Preschool Education Research Articles

ECCE Education in the Global context: A Comparative Study of Private And Public ECCE Service Providers in the State of Bihar, India

The right to education of any child born in any country in the world starts from birth. But unfortunately, new UNESCO data shows that one in four children aged 5 never receives any form of pre-primary education (ECCE) in their lifetime. This report represents 35 million of the 137 million 5-year-old children worldwide. Early Childhood Care and Education Despite research proving the benefits of ECCE, only half of the countries worldwide guarantee free pre-primary education. Political will and ownership are vital to transforming the ECCE. The UNESCO review highlights progress in some countries, but much more is needed to successfully strengthen the capacity of these systems. This research has been done in the context of Bihar, India. The objective of this study is to assess the daily classroom activities conducted by private and public service providers of ECCE in Bihar and to identify the differences in various classroom activities and the facilities provided by them. A comparative study was conducted using random sampling to select 100 private and 100 public ECCE service providers across Bihar, India. Data collection involved interviews with teachers at these centers. Descriptive and thematic analysis was used to identify key themes in the interview data regarding daily classroom activities and facilities. In the research, the service systems of most of the private service providers were found to be of high quality, while the public service providers were found to be suffering from various deficiencies in classroom operations. Comparatively, the school service and classroom maintenance systems of private service providers were better than those of public service providers, while both types of service providers were trying their best to conduct ECCE classes. Research studies indicate that the government needs to focus on highlighting the issues related to ECCE and implementing special provisions for it. There is a need for various facilities, new standard norms, and new policies for private and public service providers in this area. The state government needs to take the necessary steps in this area. Through this process, ECCE will be able to develop in its new form. What the country needs most. Keywords: service providers, private, public, standards, norms, provisions, classroom activities, ECCE

Are newly qualified preschool teachers ready for today’s mandate? Principals’ views in Sweden

ABSTRACT The purpose of this study is to contribute to the discussion concerning adaptations and improvements of preschool teacher education. Such changes are crucial, because many newly qualified preschool teachers struggle to live up to the requirements the profession places upon them. This study is conducted in Sweden, where early childhood education has a long tradition and is well established. Simultaneously, Swedish preschool education follows the international tendency of schoolification in early childhood education. A Q methodological study design was selected to investigate the views of preschool principals on newly qualified preschool teachers. Q method results were enriched with qualitative data from a written questionnaire and findings reveal a consensus among the 55 participants. This confirms previous research stating that newly qualified preschool teachers are perceived as competent in planning teaching and adhering to curriculum intentions. At the same time, this study shows that the increasingly academicized preschool teacher education does not seem to sufficiently prepare the next generation of preschool teachers to build relationships with guardians and colleagues. The study suggests the need for a comprehensive understanding of the profession and intensified collaborations between various stakeholders to better support newly qualified preschool teachers in Sweden and beyond.

Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training

AbstractThe main goal of this study was to explore the relationship between emergent literacy beliefs and practices among Portuguese preschool teachers and to investigate the moderating role of experience and training (initial and continuous). The participants were 266 preschool teachers working in Portugal. The results indicate higher levels of holistic beliefs than technicist beliefs regarding emergent literacy. Practices aimed at promoting oral language and phonological awareness were reported as the most frequently used practices in the classroom. Teachers who had continuous training in emergent literacy had more holistic beliefs and performed more practices to promote children’s phonological awareness and knowledge of the relationship between oral and written language. Continuous training was also a significant moderator of the relationship between emergent literacy beliefs and practices. These findings highlight the importance of continuous training in fostering the use of quality research-based practices in the classroom.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Safety protection using artificial intelligence internet of things for preschool education

AbstractWith the rapid development of social economy and information technology, safety protection in daily life has become more and more important. Although the awareness of safety has increased, the children's safety is still not paid enough attention. Children still may suffer accidental injuries, especially in developing countries. Children spend most of time at school in a day. Thus, it has become an emergent challenge to guarantee children's safety at school. In order handle this issue, this paper designs an Artificial Intelligence Internet of Things (AIoT) safety protection system for preschool education. The AIoT safety protection system consists of three parts: camera, Raspberry Pi, and monitoring computer. The camera captures the images of classroom scene during preschool education. The Raspberry Pi analyzes the images from camera to determine the unsafe behaviors of children, in which a YOLOv8 model is deployed. The monitoring computer receives the alarms from Raspberry Pi. The camera, Raspberry Pi, and monitoring computer are connected using wireless sensor network. The experiments show the behavior recognition model can correctly identify most of dangerous behaviors of children in classroom. The simulation result demonstrates the AIoT safety protection system can find the dangerous behaviors in time.

