Field Of Early Childhood Education Research Articles

Perspectives on the impact of generative AI on early‐childhood development and education

AbstractGenerative artificial intelligence (GAI) is rapidly becoming ubiquitous in many contexts. There is limited scholarship, however, in the fields of Developmental Psychology and Early Childhood Education exploring the implications of generative AI for babies and young children. In this Perspectives piece, we discuss potential use cases, opportunities, and risks for the application of AI in early childhood. Our insights are informed by extensive discussion with stakeholders and by desk research carried out in our roles as academics and analysts in a social innovation foundation. Our aim is to stimulate nuanced and informed discourse on the topic of generative AI in early childhood that can inform innovation in both research and practice.

(Re)Configuring ‘home’ for highly mobile children in early childhood education curriculum in the U.S.

ABSTRACT When teachers teach geographic understanding in early childhood education, home is commonly used as the foremost environment in which children are situated. However, this paper raises a question concerning the interplay between the concepts of home, geography in the curriculum, and children's mobility. This study explores how home is addressed in case studies, employing a mobilities lens and critical geography of home while focusing on highly mobile children, especially children experiencing homelessness. The aim of the study is to create a space to reexamine current practices that may inadvertently neglect or overlook highly mobile children in the curriculum. The study provides several implications for educators working with highly mobile children and future researchers in the field of early childhood education.

교사의 유아 문제행동에 대한 인식 및 지도상의 어려움에 관한 질적 메타분석

This study examined the difficulties in the perception and guidance of problematic behavior experienced by teachers in the field of early childhood teaching, through a qualitative meta-analysis. Apropos this, 10 qualitative studies related to children’s problem behaviors were analyzed. The following results were obtained. First, early childhood teachers faced problem behaviors expressed in various aspects of their daily lives. Second, in guiding problem behaviors, teachers experienced both positive and negative aspects. Third, early childhood teachers experienced dilemmas in the relationship between parents and fellow teachers in the process of guiding problem behaviors. Fourth, efforts to improve the professionalism of early childhood teachers and the necessity of linking experts to teachers are recognized as future tasks to support early childhood problem behavior. Based on these results, implications for guiding problem behavior in the field of early childhood education are discussed.

Mapping The Landscape of Childhood Obesity Research: Insights from A Comprehensive Bibliometric Analysis in Scopus Journals

This study aims to determine the development of scientific publications, mapping the scope and theme of publications related to obesity in early childhood published in Scopus-indexed journals from 2013-2023. This study uses the Scopus database which is retrieved using the publish or perish application. From the results of data extraction, 200 articles were obtained with keywords in the article titled Childhood Obesity. This research uses keyword co-occurrence analysis to identify and explore the main fields and topics that appear in publications. The application used to analyze the data is Vos Viewer. Based on the results of the analysis, 7 clusters were obtained. This study provides information to researchers, especially researchers in Indonesia about publication trends related to Childhood obesity. It is hoped that this research can be a foundation for further research, scientific development, and implementation in the fields of early childhood, health, and physical education. Keywords: childhood obesity, early childhood education, bibliometrics.

Application and Effect Analysis of Educational Technology in the Professional Development of Kindergarten Teachers

With the vigorous development of information technology, the field of early childhood education is also facing new opportunities and challenges. Emerging technologies such as the Internet and intelligent applications are gradually penetrating into all aspects of early childhood education, injecting new vitality into teaching reform. The deep integration of information technology can stimulate children's interest in learning and cultivate their thinking ability and creativity. On the basis of enriching teaching resources, it can also significantly reduce teachers’ teaching pressure. Therefore, teachers should be good at using various information technology methods to improve the quality of teaching and help children's all-round development.

PRESENT DAY EDUCATION: A STRESSFUL STUDY

Early childhood education (ECE) is a crucial developmental stage that establishes the groundwork for wellbeing and lifelong learning. But there are difficulties in the ECE field, and stress among teachers is a widespread problem that has a big impact on both teacher well-being and student outcomes. In-depth analysis of the causes, effects, and possible interventions of stress in early childhood education is provided in this research paper. This paper identifies the sources of stress among early childhood educators, including high workload, low pay, lack of support, and challenging student behaviors. It does this by reviewing the literature and conducting empirical studies. Additionally, it looks into how stress affects teacher burnout, job satisfaction, and the caliber of interactions in the classroom. This study also looks at how stress among educators affects kids' academic performance and socioemotional growth. The article concludes by outlining effective tactics and interventions, such as professional development, organizational support, self-care routines, and policy initiatives, to reduce stress and enhance early childhood educators' well-being. This research paper aims to inform educators, policymakers, and stakeholders in the field by illuminating the complexities of stress in early childhood education and providing evidence-based solutions. In the end, this will help create environments that are healthier and more supportive for both educators and young learners.

