Early Childhood Education Research Articles

Influence of the Olfatín Project on the reduction of pain related to intranasal influenza vaccination, as part of a school influenza vaccination program

PurposeTo evaluate the influence of viewing the Olfatín Project video on the assessment of school LAIV-associated pain in three and four-year-old children through the Wong Baker Faces® pain classification scale. Design and methodsA three-arm randomized multicenter clinical trial with a placebo control group was carried out. The main variable measured was pain, assessed through the score on the Wong Baker Faces® Pain Rating Scale. There were a total population of 4591 children three and four-year-olds (born in 2019 and 2020) and who attended the 1st and 2nd year of early childhood education. Before the school vaccination, researchers randomly assigned participant schools corresponding to each of the basic health areas to each of the three study groups: Olfatín's video viewing, a control video viewing not related to influenza and no video viewing. ResultsNo significant differences according to sex, age or the minor's grade according to the assigned intervention were detected. 72.3% of those vaccinated assigned a 0 from the Wong Baker Faces® scale: 75.4% of those who watched Olfatín's video, 68.3% for those in Drilo's group and 72.8% for those who didn't watch any video, but without significant differences (p = 0.08). There were no significant differences either stratifying by sex. ConclusionLAIV is a painless vaccine for children, which has to be taken into account by the health authorities when planning the pediatric influenza vaccination campaign. Practice implicationsOlfatín's cartoon video can be used by professionals to create a greater experience for children and therefore a better acceptance.

Early Childhood Teachers' Perception of Picture Books Using Metaphor Analysis

Early Childhood Teachers' Perception of Picture Books Using Metaphor Analysis

Analysis of the Demands of Incumbent Kindergarten and Childcare Center Directors for the Director Qualification Program of the Integration of Early Childhood Education and Care Institutions: Focusing on Focus Group Interviews (FGI)

Analysis of the Demands of Incumbent Kindergarten and Childcare Center Directors for the Director Qualification Program of the Integration of Early Childhood Education and Care Institutions: Focusing on Focus Group Interviews (FGI)

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

유아교육기관 전이 시간에 마주친 어린이의 삶

This study aims to create images of various children by exploring the lives of children encountered in the transition time of an early childhood education institution. From August 21 to 25, 2023, a total of 25 hours were observed from 9 a.m. to 2 p.m. at Hana Kindergarten Haneul class (age of 3, 15 people) located in A city, and researchers tried to understand how children's lives were unfolding by re-turning/thinking-with. As a result of the study, we were able to see images of children who break boundaries and create new relationships, children who live in our class community, children who penetrate and stand with the world, children who make friends with the world in a overlapping state, children who actively interfere and participate, children who sensibly respond to entanglement with the world and prove differences. Through the process of continuously asking questions and tapping into the children's potential, we therefore discussed the importance of listening to the creation of new children, and the importance of teachers’ pedagogy to read children's behavior every moment. Through this, the transition time, which is not noticed in the curriculum, will be able to have a meaning as a time when children's lives and learning continue.

A review of Australian early childhood teacher education. Is physical development missing?

ABSTRACT Early childhood education (ECE) settings play an important role in child development, including children’s physical development. However, ECE educators have low competence and confidence in facilitating learning experiences that promote physical development. Content delivered in teacher education may influence educator’s knowledge, competence, and confidence in this area. No studies have comprehensively explored early childhood teacher education in Australia to determine if such content is included. Therefore, the aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development. A desktop audit of Australian university undergraduate early childhood degrees was conducted. Subjects for early childhood degrees were categorized based on their title. Subject overviews and general outlines for subjects which broadly focused on physical development were inductively analyzed. Australian early childhood teacher education degrees offer a variety of subjects, including subjects that focused on play, health and wellbeing, and physical education. No subjects specifically focused on child physical development. We suggest early childhood teacher education degrees need to reconsider their subject offerings and include at least one subject that focus on physical development. Physical development is critically important as it underpins children’s social, emotional, language, and cognitive development. This study highlights a potential content area that could be included in early childhood teacher education degrees within the Australian context and internationally.

