Quality Early Childhood Education Research Articles

Intervention with institutional caregivers for the purpose of supportive education for disadvantaged children: 3C

IntroductionChildren in institutional care may have limited access to educational opportunities compared to children in parental care. Improving and enriching the educational practices of these children is important for their well-being. In this study, the Child Development, Communication and Care (3C) Training Program was prepared by the researchers. The 3C education approach emphasizes early childhood development and education. Particular focus is on the use of communication techniques in the education of young children. Our goal with 3C is to increase caregivers’ knowledge of child development and support them to communicate effectively with children. Through this curriculum framework, children are encouraged to interact effectively and empathically with others. Therefore, the curriculum framework emphasizes understanding emotions and building trusting relationships as key components in the holistic development of young disadvantaged children.MethodsA quasi-experimental design with pre-test-post-control group was used in the study. 16 sessions of 3C were applied to the personnel in the experimental group via distance education. Data were collected from the participants before and after the start of the training program by using the Child Education Competence Scale-Parent Form, Personal Information Form, and Training Evaluation Questionnaire.ResultsAs a result, significant differences were obtained between the experimental and control groups in favor of the group receiving training (z = 3.57, p<0.05). Accordingly, it can be said that 3C contributes to the holistic development of the child.DiscussionIt is hoped that such work could enhance the developmental outcomes of young children in institutional care and improve the quality of early childhood education.

A Complete Approach in Implementing Islamic Early Childhood Character Education at the Pandemic Covid 19 Era

The aim of this research is to describe how a unique Islamic early childhood education system, named Tahfiz Anak Usia Dini (TAUD), implemented and contributed substantially to the character education of its students. In total, 6 teachers, 50 parents of 25 students of TAUD SAQU Nurul Islam Al Husna, Indonesia were interviewed, participated in focus group discussions, and 25 students were closely observed. Findings suggest that TAUD Saqu Nurul Islam Al Husna adopts the complete approach of character education which is laid on Islamic principles. The majority of teachers and parents reported that TAUD Saqu Nurul Islam Al Husna educates and develops the character of students by conveying knowledge, providing role models, and supportive environment, then giving chances to practice and form. The paper proposes a model of character education at early childhood education, as well as other Islamic education systems which have similar characteristics on the implementation of character education. Recommendations for future research and practice are also explained.

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.

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.

The travelling and embedding of discourses on quality in early childhood education and care

ABSTRACT The present article is a meta-ethnographic analysis of 15 first-order ethnographic studies with a focus on quality in early childhood education and care (ECEC). The aim of the study is to investigate how neoliberal policy discourses on quality in early childhood education and care travel between global and local contexts and how they become embedded in local preschool practices. Central concepts in the analysis are institutional strategic responses, social reproduction and change in relation to how neoliberal discourses on quality become embedded in local preschool practices. The findings show how neoliberal policy discourses on quality are transformed and embedded in local preschool practices with different results and responses. The analysis uncovers five strategic, institutional responses: Acquiescence, Avoidance, Manipulation, Compromise, and Defiance. Acquiescence and Avoidance show patterns of social reproduction and Manipulation, Compromise, and Defiance reveals a potential opportunity for social change.

FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO INFANTIL: NECESSIDADES E PERSPECTIVAS

This article addresses a disturbing issue regarding the training of professionals working in early childhood education, exploring in depth the constitution of the teacher, his/her reflective practice and teaching identity. Its purpose is to highlight the relevance of teacher training, emphasizing, through a detailed analysis of several authors, the importance of the identity construction of the education professional and of critical reflection in teaching training and practice. This is a literature review that seeks support from renowned scholars to illustrate the importance of continuous and in-depth training for these professionals. Thus, the focus is on the need to adequately prepare those who will be responsible for constructing the learning of children from zero to five years of age, an important and formative period in the lives of individuals. The review aims to emphasize how the training and identity of the teacher are essential not only for personal development, but also for pedagogical effectiveness and the quality of early childhood education.