Impacts of Parent’s Reading Habits at Home on Children’ Listening Skills

The early childhood phase is a critical period for the acquisition of various skills. Listening skills are just as vital as speaking, reading, and writing in social life. Nevertheless, an examination of studies in the field of early childhood education reveals that research focused on listening skills necessitates further attention. This study seeks to explore the connection between the listening skills of children aged 60 to 72 months and parents’ habits of reading books to children at home. The research data, collected using the Listening Skills Evaluation Scale for Preschool Children and the Questionnaire on Parents' Reading Habits to Children at Home (abbreviated as EVOK in Turkish), was gathered through a relational survey model, which falls under quantitative research methods. The study's participant group comprises 176 parents, selected through random sampling. The data was analyzed through relationship and difference tests. The research outcomes establish a significant positive correlation between the listening skills of children aged 60 to 72 months and the reading practices of their families at home. Furthermore, the study identifies that parental education levels and economic status are statistically significant factors influencing children's listening skills. Based on these findings, the study offers recommendations to parents and other stakeholders regarding the enhancement of children's listening skills.

태블릿PC와 노트필기 사용 집단 간 학습효과 분석

Objectives This study analyzes the learning effects between groups using Tablet PCs and handwritten notes methods among early childhood education freshmen. The focus is on examining learning engagement, enthusiasm, satisfaction with university life, and academic achievement.
 Methods The study participants consisted of 45 freshmen majoring in early childhood education at A university in Chungcheong province, all of whom had completed courses in early childhood music education. I conducted frequency(%) distributions and performed trend, normality, and reliability coefficient analyses of the research variables using SPSS 25.0. Since the normality assumptions were not met, I utilized the Mann-Whitney U test to assess the differences between the group using tablet PCs and the group employing handwritten notes. The statistical significance of the mean difference in pre-post scores between two groups was analyzed at the p<.001, p<.01, and p<.05 levels.
 Results The main results are as follows: First, the preliminary homogeneity test between the groups using tablet PCs and handwritten notes revealed no statistically significant differences, indicatingthat homogeneity was established between the two groups. Second, the tablet PC group scored higher than the handwritten notes group on variables related to learning engagement and its sub-domains(cognitive, behavioral, and emotional engagement), academic enthusiasm and its sub-domains(energetic, committed, and engaged), and university life satisfaction and its sub-domain(administrative and welfare services), and these differences were statistically significant. On the other hand, there were no statistically significant differences in the variables related to overall university life satisfaction and the quality of university education, which are sub-domains of university life satisfaction. Academic achievement was higher in the tablet PC user group compared to the handwritten note user group, and this difference was statistically significant.
 Conclusions The research results suggest the need for contemplation on teaching and learning methods in response to the changes in the digital educational environment in higher education. I aim to propose a way to operate courses by applying AI-based innovative teaching methods, focusing on both theoretical and practical courses inthe field of early childhood education.

유아 STEAM교육과 비주얼 리터러시 활동 연계의 교육적 함의

Objectives The purpose of this study is to explore the need for visual literacy education in the field of early childhood education and to present the educational implications about linking early childhood STEAM education and visual literacy activities.
 Methods For this purpose, domestic and foreign academic journal papers, theses, research reports, and books related to visual literacy and STEAM education were analyzed. Through this, the social background of visual literacy and the concept of its components were understood, and the meaning of the link with early childhood visual literacy activities and STEAM education was explored.
 Results First, the concepts of visual literacy presented by various scholars were organized, the components were compared and analyzed, and the components were classified into six categories. Second, it has been confirmed that visual literacy education for young children in Korea is still at a basic level, and that visual literacy education is included in the school curriculum as part of media education in countries such as Australia, the United Kingdom, and Germany. Third, the need to provide visual literacy education from early childhood was confirmed, and the possibility of improving educational effectiveness through linking early childhood STEAM education and visual literacy activities was explored.
 Conclusions Through this study, the need for visual literacy education to proceed from early childhood was revealed, and the educational implications of visual literacy in early childhood education were presented from a philosophical and educational perspective. In addition, the educational meaning of linking early childhood STEAM education and visual literacy activities was presented from a social and educational perspective. This is meaningful in that it can contribute to cultivating the core competencies of convergence talent required in the future society.

