschool classrooms from all regions of Kazakhstan. The preschools had different combinations of the following characteristics: located in urban/rural areas; state/private; with Russian/Kazakh-language instruction. The scores demonstrated ‘below the minimal’ quality of ECEC in Kazakhstan. No correlation was found between the quality of ECEC and regions or types of settlement. Findings revealed such problems as deprivation of play, predominance of teacher-led pedagogy, large child-to-staff ratio and others. Children are not offered adequate amounts or variety of cognitively stimulating opportunities that would support their development and learning. There was a statistically significant difference in quality depending on the language of instruction. Kazakh groups were more likely to score worse than Russian ones (N=47, p=.026). The reasons for these findings are numerous, both due to the complexity of the ‘quality’ notion, as well as various issues that influence the quality of ECEC in Kazakhstan.

Prioritising children’s participation in research: including children’s voices in updating a national early learning framework

ABSTRACT Involving children as stakeholders and including their voices in updating the Australian Early Years Learning Framework (for children birth to age 5) was a focus of this project design. The design was grounded in participatory approaches with a children’s rights perspective, as the team prioritised seeking children’s views and encouraging their agency on matters that affect them. This three-stage research project across 15 months sought children’s input in each stage. Research methods consisted of everyday playful activities supported by educators in early childhood environments using dialogic drawing, talking circles and discussions using photo elicitation. Educators received information to support their use of these methods. While parents/carers gave ethical consent, children’s assent was obtained. Across the three stages, analysis of children’s drawings, comments and discussions showed the importance of their relationships with educators, their friends and the relationships between their educators and families. These findings demonstrate the importance of educators building reciprocal, respectful relationships with children and their families and between children. Further, these research methods fitted with the foundational pedagogical practices of the educators, with educators commenting on how useful they were and children on how they enjoyed using them.

The association between perinatal depressive symptoms and child neurodevelopment

BackgroundPerinatal depression has been suggested to adversely impact child neurodevelopment. However, the complexity of the early childhood environment challenges conclusive findings. ObjectiveTo evaluate whether there is an association between perinatal depressive symptoms and child intelligence quotient (IQ) at 5 years of age. Study DesignSecondary analysis of an ancillary study to a multicenter randomized trial of thyroxine therapy for pregnant individuals with subclinical hypothyroidism. Dyads of infants and birthing parent, with completed Center for Epidemiological Studies-Depression (CES-D) screens during pregnancy and postpartum and child neurodevelopment testing completed at five years of age (n=209) were included. CES-D screening was performed at 11–20 weeks, 34–38 weeks, and one-year postpartum. Depressive symptoms were categorized as antenatal (i.e., a positive screen at any point during pregnancy) or postpartum. The primary outcome was child IQ score < 85 at 5 years of age using the Wechsler Preschool and Primary Scale of Intelligence III (WPPSI-III) Full Scale test. Secondary outcomes included other assessments of childhood neurodevelopment. Bivariable analyses and multivariable logistic regressions were utilized. ResultsOf the 209 birthing people included, 72 (34%) screened positive for depression during pregnancy and 32 (15%) screened positive one year postpartum. Children born to individuals with a positive antenatal depression screen had a higher odds of IQ < 85 at 5 years of age compared with children born to individuals with a CES-D < 16 (35% vs. 18%, OR 2.4, 95% CI 1.2–4.7). Similar findings were seen for children born to individuals with a positive postpartum depression screen (47% vs. 21%, OR 3.3, 95% CI 1.5–7.3). These associations did not persist in multivariable analyses that controlled for social determinants of health and clinical characteristics (adjusted odd ratio [aOR] 1.4, 95% CI 0.7–3.1; aOR 2.1, 95% CI 0.9–5.1, for antenatal and postpartum depressive symptoms, respectively). Similar findings were observed for other adverse neurodevelopmental outcomes. ConclusionsHaving a positive perinatal depression screen was not associated with child cognitive outcomes after controlling for covariates including social determinants of health.

Peran Ibu dalam Menumbuhkan Ekoliterasi pada Anak Kelompok B TKIT Azkia Aceh Besar

Growing awareness of loving the environment in early childhood is an investment for the future. When children are raised by taking care of the environment, the environment will take care of them in the future, and vice versa. The aim of this research is to analyze the role of mothers in fostering ecoliteracy in TKIT Azkia group B children. This research uses qualitative methodology. Data collection methods are interviews, observation and separate document analysis. The results of this research are that mothers provide examples and get children used to using enough water, turning off the water tap after use, cooking for children and providing tumblers for children to drink in, thus minimizing children's frequent snacks outside and the use of single-use plastic bottles.