Foreign students at school in the opinions of students of preschool and early school education

The article presents selected results of a study on the perception of the presence of a foreign student at school. It was conducted among preschool and early school pedagogy students at two universities - the Academy of Special Education and the Faculty of Pedagogy of the University of Warsaw. The presented results refer to the needs, benefits and challenges that, in the opinion of the respondents, are associated with the presence of students from other countries at school. As research has shown, respondents are aware of the needs related to the presence of a foreign student at school, and they consider it to be the most important for them to master the Polish language. Respondents associated the presence of a foreign student with increasing the chances of learning or growing tolerance for others. In the context of challenges related to the presence of a foreign student in the school space, the respondents hardly noticed the high probability of their occurrence. Among the most likely ones, they indicated those having an organisational rather than ideological basis.

Pre-primary educators’ views on peace education as a strategy for building a sustainable society in Tanzania

ABSTRACT Though children are recognized as change agents to make the world a better place, it remains generally unknown how educational leaders and teachers conceptualize peace education based on classroom practices for building a peaceful and sustainable society. This study involved 42 pre-primary educators and leaders drawn using purposive sampling. Face-to-face interviews with individual study participants and semi-structured questionnaires were used to generate data. The study adopted a phenomenography approach to data analysis. Findings indicate that peace education in pre-primary education should be provided even in countries without conflicts or wars to develop children’s capacity to recognise and respect human dignity regardless of one’s socio-economic background. The study concludes that respondents were well-informed about strategies for provision in contributing to a peaceful and sustainable society. Integration of peace education into pre-primary teaching and learning for children was seen as essential in schooling and when cooperating with others within and outside the school.

Effects of digitalization in preschool education on the creative and cognitive development of children

Effects of digitalization in preschool education on the creative and cognitive development of children

Teachers S. A. and K. Ya. Lyugebil and their first kindergarten in Russia

Introduction. The history of the creation of the first preschool institutions in Russia is of interest to modern Russian historical and pedagogical science. The purpose of the article is to characterize the work of the first Russian kindergartens and the ascetic educational activities of the pioneers of Russian preschool education. Materials and methods. The leading research methods are the analysis of scientific literature, the biographical method. The author actively used an axiological methodological approach, which made it possible to identify and evaluate the most important achievements of the Lyugebil spouses and other Russian teachers in opening the first kindergartens in Russia. Results. Spouses Sofya Andreevna (1824-1914) and Karl Yakimovich Lugebil (1830-1887/1888) entered the history of Russian education as the founders of the country's first kindergarten. In their work, the Lugebil couple used the experience of their foreign predecessors, first of all, the German teacher F. Froebel, the creator of the first kindergarten in Europe. They were active members of the Pedagogical Society, at whose meetings they closely communicated with K. D. Ushinsky, P. G. Redkin and other prominent Russian teachers of that time; they invariably supported their progressive position on various issues of education development and sought to promote the idea of widespread preschool education in Russia. Discussion. The advanced teacher E. N. Vodovozova believed that the Lugebil spouses in their work sought to avoid thoughtlessly following the experience of others, even famous teachers such as F. Froebel and his direct students and followers. The Lugebiles went their own unique way. The progressive magazine Sovremennik paid close attention to the work of the first kindergarten, and in its articles gave a full account of the educational work carried out in this institution. The first kindergarten gave an impetus to the opening of similar institutions throughout the country, including in the province. Conclusion. The practical activities of the Lugebil spouses and other Russian teachers of the second half of the XIX – early XX centuries included axiological, humanistic content and therefore had a noticeable impact on the development of preschool education in Russia. The opening day of the first kindergarten, September 27 (1863), is celebrated in modern Russia as the day of the preschool worker.

School Health Education and Teachers’ Preservice Training: The Case of Greece

Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.