포커스 그룹 인터뷰를 통한 유아교육과정 운영 자기평가도구 개발 방향 탐색

Objectives The purpose of this study is to explore the direction of development of a self-evaluation tool for early childhood education curriculum operation and establish evaluation criteria through focus group interviews.
 Methods For this purpose, a focus group interview questionnaire was created based on the results of literature research and big data analysis, and focus group interviews were conducted with six participants consisting of an early childhood education expert (professor), an early childhood education field expert (director), and an early childhood education field expert (teacher). The collected data was analyzed using open coding and constant comparison analysis methods created by Glaser and Strauss.
 Results The results of this study were as follows: It was found that the self-evaluation tool for early childhood curriculum operation needs to be developed as a self-evaluation tool for early childhood curriculum operation based on a strengths-based evaluative approach. In addition, it was found that there was a need to establish a minimum evaluation standard by extracting common elements for various evaluation areas shown in the national-level early childhood education curriculum institutional evaluation and covering only essential contents for quality management of early childhood education curriculum operation.
 Conclusions Based on the results of this study, it was possible to confirm not only the necessity and expected effects of developing a self-evaluation tool for early childhood curriculum operation based on a strengths-based evaluative approach but also the direction of development of a self-evaluation tool for early childhood curriculum operation based on a strengths-based evaluative approach.

Access to Children’s Perspectives?

Within the field of early childhood education, the Nordic model is characterised as being child-centred and holistic, based on children’s participation, democracy, autonomy, and freedom. Despite a strong tradition of incorporating children’s perspectives, research has identified it as a democratic problem that children continue to occupy a non-privileged position in which their voices are often unheard or disregarded in many contexts. Similarly, there is a tendency to apply adult-led methods, such as interviews, which can hinder the openness to children’s diverse ways of communicating, which is not just through verbal expressions. In this article, we position ourselves within what we perceive as the second wave of research on child perspectives in which the research interest converges on exploring how children’s perspectives are connected with the contexts in which children participate. Drawing on agential realism and an empirical example from a daycare centre, we demonstrate how children’s perspectives emerge from and become entangled with pedagogues, ethics, spaces, materials and discourse. Thus, the question is not about gaining access to children’s perspectives, but rather to be concerned with the interactions wherein children’s perspectives can emerge. This involves a critical view of the structures and basic assumptions that manifest themselves in the daily life of daycare centres and which underlie, and can result in, a subordination of children and children’s perspectives.

영아반 그림책 읽어주기 활동이 예비유아교사에게 주는 의미

This study sought to examine the meaning that the experience of reading picture books in the infant class gave to pre-service early childhood teachers. The subjects of this study are two public daycare centers located in Nam-gu, G Metropolitan City, and classes for 1-2 year olds. The study participants were 10 first to third grade students attending the Department of Early Childhood Education at G University. Data analysis was conducted through the process of data integration, domain analysis, data classification, and interpretation of classified content based on the collected journals of pre-service early childhood teachers. As a result of the study, the meaning of the experience of pre-service early childhood teachers' picture book reading activities for infants was categorized into ‘the joy of novelty and challenge in the role of teacher’, ‘gift-like interaction time with infants’, ‘growth and development’, and ‘confidence through self-reflection’. In this way, activities linked to the early childhood education field provide prospective early childhood teachers with the ability to understand infants and recognize their value. In the process of preparing and executing the activity, infant development and developmental characteristics related to the activity are connected and analyzed after the activity. This can be an experience that supports the improvement of one's teaching abilities and allows one to develop into a better teacher. In this context, field-linked activities can be said to be an effective means that can have an effective and positive impact on the teacher training process and foster teachers with practical capabilities.

Exploring Early Childhood Development Education Through Playful Environment

This study aims to explore the knowledge, attitudes, and behaviors related to early childhood development and education through a descriptive research approach. The educator recognized the significance of establishing environments that are conducive to children's needs and incorporating stimulating activities to foster the growth of young learners. The researchers conducted an assessment of knowledge, attitude, and practices through interviews and conversations. The variables of race, age, and education had a notable influence on the level of knowledge among individuals. Teachers in educational institutions possess a broader range of knowledge regarding school nutrition and health compared to students. The respondents' knowledge, behavior, and perspectives were shaped by a range of factors, such as their educational attainment, occupation, religious beliefs, and racial background. The study findings emphasize the importance of school health, nutrition, and recreation, and recommend that educators, students, parents, and other stakeholders actively promote these aspects.  Creating a favorable and supportive learning environment is crucial in the field of Early Childhood Care and Education (ECCE), risk reduction initiatives, Nepal's child-friendly education programs, and the improvement of school environment.

