Early Childhood Education System Research Articles

Early childhood education pre-service teachers’ perception of outdoor learning

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate preservice teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

Building bridges from PreK to K-3 through the use of research evidence

ABSTRACT As education systems in the United States of America become increasingly focused on making evidence-based decisions, it remains unclear how leaders in state education agencies are using research. This qualitative study describes how three state prekindergarten (PreK) leaders use research evidence in interactions with state kindergarten through third grade (K = 3) leaders to influence and inform decisions of policy and practice. Applying a use of research evidence framework revealed the types of research PreK leaders described using, how they used their knowledge of research, and the strategic ways they did so to overcome the challenge of collaborating across systems. As PreK leaders are positioned at the nexus between early childhood education and care systems and the kindergarten through twelfth grade education system, they are positioned to serve as a bridge between these two worlds. Findings suggest that research can support bridge building efforts if there is a culture of collaboration and shared commitment to using research, but the burden of brokering this knowledge in our study fell to state PreK leaders. Implications for future research are discussed.

An Analysis of Early Childhood Education Teachers' Competencies: A Qualitative Study

This article reviews research on Indonesian Early Childhood Education (ECE) teachers' pedagogical, personality, social, and professional competency. This study examines four factors of ECE teacher competence as perceived by 45 teachers. This qualitative study uses semi-structured interviews to collect data. Data was analyzed using thematic analysis. The study found that ECE teachers stimulated early childhood development appropriately. The study also revealed several findings, including teachers' limited awareness of early childhood development theories, a lack of understanding of their ethical responsibilities, and various barriers to ECE teacher competence. This qualitative study highlights Indonesian ECE teachers' expertise and pedagogy. These findings can help create more effective and sustainable ECE teacher training programs. This study also encourages reflection on teachers' role in early childhood development and identifies areas that need more attention in Indonesia's early childhood education system.

Avoiding the ‘touchy feely’ words: state PreK leaders’ intentional language choices

ABSTRACT State prekindergarten (PreK) leaders in the United States of America are instrumental to efforts to build birth through third grade systems as they are situated at a nexus point between early childhood education and care (ECEC) systems and the kindergarten through twelfth grade (K-12) education system. This qualitative study examined the ways state PreK leaders (n = 10) described using language associated with the EC field strategically during interactions with state kindergarten through third grade (K-3) education leaders. State PreK leaders’ discursive choices helped them navigate the tensions between these different education systems. This paper considers what their choices might mean for the EC field. Findings revealed multiple ways PreK leaders adjusted their terminology during interactions with K-3 leaders to avoid EC discourse, communicate clearly, garner or maintain acceptance, and aid in achieving their goals. PreK leaders’ decisions to avoid EC discourse may unintentionally reinforce perceptions of the EC field and its language. While EC discourse has historically helped the EC field push back against accountability pressures, PreK leaders’ linguistic choices may help assimilate EC into the K-12 system.

Kindergarten teachers’ leadership during the Covid-19 pandemic: from uncertainty to practices of care and concern

ABSTRACT This study sheds light on the professional leadership attitudes of kindergarten teachers during the Covid-19 pandemic, focusing on their managerial practices in these times of chaos and crisis, and their presence as a type of pillar of stability. The main research question examines the leadership characteristics of these educational leaders, based on two main theoretical frames: the adaptive leadership style and the ethics of caring. The study population included 64 kindergarten teachers who had worked in Israel in different managerial and educational roles (kindergarten manager, full-time kindergarten teacher, and supplementary part-time kindergarten teacher) in the early childhood educational system during the pandemic. The research tool was an online questionnaire. The main finding of the study is that the participants conducted their leadership through augmented practices, as presented in the unique model that we developed specifically based on self-report analyses. Our findings indicate that the most dominant practice is the concern and caring practice. The Augmented Leadership Model also reflects the participants’ perception of their role as stable leaders, mostly towards their team, the parents, and the children. The main conclusion is that the leadership of kindergarten teachers has become a strong anchor of stability during this time of uncertainty.

