Impact Of Early Childhood Education Research Articles

Combatting Radicalism through Knowledge Management: A Phenomenological Study on Teachers at Raudlatul Athfal

This study investigates the utilization of knowledge management by Raudlatul Athfal (Islamic Kindergarten) teachers in combating radicalism, adopting a qualitative methodology with a phenomenological lens. It centers on the experiences of twelve certified teachers in Ikatan Guru Raudlatul Athfal (IGRA) from the Delanggu Sub-district, Klaten, Central Java, scrutinizing their strategies and perceptions through in-depth interviews, participatory observation, and documentation. The objective was to understand how teachers integrate anti-radicalism education within their pedagogical practices, emphasizing the importance of narratives, play, and interactive activities. The findings illuminate diverse interpretations of radicalism among teachers and underscore the effectiveness of collaborative efforts with parents and the community in accessing essential educational resources and further training. The study reveals a critical demand for enhancing teachers' knowledge management skills related to radicalism, advocating for targeted training programs that could significantly improve anti-radicalism education at the kindergarten level. Despite facing resource limitations, this research spotlights the potential impact of early childhood education in fostering a more tolerant and harmonious society. It suggests that upgrading educational resources, refining teacher training programs, and leveraging technology in anti-radicalism education are vital steps forward. The implications of this study are manifold, indicating the urgent need to strengthen early educators' capacity in knowledge management concerning radicalism. This supports the effective delivery of anti-radicalism education and contributes to the broader goal of nurturing a more inclusive and peaceful community. Future research should investigate the variations in teachers' perceptions of radicalism and assess the impact of knowledge management training in optimizing anti-radicalism educational strategies.

The impact of early childhood education and medical care on children

Causal inference is a statistical approach that aims to understand and quantify the causal relationship between variables, allowing us to determine the impact of one variable on another while accounting for potential confounding factors. In this study, we chose the Infant Health and Development Program (IHDP) dataset to test whether high-quality early childhood education and medical care will enhance their cognitive and academic ability. We use some common and classic algorithms to achieve this study by calculating the CATE (Conditional Average Treatment Effect) of the dataset; if the result is a negative number, that means early treatment doesn’t improve children’s further ability; if the result is a positive number, that means treatment improves it. After fitting the targeted models, BART(Bayesian Additive Regression Trees) and Metalearners, into this dataset, we found out that all the models will get positive CATE, which means that these early treatments positively affect children’s future development. Also, we can judge which model gives us a more accurate result according to the standard variance of TE(treatment effect). The result of this study will provide us with an insightful idea about whether we should give children some treatments regarding education and medical care and which model is more suitable for this casual inference test.

Formal childcare services and fertility: the case of Italy

This study aims at examining the fertility impact of early childhood education and care (ECEC) services for children under three in Italy. ECEC is a social investment-oriented family policy that might have more beneficial effects on fertility than passive support in terms of transfers. We first present a systematic review of studies regarding the impact of ECEC on fertility in high-income countries and then provide an empirical analysis for Italy, a country with lowest-low fertility rates and a welfare system that has traditionally provided limited support to families, especially through ECEC. We combine micro-level data from the Labour Force Survey for Italy from years 2003–2020 with information on regional indicators of public childcare and private childcare. The study employs within-region variation in ECEC over time to assess its effects on the transition to parenthood and parity progression for different groups of women and men. The present contribution indicates that both public and private childcare services have limited but positive short-term effects on fertility behaviour in Italy, contingent on specific socio-demographic groups. We discuss the possible reasons for the constrained effect of childcare on fertility and emphasise the necessity for more substantial and concerted interventions in Italy’s family policies if the aim is to invert demographic trends of lowest fertility and population-ageing.

Impact of Early Childhood Education and Care on Women’s Labor Market Participation

Impact of Early Childhood Education and Care on Women’s Labor Market Participation

Impact of ECE on Social Competencies and Language Learning

Early childhood education (ECE) addresses holistic development of thechildren brings positive experiences and enhances academic and socialcompetencies. In Pakistan, ECE program was started in last two decadeswith limited budget. Recent educational policies and projects havefocused ECE by developing rooms, play facilities and leaning kits,learning material and Teachers training etc. This casual comparativestudy compared the public ECE and Public non ECE students in socialdevelopment and language learning. Sample of 300 students from publicECE and public non ECE institutions was selected for studying level ofsocial competency and 500 for measuring academic achievement inEnglish and Urdu language by two stage stratified random samplingtechnique. To compare mean social competencies scores and languageachievement scores of public ECE and public non ECE students, t-testwas used. The study found that students studying in public ECEinstitutions are better in social competencies and language learning thanthat of students in public non ECE schools.