PBL(문제기반학습) 수업이 예비유아교사의 핵심역량에 미치는 효과성 분석

Objectives The purpose of this study is to apply PBL(Problem-Based Learning) to the teaching subject class of preservice early childhood teachers and to analyze how PBL affects the improvement of the key competencies.
 Methods PBL was conducted for 15 weeks, focusing on making and solving problems that beginner early child-hood teachers may face in the educational field and to preparing a PBL class plan for infants. Participants in the study were 44 second-year early childhood education students who took education methods and educational technology class for the second semester of 2022 at H vocational college in Seoul. In order to analyze whether the PBL class of pre-service early childhood teachers is effective in key competencies, a pre-post survey was con-ducted to diagnose key competencies, and reflection journals and PBL results were collected and analyzed.
 Results As a result of the pre-post examination, the performance of improving key competencies (creativity, con-vergence, challenge, and growth) through PBL classes showed a significant difference at the statistical .001 level. In particular, the degree of improvement was high in terms of openness to change, comprehensive thinking, goal orientation, and self-efficacy, which are sub-detailed competencies. As a result of analyzing the reflection journal, it was found that students improved throughout key competencies such as creative competency, convergence competency, challenge competency, and growth competency through PBL classes. In particular, as an early child-hood teacher in the future, they showed confidence in the application of PBL classes for infants, and they have expectations that infants, like themselves, will be able to grow through PBL. It also showed a sense of efficacy that various and complex problems that may be raised in the field of early childhood education can be solved coop-eratively through PBL.
 Conclusions To improve the effectiveness of PBL classes, it is necessary to develop instructors' PBL teaching ca-pabilities, to understand the theoretical and practical instruction design and education methods, make efforts to enhance mutual learning and key competencies through PBL activities, and utilize various teaching methods and multimedia technologies.

유아교육현장에서 놀이자료의 물질~의미에 대한 포토에세이 탐구

This study aimed to explore the matter~meaning of play materials that exist in in the field of early childhood education. Through photo essay exploration, we attempted to reveal the agential cut of the teacher pressing the ‘shutter’ of the camera, alongside the material agency of the photo itself. Data were collected from photo essays, researcher journals, documents, and other materials from the 4-year-old N class at Public M Kindergarten in City B. Data were analyzed through the process of selecting photos, contextualizing, and categorizing. As a result of the study, the matter~meaning of play materials in the early childhood education field was found to include ‘play materials that traverse familiarity and unfamiliarity, play materials that are constantly created and lead to change, and play materials that are intertwined in the field of learning.’ Through this study, teachers need to perceive play materials as living and created materials, facilitate encounters with various play materials, and understand the learning that occurs in the entanglement with play materials, thereby leading to the implementation of the curriculum. Furthermore, it is expected that the actions of early childhood teachers who think and reflect with play materials in entangled relationships can open up new possibilities of teacher pedagogy oriented toward practice.

Co-énonciation et mise en circulations des savoirs dans des contextes de travail

This paper aims to examine the mechanism of co-enunciation in two different institutional settings and the functions played by this phenomenon in these settings. To do so, the paper briefly presents an interactional and discursive perspective of the epistemic dimension. Next, we propose a definition of the notion of co-enunciation. This theoretical approach is used for analyzing examples of co-enunciation in the contexts of initial vocational training and assessment interviews in the field of early childhood education. In these two contexts, the circulation of knowledge leads to a certain instability of reciprocal epistemic positions. Consequently, co-enunciation constitutes a resource with which the participants reveal epistemic (a)symmetries between them and the degrees of affiliation that these (a)symmetries imply.