Pengaruh Nilai Karakter Kejujuran Pada Anak Usia Dini 5-6 Tahun Melalui Kegiatan Market Day Di RA Nurul ‘Ain Jakarta Utara

Siti Nurjanah, The Influence Of Honesty Values On Early Childhood Aged 5-6 Years Through Market Day Activities at RA Nurul Ain, North Jakarta (2024). Thesis. Jakarta : Faculty Of Educational Sciences, Early Sciences, Early Childhood Education Teacher Education, Panca Sakti Bekas,2024. This study aims to analyze the influence of honesty character values in early childhood through the market day activity at RA Nurul Ain. This research uses a qualitative approach with a descriptive method to obtain a deep understanding of the implementation of the market day activity in cultivating the honesty character in children aged 5-6 years. Data were collected through observation, interviews, and documentation during the activity. The results show that the market day activity effectively fosters the honesty character in early childhood. The children were trained to be honest in transactions and to understand the importance of honesty through direct learning in a supportive environment. This activity is supported by the active role of teachers who provide guidance and evaluation, as well as the use of habituation and socio-drama methods. The involvement of teachers in introducing the concept of honesty through stories and simulations before the activity proved to be crucial in helping the children understand the values being taught. The implications of this study suggest that the market day activity can be an effective tool in character education for early childhood. Therefore, it is recommended that other educational institutions consider adopting or adapting similar activities in their efforts to instill character values in their students.

Model of Character Education for Early ChildhoodEduwisata Ndalem Kerto through Outing Class Activities

This study examines the character education model by Eduwisata Ndalem Kerto Ponorogo through outing class activities. It examines the level of success in instilling various characters developed in Indonesia for early childhood. The research approach uses descriptive qualitative field research type. Data collection techniques are carried out by observation related to the early childhood character education model, interviews with managers, teachers and students during outing classes and documentation of outing class activities. Data analysis is done by organizing, interpreting, presenting data narratively, and drawing conclusions. The study results revealed that the early childhood character education model through outing classes at Eduwisata Dalem Kerto includes gardening activities, learning fun, interaction with livestock, and cooking fun. This outing class activity is designed for 2 hours and is guided directly by the instructor from beginning to end. The results of the character education model through outing classes effectively instil various early childhood characters from characters developed in Indonesia. It should be noted that this study is still limited to the early childhood character education model using outing classes in eduwisata. The findings of this study provide originality in the form of a character education model for early childhood through outing classes in the form of gardening, learning fun, cooking fun and livestock edu-tourism that can be used as a fun and meaningful early childhood education model. These findings provide many contributions to the enrichment of character education models, specifically character education for early childhood which is rich in stimulation that develops the character and intelligence of early childhood.

Independent Curriculum Policy in Early Childhood Education Units in Indonesia

The Independent Curriculum is an innovative advancement in the Indonesian education system, namely in Early Childhood Education (PAUD). This study aims to discover the Independent Curriculum policy in PAUD (Early Childhood Education) through a literature review approach. In particular, the researcher will analyze and evaluate policies, regulations, and theories related to the definition of the Independent Curriculum in Early Childhood Education. Information is gathered from reliable sources, including scientific publications, books, and official government papers. The study's findings show that the Independent Curriculum offers PAUD the ability to tailor the curriculum to the specific needs and attributes of students, thus providing flexibility. PAUD is encouraged to develop the Pancasila Student Profile through child-centered learning, play, and exploration. This research also found several challenges in implementing the Independent Curriculum in PAUD, such as limited human resources, infrastructure, and funding. Ultimately, the Independent Curriculum has great potential to improve the quality of early childhood education in Indonesia. Nevertheless, it is crucial for some stakeholders to consistently exert their efforts to ensure the smooth and smooth implementation of the implementation process.

PKM PUSKESMAS CURUGBITUNG: PENINGKATAN KUALITAS TUMBUH KEMBANG ANAK USIA DINI BERBASIS WEBSITE UNTUK MENDUKUNG PENCAPAIAN SDGS POIN 4

Lebak Regency has the second-highest prevalence of stunted toddlers in Banten, at 27.3%. The causes are not only malnutrition among pregnant women and toddlers but also a lack of maternal understanding of parenting practices that support the development of early childhood (0-6 years). Child development encompasses physical, cognitive, social, and emotional changes from birth to adulthood. At the Curugbitung Public Health Center (Puskesmas), midwives have not been equipped with comprehensive knowledge about child development, such as the Stimulation, Detection, and Early Intervention of Child Development (SDIDTK) program from the Indonesian Ministry of Health. The focus of midwives has remained limited to the 'Growth' aspect, such as height and weight, without considering the 'Development' aspect, which includes cognitive, social, emotional, and language development. Additionally, midwives are unable to provide age-appropriate developmental stimulation due to limited knowledge, time, and facilities. The solution offered by the Community Service team (PKM) from the International Relations Study Program of Universitas Budi Luhur is training to improve the quality of early childhood development based on a website to support the achievement of SDGs goal 4. This training aims to enhance midwives' knowledge and skills in early childhood care and development, with a holistic and integrative website-based learning module. This module facilitates midwives in providing counseling to parents, thereby improving the quality of early childhood education. The outcome of this activity is an increase in knowledge, skills, and the quality of health services, as well as the transfer of knowledge and technology to the community of Curugbitung, Lebak, Banten.

