Early Childhood Education Institutions Research Articles

The Effects of Organizational Creativity of Early Childhood Education Institutions and Early Childhood Teachers’ Play Beliefs on the Play Teaching Efficacy of Early Childhood Teachers

The Effects of Organizational Creativity of Early Childhood Education Institutions and Early Childhood Teachers’ Play Beliefs on the Play Teaching Efficacy of Early Childhood Teachers

Suboptimal movement behaviours among children under two years old in early childhood education institutions in urban China: A cross-sectional study.

Healthy movement behaviours in early life promote better physical health and facilitate psychological development. Early childhood education (ECE) institutions provide opportunities for caregivers to improve children's movement behaviour practices, but little is known about the current status of movement behaviours among infants and young children in urban China in this context. We aimed to investigate the movement behaviour status of children under two years of age via ECE institutions and compare movement behaviour practices and knowledge between children attending ECE classes and those not attending. We conducted the cross-sectional survey from 1 March to 30 April 2023 in Gymboree Play&Music, an ECE institution covering 31 provinces in China. We developed our survey instrument based on World Health Organization (WHO) guidelines to measure children's movement behaviour practices and caregivers' movement behaviour knowledge. We carried out the online questionnaire survey through Sojump, the largest professional online survey platform in China. We sent a quick response (QR) code to Gymboree Play&Music centres; the QR code was linked to a questionnaire intended for caregiver members and non-members coming for experience classes and activities. We surveyed 3355 primary caregivers, encompassing 504, 536, and 2315 children aged 0-5 months, 6-11 months, and 12-23 months, respectively. Overall, less than half of the children met recommendations in physical activity time (PAT) (19.2%), physical restraint (PR) (45.8%), and screen time (ST) (46.4%) during the last 24 hours. PAT, outdoor time (OT), and sleep duration (SD) in children aged 0-5 months were significantly lower than in the other two age groups, while ST was significantly higher than in the other two age groups during the last 24 hours (all P < 0.001). For children attending ECE classes, PAT, OT, and SD were significantly higher than those not attending ECE during the last 24 hours and the last two weeks (all P < 0.05). All indicators in the long-nursing care time (NCT) group were significantly higher than those in the short-NCT group, while there was no statistical difference in SD between the two groups (66.6% vs 65.6%; P = 0.558). The status of movement behaviours for children under two years old in urban China is not optimistic, especially for PAT, PR, and ST. Additionally, attending early childhood education classes and primary caregivers' daily nurturing care time are important for infants and young children to adhere to movement guidelines. Consequently, more ECE institution-specific practical strategies and educational materials are needed to promote compliance with movement behaviour guidelines.

Konsep Merdeka Belajar Bagi Anak Usia Dini Perspektif Ki Hajar Dewantara

&#x0D; &#x0D; &#x0D; The concept of independent learning is a concept that emphasizes the ability to think independently. Merdeka is here aimed at providing educators, students and parents with comfort and enjoyment in learning to facilitate innovation and creativity. This is based on the fact that individuals with an independent disposition are more likely to experience freedom in using their innate abilities effectively. Talking about the concept of freedom to learn is actually not something new, but has been propagated for a long time by Ki Hajar Dewantara. The ideas and concepts put forward by him have contributed to the formation of a more organized and well-defined framework in the field of education in Indonesia. However, in reality, currently it can be said that the quality of education still needs to be improved, especially in Early Childhood Education Institutions. So the aim of the research was to describe the concept of independent learning for young children from the perspective of Ki Hajar Dewantara. This research uses qualitative methodology, namely descriptive analysis which includes library research. Research findings show that freedom to learn is one of the efforts to achieve humanist education. One of the educational ideas that is very important to be disseminated in the learning practices of the society 5.0 era. According to Ki Hajar Dewantara, the presence of free learning for young children fosters a sense of unlimited freedom in carrying out play activities. Children will freely explore as an indication that children have physical and psychological independence. Not only that, Ki Hajar Dewantara included the concept of freedom of learning as one of the five basic principles of Panca Dharma which includes "freedom or independence, culture, nature, nationality and humanity".&#x0D; &#x0D; &#x0D;

Parents as learning facilitators

This paper examines the implications of various learning-centred initiatives for the relationship between early childhood education and care (ECEC) institutions and families in Denmark. Since the 1990s, promoting early learning has been a key objective for Danish ECEC institutions, reshaping the Danish social pedagogy tradition. Recently, early learning initiatives have become part of the collaboration with parents on so-called home learning. Based on ethnographic studies of such collaboration, I argue that the expansion of dominant early learning agendas from ECEC to families results in an institutionalisation of parenthood. The analysis shows that parents are expected to embrace a learning agenda promoted by ECEC professionals. They are appointed as learning facilitators who must strive to support early learning at home and improve their parenting skills. Furthermore, parents’ engagement in early learning is intertwined with the practical organisation of family life and with ideals of a good family and a good childhood.