Evaluating the impact of early childhood education on child development in Lao PDR

ABSTRACT Early childhood education (ECE) is important to provide the necessary support for children’s healthy development during the preschool period. We evaluated whether ECE positively impacted early childhood development in Lao PDR. We pooled two rounds of nationally representative cross-sectional household surveys — Lao Social Indicator Surveys 2011/2012 and 2017. The study sample included 9316 children 3–4 years old. Multivariate logistic regression and propensity score-matching analysis were performed to estimate the impact of preschool attendance on children’s development status. The results showed that preschool attendance positively impacted children’s literacy-numeracy, learning ability, physical growth, and social-emotional development. We confirmed that home stimulation by caregivers also positively impacted children’s literacy-numeracy and learning abilities. Since there are large socioeconomic and geographical disparities among Laotian children attending preschool, further efforts should be made to promote equitable and inclusive access to ECE in Lao PDR.

Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature

This literature review highlights the utility of identifying early childhood adversities through dramatic play and theater arts. Understanding the impact of early childhood education, our focus included beneficial, qualitative observations of the positive therapeutic outcomes when participating in theater arts activities. We chose to search these individually (a) to understand how to identify adversities in early childhood and (b) to learn about the therapeutic effects that theater arts and dramatic play have on children. The findings amongst our articles show similar beliefs that theater arts can have a positive effect on a child's social and emotional development. Theater arts can be utilized as a venue for children to express themselves. We strongly believe that future studies should be conducted to further explore how theater arts and dramatic play can provide a means for identifying and treating children who have experienced early childhood adversities. Ending our literature review, we feel compelled to further investigate similar studies and/or design a study focused on identifying early childhood adversities using dramatic play and incorporating expressive arts as a therapeutic intervention. Particularly now, as the world determines how to navigate the multiple adversities of the COVID-19 pandemic, research informing educators, community leaders, and families of ways to protect children against the toxicity of pervasive stressors is vital.

Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory

AbstractThe new generation spend a considerable amount of their time in formal education settings. Only a small fraction of this time is allocated to equipping children with the ability to deal with sustainability issues and so empowering them to respond to the key challenges of our time. Systems thinking (ST) has been promoted as a way of responding to these challenges by facilitating the understanding of complex dilemmas and mitigating them. The aim of this multiple case study is to shed light on the impact of early childhood education (ECE) settings on the ST skills of preschool children aged between four and six. For this purpose, we developed a strategy and instruments to determine ECE setting variables that could potentially be taken into consideration in ST education. We applied this methodology to contrasting cases from Turkey and Germany. The findings have important implications for policy makers, researchers and ECE teachers.

The Effect of Early Childhood Education on Social Preferences.

We present results from the first study to examine the causal impact of early childhood education on the social preferences of children. We compare children who, at 3-4 years old, were randomized into either a full-time preschool, a parenting program, or a control group. We returned to the children when they reached 6-8 years of age and conducted a series of incentivized experiments to elicit their social preferences. We find that early childhood education has a strong causal impact on social preferences. Our findings highlight the importance of taking a broad perspective when designing and evaluating early childhood educational programs.

Importância da Educação Pré-Escolar na Transição para a Idade Adulta: Resultados de um Estudo Português

