Early Childhood Teacher Education Research Articles

Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program

ABSTRACT The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was aimed at strengthening the conscious and holistic teaching of early mathematical skills to 3- to 7-year-old children. Research Findings: Thematic analysis of semi-structured interviews revealed that teachers enhanced their pedagogical awareness of teaching early mathematical skills concerning developmentally appropriate mathematical content, child-initiated mathematical learning and holistic mathematical teaching in different daily situations and play. Data obtained from pre-PD and follow-up questionnaires completed by teachers confirmed a sustainable increase in their pedagogical awareness of numerical and spatial reasoning. Recognizing children’s interests, reflecting on and examining one’s own practices individually and collaboratively, and taking actions to develop teaching and learning practices aligned with those of the PD program comprised the foundation for the transformative process. Practice or Policy: It was concluded that PD programs in mathematics enhance teachers’ pedagogical awareness of teaching early mathematical skills holistically when they are tailored to the needs of teachers, include reflective elements, and follow principles of transformative learning.

기후변화교육에 관한 유아교사의 인식과 유아교육기관에서의 실천과 노력

Early childhood teacheThe purpose of this study is to examine early childhood teachers' perceptions of climate change education and their practices and efforts in early childhood education institutions. To this end, in-depth interviews were held individually or collectively with six early childhood teachers.
 The interview was recorded and transcribed, and analyzed through a qualitative research analysis process. The results of the study are as follows. First, early childhood teachers felt that the climate crisis was approaching our lives through various channels and recognized that climate change education was a necessary education for the next generation, but thought that climate change education was somewhat ambiguous and vague. Second, early childhood teachers were providing climate change education so that basic habits could be formed in their daily lives at early childhood education institutions, communicating with nature in nature, and practicing climate change education in connection with families and communities. Third, it was raised that early childhood teachers are having difficulties due to differences in perception between parents and institutional heads and need various social, physical, and administrative support and efforts to support them. These results can be useful as basic data for implementing climate change education and improving the expertise of early childhood teachers in early childhood education sites.rs' perceptions of climate change education and practice and effort in early childhood education institution

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations

This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers’ political dialogues are opened up and closed down. Explorations of ‘political dialogue’, or how teachers respond to issues they deem of political concern, is pertinent for teaching’s inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the contradictions and jostling interplays between dialogism’s in-betweenness and dialectic’s one-ness, excerpts are analysed from a doctoral study involving 10 Victorian, Australian ECE teachers. This framing and analysis signal the potential ramifications of a dialectical closing down of ECE teachers’ political dialogues in addition to how dialogism’s in-betweenness fosters openness. Contemplating these language strategies, the paper highlights how a silencing divisiveness may transpire, prompting a need for genuine listening in the threshold in-between the self and other.

Enhancing Quality of Early Childhood Education in Nigeria Through Adoption of Blended Learning By Early Childhood Educators

ABSTRACTIt has been observed in the recent that the reality and influence of Blended Learning on achieving quality education across the globe cannot be under estimated. This has made it a necessity for all educators to adopt blended learning as a teaching strategy. The study investigated the adoption of blended learning by Early Childhood Education teachers in Nigerian Primary Schools. Descriptive survey design was employed for the study. The sample size consisted of 450 teachers that were randomly selected from the three Senatorial Districts in Ondo State Nigeria. A self-designed instrument was used to collect data for the study. The instrument was validated and tested for reliability at coefficient of 0.75. Data collected were analysed using frequency, percentages and ranking. The result revealed that 387(86%) of the teachers in Ondo state has adopted blended learning and majority of the teachers had positive perceptions of BL as a teaching strategy. It was concluded that ECE teachers in Ondo state Nigeria has adopted blended learning as a teaching strategy. The study recommended that government and other stakeholders should give more awareness on BL and provide teachers and learners with necessary facilities needed in school and home.Keywords: blended learning; early childhood education; primary school; teacher; teaching strategy

Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China.

