Early Childhood Research Research Articles

Mother's Perspective About Using the Gadget Safeness for Children

Mother's Perspective About Using the Gadget Safeness for Children

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Early Discipline Behavior: Read aloud Story with Big Book Media

Early Discipline Behavior: Read aloud Story with Big Book Media

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Children's independence Skills Analysis at Low Socioeconomic Environment

Children's independence Skills Analysis at Low Socioeconomic Environment

Assessing the Toxic Levels in Parenting Behavior and Coping Strategies Implemented During the COVID-19 Pandemic

Assessing the Toxic Levels in Parenting Behavior and Coping Strategies Implemented During the COVID-19 Pandemic

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Bonbonnieres in the gallery: (re)presenting sugar in a family gallery space

AbstractThis paper charts an on‐going process emerging from a collaborative project between Manchester Art Gallery, and early childhood researchers and practitioners, who are currently working together to develop a new learning space for families. It revolves around the potential of exhibiting a collection of bonbonnieres in this space. These little 18th Century pots, originally filled with sweets or breath mints, are colourful and depict fanciful animals that have an almost cartoon like quality that may resonate with younger children. Yet the contents that once lay inside would have been cut from plantations by the hands of enslaved people. Sugar, in all its sweetness, is intrinsically linked to Britain’s colonial history. Sections of a poem by Tina Otito Tamsho‐Thomas (http://revealinghistories.org.uk/smoking‐drinking‐and‐the‐british‐sweet‐tooth/objects/bonbonniere.html) are emplaced throughout to unambiguously contextualise the bonbonniere as a symbol of enslavement legacy, sugar trade history and British colonialism. Today, excess sugar consumption sits at the heart of the healthy eating agenda, a key priority area for local early years providers. In this paper, textual ‘fragments’ act as provocations in a series of interdisciplinary conversations that were initiated as a strategy to unsettle the positions of the institution and its curators, educators and practitioners, opening up discursive thinking about the potential of this particular object‐space ensemble. By considering these bonbonnieres as ‘vibrant matter’ (Bennett, 2010) that can affect and be affected within the gallery space (Tolia‐Kelly, 2016) we ask questions about how these objects might sit alongside the daily interactions that occur in the space in a way that opens up ‘discomfort zones’.

Facilitating engagement with practice: using a practice-based course model for pre-service early childhood teachers

ABSTRACT In this paper, an early childhood teacher educator and researcher describes the experience of facilitating and enacting a practice-focused course design for preservice early childhood teachers. The course utilized video analysis, practice records, rehearsal pedagogies and a focus on teacher-child interactions. The author reflects on the structure and facilitation used to help preservice teachers in engaging with these course elements. The facilitation processes employed around the practice-focused teaching-learning activities helped the PSTs engage with representations, decomposition, and approximations of practice to learn about effective teacher-child interactions, a core practice in early childhood education. Implications for early childhood teacher education are discussed.

In or Out of Sync: Federal Funding and Research in Early Childhood

Understanding the relation between federal investment and research has implications for promoting science production in early childhood, a rapidly expanding area in education research and policy. Federally funded research has shaped fundamental issues in early childhood, yet few studies have systematically examined the relation between federal investment and publication output. Our study applies topic modeling and regression analyses on a text corpus of 15,608 publication and grant abstracts in early childhood education to distill the most prominent topics, and the relationship between grant funding and later publications within these topics. We find that grants topics focused on health and early intervention, while publications covered a wider interdisciplinary range. A topic’s prevalence in grants, as a proxy of federal investment, was positively associated with its prevalence in publications in the following year. The study illustrates the affordances of textual analyses and contributes insights about how federal investment motivates scholarly production.