Implementation of Early Childhood Character Education in Improving Students' Personality

It is important to instill student character education in every educational institution from an early age because character education has the same essence and meaning as moral education. The aim of this research is, among other things, to describe the implementation of religious, disciplined and independent character education at Al Badar Kindergarten. The research approach used in this research is a qualitative research method. Research findings show that the implementation of character formation in young students with religious, disciplined and independent elements at Al Badar Tulungagung Kindergarten is carried out through stages, program planning, integration processes, character formation and evaluation. The process of character learning in religious elements includes the habit of saying greetings, praying, praying in congregation, reading the Qur'an, and memorizing. The process of character learning in the discipline element includes time discipline and attitude discipline. The process of learning character education in the independent element is carried out by getting used to going to school alone, studying in your own class, doing your own activities, and solving your own problems. The process of learning character education in the independent element is carried out by getting used to going to school alone, studying in your own class, doing your own activities, and solving your own problems.

Examining The Challenges for First-Year Early Childhood Educators

Early childhood education is a crucial period in a child's development, and the challenges faced by educators in their first year of profession can have a significant impact on the quality of education provided. Despite its importance, there is limited research on the specific difficulties faced by early childhood educators in Malaysia during their first year in the early childhood field. This qualitative study aims to explore the challenges faced by early childhood educators in their first year of work in various educational institutions in Kuala Lumpur, Malaysia. The research uses focus group discussions, online surveys, and individual interviews to gather valuable insights from educators who have recently completed or exceeded their first year in the early childhood field. By examining their personal experiences and perspectives, this study seeks to shed light on the challenges and obstacles faced by early childhood educators during this critical period of their careers. The results of this research will contribute to improving the quality of early childhood education by identifying potential interventions to support and enhance the professional development of educators in this area.

Democratic spaces for ECEC teachers’ professional development: the case of the RIECU Network in Spain

ABSTRACT This article deals with one of the multiple and complex aspects that shapes quality in Early Childhood Education and Care (ECEC), such as teachers’ professional development. It presents the successful case of the RIECU Network in Spain in which for almost two decades the following institutions have been cooperating: (1) the university, responsible for initial teacher training, (2) the institution in charge of in-service teacher training and (3) the ECEC centers where professional development takes place through the practical experience of teachers. Data obtained from the focus groups with representatives of the three institutions reveal that the greatest benefit that teachers perceive for their professional development is the interaction, professional contact and shared reflection with their colleagues, and the creation of a stimulating learning environment in which they feel welcomed and valued, moving from a competitive culture, widely spread in their schools, to a collaborative culture conducive to teaching innovation.

Process Quality in Early Childhood Education and Care in Australia: A Systematic Literature Review

AbstractThis review examines the extant Australian literature on process quality in ECEC, which is understood as children’s actual experience within a childcare setting such as interactions between educators and children. A thematic analysis of empirical evidence from the 21 qualified articles reveals key characteristics of ECEC process quality studies, the benefits of process quality to child outcomes, and some factors influencing process quality. The review highlights the increasing interest in ECEC process quality in Australia and that process quality can be linked to children’s outcomes in the early years. It also underscores that outdoor environments and educators’ attributes such as personal experiences and qualifications stood out as the key supporting factors of process quality. More importantly, the review found that most of the process quality studies in Australia were conducted in metropolitan areas, and there were only two studies focused on children from disadvantaged backgrounds. The paper calls for more actions to combine process quality with equity across types of ECEC services.

Learning for children in an educational enrichment: a perspective derived from Taiwan's Early Childhood Education & Care Curriculum Framework

Anchored in the educational philosophy of “benevolence,” the Taiwan's Early Childhood Education & Care Curriculum Framework establishes nine learning goals and emphasizes the cultivation of six core competencies in young children. Recognizing that young children have potential for development, imagination, and creativity, the framework encourages young learners to engage with their surroundings, exhibit curiosity, and explore through play. The curriculum framework highlights the multifaceted roles of teachers, including their roles in shaping class culture and learning environments, partnering in the lives and learning journeys of children, guiding in their educational development, and collaborating with families. This curriculum framework emphasizes a child-centered approach to course development, integrating diverse activities that are reflective of and relevant to children's life experiences. It prioritizes maintaining the physical and mental health and safety of young children and introduces them to the meaning of life and the phenomenon of multiculturalism. The type of this study is a conceptual analysis, and it is a study from a reflective model on the implementation of the curriculum in Taiwan. Through this curriculum framework, children are encouraged to appreciate life's beauty and interact with others effectively and empathetically. Therefore, the curriculum framework emphasizes life education, multicultural education, aesthetic education, and moral education as essential components in the holistic development of young children. The curriculum framework is an educational enrichment for children's learning. This study explores the concept of early childhood learning as conceptualized by Taiwan's Early Childhood Education & Care Curriculum Framework. It is hoped that such an exploration can broaden young children's learning horizons, and enhance the quality of early childhood education.

Parents' Perception of Their Role in Character Education for Early Childhood in Indonesia

Parents' Perception of Their Role in Character Education for Early Childhood in Indonesia

Implementasi Kurikulum Merdeka di Pendidikan Anak Usia Dini (PAUD): Tinjauan Kritis dari Perspektif Guru

The Implementation of the Merdeka Curriculum in Early Childhood Education (ECE) presents unique challenges and opportunities in improving the quality of early childhood education in Indonesia. This article analyzes teachers' perspectives on the implementation of the Merdeka Curriculum, focusing on understanding, implementation, and impact of the curriculum. Through questionnaires and critical analysis, findings indicate that most teachers have a sufficient understanding of the Merdeka Curriculum, although there is still a need for better training and support. Implementation challenges include resource limitations, inadequate management support, and the expansion of new learning approaches. Nevertheless, the Merdeka Curriculum has had a positive impact on children's motivation to learn and parental involvement in education. In conclusion, with a collective commitment to improving the quality of PAUD education, the Merdeka Curriculum has great potential to provide innovation and optimal benefits for the development of children in Indonesia.

Peran Standar Pengelolaan PAUD dalam Meningkatkan Perkembangan Sosial Anak Usia Dini

This research discusses the role of preschool management standards in improving early childhood social development in Indonesia. preschool plays a crucial role in children's development, with curriculum, teaching methods, infrastructure, and parental and community involvement being key elements in ensuring quality education. Good preschool management standards can create a conducive learning environment, encourage healthy social interactions, and support the development of children's social skills. The research uses the literature study method by collecting data from various relevant sources such as books, scientific journals, articles and official documents. The analysis shows that Total Quality Management (TQM) indicators, such as leadership, commitment, customer focus, data measurement and analysis, and continuous improvement, can be applied in preschool management to improve service quality. Although there are implementation constraints, such as uneven quality of preschool and lack of a comprehensive assessment system, this study provides recommendations to improve access to educational resources, develop an objective assessment system, and increase parental and community involvement. With collaborative efforts from various parties, the quality of early childhood education in Indonesia can be improved, ultimately supporting children's optimal social development.

Efforts to Instill Character Values through Habituation of Memorization of Hadith in KB IT Ash Shiddiqy Kalimatan Jepara

Character education in early childhood is one of the efforts to instill commendable behavior in children, both in worship, both as citizens, both in interacting with others and the environment, and beneficial for the success of their lives both in the world and in the hereafter. The purpose of this study is to determine the values of character education instilled in children aged 3-4 years through habituation of memorization of selected hadiths in KB IT Ash Shiddiqy. This research method uses descriptive qualitative. The subjects in this study were 10 children aged 3-4 years Abu Bakr group at KB IT Ash Shiddiqy as the main informant in this study. Data collection techniques in research use observation, interview and documentation techniques. The result of this study is that children can be formed in character from the age of 3-4 years through habituation to memorizing hadiths prohibiting anger, affection, smiles, closing the aurat, and brotherhood.

Peran Dinamika Kelompok dalam Pembentukan Karakter Siswa di SMK Sasmita Jaya 1 Pamulang

Humans are social creatures who cannot be separated from the existence of the people around them, whether in the family, school, campus, office or in other social life. This writing uses qualitative methods. The results of the research are that character development and character education are a necessity, because education not only makes the nation's children intelligent but also has good character and politeness. Character education involves all aspects of human life, so the emphasis is not only focused on children's cognitive development, but character education in early childhood must be adapted to the child's soul. Schools as institutions that provide services to society by emphasizing social, moral and academic responsibility by integrating character education in all learning material disciplines or in every aspect of the curriculum.