｢무지개 물고기｣ 그림책 시리즈의 의미

Objectives The purpose of this study is to find the message to be delivered to infants in the “Rainbow Fish” picture book series, understand the implications of the picture book, and use it as basic data in the educational field.
 Methods The “Rainbow Fish” series examined the overall content and in-depth implications of early childhood picture books based on Greimas (1985)'s sequence analysis, binary confrontation analysis, behavioral analysis, and Barthes (1997)'s semiotic approach to myth theory.
 Results The common feature of the sequence analysis contents of the “Rainbow Fish” series picture book is that it is a happy ending in which all conflicts and problems are resolved. However, there was a difference in the format of the plot. There were two types: a single-line format in which the story unfolds over time, and a circular format in which events in the story progress one after another over time and then return to square one. In the case of binary confrontation analysis, there was a common point that all the situations, emotions, and attitudes of rainbow fish were included, and the differences were confrontation between characters, confrontation between places, and change of mind of rainbow fish. The behavioral analysis of the “Rainbow Fish” series picture book shows that rainbow fish become the same person and main character in the role of the subject and receiver, and the differ-ence between the series is that the role of callers and opponents is different. In addition, depending on the devel-opment of the story, there are times when there are no characters who play the role of assistants, and sometimes the same character changes from the role of the antagonist to the role of assistants. Through the myth analysis of the “Rainbow Fish” series picture book, we were able to derive topics such as finding happiness, forming rela-tionships, empathizing, being interested, solving problems, accepting minds, positive interaction, and resolving conflicts.
 Conclusions This study is significant in that it helps in-depth understanding and interpretation of the “Rainbow Fish” series picture books based on a semiotic approach, and effectively conveys the meaning and literature im-plied in picture books in the field of early childhood education so that they can be applied to the field of early child-hood education.

Dinamika Pendidikan Anak Usia Dini: Perubahan Kurikulum 2013 ke Kurikulum Merdeka

The curriculum is the solid foundation of a learning process. The curriculum is considered very important, seeing as it contains an educational plan that explains the materials, methods and assessments in the learning system. However, the phenomena that exist in society when the climate changes change over time, this is a common occurrence in the world of education. The change in the curriculum has a strong reason because it is an effort to improve the previous curriculum. The field of early childhood education has experienced curriculum changes, for example, improving the 2013 curriculum to an independent curriculum has increased the quality of education and students' ability to adapt. The research method used is a library study where the collection of information comes from Google Scholar published in the last five periods, starting from 2019-2023, which is presented in the form of a description. The aim of this research includes the changes that occurred when the 2013 curriculum was replaced by the independent curriculum in the Early Childhood Education unit. The results show that this curriculum change effort is a complement to the previous curriculum, however, the prominent difference is seen in the approach used, focus and includes the curriculum itself in order to create optimal learning amidst current technological developments.
  

Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families

ABSTRACT Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working with/for this child population. In this article, we zoom in on teachers at St. Mary’s Preschool, who serve large numbers of migrant and undocumented children in South Korea, and explore their pedagogical caring practices in and outside of the classroom for these children and their families. The findings of this study demonstrate how preschool can become a site for what we term culturally, linguistically, and legally relevant caring for undocumented migrant children. The key tenets proposed include: (1) promoting diverse, inclusive, and culturally and linguistically relevant schooling; (2) attending to the legal reality of students’ precarious legal status to provide a rich and safe learning environment; and (3) establishing reciprocity in relationship and knowledge-making/sharing. The study offers several implications for research and teacher education in the field of early childhood education by presenting a conceptual and empirical snapshot of how to better serve the growing numbers of young migrant and undocumented children and their families in South Korea and worldwide.

Assessment of Implementation of National Policy on Education (2013) in Early Childhood Education in Osun State

This article assessed the availability of teaching and learning facilities in Early Childhood Education centres in Osun State; It also determined the extent to which the available teaching and learning facilities are being utilized in Early Childhood Education centres in the study area; It further examined the various method of teaching in Early Childhood Education centres in the study area. The descriptive survey research design was adopted for this study. The sample of the study comprised 120 teachers which were randomly selected from ten (10) schools from each of the local government areas that were selected from each of the senatorial districts with four (4) teachers from each school. The instruments adopted by this study for data collection were a checklist titled “Teaching and Learning Facilities Observation Checklist (TLFOC) and a questionnaire which was developed by the researchers titled “Teaching and Learning Facilities Questionnaire” (TLFQ) The instrument were validated by two experts in the field of early childhood education. To determine the reliability values of the two instruments, Pearson Product Correlation Coefficient of 0.6. and 0.72 were yielded for TLFOC and TLFQ respectively The data were analysed using descriptive analysis. The results showed that there were some learning facilities available for use though not adequate enough and their utilization rate was moderate while the most commonly used method was play-way method.