Childhood School Research Articles

Enhancing digital literacy in early childhood school teachers: Technology and analysis approaches based on social cognitive theory

[Bahasa]: Era digital yang berkembang pesat berpengaruh terhadap penyelenggaraan pembelajaran di semua level pendidikan. Guru yang memiliki peran krusial dalam pembelajaran harus memiliki kemampuan yang adaptif terhadap perubahan tersebut. Namun, banyak guru khsusunya pada level Pendidikan Anak Usia Dini (PAUD) menghadapi tantangan dalam mengintegrasikan teknologi ke dalam proses pembelajaran dan pengajaran. Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi digital pada guru anak usia dini. Metode pelaksanaan pengabdian yaitu dengan melakukan workshop yang berisi deskripsi pemahaman literasi digital dan praktik membuat materi ajar melalui software digital. Eskperimen yang melibatkan 49 partisipan dari 20 PAUD dilakukan untuk mengukur efektivitas implementasi workshop literasi digital. Pengumpulan data dilakukan melalui penyebaran angket pretest dan posttest, observasi dan wawancara. Hasil program pengabdian ini menunjukkan bahwa pelatihan literasi digital memberikan peningkatan literasi digital pada guru. Temuan pengabdian ini menunjukkan bahwa efikasi diri dan faktor sosial memberikan kontribusi terhadap keberhasilan training dalam program. Pelaksanaan training digital literasi dengan mempertimbangkan elemen-elemen teori kognitif sosial menjadi alternatif untuk meningkatkan kompetensi guru PAUD dalam praktik mengajar. Kata Kunci: guru PAUD, literasi digital, pelatihan, kompetensi [English]: The rapid development of the digital era affects teaching and learning practices at all levels of education. Teachers who play a crucial role in learning must have adaptive skills to respond to these changes. However, integrating technology into the learning and teaching process remains challenging for teachers of Early Childhood Education (ECED). This community service program aims to improve digital literacy in early childhood teachers. The workshop method was used in this program through the introduction of digital literacy understanding and practice of creating teaching materials through digital software. An experiment involving 49 participants from 20 PAUD was conducted to measure the effectiveness of the digital literacy workshop implementation. Data were collected through pretest and posttest questionnaires, observations, and interviews. The results show that the training in this community service program can improve digital literacy in teachers. The findings show that self-efficacy and social factors contribute to the effectiveness of the training program. The findings show that self-efficacy and social factors contribute to the effectiveness of the training program. Digital literacy training for early childhood education teachers involving elements of social cognitive theory is an alternative way to improve their teaching and learning practice competence. Keywords: early childhood teacher, digital literacy, training, competency

Physical Activity Environments in Early Childhood Schools: Arabic Translation, Validation, and Reliability of EPAO Instrument

Physical Activity Environments in Early Childhood Schools: Arabic Translation, Validation, and Reliability of EPAO Instrument

ENSINO INFANTIL CONTO DE FADAS, A INFLUÊNCIA DO AMBIENTE FÍSICO NA FORMAÇÃO HUMANA

This project will address the interference of School Architecture in the psychological and human development of students, applied in an Early Childhood School Education with capacity for 200 students, in the city of Toledo – PR. Using theoretical and bibliographical research, case studies and related works, it will be possible to propose a work that meets the educational needs, not only of Toledo, but of all future preschools. The project aims to fill the gaps in quality school institutions. It is a project that aims to create environments adapted to the needs of children, taking into account their ergonomics, development and their perceptions, using the available tools of architecture to achieve better learning conditions. Always prioritizing playfulness, children’s ergonomics, school neuroarchitecture and the Montessori method, in an inspiring project, seeking better school performance in a safe, dreamy,welcoming and neurostimulating environment.

Geographic Information System of Early Childhood School Mapping Using Android-Based Dijkstra Algorithm

The PAUD school mapping geographic information system (GIS) is an innovative Android-based application designed to efficiently assist users in finding the closest route to PAUD schools. By leveraging GPS technology, this system displays a detailed geographic map that guides users effectively through their surroundings. At the core of its functionality is the Dijkstra Algorithm, which ensures the calculation of the shortest path to the desired location, making navigation straightforward and reliable. The design process employs UML (Unified Modeling Language) to create a clear structure and user-friendly interface, enhancing the overall user experience. Developed in Java and supported by the Android Studio platform, this GIS provides essential information about PAUD addresses, their statuses, and available facilities. This comprehensive approach allows users to make informed decisions about educational opportunities for their children. The system has undergone rigorous testing to validate its effectiveness. This practical application demonstrates the system's capability in real-world scenarios and highlights its role in improving access to early childhood education. Furthermore, the PAUD mapping geographic information system is a valuable community resource. By delving into geographic data and providing actionable insights, it aims to bridge gaps in educational access. Ultimately, this GIS is an essential tool for parents and educators, facilitating informed choices and enhancing the journey toward quality education for young learners. Its integration of modern technology with educational accessibility makes it an ultimate resource in fostering early childhood development.

