Quality Early Childhood Research Articles

Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage

There is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators.

Teacher-related factors associated with teacher–child interaction quality in preschool education

Quality teacher–child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children’s competencies. Teachers’ self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research must be done within the preschool teacher population. The present study investigated teacher-related factors influencing teacher–child interaction quality with preschool children. Two rating scales and one observation measure were used to survey and observe 55 preschool teachers in preschool centres of Arba Minch town, Ethiopia. Statistically significant positive correlations were found between teacher factors (i.e., teacher belief, self-efficacy, teaching experience) and teacher–child interaction quality (emotional support, classroom organization, and instructional support). Teacher belief significantly predicted teachers’ emotional support and classroom organization, while teaching experience significantly predicted instructional support. The findings of this study have implications for concerned bodies striving to achieve the 2030 sustainable development goals aimed at increasing the supply of qualified teachers to ensure all girls and boys have access to quality early childhood development and care so that they are ready for primary education, especially in the least developed countries.

Becoming university qualified early childhood teachers: Studying with structured mentoring

Becoming university qualified early childhood teachers: Studying with structured mentoring

Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research

Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research

Optimizing Integrative Holistic Early Childhood Development in Mimika Baru Sub-district: An IFAS and EFAS Analysis

This study investigates the implementation of Integrative Holistic Early Childhood Development (IHECD) in Mimika Baru Sub-district, focusing on four kindergartens: TK Negeri 1 Mimika, TK Kartika VI-31, TK Advent Timika, and TK Ceria Cerdas. Utilizing IFAS (Internal Strategic Factor Analysis Summary) and EFAS (External Strategic Factor Analysis Summary), the research aims to evaluate the current conditions and recommend strategies for optimizing IHECD. An evaluative study method was employed, involving questionnaires and focus group discussions to gather data on internal factors such as leadership, educator quality, and infrastructure, as well as external factors including government support and community involvement. The findings reveal that all institutions have more strengths than weaknesses and more opportunities than threats, placing them in quadrant I of the SWOT matrix, which indicates strong positions with significant growth potential. Despite these strengths, challenges such as inadequate infrastructure and insufficient health and safety measures were identified. The study underscores the need for tailored strategies to address these issues, suggesting that policymakers and stakeholders enhance support and resources to improve IHECD implementation. By focusing on strengthening internal capabilities and leveraging external opportunities, the overall quality of early childhood development services can be elevated, contributing to better educational outcomes and human resource development in the region. Furthermore, the research recommends a growth strategy for these institutions to maximize their strengths and opportunities. Future research should explore diverse settings, including rural areas, and consider longitudinal approaches to assess the long-term impact of recommended strategies. This comprehensive approach will ensure that all children in the Mimika Baru Sub-district have access to quality early childhood development services.

Development of JAWARA Values in Students for Preparing the Qualified Early Childhood Education Teachers

Development of JAWARA Values in Students for Preparing the Qualified Early Childhood Education Teachers

Pengembangan Model Manajemen Evaluasi Pembelajaran Terpadu untuk Pendidikan Islam Anak Usia Dini (PIAUD)

Early childhood requires a learning approach that considers individual needs and encourages the development of socio-emotional and cognitive skills. A stimulating and inclusive learning environment is essential to ensure every child has an equal opportunity to thrive. This research investigates various practical pedagogical approaches in early childhood education, focusing on developing socio-emotional, cognitive, and holistic skills. This research uses a qualitative approach by conducting a comprehensive literature review of various effective learning strategies in early childhood education. Data were analyzed thematically to identify general patterns and emerging trends. The research results show that a practical pedagogical approach in early childhood education involves using inclusive and child-centered learning methods that emphasize developing socio-emotional and cognitive skills. Involving parents, school staff, and the community has also proven critical in creating a supportive and stimulating learning environment. This research concludes that quality early childhood education requires a holistic and inclusive pedagogical approach. Educators and educational practitioners must continue developing evidence-based learning practices and integrating findings from this research into their daily practice. This will ensure every child has the same opportunity to develop to their full potential in a supportive and stimulating learning environment.

