Early Childhood Teacher Education Research Articles

Enhancing visual and plastic education training: a blended learning and flipped classroom approach

This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning.

“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year

ABSTRACT Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope with the first full school year during the COVID-19 pandemic. Through qualitative interviews, 14 kindergarten teachers shared the various ways they received and perceived collegial supports, and the system-level resources that enabled them to leverage their colleague’s expertise and assistance. ECE teachers expressed how they cared for their own well-being and shared the desire to continue doing so in the future. Implications for low-cost and nimble teacher supports and professional development are discussed.

Development of FLOC (Flipbook Competence) as a Means of Teaching Mathematical Counting for Early Childhood Education Teacher Prospective Students

Development of FLOC (Flipbook Competence) as a Means of Teaching Mathematical Counting for Early Childhood Education Teacher Prospective Students

Promoting Media Literacy Among Early Childhood Education: A Case Study In Deli Serdang Regency, Indonesia

Objective: This study investigates the media literacy competencies of early childhood education teachers in Deli Serdang Regency, Indonesia focusing on their understanding of media literacy concepts, integration into the curriculum, and implementation in schools, as well as the availability of relevant teacher development programs. Method: Utilizing a qualitative descriptive methodology, the research gathered data through interviews and observations conducted over a three-month period. Results and Discussion: Findings indicate that while teachers are adept at employing digital technologies within the framework of the TIAR Model, they exhibit a significant lack of deep conceptual understanding of media literacy. This deficiency is primarily attributed to the limited professional development opportunities specifically tailored to media literacy education. The results underscore the necessity for designing and implementing specialized training and support programs that enhance the media literacy competencies of early childhood educators. Research Implications: Policymakers should consider establishing guidelines and standards for media literacy education in early childhood settings. These policies could mandate regular professional development in media literacy for educators and allocate resources for such initiatives. Originality/Value: The study identifies a significant gap between the use of digital technologies and the conceptual understanding of media literacy among teachers. This finding is crucial for developing targeted interventions and underscores the need for a balanced approach to technology integration and conceptual education.

The Role of Work-Life Balance and Job Satisfaction On The Organizational Commitment of Working Mothers as Early Childhood Education (ECCE) Teachers

This study aims to determine how much influence work-life balance and job satisfaction have on organizational commitment to working mothers as Early Childhood Education (ECCE) teachers. The research approach used quantitative descriptive, data collected from questionnaires with the data analysis method Structural Equations Modeling Partial Least Square (SEM-PLS). The results show that work-life balance has a significant effect on organizational commitment with a value of 2,734 > 1.96 or P values of 0.006 < 0.05, then H1 is accepted, namely work-life balance affects organizational commitment. Furthermore, job satisfaction affects organizational commitment with a value of 2,251 > 1.96 or P values of 0.024 < 0.05, then H2 is accepted, namely Job Satisfaction affects organizational commitment.

Enhancing Argumentation and Decision-Making of Preservice Early Childhood Education Teachers Through Role-Playing on Animal Experimentation

AbstractThis study explores the socio-scientific issue of the relevance of animal experimentation using a role-playing game to develop argumentation and decision-making skills as key components of critical thinking. The activity was conducted with two cohorts, each consisting of 30 pre-service early childhood education teachers at the University of Málaga (Málaga, Spain). The study analyzes the arguments provided by the participants to justify their decisions and perceptions on the issue before and after engaging in the role-playing. The findings reveal a progression of participants from the initial rejection of animal experimentation to recognizing its imperative role in shaping scientific knowledge. Additionally, an enhancement in the understanding of rational aspects of the issue is detected, as observed through the evolution of the types of arguments employed in justifications before and after the intervention. Furthermore, emotionally charged arguments related to ethical and moral aspects of the issue are also observed.

