Early Childhood Education Studies Research Articles

Konsep Pendidikan Multikulturalisme Dalam Pendidikan Anak Usia Dini: Kajian Konsep

This essay examines the topic of multiculturalism education as it relates to early childhood education: In studies, since the creation of this title, there have been numerous instances in which society has taught young children lessons that are unsuitable. The most recent instance is a children's carnival. Researchers believe that this teaching has gone beyond the bounds of Islamic teachings, which are rahmatal lilalamin. As a result, we need to make a concept of multiculturalism education studies in early childhood education. The first two questions are: how is the concept of multiculturalism itself, and how is the concept of early childhood education? Third, how is multiculturalism included into early childhood education? the idea of multicultural education, early childhood education, and multicultural notions in early childhood education are all explained utilizing a content analysis technique.

Thinking metabolically with shivering, sweating and feminist science studies in early childhood education

Thinking alongside feminist science studies scholars, in this article I contend with how early childhood education pedagogies do metabolisms. To conceptualize metabolisms as an activity is to centre the ethical and political practices, relations, knowledges, and vulnerabilities that flood bodies in contemporary times. I ask: What possibilities for doing bodies with children might we open toward if we take metabolism as a postdevelopmental pedagogical question in early childhood education? Utilizing examples from pedagogical inquiry research with children, shivering and sweating are engaged as modes of “doing” metabolisms. I propose doing metabolisms as a practice for thinking postdevelopmental pedagogies with the body, tracing how we might engage metabolic bodies beyond a developmentalist frame.

Do Girls Outperform Boys in Early Syntactic Development? Negative Evidence from Mandarin-Speaking Preschoolers

This study aimed to verify the sex differences seen in our previous study on early syntactic development among Cantonese-speaking children with the same corpus design but a different Chinese language: Mandarin. The utterances produced during half-hour play activities by 192 Beijing children, ranging from 3 to 6 years, were collected in the Early Child Mandarin Corpus and analyzed in this study. Their syntactic development was measured in terms of mean length of utterance (MLU), sentence type and structure, syntactic complexity, and verb pattern. The statistical analyses indicated significant age differences in MLU, sentence types and structures, and syntactic complexity. However, no sex or age-by-sex differences in MLU were found. This negative evidence indicates that sex difference is neither universal nor cross-language. The implications for early childhood education and future studies are discussed.

"Are We in Agreement": Exploring Family Engagement in both Kindergarten Teachers’ Views and Recent Studies

This paper includes a literature review about family engagement in both kindergarten teachers' views and recent studies in early childhood education. The literature analysis section addresses subtopics: a) what is family engagement in early childhood education (ECE), b) kindergarten teachers' views about family engagement, c) kindergarten teachers’ practices for engagement in a family in the schools, d) and barriers to family engagement in the schools. The background on this subtopics provides substantial literature to understand the research problem. The literature review assumes a qualitative approach to content or qualitative analysis. Keywords: family engagement, academic performance, teacher-family relationships, and early childhood DOI: 10.7176/JEP/13-33-06 Publication date: November 30 th 2022

Holistic measurement of early childhood educators’ well-being: a protocol

ABSTRACT Early childhood educators are key to delivering early childhood education and care (ECEC) for the benefit of children, their families and society alike. For the benefits of ECEC to be realised, however, the educators who deliver these services need to be well. Despite growing attention to attracting and retaining a high-quality early childhood workforce, little is known about the work-related psychological and physiological well-being of early childhood educators. This paper contributes an example of a protocol for an holistic study of early childhood educators’ well-being. It describes the use of multiple, interdisciplinary, innovative methods to measure educators’ physiological and psychological well-being, within the context of their work environment. Recommendations are provided for future studies of educators’ holistic well-being.

Design of a Virtual Laboratory Based on Virtual Reality for Learning Resources in Early Childhood Learning

The COVID-19 pandemic has had a significant impact on the world of education and universities, including the Open University’s Early Childhood Education study program. Because the number of students taking this course is very large at all levels, at the beginning of the pandemic, there were problems in the online learning media courses and kindergarten learning resources. It was recognized that there was a need to create a forum in the Early Childhood Education study program, namely a virtual learning laboratory program for the pandemic and post-pandemic period. It was identified that this program should use virtual reality, so that students can surf the lab in cyberspace as if they were there, with media and learning resources that are adapted to the culture of the Indonesian people and others, so that students are more independent in their learning. The ADDIE R&D model was used in this study (analysis, design, develop, implementation and evaluation). The needs were first analyzed and then the virtual reality lab product was developed, which included media for kindergarten courses and other learning resources, especially about educational game tools. This was validated by learning material experts and learning media experts with scores of 91 and 94, respectively.
 Keywords: design, virtual laboratory, virtual reality, independent learning