Posthumanist performativity in the classroom: A material-discursive analysis of children’s intra-actions

Karen Barad’s agential realism proposes a way of analysing the relations of human and non-human agents in the field of early childhood education (3–6 years) and helps researchers to question colonialising practices in childhood. The performative agency of time and space offers a different way of perceiving children’s relationships with school. The diffractions carried out in this paper reflect the analysis of a vignette occurring in an early childhood school in Spain. Our analysis highlights the non/silenced bodies of the children and their passivity/activity in the de/control of the space-time of the school. This study underlines the ephemeral, non-linear and unpredictable nature of the material-discursive intra-actions in the classroom. The resulting narrative of knowledge building in childhood leads to a posthumanist performativity that compels educators to rethink the processes of de/colonisation that should take place in childhood education involving the material relationality of time, space and children’s bodies.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

Design and Development of a Multimedia Reading Application for Pre-schoolers as a Foundation in the Area of TVET

The greatest time for this is during early childhood schooling, when children are just beginning to become aware of their job options and form an imagination about the careers, they are interested in. In order to prepare pre-schoolers for their future employment, Technical and Vocational Education and Training (TVET) aims to expand their knowledge and skill sets. Technology development also aids in these preschool students' knowledge and skill development in preparation for their future employment, particularly in TVET. At this preschool stage, their reading skills is essential for learning the TVET sector since it aids in their understanding of the subject that piques their interest. Yet, there are a number of reasons why they can struggle to read, including a lack of prior book experience, speech or hearing problems, and a lack of phonemic awareness. This design and development research (DDR) methodology was chosen to assist pre-schoolers in learning to read as a foundational skill in the field of TVET. The researcher focused on the development of multimedia applications for the teaching and learning process using a quantitative approach through ADDIE Model instructional design. The researcher used a random sampling technique to select three academic staff members with the required TVET educational credentials. This sample includes two academics with experience and skill in multimedia creation, as well as a preschool teacher from an appropriate educational institution, so the feedback gained is adequate to obtain precise comments and points of view. Data were acquired and assessed using frequency and percentage values based on a checklist form that was given. To facilitate data analysis, each item is categorised, and frequency information is quantified as a percentage. Professionals who believe that this multimedia application is useful as one of the self-learning mediums have responded favourably to the study's findings about how this multimedia application functions in terms of assisting pre-schoolers in learning to read from the aspects of content design, interaction, and interface. The study's conclusions can be used as a guide by anyone, especially when it comes to encouraging pre-schoolers’ TVET growth.

Development and validation of pedagogical leadership scale

PurposePedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical leadership scale (PLS).Design/methodology/approachTwo distinct approaches (inductive and deductive) were utilized. First, a review of the literature was conducted, and then qualitative data were collected through interviews, and their responses were categorized into 40 items. These items were thematized using exploratory factor analysis (EFA) by involving 300 participants. To examine the fitness of the scale, the researchers conducted a confirmatory factor analysis (CFA) with 470 participants.FindingsEFA discovered a total variance of 64.766% for four factors. In CFA, RMSEA, NFI, RFI, NNFI, CFI, GFI and AGFI values were accepted. The highest correlation was found among constructs of PL. Path analysis revealed PL affected social, professional, intellectual and academic capitals. The correlations between the PLS and psychological empowerment demonstrated the theoretically predicted relationships with these variables. Thus, with the initial evidence of a valid and reliable PLS, a pool of 32 items under 4 factors (social, academic, professional and intellectual capital) were developed.Originality/valueDespite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.