The Impact of Co-Curricular Activities on Enrollment and Academic Performance at Primary Level

Over time, the literacy rate enrollment rates and learning outcomes in Sindh have remained static, and despite efforts and pouring a lot of domestic and foreign funds, no visible improvement either in the state of schools has been observed, or any improvements in the enrollment or learning outcomes have been noticed. One key element that is mostly ignored is to make teaching-learning interesting and child-centred in an informal way by introducing co-curricular activities. Co–curricular activities are physical activities and programs that are informal ways of learning and help create a healthy and active learning process at school. This paper highlights the importance of co-curricular activities on child development and its effects on adulthood. Holistic child development is the best way to develop healthy, economically sound nations. Studies have shown that healthy and economically strong countries have strong early childhood education systems. This independent study has examined the impact of co-curricular activities on the increase in enrollment and learning outcomes at primary schools in the Layari district of Karachi by identifying schools with playgrounds. These include physical and mental activities like outdoor and indoor plays, mental activities, and exercises.

Early Childhood Education during conflict and change: Learning from the World War 2 experience of Breslau, Germany/Wroclaw, Poland

This research explores Early Childhood Education (ECE) during an intensely chaotic historical period in one city in Eastern/Central Europe. Breslau, initially a German city, was transferred to Poland and renamed Wroclaw in 1945 after World War 2. Breslau/Wroclaw experienced intense upheaval before, during, and after the war including the almost complete physical devastation of the city and the ensuing massive migration from the expulsion of ethnic Germans and the resettlement of Poles from eastern regions. The impact of war and government policies on the development and continuance of Early Childhood Education as Hitler and National Socialism rose to power, during the months of uncertainty around the end of the war, and on the establishment of a new system of Early Childhood Education in Wroclaw under Soviet domination receive focus in this paper. The results and discussion are applied to contemporary circumstances such as the current crisis in Ukraine, as well as social and political upheaval arising from other emergencies.

Early childhood care and education: A critical analysis

Early childhood care and education brings prosperity to a person’s life, and is a blessing to his or her family and to society as a whole. These are the moments of the dawn of life in which the physical and mental health of the child develops. Skills can be developed in children through Early Childhood Care and Education. In these moments, if the child gets proper care, nutritious food, healthy environment, quality education and social security, then the future of him and the society also becomes secure. In this paper, a critical analysis is made of the legal framework relating to early childhood care and education in India. Despite various national policies and plans, India is still struggling to implement early childhood care and education system. Pre-schooling is not inclusive and children from marginalized sections of the society do not have access to crèches or kindergartens. In conclusion, the paper suggests some suggestions.

Using Early Childhood Data and Measurement to Leverage Change: Are We Making Progress?

ABSTRACT As countries make continued investments in early childhood care and education (ECCE) systems, data and measurement play a critical role in outlining strengths and areas for improvement. To promote data-driven decision-making across all levels of early childhood systems, measurement must be valid, reliable, and feasible, especially when used at scale. But beyond psychometrics, for maximum impact, the pathway by which data and measurement can lead to change must be articulated, including integration of ECCE into the country's education management systems and increased insight into building demand for ECCE data. This article focuses on the role that measurement can play in ECCE, specifically addressing data on child development outcomes and quality of children’s learning environments. I will outline key issues facing ECCE data and measurement, discuss how data and measurement can facilitate change, and provide next steps toward building country systems and global support for effective use of ECCE data. I will conclude with examples of possible paths forward for ECCE leaders, researchers, and practitioners at the country and global levels.

Developing an educational environment for preschool children following the reggio emilia educational method

The educational environment always emphasizes its crucial role in the early childhood education process. Paying attention to and selecting ways to construct an educational environment for young children is essential for managers and teachers at early childhood education institutions. The Reggio Emilia approach is one of the educational methods that excel in creating an educational environment for preschool children. The following article shares core content on building an educational environment for young children following the Reggio Emilia approach, including: principles; characteristics; methods of constructing both indoor and outdoor classroom environments for preschoolers. It ensures comprehensive development based on individual capabilities in interactions with the environment and those around the child. This article employs theoretical research methods, verified through observation and the application of the Reggio Emilia approach in the research area, with the hope of spreading the advantages of this educational method in the current early childhood education system in Vietnam.

