Early Childhood Education Research Articles

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.

Digital Modular Distance Learning of Early Childhood Education Learners: Status and Challenges Amid the Covid-19 Pandemic

Abstract This study was conducted to determine the adequacy of instructional materials and the level of best practices in utilizing digital modular distance learning in identified schools in Midsayap, Cotabato. The study utilized the Mixed – method. There were 70 teachers and parents who served as respondents. The data gathering tools used were the researcher-made questionnaire and interview guide. The findings revealed that in terms of the availability of IMs for teaching EC learners, it was found “less adequate” as responded by the respondents; on the level of best practices in the utilization of IMs, as perceived by the teacher respondents, they have shown best practices on the well – being of the learners, strategies, and methodologies used in teaching and assessments of learning. A significant relationship was found between the profile of the teacher-respondents and the level of practice in the utilization of IMs when grouped according to the type of school and age. Likewise, found a significant difference between the teachers and parents on the availability of IMs in teaching. During the interview for teachers, themes were formulated, such as flexibility struggle, time management, internet accessibility, computer literacy, and communication barriers. For parents, themes were adaptability struggle, time management, and pedagogical methodology. Based on the findings, it is concluded that the teachers must acquire needed IMs in teaching to develop different skills and levels of practice in utilizing IMs. To address the problems encountered, an action plan was formulated for implementation.

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.

Using Support Vector Machines for Predicting and Mitigating Stunting in Early Childhood Education in Rural Semarang

In 2030, 70% of Indonesia's population will be of productive age (15-64 years), which is a demographic bonus. However, this potential is threatened by the high rate of stunting in children, which threatens future workforce productivity. Early identification of stunting risk is essential for timely intervention. This study develops a stunting prediction model using machine learning with data from early childhood education institutions in rural Semarang. The model used is a Support Vector Machine (SVM) implemented through the RapidMiner framework. The SVM model achieved an accuracy of 97.56%, a precision of 98.97%, a recall of 97.37%, and an AUC of 0.997. The results of the SVM model highlight the importance of physical motor skills and artistic development.

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.

Effectiveness of a Bullying Intervention (Be-Prox) in Norwegian Early Childhood and Education Care Centers: Protocol for a Cluster Randomized Controlled Trial.

A new and growing body of research has studied bullying among children in early childhood education and care centers (ECECs). The Bernese Program (Be-Prox) is designed to systematically prevent and handle bullying between children in Swiss ECECs. However, the effectiveness of the Be-Prox intervention has not yet been explored in a Norwegian ECEC setting. This study aims to evaluate the effectiveness of Be-Prox in preventing and handling bullying among peers in Norwegian ECECs. ECECs from 2 Norwegian municipalities were invited to participate in a cluster randomized controlled trial (RCT) to evaluate the effectiveness of the Be-Prox intervention on peer bullying in Norwegian ECECs. After baseline measures were taken, project ECECs were randomized to either an intervention or a control arm. The Be-Prox intervention was introduced to ECECs in the intervention arm through 6 modules over a 9-month period immediately after the randomization. ECECs in the control arm participated in the data collection and were offered the Be-Prox intervention the following year. The primary outcome of the effect evaluation is the mean sum of negative behavior between peers after the Be-Prox training is completed in the intervention arm. Secondary outcomes include child bystander behavior, teacher self-efficacy, and ECEC's authoritative climate. An extensive implementation and process evaluation, as well as cost-effectiveness analyses, will be conducted alongside the RCT. Baseline data collection was conducted in September 2023, and the postintervention data collection started in May 2024. At baseline, we collected data on 708 children and 413 personnel from 38 project ECECs in the 2 Norwegian municipalities. The results from the study will be available in late 2024 at the earliest. The proposed project includes a comprehensive evaluation of the effectiveness of Be-Prox in Norwegian ECECs directly targeting the prevention and handling of bullying, including implementation and cost-effectiveness evaluations. The results from the project have the potential to fill in identified knowledge gaps in the understanding of negative behavior and bullying between peers in ECECs, and how these may be prevented. If proven efficient, our ambition is to offer Be-Prox to Norwegian ECECs as an evidence-based practice to prevent and handle bullying among preschool children. ClinicalTrials.gov NCT06040437; https://clinicaltrials.gov/study/NCT06040437. DERR1-10.2196/60626.