Circle time in preschool as a practice for developing language support between teachers and children using the structured ELSA model

ABSTRACT This paper focuses on how early childhood teachers developed deeper understandings of their communication support for children in everyday practice through professional learning conversations by introducing the Early Language Support Activity (ELSA) model. With this model, communication patterns were studied using a proven observation tool based on language research and developed by Dockrell et al. (2015). This protocol was used in a process of action research focused on communication patterns in circle time, which gave the early childhood teachers data to discuss and reflect on what happens in their conversations with children. The theory of practice architectures was used as a theoretical lens to understand the conditions of possibility that action research might provide for learners and leaders of professional learning .In conclusion, through changed practice architectures, participants developed awareness of themselves as educators and learned that communication with children can be supported and developed by circle time. Moreover, the interaction and communication practices among members of the teacher team were enhanced through realization of the importance of a structure in developing their communication patterns.

EDUCAÇÃO INFANTIL E A SUA IMPORTÂNCIA NO DESENVOLVIMENTO DAS CRIANÇAS

Early childhood education is an essential phase in children's development, which covers the first years of life, generally up to the age of five. This period is crucial for children's cognitive, emotional, social and physical development, providing the foundation for future learning. Early childhood education is not limited to teaching academic content, but also focuses on stimulating children's curiosity, creativity, autonomy and socio-emotional skills. Through playful, interactive activities focused on sensory experience, children explore the world around them, develop their language, motor coordination and social skills. In addition, early childhood education plays an essential role in promoting equal opportunities, social inclusion and preparing them for life in society. Therefore, investing in the quality and universal access to early childhood education is important to ensure the healthy and equitable development of children and to build a more just and democratic society in the future.

Validity and reliability of a physical literacy knowledge, attitudes, self-efficacy and behaviors questionnaire for early childhood educators (PLKASB-ECE): An exploratory factor analysis.

Nurturing physical literacy in young children offers a unique opportunity to address global physical inactivity trend. Early childhood education and care (ECEC) environments, with their extensive reach into this age group, and early childhood educators, through their daily interactions with children, are strategically positioned to influence children's physical literacy development. However, enhancing educators' ability to foster physical literacy requires valid and reliable assessment tools to measure holistic physical literacy constructs (i.e., cognitive, affective, behavioral) to assess the impact of physical literacy educational interventions. The purpose of this study was to develop a holistic digital tool to measure physical literacy knowledge, attitudes, self-efficacy, and behaviors of early childhood educators (PLKASB-ECE) for both their professional teaching context as well as the educator's own personal physical literacy behaviours. This study was conducted in two phases. Phase 1 involved item generation and content validation. Phase 2 employed a cross-sectional validation study design to assess the psychometric properties of the PLKASB-ECE tool. Based on a literature review an initial 19-item instrument was developed that subsequently underwent three rounds of expert content validation. Six additional items were added, resulting in a final 25-item self-report measure with a readability score equivalent to an 8th grade reading level (Flesch-Kincaid Grade Level: 8.7). This included 1 global rating item, 2 qualitative response items, 7 knowledge items, and 15 items addressing physical literacy attitudes, self-efficacy and behaviors using a 7-point Likert response scale. The PLKASB-ECE tool was administered to 470 educators in Alberta, Canada between 2019 to 2022. The 15 items were subjected to exploratory factor analysis and resulted in a five-factor scale with one item not loading. The five-factor scale held with the final 14 items with loadings ranging from 0.481 to 0.886, Cronbach's alpha ranging from 0.70 to 0.82, with ordinal omega ranging from 0.72 to 0.82. Usability, as assessed by completion time, was 8.15 minutes. These findings demonstrate good indices of reliability and validity for the PLKASB-ECE tool. This tool will be valuable as a research outcome measure for assessing educational interventions aimed at enhancing educators' understanding, confidence, and strategies for fostering holistic concepts of physical literacy in young children within ECECs.

Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities

ABSTRACT This study explores the integration of newly arrived migrant children in Swedish preschools, focusing on their participation in teaching activities. The research is part of a larger project examining how these children, who experience a double transition into both a new cultural and educational environment, become integrated into early childhood education and care (ECEC). The study investigates how different teaching activities either facilitate or constrain migrant children’s democratic participation. The research was conducted in two rural preschools with predominantly Swedish-speaking children and practitioners. The findings reveal that migrant children are more engaged during musical and physical activities, which rely less on verbal communication, compared to linguistically based activities. Teacher-controlled events, which consistently link language with resources, help maintain migrant children’s attention, while dialogic teaching practices often result in their disengagement. The study highlights the importance of structured and inclusive teaching practices to support the educational integration of migrant children.