Pengaruh Media Bulletin Board Terhadap Kemampuan Sains Anak Terkait Kelestarian Alam Dan Lingkungan Hidup Di Taman Kanak-Kanak Qatrinnada Kota Padang

The aim of this research is to determine the effect of bulletin board media on children's science abilities in Qatrinnada Kindergarten, Padang City. and data analysis techniques using the normality test. The research results show that this value is significant for the experimental class and the control class. and is stated to be normally distributed, then the variance of the N-gain data for the experimental class and control class is the same or homogeneous. The results of data analysis show that the average pre-test score for the experimental class is 21.3 and post-test is 26.0, while the average pre-test score for the control class is 22.1 and post-test 22.8 based on hypothesis testing. . shows a sig (2-tailed) value of 0.00 &lt; 0.05 and the effect size test value d= 1,2 is included in the strong category. Thus, it can be concluded that there is a significant influence of bulletin board media on science skills related to preserving nature and the environment in early childhood at Qatrinnada Kindergarten Padang.

Post Covid-19 pandemic analysis offline classes versus online classes: Conflicts in early childhood education in Indonesia during the Covid-19 pandemic

Early childhood education in Indonesia is an area that parents are beginning to show interest in for preparing their children to progress to the next stage of education. The learning process involves selfdevelopment, cognitive training, emotional training, psychomotor training, and social interaction training, fostering independence in children during their playtime. Early childhood education differs from other levels as it emphasizes play while still incorporating learning. However, the onset of the Covid-19 pandemic in early 2019 has significantly impacted early childhood education, leading to the implementation of online classes. This change has affected not only students, who are in an age group susceptible to the disease, but also young children who may struggle to grasp the meaning of the Covid19 virus, unlike adults. Research objectives: a. To analyze early childhood responses to online learning. b. To investigate the impact of online teaching and learning activities on early childhood education in Indonesia. Utilizing qualitative research methods, this study is described through descriptive analysis based on a literature review and an examination of social phenomena. Children experience psychological shock when transitioning to home-based learning, missing the presence of teachers and friends, resulting in boredom and a lack of motivation to complete assignments. This psychological impact extends to parents, particularly mothers, who now have the responsibility of teaching their children at home, a role previously handled by teachers at school. Online classes are considered the optimal solution to curb the spread of Covid-19 in early childhood environments. The conflict between online and offline classes in the realm of early childhood education forms the basis of this research article.

Prospective associations of prenatal stress with child behavior: Moderation by the early childhood caregiving environment.

Fetal exposure to prenatal stress can increase risk for psychopathology but postnatal caregiving may offset risk. This study tests whether maternal sensitivity and the home environment during early childhood modify associations of prenatal stress with offspring behavior in a sample of 127 mother-child pairs (n = 127). Mothers reported on perceived stress during pregnancy. Maternal sensitivity was rated by coders during a parent-child free play task when children were 4 years old. One year later, mothers reported on the home environment, child internalizing and externalizing behaviors, and children completed an assessment of inhibitory control. As hypothesized, the early childhood caregiving environment modified associations of prenatal stress with child behavior. Specifically, prenatal stress was associated with more internalizing behaviors at lower levels of maternal sensitivity and in home environments that were lower in emotional support and cognitive stimulation, but not at mean or higher levels. Furthermore, prenatal stress was associated with lower inhibitory control only at lower levels of maternal sensitivity, but not at higher levels. Maternal sensitivity and an emotionally supportive and cognitively stimulating home environment in early childhood may be important factors that mitigate risk for mental health problems among children exposed to prenatal stress.

Attuning to processes of affective sociomaterialisation: exploring subjectivity and identity in outdoor early childhood provision in Scotland, UK

ABSTRACT This paper examines the formation of children’s subjectivities, related to the metaphysical conditions of being and becoming a subject, within outdoor early childhood provision in Scotland. It applies a sociomaterial metaphysical framework to propose an alternative way of understanding how subjectivities come to form in early childhood environments, bringing together Spinozist monism in relation to Deleuze and Guattari’s concepts of assemblage and affect. Methodologically, an ethnographic approach inspired partly by the postqualitative field of scholarship is employed to gather data on children’s subjectivities at Wood Fire, a primarily outdoor early childhood setting. The data produced in this study affords an opportunity to understand the materiality and relationality of primarily outdoor early childhood provision through which subjectivities are in-formed. Thus, they demonstrate a more expanded understanding of how we, humans, are produced as individuals in specific encounters through processes of ‘affective sociomaterialisation’. Practically, this carries implications for how researchers might attune to the child’s sense of self on more expansive terms through processes of affective sociomaterialisation.