The Internet of Toys: Opportunities and Risks in Early Childhood Education: A Mixed Method Exploratory Study

The Internet of Toys: Opportunities and Risks in Early Childhood Education: A Mixed Method Exploratory Study

Teachers’ Views on the Importance of Critical Thinking Skills in Early Childhood Education in Tanzania

In the 21st century, critical thinking skills are essential for children in early childhood education, to help them in their learning and life in general. To cultivate and promote these skills in early childhood education, children need the support and guidance of their teachers. It is therefore imperitive to understand teachers’ views on the importance of critical thinking skills in early childhood education. The aim of this study is to address this question and explore teachers’ views on the importance of critical thinking skills in early childhood education in Dodoma, Tanzania. Methodology. This study employed a qualitative research approach with a phenomenography research design. The total sample of the study was five informants, selected through purposive sampling technique. The study used in-depth interviews with pre-primary schoolteachers to elicit data on their views towards the importance of critical thinking skills in early childhood education in the Kongwa District of the Dodoma region. After the data collection process, the analysis was done using the Miles and Huberman Model (2014). The findings demonstrate that critical thinking skills are important in early childhood education: they enhance children’s’ problem-solving abilities, their creativity and the foundations of learning; they foster intellectual development among children and they enhance their socialisation and language development. In conclusion, this study contributes to understanding teachers' views on the importance of critical thinking skills in early childhood education in Tanzania, and in other areas around the world. Conclusion. Based on the importance of critical thinking skills in early childhood education, this study recommends the need to incorporate critical thinking skills into the core curriculum, across several subject areas in early childhood education by including activities that encourage and motivate children to think critically.

Bridging the education gap: A comprehensive analysis of travel distance and education quality based spatial accessibility of early childhood education in Metropolitan Melbourne

In Australia, Melbourne's population is growing rapidly and will soon overtake Sydney, fuelled by a COVID-19 baby boom that has increased demand for early childhood education (ECE). In response, the Victorian Government has announced transformational reforms to improve the accessibility and quality of ECE for the growing urban population. This study aims to addresses the evolution and effectiveness of ECE reforms in Melbourne from 2021 to 2036 by proposing an innovative approach that integrates spatial accessibility and educational quality into ECE evaluations. Using the distance decay function, the Floating Catchment Area (FCA) method and the Huff model, it extends traditional geographical analyses by highlighting the importance of educational quality in parental choice and providing a refined technique for simulating local demand based on educational quality and travel distance. Overall, inequalities in educational resources have been identified, with a concentration of ECE services near the CBD, despite high population density, while peripheral areas have significant service deficits. Furthermore, the projected poor accessibility scores for 2026, 2031 and 2036 highlight the urgent need for educational infrastructure development, even in areas rated as having better accessibility in 2021.

Enabling counter-colonial, ecologically sustaining education potentialities: A perspective from Aotearoa (New Zealand)

This paper considers ‘democracy’ with reference to education in the (neo)colonial context of Aotearoa (New Zealand). It discusses impacts of the western project of colonisation, arguing for the need to counter damaging hegemonic discourses such as white supremacy and racism that have underpinned and fuelled its operation. It identifies neoliberalism as a key contributor to the current erosion of democracies and the climate and ecological crises. It posits that education is a prime site for changing this narrative via pathways for restoration. It highlights the potential of early childhood education for offering democratising, ecologically sustaining practices by fostering dispositions of care, concern, empathy and kaitiakitanga. 1

