Early Childhood Education Research Articles

Early childhood educators' perspectives of the social functioning and strengths of children exposed to intimate partner violence.

Exposure to IPV can negatively impact children's social functioning. However, children exposed to IPV can also display significant strengths. The early educational environment can be a key factor promoting resilience outside of the family, with early educators in an ideal position to identify a broad range of social challenges, strengths and needs of children exposed to IPV. Despite this, no known studies have investigated early childhood educators' perspectives of the impacts of IPV on children's social functioning and their strengths. Understanding early educators' perspectives could help to provide insight into the social challenges, strengths and needs of children exposed to IPV. The aim of this study was to understand the social functioning and strengths of children exposed to IPV from the perspective of early childhood educators. Semi-structured individual interviews were conducted with 12 early educators in a caring role for children aged three to five in Victoria, Australia. Thematic analysis was used to analyse the interviews. The first theme identified was impacts of IPV on child development that disrupts social functioning. Subthemes included: (i) difficulties with attachment and trust, (ii) emotional distress and dysregulation, and (iii) impacts on speech and language. The second theme identified was impacts of IPV on social play and peer relationships. Subthemes were (i) disconnection from peers through withdrawal or aggression, (ii) difficulties with social skills and play, (iii) trouble building and maintaining friendships, and (iv) vulnerable to being bullied. The final theme was children's strengths with subthemes including: (i) children's capacity for curiosity and learning with trusted relationships and (ii) learned ways of coping. This study provided a comprehensive understanding of how IPV affects children's social relationships within an early educational context. The findings also highlighted how educators can be a key relational support for children exposed to IPV which is able to facilitate their capacity to learn skills such as emotion regulation and build their ability to engage in play and friendships. Further research on educators' experiences and training needs when supporting the social functioning and strengths of children exposed to IPV is needed.

The relationship between teachers’ teaching style and the number and types of questions they ask during shared book reading: an explorative study in early childhood education

ABSTRACT This study investigated the relation between teaching style and the number and type of questions teachers ask during a shared book reading activity in early childhood classrooms. A total of N = 17 early childhood teachers participated. Teaching style was measured with the Questionnaire on Teacher Interaction for Primary Education. In addition, the number and type of questions teachers asked was measured by videotaping a shared book reading activity and coding the teacher turns using a self-constructed code scheme. Outcomes showed a positive correlation between the teaching style ‘helpful/friendly' and the total number of questions teachers asked, and finishing-, how-feeling-, where- and -what-doing-questions. In addition, the teaching style ‘leading’ appeared to be negatively related to why-questions. The other two teaching styles that were included in this study were not related to the number and types of questions teachers asked. Although further research is required, this study provides evidence for a relation between teaching style and the number and type of questions teachers ask.

Tracking Physical Activity and Nutrition Policies and Practices in Early Childhood Education and Care: Five Years Post-Implementation of a Provincial-Level Active Play Standard.

Background: Early childhood education and care (ECEC) settings are key for improving health behaviors, including physical activity (PA) and nutrition. In 2017, the province of British Columbia (BC) implemented a provincial-level Active Play policy supported by a capacity-building intervention. Significant improvements in all PA policies and practices and the majority of nutrition policies were observed post-implementation. The purpose of this study was to understand if PA and nutrition policies and practices were maintained at 5+ years post-provincial policy implementation. Methods: This study employed a repeated cross-sectional design to distribute surveys querying about PA and nutrition policies and practices to ECEC centers across BC at three time points: time 1, prior to implementation of the Active Play standard (2016-2017) and capacity-building intervention, time 2, 1-2 years post-implementation (2018-2019), and time 3, 5+ years post-implementation (2022-2023). Results: The majority of PA and all nutrition policies were maintained from time 2 (n = 378) to time 3 (n = 639). Prevalence of policies related to the provision of activities that address fundamental movement skills (odds ratio [OR] = 0.30) and total amount of active play (OR = 0.56) significantly decreased from time 2 to time 3. All reported PA practice prevalence levels decreased to time 1 levels. Conclusions: Center-level health behavior policies were largely maintained 5 years post-implementation, except some PA policies and practices returned to pre-implementation levels. Staff capacity and turnover as well as change in implementation support may explain these changes. Ongoing implementation support is needed to ensure maintenance of health promoting policies and practices in ECEC.

Assessing and Enhancing Nutrition and Physical Activity Environments in Early Childhood Education and Care Centers: Scoping Review of eHealth Tools.