Equipping prospective teachers for culturally and religiously sensitive sexuality education: curriculum reviews at Islamic universities in Indonesia

ABSTRACT Sexuality education is essential for equipping children to prevent sexual abuse and fostering understanding of their bodies, relationships, and boundaries. Early childhood education programs in Indonesia were recommended to integrate sexuality education courses tailored to child development and sensitive to religious and cultural contexts. This research employed qualitative methods to investigate the integration of sexuality education courses at eight Islamic universities in Indonesia. Data were collected through interviews with eight course instructors and documentation of their Semester Learning Plans, using content and thematic analysis. Findings revealed that while two universities offered dedicated sexuality education courses, six integrated them into child development and parenting psychology courses. Dedicated sexuality education courses had more comprehensive learning objectives compared to integrated approaches. Teaching methods predominantly included lectures, paper presentations, with some incorporating field studies and project-based learning. Challenges included credit allocation impacting study durations, which hindered the integration of specialized courses like sexuality education. Enhancing pedagogy and ensuring effective delivery of sexuality education were identified as crucial tasks requiring the refinement of curricula in early childhood education. This approach would enable prospective educators to impart knowledge sensitively, taking into account children’s developmental stages and cultural-religious norms.

Ways of self-renewal of kindergarten teachers in forest kindergartens change

ABSTRACT The study examined the self-renewal and conceptual change kindergarten teachers in Israel, underwent from a professional career perspective in the process of implementing the transition to a forest kindergarten model. Educator’s career consists of four consecutive stages: entry, building, mid-career, and the late career. In education, self-renewal is a phenomenon characteristic in the mid-career stage. Self-renewal has scarcely been studied in early childhood educators. This article examines self-renewal based on interpretations of interviews with 19 kindergarten teachers in Israel who responded to an institutional initiative to create forest kindergartens. Results show three ways that mid-career kindergarten teachers used to update their pedagogical knowledge and reframe their educational perceptions. Self-renewal reflects the professional kindergarten teachers’ background based on their past experiences and aspects of entrepreneurial behavior. The article can help policymakers improve early childhood education and launch new enterprises.

Improving implementation of health interventions among ECEC organisations: a social network analysis

Abstract The environment wherein a child grows up determines many health and life outcomes of the child. The early childhood education and care (ECEC) is an important setting for children which offers possibilities for health promotion activities. A learning network with professionals from ECEC organisations in South-Limburg, the Netherlands is established, aimed at sharing health promotion ‘best practices’. This study examined the network structure of the learning network and of ECEC locations regarding health topics such as nutrition, physical activity and sun protection. A mixed-methods design was adopted. An online-questionnaire was used to examine the relationships of the members of the learning network (N = 6) and ECEC locations (N = 59) between these organisations and with organisations related to the health topics. Data was analysed and visualised using a social network analysis (SNA) in UCINET. Thereafter, semi-structured interviews were held with the members of the learning network (N = 6), to discuss the network structure and possible improvements of the network. The SNA showed a weak network structure for the learning network and ECEC locations. Connections were mostly related to organisations in the field of nutrition and physical activity. This implied that health interventions related to sun protection and green environments were not implemented to the same extent as nutrition and physical activity. The interviews provided insight into the underlying reasons for (the lack of) certain connections. Overall, the members were satisfied with the quality and quantity of their current collaborations. The SNA and interviews indicated that the collaboration between ECEC organisations and organisations related to other health topics like green environment or sun protection could be improved. Therefore, it is recommended that ECEC organisations should engage in collaborations with organisations in these domains.

The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking

Backgroundand Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners. ObjectiveThis study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders. MethodA cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking. FindingsThe results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking. ImplicationsResults caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.

Parental Engagement in Early Childhood Education: The Case of Debre Tabor Schools, Ethiopia

ABSTRACTParental engagement (PE) in early childhood education refers to the different ways parents get involved to help children's learning. Drawing on Ecological Systems and Social Capital as theoretical frameworks, this research explored parents' engagement experiences in early childhood education in primary schools in Debre Tabor Town, Ethiopia. A qualitative approach with a case study design was employed in this study. Through purposive sampling, 12 key informants, such as parents, school principals and teachers, were chosen from five primary schools for in‐depth interviews. Thematic analysis was used to analyse data from interviews focusing on four dimensions of PE: communication, learning at home, collaborative partnership and creating a nurturing environment. Results showed that parents excelled in creating a nurturing home environment to support their children's education. However, the study revealed low engagement from parents in communication, collaborative partnership and learning at home activities. It highlighted that parents' engagement in working with others to help the education of their children was not motivating. Lastly, the study also identified the reasons behind parents' low engagement in early childhood education, many of which are associated with parent‐related, and school‐related. Generally, the research indicated parents had limited engagement in their child's pre‐school education.