PERCEPTIONS TO CONTEXTUAL FACTORS AND ATTITUDE OF TEACHERS TOWARDS INCLUSIVE EDUCATION

Early childhood educators' perception of inclusive education is likely consistent with their attitude towards the practice of inclusion in the kindergarten class. This study aimed to determine the relationship between primary school teachers' perception of contextual factors of inclusive education and their attitude towards inclusion. This study used the descriptive correlational research design. The data were obtained from a sample size of 82 public school primary education teachers who were selected through purposive sampling. A researcher-made data instrument was used to collect the data. Results of the study showed that early childhood educators have a strong perception of the contextual factors of inclusive education, and their attitude is in agreement with inclusion. Specifically, curriculum registered the highest mean score among the contextual factors, while teacher training registered the lowest mean score. In terms of attitude, professional development registered the highest mean score, while opportunity to learners registered the lowest mean score. Further, a strong significant relationship exists between perceptions of the contextual factors of inclusive education and attitudes towards inclusion. A positive perception of teachers in the context of an inclusive education curriculum is crucial to developing attitudes towards inclusion. Professional development and curriculum alignment are recommended to strengthen their confidence in their engagement in the inclusive class.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

The philosophical and pedagogical underpinnings shared by philosophy for children (P4C) and Froebelian approaches

Recent interest in integrating philosophy in early childhood education has led scholars to explore the potential connections between P4C practices and different educational approaches, such as the Reggio Emilia and Montessori. Murris, for instance, reads the Reggio Emilia approach diffractively through P4C and concludes that the P4C and Reggio approach allow for emergent knowledge production and expression, drawing on all of the child's material-discursive languages and disrupting binary distinctions between child and adult. Scarpini draws attention to Montessori and P4C's mutual emphasis on children's right to think and space to express their thoughts, feelings and ideas together in a safe and dialogical space. The emergence of these theoretical and pedagogical inquiries towards the P4C approach makes Froebelian dialogue even more necessary in terms of developing a well-rounded understanding of embedding philosophy in children's early years experiences. Some ontological and pedagogical resonances between Froebelian approaches and the P4C are reflected to discuss the affordances and challenges of integrating philosophy into children's lives in early childhood education. To do this, diffraction is used as a reflexive methodology for reading Froebelian and P4C texts through and around one another that emerge diverse ontological underpinnings to unpack epistemological possibilities for non-dichotomous early childhood understandings and practices. The aim is to achieve a deeper comprehension of how the two can mutually enhance each other and be implemented in practice to promote more meaningful learning experiences for children in the early years.

Early Childhood Education and Care Attendance and Its Association With Outdoor Play, Screen Time and Sleep Duration of Young Children: Findings From the CHAT Trial in Australia.

Effects of attending early childhood education and care (ECEC) on health behaviours of young children remain unclear. This study aimed to investigate whether ECEC attendance was associated with outdoor play, screen time, sleep duration and family demographics of children aged 2 and 3 years. Secondary analysis was conducted using data extracted from two linked trials conducted in Australia, 2017-2020. Telephone surveys were conducted with participating mothers for data collection. Multiple logistic and linear regression models were built to investigate the associations of ECEC attendance with outdoor play, screen time, sleep duration and family demographics among young children. At ages 2 and 3 years, 797 and 537 mothers completed surveys, respectively. Of respondents, 65% and 72% of children attended ECEC, respectively. Children who attended ECEC had 17 min (95% CI 3.8-30.5) and 28 min (95% CI 14.1-41.9) more daily outdoor playtime and had 13 min (95% CI 4.0-21.5) and 19 min (95% CI 6.4-30.7) less daily screen time at home at 2 and 3 years, respectively. Although ECEC attendance was not associated with sleep duration, children who attended ECEC were more likely to meet all three recommendations (outdoor play, screen time and sleep) with adjusted odds ratio (AOR) 1.84 (95% CI 1.24-2.72) at age 2 and AOR 2.34 (95% CI 1.28-4.28) at age 3. Mothers who were employed, first-time mothers, spoke English at home or had a high household income were more likely to use ECEC services. ECEC services may hold promise to influence outdoor play and screen time among young children. Children from lower socio-demographic background had a lower rate of ECEC attendance. Future health promotion programmes for young children need to also consider children who do not attend ECEC.