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.

High-quality strategies for supporting children’s problem-solving skills: a study on coding toy activities in Norwegian ECECs

ABSTRACT Recent studies have shown that playing with coding toys enhances children’s skills in STEM- subjects, especially problem-solving abilities. However, there is limited knowledge of early childhood education and care (ECEC) teachers’ roles in facilitating children’s problem-solving through coding-toy play activities and the high-quality pedagogical strategies and approaches they utilize. This study explored how ECEC teachers formed and guided pedagogical practices and influenced learning quality through digital play. The data are based on video observations of five teachers and six groups of children aged 3–5 years (three to four children per group), who each played with a coding toy for 30–60 min. Drawing on the sustained shared thinking theory, this study analyzed how teachers supported children’s problem-solving processes. The results reveal that the teachers employed several pedagogical strategies and approaches, including those for nurturing children’s curiosity, encouraging questioning, fostering investigation, and promoting conceptual exploration.

An Analysis of Early Childhood Education Teachers' Competencies: A Qualitative Study

This article reviews research on Indonesian Early Childhood Education (ECE) teachers' pedagogical, personality, social, and professional competency. This study examines four factors of ECE teacher competence as perceived by 45 teachers. This qualitative study uses semi-structured interviews to collect data. Data was analyzed using thematic analysis. The study found that ECE teachers stimulated early childhood development appropriately. The study also revealed several findings, including teachers' limited awareness of early childhood development theories, a lack of understanding of their ethical responsibilities, and various barriers to ECE teacher competence. This qualitative study highlights Indonesian ECE teachers' expertise and pedagogy. These findings can help create more effective and sustainable ECE teacher training programs. This study also encourages reflection on teachers' role in early childhood development and identifies areas that need more attention in Indonesia's early childhood education system.

Preliminary identification of the potential of using MIEM in the context of stimulating the development of selected cognitive processes of students in early childhood education

The article presents the results of a quantitative-qualitative study that examined the experiences of children and early childhood education teachers with multi-layered interactive materials in which augmented reality technology was implemented. The article also addresses issues related to support (MIEM) for selected cognitive processes of early childhood education students. The research was conducted within the framework of the Ministry of Education and Science's program titled: Pupil circles create innovation. The study involved 1153 early childhood education students between the ages of 7 and 10, as well as their teachers, who constituted a group of 41 early childhood education teachers. A triangulation of research methods was used in the study. For the group of students, a diagnostic survey method was used, for which a survey questionnaire was developed on the Kahoot platform and an in-depth interview using an interview questionnaire. For the group of teachers, a diagnostic survey method was used, for which a survey questionnaire was developed. The survey was implemented using the Computer Assisted Personal Interview technique on the Google Forms platform. On the basis of the conducted research, conclusions were developed in terms of the main objective of the research, which was: preliminary identification of the potential for using MIEM in the context of cognitive processes in early childhood education. The results of the research indicate that early childhood education students received the introduced innovation into the teaching process to a very positive degree. First of all, MIEM resulted in high motivation for learning. The result of which was a significant number of memorized messages contained in MIEM. It should also be added that this fact can have an impact on students' memory and perceptiveness. It can also be tentatively concluded that MIEM can have an impact on cognitive processes in particular on thinking and imagination. This conclusion follows directly from the type of technology that allows generating things previously difficult to visualize. In addition, the experiences of teachers who participated in the study indicate that MIEMs provide new opportunities for experimentation and interactive learning. According to the teachers, MIEMs make it possible to support the teaching and learning of nature, mathematics, as well as other subjects. Early childhood education teachers enthusiastically welcomed the use of AR, as well as seeing this technology as a solution to the problems of implementing the principle of viewability in early childhood education.