GENDER EQUALITY IN PRESCHOOL EDUCATION: balance of work done in Portugal

Trabalhar a igualdade de género, numa perspetiva de educação para a cidadania é uma preocupação que naturalmente é sentida pelos educadores e educadoras que trabalham com crianças e jovens. Em Portugal, nas últimas décadas, a Comissão para a Cidadania e Igualdade de Género (CIG), uma organização governamental, tem vindo a desenvolver várias iniciativas, em colaboração com o Ministério da Educação, para os diferentes níveis de ensino. Neste artigo é feita uma apresentação das principais iniciativas que em Portugal têm vindo a ser desenvolvidas na educação pré-escolar (crianças dos 3 aos 6 anos, idade de entrada na escola obrigatória) e do que está previsto desenvolver. Neste artigo apresento a forma como tenho participado neste trabalho, analisando o percurso já realizado e refletindo as principais questões a aprofundar, a nível da investigação e da formação das profissionais e dos profissionais que trabalham nas instituições de educação pré-escolar.

Innovation in Preschool and Early School Education

The importance of innovation in early childhood learning emphasizes the need for a responsive approach to local cultural riches and values. The local wisdom approach emerges as a promising paradigm, creating space for innovation that has a positive impact on learning management. The aim of this research is to describe, analyze and offer learning innovation solutions through a local wisdom approach in a management context. The research method used is literature study, through collecting library data originating from articles, journals, electronic books and relevant document data related to the research focus. The data analysis process was carried out using descriptive methods to analyze the material collected. The research results show that innovative learning with local wisdom creates an interesting learning environment and supports children's development by enriching their experience of local values ​​and traditions. Innovative activities include learning methods, creative management, material development, and local community empowerment.

Practices of Tolerance: The Significance of Common Sense in Settings of Dense Coexistence

Practices of Tolerance: The Significance of Common Sense in Settings of Dense Coexistence

Preschool mother-child emotional preparation program leads to significant improvement in autonomic regulation: a randomized controlled trial

IntroductionMany studies have documented the profound impact that the mother-child relationship has on child sociality and behavior. However, the biological mechanisms that govern the relationship are poorly understood. We developed a mother-child emotional preparation program (MCEP), based on a novel autonomic nervous system learning mechanism. MCEP is hypothesized to condition the child's autonomic nervous system to better meet the preschool socioemotional classroom challenges.MethodsWe conducted a randomized controlled trial of MCEP, comparing a group of children receiving standard curriculum with children receiving standard curriculum plus MCEP. Previously, we reported that the MCEP mother-child dyads (vs controls) were more emotionally connected at six months post intervention and MCEP children (vs controls) displayed better socioemotional behavior at home and in the classroom. At six months post intervention, mothers and children underwent a stressful interaction-interruption paradigm, during which we acquired child ECG. We analyzed heart rate and several measures of child heart rate variability obtained during the 10-minute post-stress recovery period.ResultsWe found that MCEP children showed better autonomic regulation following the stressor, as measured by lower heart rate (p = 0.017) and increased high frequency respiratory sinus arrhythmia (RSA) or vagal tone (p = 0.043). Surprisingly, despite a sample size limited by COVID (n = 12 and 12), the effect sizes were large (g's ranging from 0.89 to 1.09). In addition, we found significant correlations with large effect sizes between autonomic measures and scores on the Welch Emotional Connection Screen (WECS).DiscussionThese findings support the conclusion that MCEP had a significant positive impact on child autonomic regulation in response to stress, which correlates with behavioral assessments of emotional connection. We discuss theoretical considerations and the implications of our findings for preschool education programs in general. This trial was retrospectively registered (clinicaltrial.gov registry NCT02970565) three months after the start of the first recruitment on April 9, 2019.

Design and Integration of Intelligent Classroom for Preschool Education Majors Based on Computer Visual Recognition Technology Computer