The Silence of Digital Practices in Contemporary Fiction Picture Books


 Contemporary childhood exists in a rapidly changing literacy context in the digital age, where digital devices and technology are progressively used at home (OECD 2019). In the global context, digital technology is greatly emerging in children’s lives, including the way of their play, learning, communicating and entertainment (Marsh et al. 2016). In this paper presentation, the author who is a researcher in the intersection of digital literacy and children’s literature, engages in autobiographical narrative inquiry (Clandinin and Connelly 2000), where she tells and retells her stories of reading contemporary fiction picture books, focusing on digital practices in both written text and illustrations. Such experiences are reflected and compared to her experiences of reading contemporary academic articles and reports on digital literacy studies in early childhood education. She noticed that there is a significant missing of digital lives and practices in contemporary fiction picture books, which contrasts with the prevalence of children’s digital usage in the contemporary post-typographic era.
 
 
 As children’s fiction is infused with ideology, the text instills values and beliefs in young readers, which, further, will shape children’s sociocultural development (Stephens 1992). For this reason, it is critical for future research to examine the ideological message and cultural discourse in relation to digital literacy practices in children’s fiction work. Because the gaps and differences between the ideologies of digital usage in children’s literature and children’s digital literacy practices reality could cause confusion to our young readers.
 
 This article highlights the silence of digital lives and practices in today’s fiction picture books and this research urges writers, illustrators, educators, and parents to pay attention to the gaps between digital practices in today’s children’s real lives and the contemporary fiction picture books.

Digital Competencies in the Context of Preschool Music Education

Given the digitalization of modern society and the way a child acquires musical experiences, practitioners are expected to apply various media in everyday educational praxis. The theoretical framework of technological pedagogical content knowledge (TPACK) is an approach that connects the knowledge of educators with Information and Communications Technology (ICT), concurrently developing technology-supported pedagogical knowledge and integration of technology into education. The paper aims to investigate educators’ self-assessment of their digital competencies and their implementation in musical activities with preschool children. The respondents are full-time and part-time graduate students of the Early Childhood and Preschool Education study program from faculties of teacher education in Croatia. The obtained results indicate that 91,1 % of respondents didn’t have any formal ICT education while 59,5 % didn’t have any additional type of music education except during their studies. Nevertheless, the greatest knowledge participants have shown on the competencies for using digital tools (CFUDT) scale succeeded by a technological knowledge (TK) scale of the adapted TPACK-TCCMA survey, thus the respondents rated their digital and ICT competencies exceedingly high unlike music and pedagogical competencies. Considering the results obtained, it can be concluded that additional attention should be given to the development of digital, music, and pedagogical competencies during studies that will be applicable in both music and other areas of education.

Early childhood educators’ beliefs about mathematics education for children under three years of age

ABSTRACT Early childhood educators play a central role in fostering children’s mathematics learning; however, few studies have focused on educators’ beliefs about very young children’s capabilities in mathematics. Understanding these beliefs is critical for gaining insight into the mathematics education provided in birth to three settings. In light of this dearth of research, this article presents data from a study of Australian early childhood educators’ beliefs about mathematics education for children under three years of age. 506 educators responded to an online survey which generated both quantitative and qualitative data regarding educators’ beliefs. The findings indicate that this large sample of Australian educators seem to be positive and perceptive about mathematics. The educators demonstrate a good level of recognition of very early mathematical development, and the majority of respondents indicate a belief that children begin exploring a range of mathematical ideas before two years of age. The findings contribute to understandings of early childhood educators’ beliefs regarding mathematics education for children under three years of age and provide positive indications about the quality of mathematics education opportunities for very young children.

Introducing the special issue on ‘Comparative studies in early childhood education: past, present and future’

ABSTRACT In recent years, Early Childhood Education (ECE) has emerged as a policy priority for many governments and international organisations. Yet while there has been much research about ECE, and despite some notable exceptions, comparative studies have figured less in ECE than in other sectors of education. This paper introduces the special issue on ‘comparative studies in early childhood education’. It provides the rationale for this issue alongside a brief historical overview of the relationship between ECE and comparative education, explaining how the embodiment of diverse forms of comparative enquiry can reveal interplays between policy, politics and practice in the past, present, and future comparative studies of ECE. It concludes by introducing the contrast between comparative education as a ‘science of solutions’ and as a ‘science of difference’, concepts that frame the special issue.