O objetivo principal deste estudo foi examinar o impacto da educação pré--escolar na vida dos jovens adultos portugueses da geração do milénio.Os dados foram recolhidos no âmbito de uma investigação mais vasta que permitiu seguir uma ampla amostra de rapazes e raparigas desde a infância até à idade adulta.Aquando da sua última avaliação, os participantes que tinham frequentado o ensino pré-primário foram comparados com os seus colegas que não beneficiaram desse tipo de ensino (grupo de controlo) em vários domínios do seu funcionamento.Os resultados mostraram que os participantes com ensino pré-primário chegavam à idade adulta com melhor desempenho académico independentemente do critério utilizado: anos de escolaridade completados, número de repetências, abandono escolar e participação cultural. Porém, não se registaram diferenças significativas entre os dois grupos no domínio profissional, designadamente na condição de empregado/desempregado, satisfação no trabalho, tempo decorrido entre o fim dos estudos e obtenção do primeiro emprego. Do mesmo modo, não se registaram diferenças significativas nas medidas de saúde mental, experiências de vida positivas e bem-estar geral. Em contrapartida, havia mais comportamento antissocial e mais consumo de droga no grupo de educação pré-primária do que no grupo de controlo.Porém, quando se controlou o efeito do nível escolar dos pais, todas as diferenças significativas entre os dois grupos desapareciam, com exceção dos comportamentos antissociais. Estes resultados são difíceis de conciliar com a ideia de que os efeitos do ensino pré-primário em grande escala persistem até à idade adulta.

One step forward, two steps back: transitions between home, pre-primary and primary education in rural India

ABSTRACTA growing evidence base highlights the value of high-quality early childhood education (ECE) to children’s cognitive and social development. However, far less is known about how families and children, especially in developing countries, participate in ECE or how these participation patterns reflect families’ thinking and decision-making. This paper utilises a mixed-methods approach to analyse longitudinal household survey and interview data (on 7336 and 180 children, respectively) from the India Early Childhood Education Impact study. Our results indicate that children’s participation trajectories in the early years (age four to eight) do not reflect the age or grade norms specified by national educational policies. And, far from being linear, children’s educational pathways entail considerable back and forth between home, preschool and school. The authors argue that these trajectories reflect both poor implementation of national norms as well as an inadequate understanding among both parents and service providers of how best to support young children’s cognitive development.

What parents say about children’s inequality of opportunities: a study in Mauritius

Longitudinal studies showing the beneficial impact of early childhood education on later academic achievement have contributed to persuading policy-makers and academia that early childhood is the best time to address inequalities. However, the voice of parents is often absent from these debates. We investigated the perspectives of parents on children’s inequalities of opportunities and on the role of education and early childhood care in equalising life chances. The study specifically explored the views of 26 parents in the sub-Saharan African country of Mauritius through focus group discussions. Findings of the study suggested that parents tend to adhere to the discourse of parental responsibility as a key factor in children’s inequalities. Yet they also showed that parents have potential to criticise and deconstruct this narrative, as they experience structural circumstances, such as poverty or discrimination, shaping their life opportunities and those of their children.

The impact of early childhood education on early achievement gaps in Indonesia

This study assesses whether the Indonesia Early Childhood Education and Development (ECED) project had an impact on early achievement gaps as measured by an array of child development outcomes and enrolment. First, using a fixed-effects model with a difference-in-difference estimator that compares children in project villages with those in non-project villages, we find that the positive impacts are concentrated among poor children. Second, extending our fixed-effects model, we also find that the achievement gap between richer and poorer children in project villages decreased on many dimensions compared with the achievement gap in non-project villages.

The Construction of a Taxonomy of Early Childhood Educators' Work

DESPITE CONSIDERABLE RESEARCH ON the impact of early childhood education (ECE), there is little empirical evidence about what the everyday work of educators entails. This paper reports on the development of a tool to capture generalisable data on the everyday work of educators so as to inform effective workforce policy. This tool—a taxonomy of early childhood educators' work—was developed by drawing on the expertise of six early years' experts from Australia and the United States of America (USA) and includes time-use diaries, focus groups and interviews with 21 early childhood educators working in long day care and preschool services. The taxonomy, which we present here, consists of 10 domains, each with a number of sub-classes. We propose that this taxonomy is a useful codification system for ascertaining the everyday work tasks, activities and actions of early childhood educators in diverse early years' settings. It is anticipated that the taxonomy will prove a valuable tool for subsequent research investigating the early childhood workforce.

Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya

<p>The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.</p>

Compared to What? Variation in the Impact of Early Childhood Education by Alternative Care-Type Settings

Early childhood education research often compares a group of children who receive the intervention of interest to a group of children who receive care in a range of different care settings. In this paper, we estimate differential impacts of an early childhood intervention by alternative care setting, using data from the Head Start Impact Study, a large-scale randomized evaluation. To do so, we utilize a Bayesian principal stratification framework to estimate separate impacts for two types of Compliers: those children who would otherwise be in other center-based care when assigned to control and those who would otherwise be in home-based care. We find strong, positive short-term effects of Head Start on receptive vocabulary for those Compliers who would otherwise be in home-based care. By contrast, we find no meaningful impact of Head Start on vocabulary for those Compliers who would otherwise be in other center-based care. Our findings suggest that alternative care type is a potentially important source of variation in early childhood education interventions.

How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds

A number of authors have investigated the impact of early childhood education and care programs on the development of children. Often they have focused on the effects on children from socio-economically disadvantaged families. To assess the effects of various preschool programs on cognitive development, recent key studies were reviewed. In addition, the extent to which these programs could establish equal educational opportunities for children from different social backgrounds was evaluated. Program start, intensity, and duration were considered. The findings indicate that the vast majority of recent early education and care programs had considerable positive short-term effects and somewhat smaller long-term effects on cognitive development and that in relative terms children from socio-economically disadvantaged families made as much or slightly more progress than their more advantaged peers. Despite this, early childhood education and care cannot compensate completely for developmental deficits due to unfavorable learning conditions in disadvantaged milieus. Implications for research and policy are discussed.

Preschool Education for Black South African Children: A Descriptive Study of 32 Educare Centers

The education of young African children in South Africa was ignored during apartheid. In response, groups of African women, many lacking formal education or knowledge of early childhood education (ECE) practices, established private preschools called Educare centers in urban areas, townships, and rural homelands. In 1995, nongovernment organizations with assistance from USAID began training Educare teachers. An evaluation of 32 Educare facilities was conducted to assess the relationship of this training to improved ECE practices. Overall, the training was found to improve Educare teachers' ability to provide a healthy, safe environment and appropriate learning experiences for children. This article reports on that study, describing the deprived conditions found at most centers but also highlighting the incredible dedication of Educare teachers and staff. In most industrialized nations, the care and welfare of young children is seen as a basic social right (Lubeck, 1991). Throughout the industrialized world, preschool services are provided in a variety of settings including home-based care, public and private child care centers, worksite centers, and public schools. In new or developing nations, however, early childhood education-indeed, education generally-typically is provided to only a privileged few, not the masses. According to Pollitt (1984), explicit literacy-nurturing activities are not part of the early childhood experience of most poor children in developing countries. As these nations move toward more widespread empowerment of their populations, they usually experience the need to become more inclusive in their educational policies. At that point, policymakers in these nations, and the nations that support them, require information on how best, given limited resources, to implement and sustain educational programs for citizens ranging from the youngest toddlers to the oldest adult learners. One major educational policy issue facing new and developing nations involves early childhood education (ECE). As these nations move to establish stable social and economic environments, their policymakers must consider the impact of ECE on national progress. In effect, they must determine the educational as well as societal and economic benefits for the nation when very young children are afforded meaningful learning experiences. Myers (1991) cautions that the schools, families, and social institutions in nonindustrialized, Third World countries differ from those in industrialized, Western nations in significant ways. The causal mechanisms that seem to work in the United States or Europe, he notes, may or may not work in nations where large classes, an inadequate number of school places, scanty instructional resources, and minimally trained teachers are the norm. Nonetheless, research indicates that the quality of early schooling has a significant effect on poor children's primary school progress and performance (Haddad, 1979; Heyneman & Loxey, 1983; Schiefelbein & Farrell, 1978). For example, McKey, Condelli, Ganson, McConkey, and Plantz (1985) and Schweinhart, Barnes, and Weikert (1993) report that children attending Head Start, an ECE program for poor children in the United States, showed both immediate and continual improvement in their intellectual and socioemotional performance and health. Zill, Collins, West, and Hausken's (1995) research links attending Head Start, prekindergarten, or other centerbased preschool programs to higher emerging literacy scores. They further contend that the benefit of preschool attendance accrues to children from both high-risk and low-risk family backgrounds. Reporting empirical evidence about the effects of the School Readiness Language Development Program (SRLDP) for four-year-old African American and Hispanic children, Champagne (1987, 1988, 1989, 1990) notes that these preschool students' performance improved significantly on all subtests of the Cooperative Primary Preschool Inventory. …