Optimalisasi Kompetensi Tenaga Pendidik dalam Meningkatkan Kualitas Pembelajaran pada Anak Usia Dini

Lack of learning tools is one of the obstacles that is often faced, especially the lack of training related to the curriculum and the minimal availability of teaching aids is a challenge for teachers in AUD units at this time. According to the Principal of PAUD Kasih Bunda, the teacher's teaching and learning process also tends to be monotonous so that learning success is less effective and efficient. In this digital era, it is not uncommon for parents to give AUD access to gadgets which actually have negative effects. The approach used is the Participatory Action Research (PAR) method. As a result of the implementation of community service carried out by the team, the following conclusions were obtained: 1) PAUD educators in Buntut Village, Bali still do not understand and implement quality early childhood education through 9 elements; 2) The strategy of teaching staff in designing, choosing methods, determining techniques and approaches to early childhood learning is very important for developing and honing children's logical thinking abilities. The method chosen must be creative, fun, free from pressure so that it is easy for students to apply.

Early Childhood Development Is Not Enough: In Defense of Children with Developmental Delays and Disabilities and Their Right to Family-Centered Early Childhood Intervention (In the Global South).

The international recognition of the critical importance of the early childhood phase has been firmly established through decades of rigorous research, evidence-based practices, and undeniable evidence of the returns on investment made during this formative period. Consequently, early childhood development has emerged as a top priority on both national and international agendas. This momentum reached a pinnacle in 2015 with the unanimous adoption of the 17 Sustainable Development Goals (SDGs) by the United Nations, which placed a particular emphasis on children under the age of five within the education-focused SDG 4, notably target 4.2, centered on ensuring that all girls and boys are ready for primary education through the provision of accessible "quality early childhood development, care and pre-primary education". However, the Global South reflects the glaring omission of addressing the needs of children at risk of poor development due to disabilities. This paper underscores the imperative for specialized early childhood intervention tailored to young children with disabilities and their families, commencing as early as possible following birth. It advocates for Early Childhood Intervention (ECI) as a service distinct from general Early Childhood Development (ECD), emphasizing the crucial role of families as active partners from the outset. Furthermore, the paper strengthens the case for Family-Centered Early Childhood Intervention (Fc-ECI) through the integration of evidence-based practices and an in-depth description of one such program in South Africa with specific reference to deaf and hard-of-hearing infants and their families. This model will be guided by core concepts outlined in WHO and UNICEF Early Childhood Intervention frameworks. Through this exploration, the paper aims to shed light on the urgent need for inclusive approaches to early childhood development, particularly for children with disabilities, and to advocate for the adoption of Family-Centered Early Childhood Intervention as a cornerstone of global efforts to ensure the holistic well-being and development of all children.

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.

Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning

Creativity and self-directed learning (SDL) have been identified as two key skills that children need to develop for success in the 21st century. As such, developing such skills has become a priority. High quality early childhood education and care (ECEC) can play a pivotal role in supporting a myriad of children's developmental outcomes. This study uses multi-level modeling on 484 children between 30 and 75 months of age (Mean age = 48) across 87 ECEC classrooms in Toronto. We tested associations between two skills (creativity and SDL), children's social and emotional competence (hyperactivity, prosocial behaviour, and emotional problems) and ECEC quality (professional development, ratios and emotional support). We found significant relationships between children's social and emotional outcomes and their creativity skills, but not their SDL. In addition, the proportion of professional development opportunities conducted onsite was positively associated with children's creativity. Implications for future research, policy and practice are discussed. Educational relevance statementThis study contributes to the understanding of how to support two skills needed in the wake of the fourth industrial revolution. First, we examine the relationship between children's social and emotional development and their creativity and self-directed learning. We then examine the role played by the quality of their early childhood education and care (ECEC) settings as contexts to learn these important skills when accounting for their children's social and emotional development. Finally, we test the robustness of these associations by controlling for important contextual factors (age, months in the program, family income, and maternal education).

Unblocking the System to Strengthen Implementation of Early Childhood Development Policies and Practice in South Africa

Government sectors responsible for early childhood development (ECD) often have competing priorities and obligations which manifest through fragmentation, silo conflicts, and power dynamics, thus failing to implement ECD policies in South Africa effectively. This article aims to provide a framework for strengthening the implementation of ECD policies to enhance quality early childhood care and education (ECCE) in the Gauteng province of South Africa. Using a qualitative approach within an interpretive paradigm, data was obtained through open-ended semi-structured interviews, observations, and field notes. Key stakeholders, including ECD managers, practitioners, and education officials, were purposely sampled. The conceptual lens was used for exploring the current implementation of ECD policies at the systems level in the theoretical framework. The findings revealed communication and information blockages at the level of national, provincial, and district offices. As a result, ECD centers were left uninformed of the new policies and frameworks for implementation. A framework that stipulates standardized training for the Department of Education officials, support for ECD principals, managers, and practitioners, and open communication through bi-annual conferences and monthly community of practice (CoP) virtual meetings will ensure that policies are implemented and that quality ECD education is achievable in South Africa.

Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study

Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants’ learning needs and workplace environments.

Peranan Perangkat Desa dalam Penyelenggaraan Pendidikan Anak Usia Dini di Desa Emplak Kalipucang

This research aims to find out the role of the village in implementing early childhood education at RA Al-Huda Emplak Kalipucang. The method in this research uses a descriptive method with a qualitative approach. This research is based on a natural setting as a direct data source and researchers are the key instrument for knowing changes before and after the establishment of early childhood education institutions in Emplak Village, Kalipucang District. The results of the research show that the role of village officials in organizing early childhood education at RA Al-Huda Emplak Kalipucang is quite important. This is proven by the facilities provided by village officials to support learning, assist school planning to achieve the goal of providing quality early childhood education, and educators are supported to continue their education in accordance with their scientific fields. Therefore, the role of village officials is very important to support the implementation of educational institutions in Emplak Kalipucang Village.

The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia

ABSTRACT Preparing early childhood teachers for the workforce is a national priority for Australia due to shortages of qualified early childhood professionals and increases in children attending early childhood centres. A workforce strategy (2022–2031) has been developed to ensure a sustainable, high-quality workforce, but there is little information about what is recognised by the profession as ‘good’ teachers and teaching. Drawing on interpretivist theory, and data from focus groups and interviews, we identify what constitutes a ‘good’ early childhood teacher from the perspectives of experienced early childhood mentor teachers. Bourdieu’s concepts of habitus, field, and doxa are used to understand the dynamics of what is interpreted by mentor teachers as ‘good’ teachers in the profession and to consider implications for early childhood and teacher education in general. Findings show that specific skills and dispositions were repeatedly identified as essential to achieve ‘good’ teacher status, highlighting prior experience and natural ability.

The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector

High-quality early childhood education and care (ECEC) enables families to participate in paid employment and promotes positive outcomes for children. Maintaining a stable ECEC workforce is critical to these endeavours. However, the retention of qualified early childhood educators is a pervasive problem globally. While much has been written about reasons for leaving the sector, there has been less attention to the ‘intention to leave’ stage. This study used a mixed-methods approach to explore how work culture and climate and work-related wellbeing support early childhood professionals’ decisions to stay in or leave the profession, and whether there are significant differences between educators’ and centre directors’ intention to leave. Quantitative findings of survey responses from 713 early childhood professionals suggest that one in three respondents intended to leave the profession, more than half of these within five years. Emotional exhaustion predicted intention to leave in both groups. For centre directors, higher personal accomplishment and older age also predicted higher likelihood of intending to leave. For educators, lower satisfaction with pay and benefits and lower qualification level predicted intention to leave. Qualitative findings highlighted participants’ (n = 97) reasons for intention to leave the sector: feeling undervalued, increased demands with inadequate support, and workforce issues. Understanding these factors may assist in designing interventions to prevent intention turning into a decision to leave, and therefore improve workforce stability. This is especially timely in the Australian context, when attention to supporting the ECEC workforce is high on the political agenda, and real structural and organisational change is possible.

The Teacher’s Perspective on the Challenges of Implementing Quality Early Childhood Education in Their Classroom in The Batticaloa District, Sri Lanka.

Early childhood education plays an important impact in a child’s future achievement and well-being at the age of three to five years. Therefore, preschool teachers have a crucial responsibility in establishing and maintaining the standards of quality early childhood education in their organizations. They have multiple roles, including being facilitators of learning, observers and assessors of children’s development, and advocates for ensuring children’s learning and well-being throughout the day. This research aims to explore the challenges encountered by preschool teachers in executing classroom activities in the Batticaloa district of Sri Lanka. The research will use a mixed-method approach, collecting both quantitative and qualitative data through a survey conducted with 22 preschool teachers. The research was conducted in the Eastern province of Sri Lanka, and the survey participants were selected from a random sample of teachers working in preschools located in Manmunai Southwest Education / D. S Division, Batticaloa district. In this research, several challenges have been identified in executing their classroom activities including inadequate technological aids, no standard curriculum, a lack of training programs and children-related challenges. Regarding these challenges, the study revealed that the government and administrators provided some support to preschool teachers. However, due to insufficient support for all preschool teachers, they continue to face challenges in executing their classroom activities. Thus, this research recommended that technological aids, be provided, designing a standard curriculum, and a National Preschool Teachers’ Training program for all preschools. This will support teachers to ensure quality teaching and children can receive quality early childhood education in the Batticaloa District of Sri Lanka.