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

ABSTRACT The 4th edition of the National Association for the Education of Young Children’s (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. “Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research.” In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3–20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. “Who’s got the Power?”: A Critical Examination of the Anti-Bias Curriculum.” International Journal of Child Care and Education Policy 13 (1): 1–18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. “Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy.” Contemporary Issues in Early Childhood 11 (1): 113–127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. “(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children’s differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. “Beyond Inclusion: Disability Studies in Early Childhood Teacher Education.”). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Croatian Early Childhood Education Teachers' Perspectives on the Quality of Environments for Children at Risk of Social Exclusion

Croatian Early Childhood Education Teachers' Perspectives on the Quality of Environments for Children at Risk of Social Exclusion

Early Childhood Educators' Knowledge of Language Development: An Integrative Literature Review

Abstract Background: The aim of this paper is to identify the scientific production on the knowledge of early childhood educators regarding language development and their pedagogical practices in Brazil, considering the educators’ perceptions. Objectives: This review aims to identify relevant literature and synthesize existing research on the topic of early childhood educators' knowledge of language development. Methods: For this purpose, the following databases were searched: LILACS, SciElo and ERIC, using the following keywords: language development, language acquisition, oral language, children's language, early childhood education and preschool teachers. The inclusion criteria for the review were scientific articles published in English and/or Portuguese, studies with early childhood education teachers /educators as participants, published between 2012 and February 2022, qualitative and/or quantitative studies, and articles published as full text and open access. Results: The low production found may reflect the need for more publications on this topic, especially in the Portuguese context. It was concluded that the knowledge acquired by teachers during their training paths has a reciprocal impact on the beliefs and practices presented by these professionals in the context of early childhood education intervention. Conclusion: After identifying the published works, this research proved to be relevant and convergent with current conceptions regarding the importance of the link between the knowledge of language acquisition and development acquired by early childhood educators and their practices in school contexts on a daily basis. Keywords: Early Childhood, Language Development, Pedagogical Practices, Teacher Training.

Examination of Quality Implementation Management for Institutions with Accreditation: An Analysis Study

Examination of Quality Implementation Management for Institutions with Accreditation: An Analysis Study

Development of Early Childhood Education Teachers in Information and Communication Technologies for Literacy or Pedagogy

This study aimed to establish how teachers were capacitated to integrate Information, Communication and Technologies (ICT) towards development of 21st century skills among Early Childhood Education level learners, in the Zimbabwean primary schools. This is in the face of a conglomerate of limitations based on teacher capacity, school culture and access to the ICT resources. The study employed an explanatory sequential mixed methods research design. Quantitative data was collected using questionnaires administered to 126 Early Childhood Development teachers drawn from 230 primary schools, followed by qualitative data collection through analysis of documents, focus group interviews and lesson observations with selected teachers. From analysis of quantitative and qualitative data through SPSS and ATLAS.ti respectively, it was found that teacher training colleges were strong in developing ICT literacy. However, they lacked the capacity to empower the teachers to integrate ICTs for instructional purposes. Such findings retard the achievement of the United Nations Sustainable Development Goals and the Zimbabwe Vision 2030. These goals regard ICTs as a cornerstone in the production of knowledgeable workers and qualified human resources for development of 21st skills among learners. Thus, the study recommends adoption of a model characterised by an institutional organisational context with organised internal and external support systems that facilitate sustainable provision of balanced technological, pedagogical and content knowledge for successful ICT integration in line with the national vision and global trends.

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review

ABSTRACT This systematic literature review examined how teacher education prepared early childhood pre-service teachers to utilise digital technology with children. After searching in relevant databases the review analysed 21 articles, most of which have been published in recent years. The findings indicate that while some educational institutions have a dedicated course about digital technology, others have integrated digital competence into existing courses. Nevertheless, the review found that there is little emphasis on how to incorporate a wide range of educational technologies. Additionally, the results revealed that most teacher education curricula do not have a strong digital focus, thus indicating a need for a greater focus on combining theoretical knowledge with practical implementation for pre-service teachers. The findings indicate that further research is required in early childhood teacher education to identify ways in which digital technologies can be integrated into a more holistic approach to facilitating young children’s learning.

Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers

ABSTRACT This study aims to strengthen the empirical evidence by analyzing the communication process between early childhood education (ECE) teachers and children during the learning process. It also aims to explore how the process occurs and how children respond. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the head teacher, and forty-seven children who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore communication practices in the teaching and learning process, from the teachers perspective. The results emphasizes the importance of bidirectional communication, tailored to individual children for optimal engagement. It also highlights the role of language use and non-verbal cues in effective pedagogy, while acknowledging the challenges of material relevance and language barriers. The study underscores the significance of multimodal pedagogy, and adaptive communication strategies to address disparities in children’s engagement levels and language challenges. It advocates for the continuous refinement of pedagogical techniques to enhance effective communication between teachers and children, a crucial element for the overall improvement of early childhood education quality. Overall, the research provides valuable insights for both academic discourse and practical applications in early childhood education.

Impact of self-efficacy and professional identity on Japanese early childhood education and care (ECEC) teachers’ absenteeism tendency and turnover intention

ABSTRACT Since many early childhood education and care (ECEC) teachers in Japan intend to quit, studying their career continuity is imperative. Preschool teacher self-efficacy and professional identity are important for career continuity. This study examined their impact on absenteeism tendency and turnover intention in 727 ECEC teachers based on childcare experience. Multi-group structural equation modelling revealed that preschool teacher self-efficacy and professional identity associations with absenteeism tendency and turnover intention differed based on childcare experience. Professional identity affected ECEC teachers’ absenteeism tendency and turnover intention more strongly than did self-efficacy, highlighting their importance for understanding ECEC teachers’ professional growth and adjustment.

Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries

AbstractProfessional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured and center-embedded) and their levels of interest of preschool teachers in four European countries (Cyprus, Greece, Portugal, and Romania), and (b) the extent to which they are associated with PD incentives and perceived support. Participants were preschool teachers from Cyprus (N = 93; Mage = 41; SD = 7.47), Greece (N = 92; Mage = 40; SD = 9.81), Portugal (N = 92; Mage = 45; SD = 9.65), and Romania (N = 97; Mage = 40; SD = 10.40). The vast majority of participants were women (95-99%). Participants reported on PD attendance – structured (courses/seminars, conferences) and center-embedded (e.g., observation visits, peer and/or self-observation) –, levels of interest in PD; PD incentives (e.g., release from working with children; reimbursement/payment of costs); and perceived workplace support. Results from the Multi-Group Path Models showed that, in all countries, the provision of incentives was associated with increased participation in center-embedded PD, but not in structured PD. Additionally, the perceived support from their setting was positively associated with greater interest in PD. Understanding what best supports different types of PD can be critical to inform policy efforts aiming to increase PD attendance.

From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China

ABSTRACT Research Findings: This study examined the associations between early childhood education (ECE) teachers’ pre-service education (PE), professional development (PD) experiences, ECE quality, and child development. The participants included 52 teachers and 706 children from 52 preschool classes in Shanghai and Guizhou. Teacher educational level was associated with classroom interaction quality. The frequency and diversity of PD activities that ECE teachers experienced in the past year were also related to overall ECE quality. Mediational analyses indicated that the diversity and frequency of PD were indirectly associated with child development through ECE quality. Region of residence moderated the associations between PE and child development and between ECE quality and child development. Practice or Policy: Together, the findings highlight the need for policy to support ECE teachers’ professional learning from pre-service education to ongoing professional development.

A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries.

The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide. In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison. The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE's. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education. The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children's well-being.

The Effect of Academic Supervision and the Quality of Early Childhood Education Teachers on the Quality of Education in South Papua Province

This study aims to analyze the effect of academic supervision and teacher quality on the quality of education in South Papua Province. The research approach uses quantitative, causal study type research (influence / cause and effect study) using survey methods. The population in this study was all teachers in ECCE schools in Merauke District. Sampling technique using porposive sampling. The number of teachers who met the criteria amounted to 77 teachers. The data collection instrument of this study used questionnaires. The variables in this study are academic supervision and teacher quality as independent variables, and education quality as a dependent variable. The data analysis technique uses multiple linear regression. The results showed that the significance value (Sig.) of academic supervision of 0.048 was smaller than the probability < of 0.05, and the significance value (Sig.) of teacher quality so that it can be concluded that there is a significant influence of academic supervision and teacher quality on the quality of education.