Childhood development students may greatly benefit from the creation and implementation of a cognitive smart lesson that utilizes computer vision technologies. By analyzing and interpreting visual information gathered during lessons in real time, this equipment may be utilized to improve instruction while giving pupils more opportunities for individualized education. Participants' existence, gestures, and movements may be detected in interactive classrooms by installing many sensors and analyzing the resulting pictures via artificial intelligence techniques. This information is then utilized to give pupils more specific input, modify the learning method, and pinpoint problematic areas for improvement. Implementation of such devices in school settings has the potential to raise educational standards by promoting greater pupil involvement and engaged study. In addition to tracking learner growth, instructors may utilize such equipment to pinpoint areas of struggle so they can better customize the material for every learner. One objective of such a study is to create an engaging picture-based study and teaching platform tailored to preschoolers by using intelligent sensing' picture-of-image technologies. Utilizing the algorithm for BP neural networks and the ImageNet, Microsoft Common Objects in Context (MS COCO) , Modified National Institute of Standard and Technology (MNIST), and Chars74K datasets, this article creates a photograph recognition framework that can carry out the majority of its identification acts and integrates it into the educational program using an imagine for pictures. The picture machine learning algorithm has a high precision rate, with a total precision rate of 85.16%. The system offers an improved identification rate, greater instructional effectiveness, and more interactive features than the conventional approach to early childhood education. It has an excellent dynamic impact on learning because it can identify nearly every one of the items kids touch. Early childhood children may benefit greatly from an extra dynamic and individualized educational setting made possible by the introduction of technological vision technologies into a smart teaching. The adoption of computerized visual identification technologies within intelligence classrooms may not only improve the educational and learning experience but also provide vital data for research. Researchers and instructors may learn more about students' learning styles and most beneficial methods of instruction via real-time monitoring of pupil conduct and educational patterns. This information may be utilized to better improve the field of pediatrics by informing the creation of new methods of instruction, resources for learning, and technological tools.

A Hybrid Digital Parenting Program Delivered Within the Malaysian Preschool System: Protocol for a Feasibility Study of a Small-Scale Factorial Cluster Randomized Trial.

The United Nations' Sustainable Development Goal 4, and particularly target 4.2, which seeks to ensure that, by 2030, all children have access to quality early childhood development, care, and preprimary education so that they are ready for primary education, is far from being achieved. The COVID-19 pandemic compromised progress by disrupting education, reducing access to well-being resources, and increasing family violence. Evidence from low- and middle-income countries suggests that in-person parenting interventions are effective at improving child learning and preventing family violence. However, scaling up these programs is challenging because of resource constraints. Integrating digital and human-delivered intervention components is a potential solution to these challenges. There is a need to understand the feasibility and effectiveness of such interventions in low-resource settings. This study aims to determine the feasibility and effectiveness of a digital parenting program (called Naungan Kasih in Bahasa Melayu [Protection through Love]) delivered in Malaysia, with varying combinations of 2 components included to encourage engagement. The study is framed around the following objectives: (1) to determine the recruitment, retention, and engagement rates in each intervention condition; (2) to document implementation fidelity; (3) to explore program acceptability among key stakeholders; (4) to estimate intervention costs; and (5) to provide indications of the effectiveness of the 2 components. This 10-week factorial cluster randomized trial compares ParentText, a chatbot that delivers parenting and family violence prevention content to caregivers of preschool-aged children in combination with 2 engagement components: (1) a WhatsApp support group and (2) either 1 or 2 in-person sessions. The trial aims to recruit 160 primary and 160 secondary caregivers of children aged 4-6 years from 8 schools split equally across 2 locations: Kuala Lumpur and Negeri Sembilan. The primary outcomes concern the feasibility and acceptability of the intervention and its components, including recruitment, retention, and engagement. The effectiveness outcomes include caregiver parenting practices, mental health and relationship quality, and child development. The evaluation involves mixed methods: quantitative caregiver surveys, digitally tracked engagement data of caregivers' use of the digital intervention components, direct assessments of children, and focus group discussions with caregivers and key stakeholders. Overall, 208 parents were recruited at baseline December 2023: 151 (72.6%) primary caregivers and 57 (27.4%) secondary caregivers. In January 2024, of these 208 parents, 168 (80.8%) enrolled in the program, which was completed in February. Postintervention data collection was completed in March 2024. Findings will be reported in the second half of 2024. This is the first factorial cluster randomized trial to assess the feasibility of a hybrid human-digital playful parenting program in Southeast Asia. The results will inform a large-scale optimization trial to establish the most effective, cost-effective, and scalable version of the intervention. OSF Registries; https://osf.io/f32ky. DERR1-10.2196/55491.