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.

Separation anxiety

Anxiety disorders are the most common mental disorders in children and are often under-recognized. Untreated anxiety disorders in children can significantly affect the quality of life. They can lead to comorbid psychiatric conditions and interfere with social, emotional and academic development, including in adulthood. Separation anxiety disorder is one of the most common childhood anxiety disorders. It involves an exaggeration of the anxiety typical for the developmental process and is manifested by excessive distress at separation from the attachment figure or family environment. The etiology of separation anxiety disorder points to the interaction of biological and environmental factors, particularly the family environment in early childhood. Diagnostic criteria for SAD are provided by DSM-V and are used in the comprehensive assessment of the disorder, in combination with other internationally validated assessment tools. The diagnosis provides essential information for the elaboration of the therapeutic approach by the clinical specialists. In this sense, there are conclusive data on the effectiveness of combining psychotherapy with pharmacotherapy to achieve lasting results. Furthermore, the importance of coordinating inter-professional efforts is essential for the effectiveness of the comprehensive approach to TAS.

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function.

Early childhood educators (ECEs) play a critical role in supporting the development of young children's executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs' capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children's EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms. Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children's EF. In a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children's EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children. ECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs' processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.

Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdong and Jiangsu provinces

ObjectiveThe present study aimed to develop a new measure to assess the quality of kindergartens in terms of the proximal features, programme characteristics, and administration and management. MethodThe research involved multiple procedures to develop and validate the new measure, Chinese Kindergarten Quality Rating Scale (CKQRS). Firstly, in the development stage, the ecological system model, Integrated Model of ECEC Quality, was adopted as a conceptual framework to develop the items of CKQRS. The items were reviewed by an expert review panel composed of 18 ECEC experts to thoroughly review the content and assure the content validity of the new measure by means of a Delphi method. Secondly, one hundred and twelve kindergartens were evaluated through on-site observation by different measures, including the CKQRS, Early Childhood Environment Rating Scale-Revised (ECERS-R), and Programme Administration Scale (PAS) in order to assess the concurrent validity of the CKQRS. Thirdly, the CKQRS was further examined for the factorial structure, the psychometric equivalence of the rating scale across sub-groups (i.e. measurement invariance), and the internal consistency. ResultsThe results from the Delphi method showed that the CKQRS items have good content validity based on the relevance rating by the expert panel. The results showed that the CKQRS items are significantly associated with ECERS-R and PAS items, which demonstrated a good concurrent validity. The exploratory factor analysis results showed that the CKQRS has a good fit with a five-factor model. That is, the quality of ECEC can be evaluated by five components: (a) proximal features, (b) learning and development support, (c) programme planning, (d) physical space, health and safety, and (e) administration and management. The measurement invariance was examined between two sub-groups by school size. The measurement invariance assessment result showed that there is an identical factor structure (i.e. configural invariance), identical factor loadings (i.e. metric invariance), and identical intercepts (i.e. scalar invariance) between the two sub-groups. ConclusionThis measure provides empirical evidence on the quality of ECEC through the perspective of ecological system theory and may inform policy making on identifying the supports needed in enhancing the quality of ECEC.

Early Life and Childhood Environmental Exposures, More Than Genetic Predisposition, Influence Age of Diagnosis in a Diverse Cohort of 2952 Patients With IBD

Background and AimsInflammatory bowel disease (IBD) develops from a combination of genetic and environmental factors. The aim of this study was to determine the contribution of established environmental risk factors and genetic risk on age of IBD diagnosis in a diverse cohort. MethodsIBD patients in clinic completed detailed questionnaires. Blood was drawn for genetic analysis. Environmental risk factors and age of diagnosis were analyzed by ethnicity (Hispanic/Latinx or non-Hispanic White [NHW] individuals) and IBD subtype (ulcerative colitis or Crohn’s disease [CD]). Weighted genetic risk scores and environmental risk scores were developed. We examined the relationship between environmental risk scores, genetic risk scores, and age of diagnosis. ResultsA total of 2952 patients were included: 58.9% had CD. A total of 46.83% were of Hispanic background. Early life exposures like cesarean delivery and being born in a developed country were associated with a younger age of IBD diagnosis. Childhood exposures such as frequent plastic water bottle use and having more than 1 bathroom at home were associated with a younger age of IBD. Hispanic and NHW individuals shared similar susceptibilities to environmental exposures. Environmental factors explained 21% of the variance in age of CD diagnosis and 39% in ulcerative colitis. In models incorporating genetic risk score and environmental risk score, the environment was the only significant factor associated with younger age of IBD diagnosis in all groups. ConclusionsEarly life and childhood exposures impact IBD diagnosis and influence Hispanic and NHW individuals similarly. A cumulative environmental risk score contributes more to age of IBD diagnosis than genetic risk.