Early childhood is a critical period for shaping lifelong health behaviors, making early childhood education and care (ECEC) environments ideal for implementing nutrition and physical activity interventions. eHealth tools are increasingly utilized in ECEC settings due to their accessibility, scalability, and cost-effectiveness, demonstrating promise in enhancing educators' practices. Despite the potential effectiveness of these eHealth approaches, a comprehensive collection of available evidence on eHealth tools designed to assess or support best practices for nutrition or physical activity in ECECs is currently lacking. The primary objective of this scoping review is to map the range of available eHealth tools designed to assess or deliver interventions aimed at improving nutrition or physical activity in ECEC settings, while evaluating their components, theoretical foundations, and effectiveness. This scoping review adhered to the Joanna Briggs Institute methodology, in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) checklist. The objectives, inclusion criteria, and methods for this review were predefined and specified. Eligibility criteria were (1) early childhood educators (population); (2) eHealth (digital) technologies, such as websites, smartphone apps, emails, and social media; and (3) tools designed to assess or deliver interventions aimed at improving best practices for nutrition, physical activity, or both within ECEC settings (context). A search was conducted across 5 electronic databases (PubMed, Scopus, CINAHL Plus, ERIC, and Embase) to identify white literature, and 3 electronic databases (ProQuest, Google Scholar, and targeted Google search), along with hand-searching of reference lists, were used to identify gray literature. All literature was reported in English or French, with the search extending until May 2024. Separate data charting tools were used for white and gray literature. The search strategy identified 3064 results for white literature, yielding 2653 unique citations after duplicates were removed. Full texts for 65 citations were retrieved and screened for inclusion, resulting in 30 studies eligible for data extraction and analysis. The most common study design was a randomized controlled trial, comprising 16 studies (53%). The largest proportion of studies were conducted in the United States (11 studies, 37%). In total, 19 eHealth tools were identified, targeting nutrition (8 tools, 42%), physical activity (5 tools, 26%), or both nutrition and physical activity (6 tools, 32%). All tools were web based (19 tools, 100%). The gray literature search yielded 1054 results, of which 17 were moved to full-text screening, and 7 met the eligibility criteria for data extraction and analysis. The tools identified in the gray literature originated in Canada (4 tools, 57%) and the United States (3 tools, 43%). The majority targeted nutrition (4 tools, 57%) and were primarily web based (6 tools, 86%), with 1 mobile app (1 tool, 14%). This scoping review mapped the available eHealth tools designed to improve nutrition or physical activity environments in ECEC settings, highlighting the growing emphasis on web-based tools and the need for psychometric testing. Future research should systematically evaluate the effectiveness of these tools, particularly those addressing both nutrition and physical activity, to identify the key factors that contribute to long-term behavior change. Open Science Framework XTRNZ; https://osf.io/xtrnz. RR2-10.2196/52252.

Exploring the relationships between kindergarten educators’ certification area, perceived control, instructional practices, and career satisfaction

ABSTRACT This paper examines the relationships between certification area, perceived instructional control, instructional practices, and career satisfaction among a nationally representative sample of kindergarten teachers. Through an exploratory descriptive analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort:2011 data, we find that teachers with early childhood certification tend to report lower perceived control than those with elementary-only certification. However, when early childhood certified teachers perceive higher control, they are more likely to implement developmentally appropriate instructional practices. Regardless of certification area, higher perceived control is related to higher career satisfaction. We highlight implications for research and practice, including the continued training and education of elementary school teachers and leaders in the unique nature of early childhood education. Drawing upon self-determination theory, we also suggest that early childhood teacher educators think about how their preparation program might address pre-service teachers’ needs for autonomy, support, and relatedness.

Prevalence of Aggressive Acts Among 1- to 5-Year-Olds in Norwegian Early Childhood Education and Care

Prevalence of Aggressive Acts Among 1- to 5-Year-Olds in Norwegian Early Childhood Education and Care

Teaching identity in early childhood education: a life story

ABSTRACT In the educational field, it is crucial to understand the elements that influence teacher identity in order to innovate educational practice. This study aims to analyze the life trajectory of an early childhood education teacher (in Spain) in order to gain an in-depth understanding of the most significant factors and milestones that have influenced the construction of her professional identity. A biographical-narrative study was carried out using the qualitative in-depth interview as a data collection tool. The results were organized into categories of analysis divided into two periods: before becoming a teacher and during her experience as a teacher. These categories allow for a better understanding of the results and the elements that influence the identity construction process. Some of the factors highlighted in teacher identity are family, school and theoretical reference models, the initial training received, the different educational and social contexts, continuing education and the pillars of practice.