Supporting equitable and anti-racist practices in early childhood programs: a framework for starting differently

Research has found that as early as preschool, children from diverse backgrounds are more at risk than their peers to experience bias and racism from teachers and negative behavioral outcomes. Given these negative early childhood school experiences can create greater risk for children and more stress for their families, it is important that research is utilized to change such experiences and support more positive development outcomes for young children. The purpose of this article is to prevent an approach to organize and participate in school differently. Our approach involves developing equitable systems that supports early childhood centers to develop equitable systems by building upon the foundational principles of anti-racism, equity, and barrier prevention rather than seeking to intervene upon inequitable systems through professional development and attempting to remove barriers that have already caused harm as is with traditional approaches.

The relationship between childhood education and adult learner characteristics

Childhood education affects how individuals adapt to the challenges of adulthood. Although various generalizations are made relating childhood educational experiences to characteristics of adults, there is scant evidence to support those assertions for adult literacy learners in the United States. This study investigates the relationship of childhood educational attainment to other characteristics of adult learners. In this study, 201 native English-speaking adult learners in the United States who read at the 3.0–7.9 grade equivalency levels were administered surveys and tests to better understand the relationships between childhood educational attainment and the following characteristics: childhood school disability status and grade repetition; as well as adult characteristics including current reading-related skills, reading avoidance behaviors, reading practices for informational and digital texts, employment status, and Readiness-to-Learn. Results indicated that only school disability status was correlated with educational attainment (Cramer’s V test, V = 0.279, p = 0.004). The results contribute to the body of knowledge about adult learners who want to develop literacy skills and the nuances of childhood schooling experiences in this population. Based on these results, caution should be exercised when treating educational attainment as a signal of other characteristics, including reading skills, among adult literacy students. These findings align with other international research findings.

A retrospective descriptive study of male perpetrators of intimate partner violence referred by judicial authorities: an example from Turkey

PurposeOur study examines the socio-demographic, forensic psychiatric, and childhood trauma exposure (CTE) data of Turkish intimate partner violence (IPV) perpetrators and draws comparisons with the violence data.MethodsData of male perpetrators referred to the domestic violence outpatient clinic by judicial authorities between November 2019 and June 2022 were retrospectively examined, with a focus on CTE data.ResultsThe mean age of the male perpetrators examined in the study was 37.1 years. Among the overall sample, 16.2% (n = 17) had experienced violence at school in childhood, and 22.9% (n = 24) had experienced CTE. Regarding the frequency of domestic violence in their households, of the perpetrators admitted to the clinic for IPV, 40% (n = 42) reported rarely, 43.8% (n = 46) sometimes, and 16.2% (n = 17) often engaged in violent acts. There is a significant relationship between the frequency of IPV and the level of CTE (χ2: 13.052, SD: 2, p = 0.001, Cramer’s V: 0.353). Similarly, individuals who witnessed domestic violence during childhood were found to commit partner violence more frequently (χ2: 8.157, SD: 2, p = 0.017, Cramer’s V: 0.279).ConclusionsIn this study, we found a strong relationship between CTE and IPV. To the best of our knowledge, our study is only example that investigates the relationship between CTE and IPV in a Turkish sample.

Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context

Montessori education has existed for more than 100 years and counts almost 16,000 schools worldwide (Debs et al., 2022). Still, little is known about the implementation and fidelity of Montessori principles. Measuring implementations holds significant importance as it provides insight into current Montessori practices and because it is assumed that implementation might influence its effectiveness. In the Netherlands, it is especially important to measure fidelity because of the country’s history of flexible implementation of Montessori principles. No instruments currently exist that are specifically designed to measure Montessori implementation in the Dutch context. This study aims to validate a translated version of the Teacher Questionnaire for Montessori Practices, developed by Murray et al. (2019), within the Dutch early childhood education context. Additionally, it seeks to investigate the extent to which Montessori principles are implemented in Dutch early childhood schools. Data were collected from 131 early childhood Montessori teachers. Confirmatory factor analysis revealed that the Dutch dataset did not align with the factor structure proposed by Murray et al. (2019). Subsequent exploratory factor analysis led to the identification of a 3-factor solution, encompassing dimensions related to Children’s Freedom, Teacher Guidance, and Curriculum, which shows some similarities with Murray et al.’s (2019) factors. Implementation levels in the Netherlands varied, with the highest level of implementation observed in Children’s Freedom and the lowest in Curriculum.