Влияние профессионального мастерства и личностных особенностей педагога на психическое развитие ребенка в разных типах образовательной среды

Background. Cognitive and personal development are priority areas for the development of a child at preschool age. The quality of the developmental preparation of children in preschool institutions, their level of readiness to study at school, the degree of their adaptation to school, peers, and teachers largely depend on the state of the educational environment, the level of professional skills and personal characteristics of the teacher. Objective. The aim of the study is to explore the developing potential of educational environments and the influence of the professional and personal characteristics of a teacher on the formation of a child's personality in modern educational space. Study Participants. The empirical study involved 413 preschoolers aged from 4 to 6 years (M = 5.5 years), 413 parents (mothers) of preschool children and 50 teachers. For each child a written parental consent to participate in the study was signed. The study was conducted between 2014 and 2022. Methods. An empirical study was conducted using the ECERS (Early Childhood Environment Rating Scale) educational environment assessment scales; diagnostics of the level of development of professional culture and skill in kindergarten teachers was carried out (V.F. Gabdulkhakov, L.M. Popov); the methodology for studying the subjectivity of the teacher by E.N. Volkova and the methodology for studying creativity by E.E. Tunik were used. To evaluate various aspects of gaming activity, we used the proposed experimental situation by E.O. Smirnova and A.N. Veraksa. Statistical processing of the obtained data was carried out using the Student's T-test, ANOVA and correlation analysis. Results. It is shown that in the educational environment of different levels, the indicators of professional skills and personal characteristics of teachers, as well as the personal development of children, are different. Significant differences were established in the severity of various aspects of children's play activity in different types of educational environments (one-way analysis of variance was used, p &lt; 0.05), as a result of which significant differences were obtained according to the following diagnostic criteria: “substitution” (F = 25.72); “interaction” (F = 29.3), “game intent” (F = 13.76); “initiativity” (F = 5.25). Conclusion. Based on the study of the qualitative characteristics of educational environments (according to the ECERS-R scales), it is concluded that the specifics of the educational environment sets the vector of a child's development, contributing (or not contributing) to the disclosure of individual characteristics. The level of development of professional culture and skill in teachers of preschool educational institutions, their personal development determines the possibilities of the intellectual and personal development of the child and depends on the system of conditions for stimulating the quality work of the teaching staff and leaders, their involvement in creative self-development in order to realize creativity and activity as well as to improve their professional skills.

Systematic review of multiliteracies skills, multimodal tools to facilitate learning in early childhood classroom

This systematic review of literature investigates the use of multimodal tools and acquisition of multiliteracies skills to facilitate effective learning in early childhood educational settings. The review covered a total of 15 relevant articles obtained from databases such as ERIC, Education Full Text, PsycINFO, and Web of Science. Having analyzed and synthesized the current evidence, the review provides a significant and valuable insight into the use and acquisition of multiliteracies skills and tools to facilitate learning in early childhood settings. The sole purpose of this review is to add to the body of existing literature in multiliteracies. The study also provides answer to the only research question of the review which was what are the most effective ways to implement multiliteracies and multimodal techniques in the classroom and how early childhood education can benefit from the systematic application of multiliteracies and multimodal learning. The result of the review revealed that, teachers are facing greater challenges than ever in choosing and designing a pedagogy that can engage students in meaningful literacy practices due to the changing literacy needs in the multimedia environment, the changing lifeworld’s of the learners, and the changing dimensions of school literacies. Therefore, the review recommended that policymakers must work to incorporate all multimodal tools and technology into the curriculum, especially for early childhood education. Also, schools and learning centers should provide limitless opportunities in early childhood classrooms and environment to assist, direct, and motivate students to learn.

Children’s voices: Inclusive early childhood placemaking with children

Young children in many parts of the world are spending more time in formal education and care settings. As children have the right to be heard on matters that affect them, their views about the early childhood environments they inhabit, need to be included in the process of placemaking. Early childhood environments have the potential to shape a child’s identity, sense of belonging and inclusion. This research sought children’s ideas about their early childhood setting, with the view to informing the design of a new inclusive centre. Researching with children aged three-to-five, from a low socio-economic ethnically diverse suburb, multi-modal data were generated in three phases: child-led photo-taking tours; photo elicited interviews; and interview elicited drawing. Findings showed a preference for the outdoors, along with places for hiding, safety, cleanliness and authentic rather than ‘fake’ resources.