Concluding reflections: current issues and future directions for comparative studies in early childhood education

ABSTRACT In this article, we consider the current state of comparative studies in Early Childhood Education (ECE) and set out proposals for future directions, in particular contesting the increasing dominance of a ‘science of solutions’ and proposing the benefits and implications of pursuing a ‘science of difference’ (Nóvoa [2018]. “Comparing Southern Europe: The Difference, the Public, and the Common.” Comparative Education 54 (4): 548–561). By adopting a ‘critical’ perspective and working with Nóvoa’s concepts, we draw on the papers included in this special issue, to debate issues of purpose, paradigm, position, and power, alongside their significance for the comparative study of ECE. We argue that respecting and valuing diversity discourages solutionist technocratic comparative education approaches. The article maps directions from the past to the present and connects them with the future of comparative education in ECE as a diversity engaged, ethical and democratic ‘science’.

Decontextualized schooling and (child) development: Adivasi communities’ negotiations of early childhood care and education and schooling provisions in India

ABSTRACT This paper examines the assimilatory politics of modern schooling as embodied in the spatial and temporal logics of the state’s educational apparatus. Drawing upon a study of early childhood care and education in Gudalur, India, it demonstrates how modern schooling, even during preschool years, deprioritizes indigenous Adivasi commmunities’ socio-cultural practices surrounding children. The separations produced by state educational institutions, between home and school, children’s work and (economic) work of adults, (in contrast to the continuities they assume for communities) are central to this. Adivasi communities negotiate the decontextualized state educational provisions, without completely rejecting them, cognizant of its implications for their lives. Demanding greater accountability from educational institutions, they show how educational institutions include without attending to their socio-political histories and changing relationships with forests, which requires children to be prepared for the present and future, economic and social life, and through intergenerational continuity in knowledge.

A Study of Early Childhood Education and its Impact on Student Learning Skills: An Evidence from Tehsil Shorkot, Pakistan

Early childhood education covers the period from birth to six years. The area of the study was limited to primary school teaching classes. The study was conducted in Tehsil Shorkot. All primary school Teachers of Tehsil Shorkot were this study's population. The sample of the study was 20 schools which were selected by using the purposive sampling technique. The teachers were the study's respondents, six teachers from each school were taken as a sample, and 120 teachers were selected in this way. A well-structured questionnaire was used to collect the data, and the data were analyzed using SPSS. The study concluded that in early childhood education, students follow the discipline, and it plays an essential role in life coming after it. Students showed enthusiasm while reading and writing. Effect of early childhood education on students, which things in their surroundings are introduced to them. Students work with their friends and try to help them. Board was used to make different shapes. Data also revealed that weather charts used to memorize seasons name, a poster on health and hygienic food used to develop healthy clean habits, shape kit used to recognize different shapes like circle triangles, etc.; flashcards used to show various concepts of daily science. Helping visualizing ideas via AV aids and multimedia was a great strategy to make students' concepts very clear. About three-fourths of respondents said that colored pencils papers used for different activities. ECE rooms develop listening skills via other storybooks and playground equipment like skipping rope and climbing structures are used for exercise.

Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg

ABSTRACT The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, focus on adult–child and peer interactions, and examine children’s agency. The present paper from multilingual Luxembourg examines the engagement of two three-year-olds in adult-led and child-led activities in two early childhood education settings as well the ways in which they creatively reproduced translingual activities and strategies in peer interactions. The data of the qualitative study stem from 128 excerpts, video-recorded over the course of a year. The findings show that the children’s language use and active engagement depended on the pedagogy and the practitioners’ language-supportive strategies. In peer interactions, they creatively reproduced routine activities, thereby transforming formulaic speech, as well as the practitioners’ strategy use. The findings can guide curriculum developers and practitioners when implementing inclusive translanguaging practices in early childhood education.