Interpersonal Relationship and Job Satisfaction among Early Childhood Education Teachers in Edo State, Nigeria

The study examined interpersonal relationship and job satisfaction among early childhood education teachers in Edo State. Three research questions were raised for the study and one of the research questions was formulated into hypothesis. The study is descriptive research and adopted a descriptive survey design. The population of this study comprises all the one thousand and twenty-one (1021) public early childhood education schools and one thousand two hundred and sixty-three (1263) early childhood education teachers in Edo State. A multi-stage sampling technique was used to select a sample of one hundred and two early childhood schools and one hundred and twenty-six early childhood teachers in the three senatorial districts of Edo State. A questionnaire (IRJSAECETQ) which was validated with a reliability coefficient of 0.88 was used to elicit data from the respondents. The research questions were analyzed using mean and standard deviation while hypothesis was tested using Pearson Product Moment Correlation Coefficient. The findings from the analysis of the study revealed that the level of interpersonal relationship among early childhood teachers is low; the level of job satisfaction among early childhood education teachers in Edo State is also low. The findings also revealed that there is a positive and significant relationship between interpersonal relationship and job satisfaction among early childhood education teachers in Edo State. Based on the findings, the study recommended that the level of interpersonal relationship among early childhood teachers, pupils and the school authorities should be improved upon by establishing and maintaining effective and frequent communication among the early childhood education teachers, head teacher, and pupils as it has been proven in this study that there is a significant relationship between interpersonal relationship and job satisfaction among early childhood teachers Keywords: Interpersonal relationship, Job satisfaction, early childhood education, early childhood education teachers.

Persepsi Masyarakat terhadap Guru Anak Usia Dini Laki-Laki di Kecamatan Kawalu Kota Tasikmalaya

This research is motivated by the low population of male early childhood school teachers which results in a low level of masculine roles for children while they are at school. Community assessment of male early childhood school teachers is an inseparable part of the high and low population of male early childhood school teachers in early childhood school units. In line with that, this research aims to look at the public's perception of male PAUD teachers in Kawalu District, Tasikmalaya City. By knowing the public's perception of male early childhood school teachers, it is hoped that this research can be a stimulus to increase the presence of male teachers in early childhood school units. The approach taken in this research is a quantitative approach with a descriptive survey method. The research tool used was a questionnaire with a Likert scale. The research data was processed using descriptive statistics. The results of the research show that the community has a positive perception of the presence of male early childhood school teachers, the community considers that male early childhood school teachers can act as masculine figurs and act as substitutes for fathers while their children are at school. The community also considers that male early childhood school teachers have quite challenges as professional early childhood school teachers. Ultimately, the community hopes that there will be an increase in the population of early childhood school teachers in early childhood school units, especially Kawalu District, Tasikmalaya City.

Development of learning models teeth brushing skills in early childhood; Is it needed?

Objective: To analyses the need to develop a learning model for early childhood tooth brushing skills. Methodology: This survey included head of schools, teachers, and parents. We used interview guidelines, questionnaires, and observation sheets. Tested the validity of instruments using Spearman Correlation statistical test and reliability with Alpha Cronbach. Qualitative data were analyzed triangulated; quantitative data by calculating mean values and presented descriptively. Results: The study results show that 5-6-year-olds are qualified to be trained to brush their teeth independently. The learning problem in early childhood schools was a lack of guidance, learning media, evaluation instruments and supporting facilities. Parents supported the development of learning models. Conclusion: Developing a model for early childhood learning to brush teeth skills is urgently needed. The development is adapted to the characteristics of children aged 5-6 years to skillfully brush their teeth independently.

영아기 의도적 통제가 아동기 학교적응에 미치는 종단적 영향: 집행기능 곤란의 매개효과

This study aimed to longitudinally explore the mediating effect of executive function difficulties in the relationship between an infant’s effortful control and a child’s school adjustment. For the analyses, data from 205 pairs of mothers and their children (106 boys, 99 girls) who participated in the 1st, 8th and 9th Panel Study of Korean Children (PSKC) were used. The survey data were analyzed using the structural equation model (SEM) with SPSS 21.0 and AMOS 18.0 programs. The major findings were as follows. First, the infant’s effortful control had negative effects on executive function difficulties, but effortful control did not have a significant effect on the child’s school adjustment. Second, executive function difficulties positively affected school adjustment. Third, the child’s executive function difficulties completely mediated the relationship between effortful control and school adjustment. This study explored the meaningful longitudinal path from the infant’s effortful control to school adjustment through executive function difficulties in early childhood. The results of this study may provide basic information for the childhood school adjustment interventions.

