Early Childhood Education Students Research Articles

CONECTANDO RESISTÊNCIA E AFETOS COM A CONSTRUÇÃO DE UM GRAFITE NA EDUCAÇÃO INFANTIL

This article sought to narrate the daily development of a pedagogical activity using digital graffiti with Early Childhood Education students from a public school in Aparecida de Goiânia, during the transition from the Covid-19 pandemic to the post-pandemic period. The aim is to demonstrate how the practice of digital graffiti can be employed in Early Childhood Education to promote children’s creative expression and socio-emotional education. The methodology adopted was an exploratory, descriptive investigation based on the authors’ experiences and the adaptation of the Physical Education curriculum to incorporate digital graffiti activities. The sessions were structured in four stages, each inspired by songs and relevant artists from the Hip Hop movement, guiding reflections on the pandemic and the collective creation of digital graffiti. The main results include enhancing creative expression through digital graffiti and integrating digital technology into children’s educational processes. Additionally, the activity allowed participants to share experiences related to overcoming the pandemic period, strengthening their socio-emotional skills. It is concluded that digital graffiti can be used as an important curricular tool in Early Childhood Education, expanding interaction through play and paving the way for hybrid teaching models that combine innovative pedagogical practices in cyberculture.

Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation.

Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations.

예비유아교사의 학과 적응 어려움에 대응하기 위한 선후배 멘토링 프로그램 지원 요구에 관한 연구

This study was conducted with the aim of gaining basic information for the development of seniors and juniors mentoring program to help students adapt to the department and perform their studies in the 3-year early childhood education department. The subjects of this study were 168 students in the department of three-year early childhood education at H University. Questionnaires, journal writing, and focus group interviews were conducted to find out the difficulties of early childhood education, adaptation, and academic performance, and necessary support in the mentoring program for seniors and juniors. Data analysis was not conducted after all data was collected, but both were rather done simultaneously. Primary data analysis was performed after conducting a questionnaire on difficulties and necessary support related to departmental adaptation and academic performance. Based on this, a list of questions for focus group interview was extracted, and an in-depth interview was conducted. The subjects were then asked to write a journal about their experience of the existing mentoring program. By repetitively collecting and analyzing data in this way, the data analysis results were revised and supplemented. As a result of the study, the difficulties of current students of 3-year early childhood education and demands for necessary support for them in the mentoring program were analyzed into five categories: study, human relations, time and self-management, school life, and career path. Early childhood education students’ difficulties concerning departmental adaptation diversified as they moved to the next grade. And the categories that they required help through mentoring for seniors and juniors decreased as they moved to the next grade. Based on the above results, ways to organize a mentoring program for seniors and juniors was suggested.

Exploration of video production experiences for disability perception improvement among early childhood education students

Exploration of video production experiences for disability perception improvement among early childhood education students

Socio-educational strategies plan for the development of psychomotor skills in early childhood edu-cation students

The development of psychomotor skills allows students to demonstrate movement skills, knowledge and social relationships that strengthen the personality of the individual. The purpose of the study was to propose a plan of socio-educational strategies for the development of psychomotor skills in early education students of the Sewarare 1200 kindergarten, located in Mexico. It was configured within a quantitative paradigm, of a descriptive-projective type, with a transversal non-experimental design, with a sample of 47 students and 4 teachers, to whom a questionnaire structured in two parts was applied. The results showed that initial education teachers in the area of Physical Education have moderate and low knowledge in the management of socio-educational strategies. While the students demonstrated a moderate and low level of psychomotor competencies. Hence the need to propose a plan of socio-educational strategies for the development of psychomotor skills in students which offers elements of experiences, adaptation to space, relationship with others, bringing rewarding and healthy emotions, essential for the future performance of the learner in the different facets of life, besides being a pedagogical tool to help teachers to contribute and improve their school practice. Key words: Learning, didactic activities, sensory coordination, physical education, movements.