Access To Quality Early Childhood Education: The Case Of North Shewa Zone, Oromia National Regional State, Ethiopia

The purpose of this study was to describe the status of access to quality Early Childhood Education (ECE) in the North Shewa Zone of Oromia National Regional State, Ethiopia. A mixed research method - Concurrent nested model (QUAN+qual) was employed to achieve this purpose. A total of 20 schools were selected randomly using stage sampling from five districts- Fitche town administration, Kuyu wereda, Debrelibanos wereda, Degem wereda, and Were Jarso wereda of North Shewa Zone. For the study, 76 teachers, 17 principals, and 20 officers of education bureaus have participated. Questionnaires, semi-structured interviews, non-participant observation, and document reviews were used to collect data. The collected data were analyzed as follows: the close-ended questions from the questionnaire were analyzed using descriptive statistics and mean; the data collected through open-ended questions were also coded, entered into MS Excel 2010, and converted to percentages; the information obtained through the interview was transcribed and interpreted qualitatively, observation and document reviews were analyzed qualitatively. This research finds that access to ECE in the North Shewa Zone of Oromia regional state is low and there are attempts to provide the necessary inputs like physical facilities, learning resources, play materials, and manpower but they are not sufficient to bring the quality of ECE. Furthermore, this research confirms that the quality of the educational process is promising. It also identifies the following challenges that ECE faces: Shortage of qualified teachers trained in ECE. Lack of on-the-job training for teachers both at government and private schools. Shortage of teaching and learning resources such as textbooks, reference books, flashcards, and stationaries. Moreover, shortage of play materials, shortage of classrooms and unsuitable grounds for children to play, and lack of support and follow-up are also among the challenges.

Are South African children on track for early learning? Findings from the South African Thrive By Five Index 2021 Survey

We report on a national South African multistage cluster sampling survey of early development in 5,222 children aged 50-59 months enrolled in preschool programmes. Children were assessed on the Early Learning Outcomes Measure (ELOM 4&5), the ELOM Social-Emotional Rating Scale, and linear growth (height-for-age), in the last quarter of 2021. ELOM 4&5 is standardised for South Africa and measures development in five domains: Gross Motor, and Fine Motor Development, Numeracy and Mathematics, Cognition and Executive Functioning, and Literacy and Language skills. Cut scores are used to classify children as On Track, Falling Behind, or Falling Far Behind expected developmental standards. Post-survey weights were computed, permitting us to interpret results as representative of children attending early learning programmes. Only 45.7% of the sample were On Track overall. Apart from Literacy and Language (54.7%), no other domain exceeded 50% On Track. Children who were better off socio-economically achieved higher scores (except for Gross Motor Development). Height-for-age measurements revealed a stunting rate of 5.1%, (>8.8% in one province). A mixed linear model analysis showed that age, sex, quintile, growth status, and socio-emotional score were significant predictors of the total ELOM 4&5 score, with growth status and quintile being stronger predictors. The results indicate concerningly poor preparedness for school. Two further surveys prior to 2030 will be undertaken and used to establish the country’s progress toward meeting Sustainable Development Goal 4.2: “all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”.

Taking a detailed look at early childhood educators’ worktime

Despite the acknowledged complexity and time pressures of early childhood educators’ work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators at Work Australian Research Council Linkage Project. Participants were recruited from preschool/kindergarten and long day care centres that had achieved a rating of Exceeding the Australian National Quality Standard on all seven Quality Areas. Analyses of this extensive dataset illustrate the rhythm and diversity of educators’ work across a typical day and identify the similarities and differences in worktime distributions for educators working in preschool vs. long day care settings, and for educators with different qualifications and positional responsibilities. The findings suggest differential allocations of worktime that raise important considerations for achieving high quality early childhood education and care services.