Opportunities Behind Challenges for Classroom Management at Aisyiyah Kindergarten in Kalitengah Village

Community Service Program (KKN) is an extracurricular activity that combines the Tri Dharma of Higher Education, as well as learning and community service. This course is designed to provide students with real-world experience while also enhancing their critical thinking skills. KKN focuses on community welfare. This article discusses the implementation of the 2024 KKN-T group 23 in Kalitengah Village, Tanggulangin, focusing on the educational aspect. This study examines the challenges of teaching in the Aisyiyah Kindergarten class in Kalitengah Village and explores the innovative opportunities that arise from this situation. With an unfavorable teacher-to-student ratio, this educational institution faces several challenges in providing high-quality education. Using qualitative research methods, this study examines the adaptive strategies developed by students and teachers. Data was collected through participatory observation, interviews with teachers and school principals, as well as analysis of school documents. The main idea is that the lack of human capital has driven the implementation of more collaborative and creative learning methods. Strategies such as the implementation of a peer mentoring system, integration of educational technology, and active involvement of parents in the learning process have produced unexpectedly positive outcomes. The research results indicate an increase in student independence, better development of social-emotional skills, as well as efficiency in time and resource management. This study concludes that challenges can serve as a catalyst for educational innovation, with important implications for the development of adaptive and effective classroom management models in other early childhood education institutions facing similar limitations.

Planning for Long-Term Recovery: The Impact of COVID-19 on Educators Working With Children From Seasonal and Migrant Farmworker Families.

Education faced challenges during the COVID-19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations. This study measured the impact of the pandemic impact on educators working with students from seasonal and migrant farmworker families to understand what supports educators need as schools plan for long-term recovery. A total of 1024 educators including early childhood education and K-12 teachers, as well as administrators, completed a COVID-19 questionnaire between October 2020 and January 2021, measuring their experiences as well as personal and work-related stressors during the pandemic. Educators underwent difficult COVID-19 experiences and faced several factors contributing to personal and work-related stress. Personal stress factors included concerns about they themselves, or family members, becoming ill, concerns about the emotional/mental health of their family, and fear of loss/reduction in employment. Work-related stress factors included concerns about the emotional and mental health of co-workers. Educators working with migrant children need additional supports-including support from administrators, psychological services, and opportunities to give/receive colleague/peer support.

Quality of Early Childhood Education and Care in Kazakhstan: The First Nationwide Study

Currently, Kazakhstan has the highest enrolment rate in the history of early childhood education and care (ECEC), with 98% enrolment for children aged three to six years old. With this significant expansion of ECEC, there is a lack of sufficient evidence on its overall quality. This study is the first countrywide study aimed to evaluate the ECEC quality in Kazakhstan using the internationally recognized Early Childhood Environment Rating Scale (ECERS-3). We looked at 50 preschool classrooms from all regions of Kazakhstan. The preschools had different combinations of the following characteristics: located in urban/rural areas; state/private; with Russian/Kazakh-language instruction. The scores demonstrated ‘below the minimal’ quality of ECEC in Kazakhstan. No correlation was found between the quality of ECEC and regions or types of settlement. Findings revealed such problems as deprivation of play, predominance of teacher-led pedagogy, large child-to-staff ratio and others. Children are not offered adequate amounts or variety of cognitively stimulating opportunities that would support their development and learning. There was a statistically significant difference in quality depending on the language of instruction. Kazakh groups were more likely to score worse than Russian ones (N=47, p=.026). The reasons for these findings are numerous, both due to the complexity of the ‘quality’ notion, as well as various issues that influence the quality of ECEC in Kazakhstan.

Dialogues with Thinkers on Problematizing Practices for the Teaching of Mathematics in Early Childhood Education

This article exposes part of a research of a teacher who teaches mathematics, based on her personal experiences as a basic education student and during her initial education in pedagogy and professional performance in early childhood education, phenomenological character, and whose theoretical section was presented in narrative format. Therefore, the literature review on theories associated with the research subject was developed in a dialogue format with researchers and thinkers considered key to the study. This text presents the dialogues with these authors whose ideas and concepts guided the researcher’s thoughts in a movement of hermeneutic contemplation about their experiences, explaining the want to do pedagogical and opening ways for new questions.

A posthumanist critical multilogue: storytelling as bicultural teaching and learning in early childhood education in Aotearoa New Zealand

A posthumanist critical multilogue: storytelling as bicultural teaching and learning in early childhood education in Aotearoa New Zealand