EARLY CHILDHOOD PROSPECTIVE TEACHERS’ TEAMWORK ABILITY USING CREATIVE DRAMA ACTIVITIES

The goals of this study are to investigate the teamwork abilities of early childhood prospective teachers and compare the teamwork abilities of early childhood prospective teachers who have learned through creative drama activities to a 75% criterion. The study is mixed method research of 54 third-year prospective teachers majoring in early childhood education at the faculty of home economic technology at Rajamangala University of Technology Thanyaburi (RMUTT) who are enrolled in an English language course for preschool instructors. An assessment of teamwork abilities form and a reflection form on the collaborative process are among the tools for gathering data. Quantitative data analysis was carried out using descriptive statistics such as the mean, standard deviation, and one-sample t-test. Content analysis was used to analyse qualitative data. The research findings revealed that early childhood education students' overall teamwork abilities were high, and teamwork abilities of early childhood prospective teachers who learned through creative drama activities were significantly higher than the criterion of 75% statistical significance at .01.

Preliminary identification of the potential of using MIEM in the context of stimulating the development of selected cognitive processes of students in early childhood education

The article presents the results of a quantitative-qualitative study that examined the experiences of children and early childhood education teachers with multi-layered interactive materials in which augmented reality technology was implemented. The article also addresses issues related to support (MIEM) for selected cognitive processes of early childhood education students. The research was conducted within the framework of the Ministry of Education and Science's program titled: Pupil circles create innovation. The study involved 1153 early childhood education students between the ages of 7 and 10, as well as their teachers, who constituted a group of 41 early childhood education teachers. A triangulation of research methods was used in the study. For the group of students, a diagnostic survey method was used, for which a survey questionnaire was developed on the Kahoot platform and an in-depth interview using an interview questionnaire. For the group of teachers, a diagnostic survey method was used, for which a survey questionnaire was developed. The survey was implemented using the Computer Assisted Personal Interview technique on the Google Forms platform. On the basis of the conducted research, conclusions were developed in terms of the main objective of the research, which was: preliminary identification of the potential for using MIEM in the context of cognitive processes in early childhood education. The results of the research indicate that early childhood education students received the introduced innovation into the teaching process to a very positive degree. First of all, MIEM resulted in high motivation for learning. The result of which was a significant number of memorized messages contained in MIEM. It should also be added that this fact can have an impact on students' memory and perceptiveness. It can also be tentatively concluded that MIEM can have an impact on cognitive processes in particular on thinking and imagination. This conclusion follows directly from the type of technology that allows generating things previously difficult to visualize. In addition, the experiences of teachers who participated in the study indicate that MIEMs provide new opportunities for experimentation and interactive learning. According to the teachers, MIEMs make it possible to support the teaching and learning of nature, mathematics, as well as other subjects. Early childhood education teachers enthusiastically welcomed the use of AR, as well as seeing this technology as a solution to the problems of implementing the principle of viewability in early childhood education.

Enhancing Investigative Cognitive Abilities: The Impact of PDEODE Strategy in Scientific Research Methodologies for Early Childhood Education Students

This research explored the efficacy of the six-Dimensional Strategy (PDEODE) in cultivating investigative cognitive abilities among female students specializing in Early Childhood Education at Al-Balqa Applied University. A quasi-experimental approach was employed. A purposive sampling method yielded two groups: a control group of 25 students taught conventionally and an experimental group of 25 students instructed using the PDEODE strategy. The investigative thinking skills test served as the primary research tool. Findings demonstrated statistically significant variances in students' responses on the test, attributable to the teaching methodology. The experimental group showed marked superiority, with a pronounced effect size of 71.3%. This underscores the potency of the PDEODE strategy in fostering investigative cognitive skills in the Scientific Research Methodologies course for the study's participants.
 
 Received: 8 November 2023 / Accepted: 30 January 2024 / Published: 5 March 2024

Analisis Korelasi antara Tingkat Pendidikan Orang Tua dan Kelancaran Hafalan Juz ‘Amma

This article proves the correlation between parental education level and the ability to memorize juz 'amma fluency in Al-Mustaghfiroh Jombang Kindergarten students. This research was conducted on students in early childhood education, namely at Kindergarten B Al-Mustaghfiroh Jombang. The method in this research was carried out through a quantitative approach using documentation studies. The data previously obtained was processed using descriptive analysis, percentage formulas, standard deviations and Contingency Coefficient Correlation analysis. In this case, the research results show that this research is very suitable for identifying students' learning processes, including relationships that influence the learning process or students' memory during their golden age. Second, the educational level of the parents of Al-Mustaghfiroh Kindergarten students, which is in the high category, is 25% or as many as 5 people who are Bachelor graduates; the medium category is 70%, or as many as 14 people who are high school graduates and finally the low category is only 1 person or as much as 5% are elementary school graduates. Al-Mustaghfiroh Kindergarten students' ability to memorize fluency was included in the high category with a score of > 70.00 for as many as 7 people, 11 people in the medium category got a score of 60.00 - 69.00 and only 2 people in the low category with a score of < 59.00. From this, it can be seen that there is a positive and significant correlation between the level of parental education and the fluent memorization ability of Al-Mustaghfiroh Kindergarten students at a significance level of 5% or ?=0.05 with ?_0 > ?_tabel / 0.74998 > 0.444 so reject H_0 and H_a accepted. and vice versa, namely 25.002% influenced by other factors.

PBL(문제기반학습) 수업이 예비유아교사의 핵심역량에 미치는 효과성 분석

Objectives The purpose of this study is to apply PBL(Problem-Based Learning) to the teaching subject class of preservice early childhood teachers and to analyze how PBL affects the improvement of the key competencies.
 Methods PBL was conducted for 15 weeks, focusing on making and solving problems that beginner early child-hood teachers may face in the educational field and to preparing a PBL class plan for infants. Participants in the study were 44 second-year early childhood education students who took education methods and educational technology class for the second semester of 2022 at H vocational college in Seoul. In order to analyze whether the PBL class of pre-service early childhood teachers is effective in key competencies, a pre-post survey was con-ducted to diagnose key competencies, and reflection journals and PBL results were collected and analyzed.
 Results As a result of the pre-post examination, the performance of improving key competencies (creativity, con-vergence, challenge, and growth) through PBL classes showed a significant difference at the statistical .001 level. In particular, the degree of improvement was high in terms of openness to change, comprehensive thinking, goal orientation, and self-efficacy, which are sub-detailed competencies. As a result of analyzing the reflection journal, it was found that students improved throughout key competencies such as creative competency, convergence competency, challenge competency, and growth competency through PBL classes. In particular, as an early child-hood teacher in the future, they showed confidence in the application of PBL classes for infants, and they have expectations that infants, like themselves, will be able to grow through PBL. It also showed a sense of efficacy that various and complex problems that may be raised in the field of early childhood education can be solved coop-eratively through PBL.
 Conclusions To improve the effectiveness of PBL classes, it is necessary to develop instructors' PBL teaching ca-pabilities, to understand the theoretical and practical instruction design and education methods, make efforts to enhance mutual learning and key competencies through PBL activities, and utilize various teaching methods and multimedia technologies.

Modified Fuzzy Neural Network Approach for Academic Performance Prediction of Students in Early Childhood Education

Modern education relies heavily on educational technology, which provides students with unique learning opportunities and enhances their ability to learn. For many years now, computers and other technological tools have been an integral part of education. However, compared to other educational levels, the incorporation of educational technology in early childhood education is a more recent trend. It is because of this that materials and procedures tailored to young children must be created, implemented, and studied. The use of artificial intelligence techniques in educational technology resources has resulted in better engagement for students. Early childhood special education students' academic achievement is predicted using a Modified Fuzzy Neural Network (MFNN). Before constructing the classifier, the dataset had to be preprocessed to remove any extraneous information. As a follow-up, this study will put to the test an organized approach to the implementation of customized fuzzy neural networks for the prediction of academic achievement in early childhood settings. Considerations for the analysis of academic achievement in early childhood education are discussed in this article, including recommendations for the implementation of proposed modified fuzzy neural networks. In terms of evaluation metrics such as Precision, recall, accuracy, and the F1 coefficient, the proposed model outperforms conventional machine-learning (ML) techniques.