Preschool teachers' perceptions of preschool education during Covid-19 in Greece: a diary-interview study

Preschools all around the world had recently been forced to adopt Emergency Remote Teaching (ERT) as a means to encounter the Covid-19 pandemic. While online teaching and learning has already been employed in higher education for many years, this was the first time it had been implemented in preschool classrooms. The current study aimed to investigate preschool teachers’ experiences of formal education during the transition between ERT and face-to-face education in Greece. Teacher diaries were collected over a four-month period, followed by online interviews with the teachers. Both data sets were analyzed using Interpretative Phenomenological Analysis (IPA). Findings indicated that ERT had a short-term negative influence on children’s behaviour and eagerness to engage in interpersonal social interactions upon their return to preschool. Teachers further reported that the measures adopted by the Greek Government as a response to the Covid-19 pandemic had a negative impact on children’s learning, belonging, development and participation and failed to meet young children’s needs. The appropriateness of remote teaching as a mode of learning for preschoolers is discussed.

TVARIOS GYVENSENOS UGDYMAS IKIMOKYKLINIAME AMŽIUJE

The article discusses the aspects of integrating the topics of education of sustainable living and development strategy into the daily activities of the preschooler. Preschooler’s acquired knowledge and built habits of sustainable living remain further at school, if supported by family. Therefore, it is extremely important to apply the methods of sustainable living in teacher’s everyday activities and to introduce such educational activities which would become effective and applied without additional efforts. The habits of sustainable living at kindergarten “Rūtelė” in Plunge are being built following personal experiences by creating educational routine and including the main aspects of sustainable development strategy, such as: saving and conservation of environmental, natural and other resources, expansion of biological varieties in the territory of the kindergarten, socioemotional education, daily physical activity and healthy nutrition. Educational activities are being planned with the reference to the principles of the sustainable living, the basis of which is the perception that School is a consonant community, fostering ecology and health favourable ideas, as well as respect to a person and nature. Key words: sustainable living, strategy of sustainable strategy, preschool education, competence of natural sciences, recycling, organic nourishment, food waste

PRIEŠMOKYKLINIO AMŽIAUS VAIKŲ APLINKOS TVARUMO SAMPRATOS UGDYMAS, SUSIPAŽĮSTANT SU GAMTOS IŠTEKLIAIS PAKRUOJO RAJONE – DOLOMITINIU AKMENIU

It is often said that nature is our home and that what nature grows are gifts for us to use. When exploring nature, the question arises: what can be obtained from it, and what can be taken home without harming nature? Natural resources are found in living and non-living environments and are used by humans or can be used to satisfy consumer needs. Some examples of natural resources include solar energy, geothermal energy, minerals, climate, water, soil, vegetation, fauna, and landscape. Environmental sustainability is defined as a combination of social and economic development and environmental protection efforts to ensure a high quality of life for current and future generations. For many, environmental sustainability is associated with the protection of ecosystems, the use of renewable sources, and environmentally friendly behaviour. It's very important to talk to children about sustainability too. They are our future, and their habits, knowledge, and awareness are crucial to the fate of the planet. However, finding a clear explanation of sustainability for children is not an easy task. It can sound like this: sustainability - are the micro-changes that we can make to help take care of our planet. When participating in joint activities, preschool children can grow in understanding, describing themselves as a part of nature, and explaining in their own words what human needs are and their impact on the environment. They also demonstrate initiative on how to protect nature and how to use natural resources responsibly. The responsible use of natural resources is an important aspect to preserve our nature. Preschool children have a great opportunity to learn about minerals found in the local region. Children also develop an awareness of natural resources, environmental protection, and the history and culture of the region. Understanding how fossil fuels are used in everyday life can help children appreciate the environment, encourage conscious consumption, and spread ideas of sustainability. Keywords: natural resources, preschool education, environmental sustainability, dolomite rock

Language policy on the ground in Norwegian kindergartens

The study explores literacy conditions for preschool children acquiring Nynorsk, a lesser used Norwegian written language. Norway has no official language policy for the use of Nynorsk and Bokmål, the majority written language, in preschool education. By observing when and how Nynorsk, Bokmål, and other varieties are involved in activities where texts and print play a role, we examine language policy appropriation in kindergartens in a community where the children are going to have Nynorsk as first written language when they attend formal education. The study shows that the predominant literacy practices create spaces for kindergarten staff's language policy agency, but that their choices are limited – especially by textual artefacts. Teacher-made materials are often in Nynorsk, while materials from the outside are in Bokmål. The lack of official language policy results in kindergarten staff being the ones, if anyone, to ensure written language stimulation for ‘the Nynorsk children’.