PRINCIPAL COMPONENT K-MEANS SOFT CONSTRAINT BASED ON WELL-BEING INDICATORS IN ACEH PROVINCE

The success of government policies can be from the state of the well- being indicators. This research was conducted to obtain district/city groupings based on the similarity of characteristics of the well-being indicators of each district/city in Aceh Province in 2022. The data used in the Aceh well-being indicator data for 2022 consists of 29 variables. The analysis method used is the principal component k-means soft constrain method. The background information data can be used as a provision to streamline the clustering algorithm by creating soft constraints which is found as the most appropriate algorithm. The results of this study indicate there are four district/city clusters in Aceh Province. The characteristics of the first cluster are that kindergarten and elementary school facilities are adequate, while the school enrollment rate needs to be improved. The characteristics of the second cluster are superior to the Gross Enrollment Rate (GER) and the population of university graduates, but still very lacking in school facilities. The third cluster is the cluster that is the center of well-being in Aceh, so this cluster is the cluster with the best well-being level. The characteristic of the fourth cluster is that it is very good in the school participation rate indicator, but it must increase early childhood school participation.

Integrating Storytelling and Inquiry-Based Approach as Pedagogies of Developing Scientific Skills in Early Childhood Classrooms

Early childhood education (ECD) provides a foundation for a child’s cognitive and social development. In this context, nurturing scientific skills from an early age is crucial for fostering curiosity, analytical thinking, and problem-solving abilities. This theoretical paper explored the potential of integrating storytelling and inquiry-based approaches as effective pedagogies for developing scientific skills in early childhood classrooms. Storytelling is the use of narratives to convey information, values, and emotions. An inquiry-based approach is the use of questions, investigations, and evidence to explore a topic or problem. Over the years, students have performed poorly in science, igniting the need to reinvent other methods to help improve scientific instruction and learning in early childhood schools. Observing the kind of attitude that most learners have towards this subject, it has been argued that there is a need to consider ways and methods with which science can be made accessible and relevant to all levels of learners across the schooling system. Underpinned by bricolage, this interpretive theoretical paper sought to respond to two questions. What are the challenges and opportunities of learning science in the ECD phase and how can storytelling and inquiry-based approach mediate the learning of science instruction in the ECD phase? Findings revealed that while storytelling is known to create a fun-relaxing environment for young children when integrated with an inquiry-based approach, it has the advantage of developing scientific concepts and skills in a non-threatening environment. Young children learn best through play, games and stories and it is vital to make any learning experience relevant to their context. This study contributes to the body of knowledge by using bricolage as a theoretical foundation to encourage the use of games as a readily available local resource to enhance early childhood teaching and learning. Keywords: Early Childhood Education, Storytelling, Inquiry-Based Approach, Science Learning and Decoloniality Theory

Communication with U.S. Early Childhood Schools and Teachers: Saudi Mothers’ Experiences and Insights

Communication with U.S. Early Childhood Schools and Teachers: Saudi Mothers’ Experiences and Insights

The Quality of School Climate and Teachers’ Classroom Communication Skills as Predictors of Pupils’ Performance in Nigeria

This study examined the quality of school climate and teachers’ classrooms communication skills as predictors of pupils’ performance in Lagos State, Nigeria. Correlational survey research design was used for the study. The sample comprised 120 teachers who were selected from 30 primary schools. Multi-Stage sampling technique was used for the selection. Two validated self-designed instruments were used to collect data for the study. The first one was titled“Observational Schedule on School Climate and Teachers Communication Skills (OSSCTCS). The second one was an achievement test titled” Pupil’s Achievement Test (PAT) which was used to collect data on the performance of the pupils involved in the study. OSSCTCS was subjected to a reliability test through inter-rater scale technique and it yielded a reliability coefficient of 0.82.While Kuder-Richardson 20 formula was used to determine the reliability of the achievement test. It yielded reliability index of 0.91.Data collected were analysed using inferential statistics of multiple regression. Findings from the study revealed that there was significant composite contribution of school climate and teachers’ communication skills to pupil’s performance (F(6,113) = 4.744; p<0.05). Again, school climate had the highest significant relative contribution to pupils’ performance (β = .504; t = 7.741; p<0.05) andit is followed by teachers’ communication skills which had the least non-significant relative contribution (β = .015; t = .349; p>0.05). Based on the findings of the study, it was recommended that training programs, seminars or workshops should be organised by experts in the field of early childhood education to train school heads and teachers on the importance of aesthetically designed early childhood schools. Also, that teachers should be trained on the significant of effective communication.