Impact of Quizizz Learning Media in Increasing Interest and Motivation for Learning in Early Childhood Education Students

Along with the times of technology in the field of education, there are many updates in the use of learning media, one example is by using the Quizizz application. The Quizizz application really helps teachers in the teaching and learning process. The Quizizz application has many interesting features, and makes learning more fun. This quizizz application is one of the learning media chosen by teachers to carry out the learning process in early childhood. The purpose of this study was to determine how much impact quizizz learning media has on increasing early childhood learning interest and motivation. This study uses a skinative method in which the data is obtained through the introduction of the quizizz application to early childhood and direct interviews with several parties such as teachers and parents of children. The results showed that the use of the Quizizz application in early childhood was carried out well starting from the planning, implementation, and evaluation stages. From this research it can be concluded that this quizizz application is very helpful in the learning process of children so that children more quickly understand the lessons conveyed by the teacher and with interesting features can also make children's learning motivation increase. The limitation of this research is that researchers only conduct research on early childhood quizizz applications even though there are still many applications that can be used to provide learning motivation in early childhood. Researchers hope that future researchers can conduct research related to early childhood learning motivation but using other learning media. This study recommends that future researchers make research as a reference in conducting research on the impact of quizizz applications in increasing early childhood learning motivation.

O PROCESSO DE INCLUSÃO NA EDUCAÇÃO INFANTIL: POSSIBILIDADES E DESAFIOS DESSA PRÁTICA NO COTIDIANO EDUCACIONAL

(This article is a literature review, based on several works produced on the theme developed, which is the process of inclusion in early childhood education. The general objective of this work is to debate the inclusion process developed within early childhood education, emphasizing the challenges and possibilities arising from this. The specific objective is to: define the concept of inclusive education; discuss the challenges that the inclusion process can bring to students in early childhood education; and point out the benefits of this practice for the student’s development. The work is justified by the need to increasingly highlight the challenges that are faced in the process of inclusion in early childhood education, and show the benefits arising from this process, as when starting the inclusion process already in the first stage of schooling, not only Not only the child included, but the entire class will benefit. The work is organized into three different subtopics, the first of which is intended to present the concept of inclusive education. The following subtopic presents the main challenges that early childhood education teachers face in their daily lives in order to develop inclusive education. Concluding with the presentation of the benefits provided not only for students with disabilities, but for all their colleagues, when inclusive education is achieved at this stage of teaching.

Educating for equality from a decolonial perspective: a participatory action experience with early childhood education students in Lamu, Kenya

The elimination of violence against women is one of the Sustainable Development Goals. Strategies to combat violence against women focus not only on its punitive correction, but also on promoting preventive measures. For this reason, the United Nations Sustainable Development Goals recognise the need to include gender education at all levels of education. Similarly, this study, supported by other recent research, considers the inclusion of a gender approach in education as a strategy to prevent violence against women to be essential. In this study, we examined the level of gender equality knowledge in the final year of early childhood education in a school integrated into a non-governmental organisation on the island of Lamu, Kenya. The study was carried out using a participatory action methodology through the design and implementation of a course on «Human Rights and Gender Equality» in the 2019 academic year through twenty formative and participatory workshops. The decision to carry out this intervention stems from having become aware of a sexual aggression by several pupils of the entity’s nursery school against a five-year-old girl. Among the results, we observed the existing differences between the conception of equality in childhood, where there is an egalitarian community upbringing, and adulthood, where gender stereotypes are very evident. We also perceived how violence was intrinsic to children’s lives in public and private spaces, which could influence the possibility of justifying violence towards women as a form of correction from a very early age. In the conclusions, the possibility of working on gender equality issues to give children a space of trust where they can be listened to and respected is positively valued.

Preschool Teacher Competence from the Perspective of Early Childhood Education and Care Student Teacher

The goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers’ competence and to explore dimensions of preschool teachers’ competence from the students’ perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191 participants, student teachers that were at the moment of the research at the end of their master’s ECEC program. Answers were collected via online questionnaire. The collected results suggest a conclusion that preschool teachers at the end of their ECEC study program are centred towards their performance, or the aspect of “what we do” in everyday work. They focus on the child and the child’s environment (both physical and social). On the other hand, they are less involved and prepared for acting at the level of the education system and contribution to the improvement of educational theory and policy. They perceive four dimensions of preschool teachers’ competence: theory, practices, beliefs and learning environment and relationships. Keywords: early childhood education and care, learning environment and relationships, preschool teacher competence, student teacher perspective