Enrolling the child in private early childhood education and care in the context of universal service provision

ABSTRACT Finland has traditionally had a universal early childhood education and care (ECEC) system like the other Nordic countries, but in the last 15 years this system has undergone considerable marketisation and privatisation suggested to enable parental choice of ECEC. Much of the existing research on parental ECEC decisions has been conducted in contexts where ECEC systems differ considerably from the welfare and educational regimes of the Nordic countries. Moreover, parents’ views of private ECEC have scarcely been studied in the context of universal service provision. This study examined the frames the parents of a four-year-old child use to justify the selection of a private ECEC centre for their child. The data comprised qualitative interviews with eight Finnish parents. By applying discourse analytic tools, four frames were differentiated: accessibility, pedagogy, ECEC facilities and security. The findings demonstrated that while the accessibility of the services in terms of location and opening hours was the basis on which “choice” of ECEC was possible, the parents acted as active agents in the ECEC markets looking for services that would correspond to their values and perceptions of good childhood. The study raises the question of how well public policies and services can meet parents’ expectations and adjust to increasingly prevalent ideals of individualisation in society.

Transformative shifts in early childhood education systems after four decades of neoliberalism

Aotearoa New Zealand’s policy shifts to an integrated system of early childhood education (ECE), its development of a bicultural curriculum for all children from birth to five years, and its progress towards a fully qualified, equitably paid, ECE teaching workforce, have partially transformed the ECE system. But there is still much to do. Four decades of neoliberalism have led to the rise of financialised corporate ECE, and weakened the sustainability of community and public provision. This paper analyses the people, politics and processes that facilitated and hindered reform, and proposes policy measures needed to make substantive transformations to a high quality, public and democratic ECE system.

The Characteristics of Early Childhood Education in Spain

Spain is a key member of the European Union, which stands out with its high enrollment rates and comprehensive early childhood education system among EU countries. Early childhood education (Educación Infantil, 0-6 years old) in Spain is a non-compulsory stage in the country’s education system. Over 95% of Spanish children start school at the age of 3, and the enrollment rate of children aged 3 to 5 is close to 100%. The study explores the unique features of early childhood education in Spain, emphasizing its internationalized educational framework, comprehensive educational objectives and content, relatively well-developed welfare system, as well as the emphasis on children’s foreign language proficiency and digital literacy, provide valuable insights for the development of early childhood education in other countries.

Qualifications and supports for teaching teams in state-funded preschool in the United States

In the United States, state-funded preschool is a critical component of both K-12 public education and the early childhood education and care system. In 2021, 44 states and the District of Columbia operated 63 school/center-based preschool programs serving over 1.3 million children. The vast majority of state-funded preschool programs require two adults in each classroom: typically, a lead teacher and an assistant teacher, with an expectation for team teaching. This paper examines the trends and variations in state policies that address the qualifications requirements, compensation, and professional development supports for preschool lead and assistant teachers in state-funded preschool programs that provide a foundation for supporting a culture of collective success and potential quality of the classroom.

‘You can’t have it both ways’: Arab women caretakers in kibbutz kindergartens in Israel

ABSTRACT The current study examines the challenges and coping of Arab women employed as child caretakers in kibbutz kindergartens in Israel. Fifteen semi-structured interviews were conducted with Arab caretakers. Three themes were identified: (1) Self-perception as secular Israelis versus a combined Muslim-Arab one Israeli-civic identity; (2) The families’ reaction to their decision to work in a kibbutz and to their adoption of Western and kibbutz norms that clash with traditional Arab ones; (3) Conditional acceptance by Jewish kibbutz society. The main recommendations following this study are to create a training model that would include both the Arab caretakers and other staff members in the kibbutz education system to heighten their awareness of these issues. In addition, since the entry of Arab women caretakers into the Jewish-Israeli early childhood education system is a growing trend, it is important to raise awareness in Israeli society of the complex issues raised by this phenomenon.