A Qualitative Study of Early Childhood Education Using NVivo11

A Qualitative Study of Early Childhood Education Using NVivo11

Integrasi-interkoneksi Sains Islam pada Mata Kuliah Antropobiologi

Islamic Higher Education (PTAI) is expected to be a research based university with international competitiveness without losing its characteristics. It is necessary to eliminate the scientific dichotomy by integrating science with Islamic religious studies. At IAIN Purwokerto, the concept of integration-interconnection is manifested in “Jabalul Hikmah”. The epistemological reintegration of the scientific foundations is expected to answer academic, religious, social, cultural, and technological problems in society. One of the subjects based on general science which needs to be integrated with Islamic studies is Anthropobiology. Hence, this study aims to examine how to present anthropobiology courses in an integrated interconnected with Islamic studies. This research is a library research conducted by collecting and analyzing data from books, journals, and articles related to scientific integration models and anthropobiological concepts in pure science and Islamic perspectives. In the Miles and Huberman model, the collected will be reduced to focus on the important things, then the data is presented, and finally verified. The results show that efforts to integrate Islamic science in Anthropobiology course material can be done by integrating anthropobiological concepts derived from universal truths with Islamic studies. Through the integration-interconnection of Islamic science, Anthropobiology courses can support Islamic Early Childhood Education Study Program students to have a comprehensive understanding of human characteristics to prepare early childhood education.

A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19.

This study of South Korea's response to COVID-19 has three purposes. First, it uses document analysis to examine policies, strategies, and resources offered by the South Korean government and public organizations to support young children and families during the first 6 months of the pandemic. Next, it uses open-ended surveys with 30 directors of early childhood institutions to explore institutional-level supports and needs during the pandemic. Finally, it looks at the discrepancies between stated policies outlining the South Korea’s response to COVID-19 and the lived experiences of early childhood educators as a route to arriving at recommendations for education policymakers and other stakeholders. To that end, we reviewed government documents (n = 84) containing early childhood education-related responses to Covid-19 established by the Ministry of Education, the Ministry of Health and Welfare, and other relevant government sectors. An online survey with 17 kindergarten and 13 child care center directors was also analyzed. Using content analysis, the findings revealed that the government’s policies and guidance for Early Childhood Education and Care (ECEC) as well as the institutional supports for children and families were overall comprehensive in its scope. The analysis, based on the five tenets of the Whole Child approach, also indicated that the government’s policy responses and services for ECEC focused mainly on the ‘Safe’ and ‘Supported’ tenets, while ‘Challenged’ was given the least amount of consideration. The survey responses demonstrated different measures taken by kindergartens and child care centers highlighting the separate nature of ‘education’ and ‘care’ in South Korea, while also indicating limited resources for supporting children’s psychological well-being and for children and families in need. This overview provides a foundation for further discussion and research on the impact of Covid-19 on ECEC in South Korea and beyond.

Collaborative Problem Based Learning Integrated with Online Learning

The development of science and technology during the Covid-19 pandemic re-quires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of im-plementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research meth-od used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Education Study Program, Uni-versitas Muhammadiyah Sidoarjo, Indonesia. The effectiveness of implementing CPBL integrated with online learning was analyzed primarily using the t-independent sample test. The study results showed that the implementation of CPBL integrated with online learning effectively improved students’ collaborative and problem-solving skills. This effectiveness especially occurs when construct-ing knowledge, looking for resolution strategies, and evaluating solutions in breakout rooms and collaborative forums and zoom meetings. Meanwhile, the study results recommend that CPBL integrated with online learning can be used as a solution and an essential study for academics to keep familiarizing and prac-ticing collaborative and problem-solving skills that are relatively difficult to im-prove during the Covid-19 pandemic.

Local Content Curriculum Model for Early Childhood Scientific Learning

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Pembelajaran Orang Dewasa: Tutorial Webinar (Tuweb) melalui Microsoft Teams Mahasiswa PGSD Universitas Terbuka di Era Pandemi

Primary Education of Universitas Terbuka students are students of Elementary School Teacher Education (PGSD) and Early Childhood Education (PGPAUD) study programs who have been teachers in schools for at least 1 (one) year of teaching. PGSD students in normal circumstances carry out direct learning through Face-to-Face Tutorials (TTM) but in the pandemic era, they adapt to the Webinar Tutorial (Tuweb) using the Microsoft team. Tuweb is synchronous learning. Adult learning styles (andragogy) in the aspect of self-concept (emotionally stable students, they are adults whose age, cognitive, and development are mature), the concept of experience (the requirement to become a student in the teaching field of at least one year of teaching, is proven with a Decree (SK) from the relevant agency, the concept of learning readiness, time perspective or learning orientation. The average score of the andragogy ability of the students is 84.8 or in the high category