At the fringes of transitions: socio-spatial constitution of transitions within early childhood education and care institutions in Finland

ABSTRACT This study focuses on transitions that emerge between the child’s first transition from home to early childhood education and care (ECEC) and the transition to pre-primary education in Finnish centre-based ECEC. Group-based organisation of Finnish ECEC produces transitions between groups within settings but children transition between centres also. The aim is to reach the fringes of transition focusing on other change processes children encounter during their years in ECEC. Thus, transition is defined as a relationally constituted change process framed by educational institutions and their practices. We examine how children’s lived spaces of transition are socio-spatially constituted. Two analytical narratives from a longitudinal, multimethods multi-case study dataset are presented as examples of relational socio-spatial constitution of transitions. Henri Lefebvre’s theory about production of social space is applied. We discuss how educational transitions within ECEC as relational processes concerns children who are not designated to move from one group or centre to another. For them, the relationality of transitions rearranges groups and centres as networks of socio-spatial relations in various, context-specific ways, constituting lived spaces of transitions.

한국과 중국 부모의 자녀가치 인식과 유아 발달기대 비교연구

Objectives The purpose of this study was to find out whether there is a difference between Korean and Chinese parents' perceptions of their children's value and their children's developmental expectations during early childhood in Korea and China.&#x0D; Methods The purposes of a questionnaire survey was conducted with parents of 3-5 year olds in Korean and Chinese early childhood education institutions. Frequency analysis, t-test, one-way analysis of variance (ANOVA), and Scheffé's validation were conducted on the basis of the response data of 344 Korean parents and 535 Chinese parents, totaling 879 respondents.&#x0D; Results First, there is a significant difference between Korean and Chinese parents in the level of child value perception in terms of instrumental value and affordable value, with Chinese parents having a slightly higher perception of instrumental value and Korean parents having a higher perception of affordable value. Second, among the variables of Korean and Chinese parents' demographic backgrounds, significant differences in child value perceptions emerged in terms of parents' gender, age, and education level. Third, Korean and Chinese parents showed significant differences in the level of expectations for early childhood development in all domains except social norms. Korean parents showed the highest developmental expectations in academic ability, and Chinese parents showed the highest level of language assertiveness. Fourth, there was a significant difference between Korean and Chinese parents' socio-demographic factors in the level of expectations for early childhood development with respect to parents' gender, age, and education level. However, Korean and Chinese parents did not show any meaningful differences in the gender of their children.&#x0D; Conclusions The changes and differences in perceptions of young parents in modern Korean and Chinese societies regarding the value of their children and the level of expectations for their development. In addition, we will gain insights into the relationship between parents and children in the two countries, in order to understand the social problems related to low birth rate and early childhood development from an international perspective, and to provide basic information that will help us to find out the significance of improvement programs.

Utilization of Kitchen Waste as a Learning Media in Increasing Children's Creativity

Waste that is appropriately managed will produce creativity that can make. Waste is also able to develop children's intelligence with proper utilization. This study aims to examine the use of kitchen waste as a medium in increasing students' creativity. The place of research was conducted at an early childhood education institution located in the Probolinggo area, namely the Salih Children's Education Park; this institution is under the auspices of the Nurul Jadid Paiton Foundation Probolinggo. The research method uses a qualitative approach type of case study to get an idea of increasing students' creativity by utilizing kitchen waste media. Informant sources were obtained from school principals, ustadzah-ustadzah and Taman Pendidikan Anak Salih students. The results showed; That every weekend, namely Saturday, the Anak ShalihEducation Park institution conducts routine cooking class activities carried out at school; this activity produces kitchen waste; in anticipation that waste does not become a negative thing and remains functional, the Ustadzah of Anak ShalihEducation Park innovates to manage kitchen waste media to be used as creativity material for students. The use of kitchen waste as a learning medium is carried out by; Preparatory analysis, applying waste media, and creativity assessment. By using cooking class kitchen waste as a learning medium, students are more enthusiastic, creative, exploratory, innovative and able to find new ideas by using various media to produce different kinds of artwork.