“It isn’t the same for everyone”: Early childhood educators’ lived experiences with cultivating social inclusion

ABSTRACT Children with disabilities are less likely than their peers without disabilities to exercise their rights to education and participation in their communities. Early childhood educators play a crucial role in ensuring that all children are included in daily activities and interactions to foster children’s wellbeing. However, educators receive minimal training on fostering social inclusion in early childhood settings. The purpose of this phenomenological study was to explore thirty-seven early childhood education professionals’ experiences and perceptions of cultivating social inclusion in the context of a training program called Building Friendships. The program involved participation in a series of training workshops aimed at fostering play and friendships in diverse and inclusive child care settings. Interviews were conducted to explore participants’ perceptions and experiences with social inclusion before and after training workshops. Educators delineated a range of issues pertaining to the quality of social inclusion, and additional training appeared to serve as a catalyst for reflection and practice changes which improved the social experiences of children with disabilities in their care. This study underscores the diverse understandings and experiences of educators with regards to social inclusion and benefits associated with providing opportunities for professional development which can promote best practices.

A Model for Psychological Consultation to Childcare and Preschools

ABSTRACT As nonparental care became increasingly common, the need for understanding young children’s behaviors and emotions called for psychological support for teachers and caregivers in early childhood education and center-based care. In Sweden such a development took place during the 1980s and 1990s. Relationship-building, self-development, and a salutogenic perspective are aspects which were considered central to the promotion of children’s learning, health, and well-being. A Swedish model of consultee-centered consultation was developed to assist teachers and care providers in infant and early childhood education in their endeavor to not only care for the children, but also promote their emotional and intellectual development. This article will report on this Swedish practice and describe a grounded theory study in which the process and dynamics of consultee-centered consultation, as utilized in schools, preschools, and childcare centers were conceptualized and analyzed, resulting in greater understanding of process and evidence of the efficacy of outcomes.

Developing a social and emotional wellbeing intervention using the early childhood education and care environment: an Intervention Mapping approach

ABSTRACT The aim of this paper was to describe how Intervention Mapping Steps 1–4 were used to develop the My Sensory Experience Resource (MSER) to support children’s social and emotional wellbeing through the environment. Empirical evidence, behaviour change theory, and stakeholder feedback were combined to co-design MSER for the early childhood education and care sector using the first four steps of the Intervention Mapping framework. First, a thorough needs assessment was conducted to inform a logic model of the problem and define the intervention goals. Second, outcomes, performance objectives and change objectives were outlined at individual, interpersonal and organizational levels. Third, a practical resource was developed by mapping behaviour change theories to the resource components. Finally, relevant health knowledge was translated into the materials and resources, labelled as MSER, for educators, teams and organizations. MSER strengths, limitations and future directions are discussed.

Exploring the Role of ChatGPT in Transforming the Education Ecosystem

Since its emergence, ChatGPT has emerged as a transformative technology with significant implications for the education ecosystem. This paper discusses the author's attitude towards ChatGPT through three aspects: assessing the potential it brings to the educational ecosystem (including its impact on learners, educators, and the educational system), how educational focus will adapt to the times, and by examining the reasons for the integration of ChatGPT into educational applications through the context of early childhood education, which is the starting point of school education. The challenge of how education adapts to and leads the development of the times is always a difficult issue. The focus of this paper is still centered around the "essence of education". Regardless of the emergence of new methods, the ultimate goal of education is to cultivate individuals with sound physical and mental development

Preschool teachers’ sense of teaching efficacy: scale development and validation

ABSTRACT The aim of this study is to develop and validate Preschool Teachers’ Sense of Teaching Efficacy Scale (PTSTES) in the Chinese context. A 22-item self-report measure was developed based on Bandura’s social cognitive theory, Chinese preschool education policies, existing instruments, and one-on-one interviews with preschool teachers. This study has demonstrated that the PTSTES has satisfactory psychometric properties in a sample of 584 Chinese preschool teachers. Findings indicated that the PTSTES was a valid and reliable measure including five aspects of teaching efficacy: teaching preparation, teaching strategy, teaching evaluation, classroom management, and preschool-family cooperation. Rasch Rating Scale Model analysis provided the evidence for the item separation, person separation and item difficulty of the PTSTES. The reliability evidence is calculated by examining internal consistency and item-total correlations. Validity evidence based on test content, internal structure, and relations to other variables was also evaluated, indicating that the PTSTES has good validity. This study contributes to early childhood education by providing researchers and practitioners with an instrument for measuring preschool teachers’ sense of teaching efficacy.