Kemampuan Guru Dalam Mengenalkan Etnomatematika Pada Anak Usia Dini ( Studi Kasus Di Tk Kartika Xix-3 Cimahi)

This study aims to look at the ability of teachers to introduce ethnomatematics in early childhood in TK Kartika XIX-3 Cimahi City. This research is included in qualitative research. Early childhood research in TK Kartika XIX-3 Kota The research method used in this study is a qualitative method, by providing descriptive analysis of the focus of research that has been formulated, based on the facts of teacher learning actions in TK Kartika XIX-3 Cimahi. This research emphasizes the meaning of the act of teacher learning in introducing ethno-mathematics to early childhood. The purpose of this study was to determine how the teacher's ability to introduce ethnomatematics at TK Kartika XIX-3 in Cimahi City. While the benefits of research are to help develop the theory, knowledge and practice of the ability of teachers to build ethnomatematics literacy. This study produced several findings related to the application of the teacher's ability to introduce ethnomatics in early childhood. Based on the results of the study it was found that in general ethnomatics before learning are no different from learning that is normally given on a daily basis. Furthermore, after the action is carried out, an overview of ethnomatic literacy is obtained showing that there are findings related to ethnomatatics given to learning at TK Kartika XIX-3 in Cimahi City, including teachers having been able to present learning with ethnomatic literacy content, thus giving an impact on ethnomatic ability child. The results showed that the teacher was able to introduce and improve the ethnomatic literacy of children in the classes he was in .

Kemampuan Guru Dalam Mengenalkan Etnomatematika Pada Anak Usia Dini ( Studi Kasus Di Tk Kartika Xix-3 Cimahi)

This study aims to look at the ability of teachers to introduce ethnomatematics in early childhood in TK Kartika XIX-3 Cimahi City. This research is included in qualitative research. Early childhood research in TK Kartika XIX-3 Kota The research method used in this study is a qualitative method, by providing descriptive analysis of the focus of research that has been formulated, based on the facts of teacher learning actions in TK Kartika XIX-3 Cimahi. This research emphasizes the meaning of the act of teacher learning in introducing ethno-mathematics to early childhood. The purpose of this study was to determine how the teacher's ability to introduce ethnomatematics at TK Kartika XIX-3 in Cimahi City. While the benefits of research are to help develop the theory, knowledge and practice of the ability of teachers to build ethnomatematics literacy. This study produced several findings related to the application of the teacher's ability to introduce ethnomatics in early childhood. Based on the results of the study it was found that in general ethnomatics before learning are no different from learning that is normally given on a daily basis. Furthermore, after the action is carried out, an overview of ethnomatic literacy is obtained showing that there are findings related to ethnomatatics given to learning at TK Kartika XIX-3 in Cimahi City, including teachers having been able to present learning with ethnomatic literacy content, thus giving an impact on ethnomatic ability child. The results showed that the teacher was able to introduce and improve the ethnomatic literacy of children in the classes he was in.

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОЯВУ СОРОМ’ЯЗЛИВОСТІ У ДІТЕЙ МОЛОДШОГО ДОШКІЛЬНОГО ВІКУ

У статті здійснено теоретичний аналіз проблеми прояву та розвитку сором’язливості у дітей молодшого дошкільного віку, експериментально проаналізовано психологічні детермінанти особистісної сором’язливості у 3-4 річному віці. Теоретичне дослідження продемонструвало, що сором’язливість є різносторонньою якістю особистості, яка зазвичай асоціюється із замкнутістю, невпевненістю, боязливістю, соромом. Дуже часто ранній прояв дитячої сором’язливості залишається непомітним та ототожнюється з інтровертованістю, несміливістю, тривожністю. Серед чинників появи особистісної сором’язливості у дитячому дошкільному віці називають недостатній розвиток комунікативних знань і вмінь, копіювання поведінки одного з членів сім’ї, поведінкову скутість, постійне відчуття тривоги, негативний образ власного «Я». Аналіз психологічних джерел дозволив виділити такі компоненти особистісної сором’язливості молодшого дошкільника: емоційно-оцінний, поведінковий і комунікативний. Ці складові активно розвиваються під час психофізіологічного дозрівання дитини та здійснюють взаємовплив на формування її самооцінки. Важливого значення у цей віковий період набуває також процес автономії, коли дитина починає робити перші самостійні кроки у дорослому світі, намагаючись продемонструвати особистісне «Я». Беззаперечного значення набуває й гармонійний емоційний розвиток молодшого дошкільника, під час якого формується емоційне самоставлення до себе, однолітків і дорослих, а негативний досвід взаємодії може слугувати основою майбутньої недовірливої поведінки дитини. Також варто зазначити, що психологічною особливістю особистісної сором’язливості у молодшому дошкільному віці є майбутня проєкція негативної оцінки оточення і переживання почуття дискомфорту в присутності сторонніх людей.