Design thinking in early childhood education and care. A literature review and consideration from the perspective of young learners’ craft, design, and technology education

AbstractDesign thinking is a cognitive, iterative process that involves identifying goals, understanding users, and creating solutions. It has changed from a designers’ activity to an all-around approach to the innovation process and become a pedagogical phenomenon. In this article, design thinking method is studied in an educational context among young learners (children aged 5–8) through a literature review. The aim of this review is to gain an understanding of the reasons why and the ways in which design thinking is applied as an educational method in early childhood education and care. Through the review, we aim to find new ideas for teaching craft, design, and technology education with young learners. We present the results of 20 peer-reviewed articles reporting empirical studies of applying design thinking methods in an educational context with young learners. The results show that previous research has identified three themes of reasons to apply design thinking in early childhood education and care: enhancing multidisciplinary teaching, teaching design thinking as a method and supporting children’s developmental domains, and participatory learning. The ways to apply design thinking with young learners also coalesced into three themes: children acting as designers by solving real-life problems, open-ended science problems, and challenges in imaginary play. In conclusion, we consider these findings from the perspective of teaching craft, design, and technology education for young learners.

In Situ Training to Improve Early Childhood Teachers’ Effective Instruction Delivery

ABSTRACT Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children’s noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers’ use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children’s response to instructions. Results, implications, limitations, and future direction are discussed.

Important intergenerational transmission of knowledge in promotion of well-being and cultural identity in Greenland

ABSTRACT The “Kinguaariit Inuunerissut” (KI) camps, meaning “generations in well-being” in Greenlandic, was a pilot initiative designed to enhance cultural identity and intergenerational connections through culturally relevant activities. The outcomes of the KI-camps have informed the development of a broader KI-concept aiming at tailoring and implementing elements from KI-camps into early childhood education services, after-school programmes, and schools. In this paper we present the results from three workshop held in January 2024 in Sisimiut, Greenland where 28 older participants and 28 professionals were asked about essential knowledge and skills to be passed down to younger generations. The focus was on songs, storytelling/myths, the spiritual world, animals, plants, skills in nature/home, and handicrafts. Results shows that older people and professionals agree on the importance of passing down cultural knowledge through all the different categories and support the need to integrate these elements into educational programmes to preserve cultural heritage and strengthen community cohesion. The findings will guide the integration of intergenerational activities into municipal institutions and contribute to culturally relevant health promotion strategies in Greenland.

Enhancing understanding of broad-based pedagogical leadership in Finnish early childhood education through cultural artifacts

This ethnographic case study examines the artifacts of the leadership culture of one Finnish early childhood education (ECE) center and how they appear from the perspective of broad-based pedagogical leadership. Qualitative content analysis with a directed approach was guided by Pasquale Gagliardi’s and Mary Hatch’s definitions of artifacts. In addition, artifacts were analyzed through broad-based pedagogical leadership. Based on the analysis, thirteen activities, six verbal expressions, and thirteen objects of leadership culture were found in the data. Most of the artifacts were indirect pedagogical leadership, and some had several purposes due to staff interpretations. The interpretations varied both between the leaders and the staff but also within the staff. The findings indicate that symbolic leadership is present in many leadership situations and that a lack of knowledge about the symbolic and cultural dimensions of leadership can undermine leaders’ good intentions. The results of the study can be utilized in practical work in leading organizational cultures and in structuring pedagogical leadership in ECE. Additionally, the research has theoretical implications by enriching leadership research in ECE and enhancing the concept of broad-based pedagogical leadership, which can be used in leadership training programs in the field of education.

Building professionalism: Chilean ECEC leaders’ views on their participation in professional associations

ABSTRACT Early childhood education and care (ECEC) leaders are required to have training and experience, given the diversity of responsibilities they have to meet. This paper explores the participation of ECEC leaders in grassroot associations and teachers’ unions. Following a qualitative methodology, semi-structured interviews were conducted with 11 ECEC leaders who participated in professional associations. Findings show that ECEC leaders think that participating in professional associations enhances their professionalism by bridging gaps in professional development between the public and private sectors, promoting solidarity among leaders, and mitigating feelings of isolation. Nonetheless, neoliberal values and governmentality shape their subjectification, leading ECEC leaders to internalize regulatory norms. This study highlights the importance of further research on how ECEC leaders navigate neoliberal policies and professional development in a changing institutional context.