Active commuting to early childhood education and care institutions among toddlers (2–3 years)

ABSTRACT Little is known about the modes of active commuting to and from school (ACS) in toddlers (2–3 years old). The aims of the present study are threefold: (a) to describe the modes of transport to and from early childhood education and care (ECEC) institutions in toddlers; (b) to analyze the role of different barriers and neighbourhood characteristics, as perceived by parents, in ACS; and (c) to examine the contribution of ACS on levels of PA. Parents provided written input through a questionnaire about the modes of transport to school they use with their young children, the weekly use-frequency of each mode, as well as the barriers they perceived to walking or riding a bike to ECEC institutions. The final sample consisted of 154 young children from Valencia (Spain). In a randomly selected subsample of 44 children, PA was measured using accelerometers. Cars and strollers were the most common modes of transport in toddlers. Perceived distance to school was negatively correlated to ACS, whereas parents’ perceptions around planning/psychosocial barriers was also negatively associated with ACS. There was a significant and positive association between ACS and total PA. However, ACS contributes positively to toddlers’ overall PA levels. This study provides information about planning/psychosocial barriers as significant predictors of ACS in toddlers.

The learning early childhood education and care institution as an inclusion arena

ABSTRACT Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.

영유아교육기관의 산책 및 바깥 놀이에서 나타난 놀이 분석

The purpose of this study is to present measures to revitalize outdoor play in infant education institutions by classifying and analyzing outdoor play by season through basic data on walk and outdoor play actually operated in eco-friendly daycare centers. The subjects of the study were 182 teachers from 16 ecologically friendly daycare centers in District Y. A total of 116 questions analyzed by a group of experts were used as the research method, and the reliability coefficient of the items analyzed by the SPSS 27 statistical program was high at .913. According to the results of this study, a total of 70 outdoor activities were analyzed, including 24 in spring, 20 in summer, 17 in autumn, and 9 in winter, which are considered easy to use in actual institutions. As a follow-up study of this study, first, since the types of play frequently used for outdoor play by infants and toddlers are limited to a specific area, it is necessary to expand the scope of research. Second, it is necessary to conduct more detailed research on the interests and fields of interest of infants and toddlers along with the changes of the four seasons.

The Relationship between Child Values and Happiness of Early Childhood Parents: Actor Effect and Partner Effect

Purpose: This study examined the relationship between child value and happiness among parents of infants and toddlers in the 6th and 7th waves of the Korean Child Panel Survey. &#x0D; Method: We conducted an analysis of self and other interdependence model(APIM) to test the self-effect and partner-effect of parents of infants and toddlers.&#x0D; Results: The results of the self-effect and partner-effect tests of mothers' and fathers' perceived parental child value on happiness showed that mothers' and fathers' perceived child value had a significant positive effect on their own happiness. In addition, the interaction effect of mothers' and fathers' perceived child value on happiness was significant only for the negative effect of fathers' perceived child value on mothers' happiness. We also found significant differences in the self-effect and partner-effect of parental values on happiness, with mothers' happiness being influenced more by their own parental values than by their fathers' parental values.&#x0D; Conclusion: The significance of this study is that it verified the effect of parents' child value on their own happiness, which has been lacking in the literature. Therefore, this study provides implications for the establishment of government childcare policies to improve the happiness of parents of infants and toddlers and for parent education in early childhood education institutions, and provides a basis for future research and programs to improve the happiness of parents of infants and toddlers.

유아교사를 위한 ‘비평’의 개념에 기초한 유아놀이관찰 모형 개발

Objectives The purposes of this study were to develop an observation model for children’s play based on ‘criticism’ for early childhood teachers.&#x0D; Methods After analyzing the literature and previous studies related to criticism, play observation, and observation model development, the purpose and theoretical basis for the drafting of the model were prepared, and using the concept map method for 30 early childhood teachers, the constructive concept of the model draft was derived. The model draft constructed in this way was verified for content validity by 10 early childhood education experts and 10 early childhood teachers. The model draft was applied to 12 early childhood teachers on-site about 10 times from June to July 2021, and the final model was finalized after correcting and supplementing the contents.&#x0D; Results This model regards the observation of children's play based on ‘criticism’ as a formal process of reading the artistry and interpreting the meaning in play, and that the early childhood teachers who practice it should have the opportunity to self-examine, correct, and strengthen themselves. The purpose of the model was to foster early childhood teachers' sense of play, improve their critical writing skills, and form an eye for self-reflection on play observation. The operating procedures and contents are ‘becoming an observation tool’ including checking thoughts and perceptions as an observation tool, checking writing, ‘connoisseurship’ including detecting play and recording play, and interpreting together with interpreting play. It consists of ‘critique’ that includes, and ‘reflection’ that includes evaluating and formulating. As for the points to consider when using the model, it was proposed to use it flexibly according to the teacher's context, focus on the stage of criticism and reflection rather than discernment, and use it to enhance the professionalism of teachers at the level of early childhood education institutions.&#x0D; Conclusions The model developed in this study is significant in that it can lead to a change from observation centered on recording activities to observation centered on semantic interpretation. In addition, it can be used to prepare a practical method for observing children's play utilizing the context of the early childhood classroom.

The relationship between innovative leadership and educator performance in early childhood education

Educators deal with complex difficulties daily due to economic realities. Educational leadership therefore needs to be more creative and innovative to be effective. This study aims to determine whether there is an influence of innovative leadership in improving the performance of educators in early childhood education institutions in Serang District. This research used quantitative data collection through a survey. The analysis utilized statistical software for the determination of the validity test method, simple linear regression test, coefficient of determination, reliability test, product moment correlation test, and hypothesis test. Based on the result, there is a positive and significant influence of the innovative leadership of the ECE principals towards the performance of ECE educators. For early childhood education institutions located in Serang, Banten, this research can be used as a reference material in considering the selection of school principals. Keywords: Early childhood education ; educator; innovative; leadership; performance

Shaping Character Education: Exploring the 'Dansaa' Program's Management in Early Childhood Educational Institutions

This study aims to analyze the management of strengthening character education through the "Dansaa" program, which an institution has launched for early childhood at one of the early childhood education institutions in Situbondo Regency. This study uses a qualitative case study type approach. Data analysis techniques include data reduction, display, and descriptions or conclusions. Sources of informants were obtained from the school principal, two homeroom teachers, and two accompanying teachers. The research results show that this early childhood education institution first launched a superior program, "Dansaa," in shaping students' character. Secondly, the akhlaqul karimah character management program packaged in the "Dansaa" program was carried out using program planning, implementation of the "Dansaa" program, and follow-up evaluation. The implications obtained in strengthening character education through the "Dansaa" program can instill good morals in early childhood with implemented program activities.

Supporting Children’s Psychosocial Well-Being in Sámi ECECs

Our aim is to investigate how Sámi early childhood education and care institutions (ECECs) contextualise their work to support psychosocial well-being among children aged 4–6. We have conducted seven qualitative interviews among ECEC educators. Using Stepwise Deductive Induction (SDI) analysis we found that Sámi ECECs contextualise their work to support psychosocial well-being among children by constantly balancing between dealing with the possible consequences of Norwegianisation and the assimilation process from the past and highlighting Sámi culture in a positive way. In practice the staff try to support the children’s positive sense of self, recognition and feeling a sense of belonging to the Sámi culture. They also strive to contextualise Sámi practices in terms of today’s society and adjust to the present group of staff, children, and parents to ensure the children’s well-being.

Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures

Early childhood education (ECE) institutions in Norway highly value nature and outdoor activities. The framework plan for kindergartens encourages that children get insights into the origin of food. The approach for imparting this knowledge incentivises foraging in kindergartens. The eco-ethology of humans is dependent on cultural values and practices and what is available for harvest in the local environments in different seasons. This paper explores the incentives and motivations for foraging in kindergartens in Norway through a qualitative approach. The data was collected from Sámi and Norwegian ECE professionals through on-site video documentation, group interviews, in-depth semi-structural interviews, and field notes. It was analysed using reflexive thematic analysis, in which the researchers had an active role in the process through reflexive engagement with theory, data, and interpretation. Three themes related to the incentives and motivations for foraging were found: (1) “viewpoints of nature”, (2) “transfer and production of knowledge”, and lastly (3) “motives and meaning for foraging”. Norwegian ECE professionals seemed to view nature as a place to explore outdoors (termed friluftsliv) and Sámi ECE professionals used nature for a practical purpose (termed meahcci). Nature was used by all the ECE professionals for transfer and production of knowledge. The motives and meaning for foraging in ECE settings in Norway originated from the cultural values of purposeful use of nature’s resources. Further studies are needed to investigate the prevalence and importance of foraging practices in ECE, especially in terms of its significance to education for sustainability.

Implementasi Kurikulum Merdeka Belajar di Pendidikan Anak Usia Dini (PAUD)

This research is motivated by the implementation of independent curriculum for driving schools at every level of education including early childhood education. Independent curriculum is a new curriculum, preparing a new curriculum is not easy for every education unit. This is a polemic that is often felt by schools, including early childhood teachers, at every turn of the curriculum. However, the independent curriculum is not yet mandatory to be applied in every early childhood education institution. There are three alternative options in its implementation. To provide an understanding related to the essence and how to prepare an independent curriculum, it is important to do this research. This type of research is qualitative research. The research location is defined as the place where the research is carried out. The research was conducted in kindergarten Al Ibrah Gresik and kindergarten Sunrise proclamation Gresik. The research instruments used were interviews, observation and documentation studies. The results showed that the independent curriculum goes hand in hand with the concept of independent learning proclaimed by the Minister of Education and culture. In preparing the independent curriculum that needs to be considered is the basic framework and structure of the curriculum. The purpose of National Education is related to the profile of Pancasila students, namely (1) Faith, fear of God Almighty and noble character; (2) independent; (3) work together; (4) global Diversity; (5) critical reasoning; (6) creative. National standards of Education as a reference and framework that has been translated in the curriculum structure, learning principles, and assessment and learning outcomes. In the independent curriculum, the curriculum structure contains intraculricular activities to strengthen the profile of Pancasila students. There are learning achievements that must be achieved in accordance with three elements, namely (1) religious and ethical values; (2) identity; (3) the basics of literacy, mathematics, science, technology, engineering, and art.

Application of Audio Visual to Introduce Arabic Language and Improve Kindergarten Learning Activities

Pandowan Hamlet is a hamlet located in the Nomporejo Village area. Pandowan Hamlet is included in the administrative area of ​​Galur sub-district, Kulon Progo Regency, the Special Province of Yogyakarta. In Pandowan, there is an Early Childhood Education Institute, and learning Arabic is one of the potentials that can be taught because students have previously come into contact with Arabic in their daily routines, namely through reading Iqra or the Koran. However, on the other hand, this school is experiencing problems, namely the absence of qualified human resources to implement the language teaching program, as well as appropriate language teaching methods and media to be applied to early childhood. Therefore, the solution to the problem is using the types of silent visual media and audio-visual media for learning Arabic and applying Arabic learning methods according to the characteristics of the children.

유아교사의 놀이학습공동체 참여가 놀이지원 실천역량에 미치는 영향

Objectives The purpose of this study is to analyze the effect of early childhood teachers' participation in the play learning community on their ability to practice play support. Methods For this purpose, a questionnaire survey was conducted on homeroom teachers aged 3 to 5 who are working in early childhood education institutions in Seoul, Gyeonggi, and Incheon, and data related to play support practice capacity and participation in play learning communities were collected. Hierarchical multiple regression was conducted to analyze the effect of participation in play learning community on play support practice competency. analysis was performed. them. Results The effect of early childhood teachers' participation in the play learning community on the play support practice competency showed differences according to the sub-variables of the play support practice competency. Participation in play-learning community was analyzed as an important predictor for increasing play support execution and play support evaluation, but the effect on play support planning was not significant. In addition, there was a difference in explanatory power on play support planning, implementation, and evaluation, and participation in the play learning community was found to explain play support execution and play support evaluation more effectively than play support plans. Conclusions These results suggest that the play learning community of early childhood teachers needs to be activated in order to proceed with play in which the initiative and spontaneity of infants are respected.

Dynamic multilingualism of refugee families meets monolingual language policy in German ECE institutions

ABSTRACT Studies on Family Language Policy state that the shape of family multilingualism is embedded in diverse conditions within and outside the family, like historical, social and political factors, which influence family language practices. In this regard, the monolingual orientation of early childhood education (ECE) institutions in many European nation states is in tension with dynamic family multilingualism, thereby constituting a potentially conflict-prone relationship. In this article, we would like to illustrate this with regard to language policy in ECE institutions in Germany, drawing on empirical data from a new teaching research project on Family Language Policy of multilingual, (newly) migrated and/or refugee families. Our analyses reveal that parents are aware of selection in education based on language as well as a hierarchical language order. Family language practices are shaped against the background of the prevailing language policy in ECE institutions.