Anti‐racism in U.S. early childhood education: Foundational principles

AbstractMulticulturalism and anti‐bias education remain a significant area of pedagogical practice and scholarly inquiry for early childhood researchers and practitioners. Yet much less attention has been paid to detailing anti‐racist components within the classroom, and also within the broader field of early childhood education, including its foundational knowledge base. This article addresses this gap by advancing a framework for early childhood education informed by specific tenets of anti‐racism theory. Drawing on an analysis of White power and privilege and systemic racism, it outlines three main principles of anti‐racist early childhood education. Next, it presents a critical exploration of these principles and how they can be used to transform the existing paradigm of U.S. early childhood education, so as to offer equitable learning opportunities for racialized children.

Stay in solidarity and share equally: An open access journal in childhood studies

Stay in solidarity and share equally: An open access journal in childhood studies

Vállt vállnak vetve – gyerekek a gyermekkorról

A 2018-ban megkezdett empirikus kutatásunk a 4–5 éves korosztály gyermekképének feltárását és nyelvi tudatosságának mélyebb megértését tűzte ki célul orosz és magyar gyermekek asszociációinak összehasonlító, interdiszciplináris vizsgálatával. A kutatás alapvetően a pszicholingvisztika és a koragyermekkor-kutatás határterületén vizsgálódik, mind módszertanilag, mind az elméleti háttér tekintetében a két diszciplína szoros együttműködésével valósul meg. Módszertanunkat a shoulder-to-shoulder (vállt vállnak vetve) (Griffin et al., 2014) és a szóasszociációs módszer felhasználásával alakítottuk ki, az elméleti háttérnél pedig a Moszkvai Pszicholingvisztikai Iskola valamint a Gyermekkor mint konstrukció paradigma tekinthető kiindulási pontnak. A kutatást egy párhuzamosan Moszkvában és Budapesten dolgozó kutatócsoport végzi, mely a 4–5 éves korosztályt követően már megkezdte a 10–12 évesek körében végzett felmérést is. A munkát az Orosz Alapkutatások Alapja (RFFI) támogatja. Jelen tanulmányunkban a kutatás módszertanára fókuszálunk.

Preparing for Parenthood; Parenting Training Module on six Child Development Aspect in East Jakarta


 The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development.
 Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module

A feminist new materialist experiment: Exploring what else gets produced through encounters with children’s news media

In this paper we grapple with the ways in which real-world issues directly impact children’s lives and ask what else gets produced through encounters with children’s global news media, specifically within the contexts of the United Kingdom and Norway. Our aim is to experiment with storytelling and worldling practices as a means to open up generative possibilities to encounter and reconfigure difficult knowledges. We take two contemporary events, the 2017 Grenfell Tower fire tragedy in London and the 2018 Marjory Stoneman Douglas High School shooting massacre in Florida, as a means to attend to ways in which affects are materialised across multiple times and spaces. News reports of these harrowing events, alongside what they produced in terms of child activism, racism and toxic masculinity, provided a catalyst for a feminist new materialist experiment in generating other knowledges through material-affective-embodied encounters. Newspapers, glue, sticky tape, string, torches, bags and a cartridge for a firearm were used in important work within a speculative workshop, where a small number of early childhood researchers came together to be open to multiple and experimental ways of (k)not-knowing to formulate collectively shared problems. Following Manning (2016), we recognise that to avoid getting stuck in familiar ways of thinking and doing we need to undertake research differently. We wondered how the re-materialisation of these events (through objects, artefacts, sounds and images) might shift our thinking about childhood in other directions. We dwell upon the affective work that these high-profile news events perform and how they might become rearticulated through affective encounters with materiality. Attending to how these events worked on us involves staying with the trouble (Haraway, 2016) as it becomes reignited, mutated and amplified across time and in different contexts. Our goal is to generate other possibilities that seek to reconfigure the ‘image of the child’. By resisting comforts of recognition, reflection and identification, we reach beyond what we think we know about how children are in the world and instead argue for their entanglement with difficult knowledges through our and their world-making practices.