The development of a smart teacher book for preventing stereotypical behavior and suspicion in early childhood education

This research develops and assesses the effectiveness of the Smart Teacher Book in preventing stereotypical behavior and suspicion in early childhood education. Employing a mixed-method approach, it combines qualitative descriptive analysis by experts, practitioners, and book users with a quantitative assessment through quasi-experimentation to evaluate the book's effectiveness while being integrated into children's learning activities. Twenty early childhood education teachers participated and were evenly divided into experimental and control groups. The instruments consist of three scales: appropriate, less appropriate, and not appropriate. The book comprises two main sections. The first section is tailored for teachers, covering stereotypical behavior and suspicion and their causes, dangers, and prevention strategies. The second section is designed for children, presenting illustrated material addressing various stereotypes and suspicions related to social categories such as race, gender, religion, and politics. Meanwhile, the test results indicate that the Smart Teacher Book is effective for early childhood education teachers in mitigating stereotypical behavior and suspicion, as evidenced by the readability and effectiveness of the test results. Therefore, the book holds promise as a tool for fostering inclusivity and reducing prejudice in early childhood education settings.

Impact Of Academic Supervision on Improving Performance of Early Childhood Education Teachers in Early Age Learning

This research aims to understand and describe the implementation of academic supervision by school principals; assess the performance of Early Childhood Education (PAUD) teachers; determine the influence of academic supervision on PAUD teacher performance; and identify the impact of academic supervision implementation on PAUD teacher performance. This study employed an ex-post facto correlational research design. The population consisted of 594 respondents from various PAUD institutions, with a sample size of 44 respondents selected using Stratified Random Sampling based on the accreditation status of the PAUD institutions. Data were collected through non-test methods, including questionnaires validated using Likert scales and Cronbach's Alpha reliability test, interviews, observations, and documentation. Instrument content validity was 0.89 < 0.75, and reliability was 0.815 < 0.6. Data analysis involved parametric statistical analysis and Spearman correlation tests.
 The findings revealed: 1) Academic supervision by school principals in Manggarai Raya was implemented with a percentage of 40% for accreditation A, indicating excellent performance. However, when viewed comprehensively, it was considered low or unsatisfactory due to being below 50%; 2) PAUD teacher performance in Manggarai Raya, assessed using all indicators, fell into the very good category with a percentage of 20%. Yet, when viewed holistically, it was deemed inadequate/poor as it was below 50%; 3) There was a positive influence of academic supervision by school principals on PAUD teacher performance in Manggarai Raya, with a Cohen's value of 0.99, indicating that 99% of the variance in teacher performance was influenced by academic supervision by school principals; 4) The contribution of academic supervision to PAUD teacher performance in Manggarai Raya, assessed using an R2 coefficient, was 0.27% or 27%; and 5) There was an impact of academic supervision on PAUD teacher performance.
 Keywords: academic supervision, PAUD teacher performance

How Can Generative Artificial Intelligence help Teachers in Early Childhood Education with their Teaching? Analyses from the Perspective of Teaching Methods

How Can Generative Artificial Intelligence help Teachers in Early Childhood Education with their Teaching? Analyses from the Perspective of Teaching Methods

Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya

Transitioning to school is a significant developmental milestone for young children, and it is seen as a crucial "sensitive period" for future academic success. Despite the potential for such programs to have broad effects, little is known about the effects of intervention tactics in early childhood education programs on school preparation. This paper aimed at finding out the influence of social interaction interventions used by teachers on school readiness among pre-primary learners in Konoin Sub-County, Kenya. The study used descriptive survey design and targeted 312 pre-primary school teachers and 5 Ward Education Coordinators. A sample size of 172 teachers and 5 Ward Education Coordinators was used. Questionnaires and interview guides were used to collect data. Expert judgement was used to ascertain the validity while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages and Pearson Correlation analysis. Qualitative data were thematically analyzed. The analyzed information was presented in tables and Figures. The study found out that there was a significant correlation between social interaction interventions (r = .278; p = .000), and school readiness. The study concluded that social interaction interventions influenced learners’ school readiness. For effective pre-school readiness, instructional support needs to be tailored to the needs of each child by the teachers, considering their strengths, interests, and learning styles. The study findings would enable early childhood education teachers to learn how to introduce learners to the school learning process by assisting them to adjust to a different environment from home.

PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.

PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.

Early childhood education and care teachers’ narratives of their professional identity

The purpose of this narrative study was to examine early childhood education and care (ECEC) teachers' narratives of their professional identity. The aim was to use six narrative interviews to find out how ECEC teachers narrate their professional identity and which experiences are relevant in shaping their professional identity. In the study, identity is seen as a social construction and a narratively structured process that takes shape throughout life. As a result of the narrative analysis, three types of stories describing teachers' professional identity emerged: Biographical stories, Value stories and Interaction stories. Based on the findings, the core value of acting in the best interests of the child is an integral part of ECEC teachers' professional identity, while scarce organizational resources and interactional conflicts challenge ECEC teachers' professional identity. Professional agency, that is, the opportunity to act in accordance with professional ethics and one's values in collaboration with a multiprofessional team and colleagues, plays an important role.

“Creating security and a good relationship with the student” – Exploring ECEC teachers’ relational professionalism during mentor training

Previous research on mentor training in early childhood education and care (ECEC) teacher education has shown that relationships are at the core of mentoring (Kupila et al., 2017; Ukkonen-Mikkola et al., 2021). This article presents findings from a qualitative study that aims to explore ECEC teachers’ relational professionalism (Furu & Sandvik, 2019) during mentor training. Our research material consisted of essays (n = 77) from the final reflective essay of a mentor training course for ECEC teachers, which were analysed through narrative analysis (Clandinin et al., 2016). The results show that ECEC teachers’ relational professionalism is built in three types of entangled relationships: (1) relation to oneself, (2) relation to the student and (3) relation to colleagues. The results imply that relationally professional mentors are a key factor that contributes to students continuing in the profession after graduation. This requires that the university engages in cooperation and relationships with the ECEC centres that receive students in the practicum. The university needs to offer mentor training and develop rich opportunities for mentors, their colleagues, and leaders in ECEC to establish relationships with all parties involved on all levels.

Voices from the field: Integrating e-portfolios in early childhood education

Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children’s developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.

Research on the Path of High-Quality Development of Preschool Teachers

The construction of teacher team is the focus of education development and reform, so the rapid development of preschool education makes the problem of teacher team construction particularly important. This paper analyzes the overall situation of the current construction of early childhood education teachers. This paper argues that preschool teachers, as the promoters, implementers and participants of preschool education activities, play an increasingly important role in the development of preschool education. The level of preschool teachers' professional ability and comprehensive quality has a direct impact on the teaching quality of children. At present, there are still the following problems in the construction of early childhood education teachers. The status and remuneration of teachers are low, the professional level is uneven, and the teaching structure is unreasonable. Based on this, this paper puts forward some suggestions to strengthen the protection of teachers, improve the social status of teachers, and improve the teacher training system.

Competence of Ecce Teachers in Implementing the Independent Curriculum

The curriculum outlines how the school as a system must have clear goals and directions, especially to carry out the learning process. The development of the times causes the curriculum to continue to change from time to time. However, implementation in the field sometimes does not match what has been planned in the curriculum. One of the factors that influence it is teacher competence. Therefore, this study aims to determine the competence of early childhood education teachers implementing the Merdeka curriculum. Using a type of literature study research, this article describes how the Merdeka curriculum as the latest curriculum is implemented in ECCE units. The results showed that the competence of ECCE teachers in implementing the Merdeka curriculum can be viewed from an understanding of the curriculum, educational qualifications, and child-centered learning. In addition, the themes that emerged in this study included the efforts made by ECCE teachers and the factors supporting the success of the implementation of the Merdeka curriculum. The implications of the results of this study can be used as a guide for teachers and policy makers so that the quality of learning in ECCE can improve and be competitive.