Meta-analysis of research in childhood education program in the United Arab Emirates

This qualitative study analyses a range of 34 research papers with different topics related to the early childhood education system in the United Arab Emirates (UAE) such as child education content, special education system, policies, language and literacy, learning, professional development and other topics. In view of various research papers in UAE education, the paper explores children’s academic education programs and brings together different studies relating to the educational system in the country using a meta-analysis method. This research aimed to identify the current status of early childhood education in UAE. It also included the challenges that are faced by the early childhood education in the country and the development measure that are applied. At the end, a list of recommendations is listed regarding the six topics covered on the paper.

Essential elements of infant and early childhood mental health consultation: Inside the black box of preschool expulsion prevention

Exclusionary discipline practices differentially harm young children of color. As early childhood education systems seek to close these gaps to ensure all young children have access to high quality early learning experiences, the field requires more evidence-based approaches that can be scaled and replicated. Infant and early childhood mental health consultation (IECMHC) has been associated with lower rates of preschool expulsion; but the field lacks clear guidance on the essential elements of high quality IECMHC. Without such guidance, researchers cannot build a credible evidence base for the causal link between IECMHC and exclusionary discipline. An interdisciplinary research team, with support from the national Center for Excellence in IECMHC, led a consensus-building process to identify the essential activities of IECMHC as implemented across settings. The three-stage Delphi Process resulted in a list of five essential elements and 26 activities that define IECMHC and make concrete its emphasis on relationships and equity. This greater clarity around the activities of IECMHC can help inform future research and evaluation, as well as workforce and professional development.

Subjective school wellbeing of refugee and local children: Voices from having, loving, and being dimensions

ABSTRACT The influx of refugees has drastically changed the ethnic composition of early childhood education system in Turkey, especially in provinces where refugees are resettled. Given this change, how refugee and local children are functioning with their wellbeing at school remains an underexplored yet an important area of research. This single case study conducted at multiple sites aimed to examine subjective school wellbeing among Syrian refugee and Turkish local children in public primary schools. Situated within school wellbeing model and ecological systems theory, the study investigated both groups of children’s contextually bounded realities and experiences in their shared school environments. Utilizing child-centred visual elicitation methods and participatory research techniques with 10 children at two schools, the study foregrounded children's subjective voices with respect to indicators of wellbeing at school. Children conceptualized their school wellbeing in having, loving, and being dimensions, along with a variety of subjective indicators associated with each dimension. School wellbeing was not exclusively related to conditions and relations at school level. Rather, home- and neighbourhood-level indicators in proximal environments, as well as policies and societal regulations in distal environments, converged to influence their wellbeing at school. Relevant implications for policy and practice are discussed.

Finnish early childhood education – building a strong foundation for the future

ABSTRACT The Finnish education system has garnered significant international interest due to its consistently high rankings for decades. However, the same level of interest has not been extended to the country’s early childhood education system. In Finland, early childhood education and care are regarded as the cornerstones of the Finnish education system, crucial for a child’s learning, development, and lifelong learning. Research literature underscores the positive impact of a high-quality early learning environment on individuals as well as society. In Finland, policy documents provide guidance to early childhood education and care (ECEC) at various levels, encompassing values, descriptions of child development, collaboration, learning, and pedagogy. These guidelines are implemented by personnel who work closely with families and children. This paper is an adapted version of a keynote talk delivered during the Online ATEA 2022 conference. It aims to provide readers with an overview of the Finnish Early Childhood Education System, highlight key policies, and contribute to the discussion on ECEC by presenting snapshots of recent practice-oriented research in the Finnish system.

Public Secondary Schools' Early Childhood Education System and its Effectiveness for Learners in Punjab Province

In contrast to underdeveloped nations, developed countries worldwide have achieved dominance through their focus on research and education. This study aimed to investigate initiatives in early childhood education by examining the perspectives of teachers and school principals. The data was gathered from 140 teachers and 140 principals in Kasur, utilizing a 5-point Likert scale. Statistical analysis was employed to evaluate the ECE system and its effectiveness. The research reveals that early childhood education initiatives are largely effective when accompanied by the necessary resources and facilities. Based on these findings, it is recommended that ECE classrooms be developed in a systematic manner, with a defined feedback mechanism in place. ECE teachers should actively promote cooperative learning among children and work to enhance students' enthusiasm for learning. Furthermore, a well-structured training system should be implemented for the capacity building of teachers.