A Study on the Relationship between the Curriculum Design of Early Childhood Education Major and Students' Career Development

A Study on the Relationship between the Curriculum Design of Early Childhood Education Major and Students' Career Development

Need Analysis for Teaching English in Early Childhood Education Students

Analysis of needs for English language teaching in PG-Paud. English for Specific Purposes (ESP) in the learning process in higher education is often less effective. One contributing factor is the lack of a learning plan so that learning is not relevant to the field of science they are capable of. Therefore, it is necessary to start planning learning by conducting a needs analysis based on students' needs in learning English. This research aims to determine and describe the needs of English language students in PG PAUD Universitas Prima Nusantara Bukittinggi. This research was conducted using a qualitative descriptive approach. The objects of this research were students in the third year. Data was collected through questionnaires and direct interviews. The collected data is classified so that students' needs in learning English can be identified, then each one is explained. The research results show that (1) students' mastery of English is still relatively low, (2) 50% of students improve their oral communication or speaking skills and 30% write as the main priority in learning English in preparation for applying for work, (3) during learning English, students expect an increase in their skills related to both oral and written. Based on these results, it is recommended to prepare syllabus planning and develop English teaching materials in PG-Paud programs.

Empowering Teachers in The Genital Childhood Health

Abstract. The age of early childhood education (ECE) students are 2-6 years old. They have the period when students enter the learning period for toilet training well. The ECE teachers and parents have a role in collaborating in toilet training so that children can urinate and defecate correctly and follow Islamic rules. Community service activities aimed at increasing the knowledge and skills of ECEP Aisyiyah teachers in Ngaglik. The activity is implemented in the form of lectures, discussions, and practices, as well as the distribution of handkerchiefs to dry the genital area after the child urinates or defecates. In this community service activity, we have distributed medicine packets for the first treatment of sick children at school. Evaluation at the end of the activity showed that there was an increase in knowledge of 15%.

Improving Psychological Well-Being of Prospective Early Childhood Education Teachers: Module Development Using 4D Model

This study aims to develop psychological well-being (PWB) module for prospective Early Childhood Education (ECE) teachers using Thiagarajan 4D Model, namely define, design, development and dissemination. The module was validated by material, design, and language experts, then tested for practicality and effectiveness on 43 ECE students. This study adopted the pre-experimental design with type one group pretest-posttest and the instruments used were validation questionnaire and psychological well-being scale from Ryff. Module was declared valid with average expert and practicality test scores of 96.05%, and 90.12%, respectively. Furthermore, the effectiveness test was carried out using a paired sample t-test and obtained score of .001 (t <.05), showing that module was effective in improving psychological well-being of prospective ECE teachers. This module can be used by prospective ECE teachers to develop psychological well-being and prepared to become professional teachers.

Psychological and Educational Factors of Digital Competence Optimization Interventions Pre- and Post-COVID-19 Lockdown: A Systematic Review

The rapid development of the ever-changing information and communication society demands skills from its members that allow access to and adapt to the various situations that they may face. To achieve this, it is essential to acquire a set of key competencies throughout different stages of life, among which we find digital competence. This systematic review aims to analyse, through a series of focal points and indicators, the internationally published interventions in the last ten years aimed at improving digital literacy and the acquisition of this competence by students in early childhood education, primary education, and higher education, as well as professionals from various fields. The procedure followed for the selection of the interventions has been documented and graphically represented according to the PRISMA statement, with searches conducted across various databases and journals. In total, 26 studies were selected, covering the period before, during, and after the COVID-19 health lockdown, and the influence of the lockdown on the development of digital competence was examined. The obtained results show the evolution of the selected interventions in terms of general aspects, instructional and evaluative procedures, fidelity, and encountered limitations. The results demonstrate a growing concern for the development of digital competence, amplified by the needs arising during the COVID-19 lockdown and evidenced by an increase in interventions aimed at this goal. It also showcases the relationship between adequate acquisition and the nurturing of other psychoeducational variables like motivation or satisfaction.