Early childhood teachers’ understanding of executive functions and strategies employed to facilitate them

Early childhood teachers’ understanding of executive functions and strategies employed to facilitate them

Emotions and human rights education in early childhood: insights from young children in Rwanda

Emotions and human rights education in early childhood: insights from young children in Rwanda

Barriers and enablers—early years educators’ understanding of inclusive education for children with autism spectrum conditions in Baku, Azerbaijan

A plethora of global literature emphasises the significance of providing inclusive early childhood education for children with Autistic Spectrum Condition (ASC), but there is a lack of empirical research in Azerbaijan on the issue. This study aims to explore early years educators’ understanding of inclusive education for children with ASC and to identify possible barriers and enablers in Baku, Azerbaijan, through a qualitative study using semi-structured interviews with seven early years educators. Thematic data analysis reveals that while teachers define inclusive education as a right-based approach, deep down they may still support the medical model of disability. Findings also suggest that parents of both non-disabled and autistic children may hold negative attitudes towards inclusion, posing a major challenge to inclusion. UDL and parental collaboration are found to be effective enablers for the inclusion of children with ASC in early years education. Implications for practice and further research is discussed.

The Influence Aesthetic Processes Can Have on Daycare Children's Play

AbstractThis article argues for a reconceptualisation of early childhood education, where learning and development are not only valued by outcome, and aims to investigate how aesthetic processes are organised in ways for the children to be inspired, to compare, explore, and play. Inspired by a Vygotsky perspective and his theories of play, imagination, and creativity, the article argues for developmental perspectives where transformation is driven by different kinds of experiences that lead to sustained change and not a one‐sided passing of instructions from teacher to child. Drawing on ethnographic material from a qualitative research project implemented in Danish daycares, where an artist visited over a 3‐month period, shows specific patterns in how the children are engaging in aesthetic processes and multiple ways that joint activities inspire the children to play. The research reveals new insights into the relationship between aesthetic processes and play, as it facilitates the exploration of not only the many layers of aesthetics but also how participation in joint activities enables the aesthetic process to become a cultural frame of reference that is used in Play.

Holding up the mirror: The role of teacher educators and syllabi in perpetuating or disrupting inequity.

This blended pilot-empirical and theoretical manuscript documents a reflective journey undertaken by a group of early childhood teacher educators located across different regions of the United States as they examined their course design, materials, and syllabi construction. Grounded in reflective practice, intersectionality, and critical pedagogy, their collaborative endeavor necessitated profound self-examination and recognition of oppressive structures inherent within the field and reproduced throughout course syllabi, thereby perpetuating societal inequities inside and outside the classroom context. Their iterative, evolving effort resembled a reflective consultation group, marked by continuous self-reflection, challenging assumptions, and transforming actions, vividly portrayed in their vignettes. A nonlinear spiral model emerged as a visual representation of the multiple entry points into an ongoing process-highlighting access points that encourage curiosity and interrogation of academic syllabi and course content. The inclusive nature of this inquiry invites faculty members and practitioners to confront racism, ableism, and other systems of domination, amplify marginalized scholarship, and redefine early childhood education-related fields, including the Infant and Early Childhood Mental Health landscape. It also underscores the imperative of sustained introspection and collaborative action in nurturing equity.

The mediating effect of teacher commitment in the relationship between burnout and role performance of early childhood teachers

The purpose of this study is to examine the mediating effect of teacher commitment on the relationship between burnout and role performance of early childhood teachers. The sample consisted of 207 early childhood teachers in Seoul and Gyeonggi Province, selected through convenience sampling. Data collection was conducted over a period of 1 month in November 2020 with teachers who agreed to participate in the study. The results of this study were as follows: First, there was a negative correlation between early childhood teachers’ burnout and commitment, and between burnout and role performance. Furthermore, there was a positive correlation between teachers’ commitment and role performance. Second, early childhood teachers’ teacher commitment was found to partially mediate the relationship between burnout and role performance. This study is significant in that it is being published at a time when the integration of early childhood education and childcare is just beginning in South Korea, and it addresses the topic of teachers who will be most directly affected by the integration.

Promoting Children’s Participation in Early Childhood Education and Care

Children’s participation is a fundamental principle of contemporary education. To ensure children’s participation, a Model for Promoting Children’s Participation in Early Childhood Education and Care has been developed that enables educators to self-reflect on their practice, analyse children’s participation, listen to children’s and parents’ voices, and link children’s participation to the quality of early childhood education and care. The aim of the paper is to present findings regarding the importance of the model for promoting children’s participation in early childhood education and care and the current state of children’s participation. The qualitative study is based on the multi-perspective participatory approach to promoting children’s participation in action. The findings suggest that the model has great potential for researching and promoting children’s participation in early childhood education and care (ECEC) settings, especially children’s expression and teachers’ professional reflection.

This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring

This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy.