Education In Early Years Research Articles

Educators’ and Parents’ Perspectives About Belonging in Early Years Education in Europe

AbstractThe overall goal of this project is to gain a broad picture of belonging and the politics of belonging in early education settings (In Norway, Sweden, Finland, and Iceland the children attend school from 6 or 7 years. In the Netherlands children attend compulsory school at 4 years of age. Using the terms early education settings and (pre)schools with parenthesis we refer to educational institutions (preschool, day-care, compulsory school) involving children between 4 and 6 years) in five European countries: Finland, Iceland, the Netherlands, Norway, and Sweden. By ‘belonging’ we refer to children´s sense of feeling safe and ‘at home’. By ‘politics of belonging’ we refer to societal structures and processes of safeguarding communities and their borders among children (and educators) in their early education settings. Educators (n = 648) and parents (n = 1,598) were surveyed about their perspectives about, and pedagogies for, belonging. Results indicated that, in general, parents and educators felt positively about belonging in their (pre)schools. Even so the study shows that experiences of belonging cannot be taken for granted, and a number of parents and educators worry about children being excluded and alienated. The study also revealed a relation between the educational level of educators and the complexity of pedagogic methods educators used to support children´s belonging in early education settings.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

“May all be well”: The links between compassion, psychological distress, and mindfulness in teaching in early years

AbstractThis study investigated the relationship between compassion and mindfulness in teaching among early years practitioners, with low levels of psychological distress as a mediator. A total of 81 early years practitioners were recruited from the United Kingdom via mass emails and announcements on social media platforms. Findings based on path analysis indicated that lower psychological distress mediated the positive relation between compassion and intrapersonal mindfulness in teaching, after controlling for level of education, years of practice, and role of practitioner. More specifically, compassion was related to psychological distress, intrapersonal mindfulness, and interpersonal mindfulness in teaching, whereas psychological distress was related to intrapersonal mindfulness, but not interpersonal mindfulness in teaching. The present findings inform early years practitioners and researchers of a differential chain of processes between compassion, psychological distress, and mindfulness in teaching.

Using administrative early-years education data to identify children at risk of persistent absenteeism

In a post-pandemic world, school absence is an ever-increasing concern for governments, school leaders, and local authorities worldwide. School absence is associated with poor academic outcomes and long-term illness (physical and mental). Absenteeism increases the risk of financial difficulties in adulthood and involvement in the criminal justice system. As a result, the upstream costs to already overstretched public services are crippling. In England, all children are judged by teachers on their “school readiness” over their first year of formal education. We hypothesised that early childhood problems (i.e., not school ready) might be an antecedent of absenteeism. We tested this by investigating the pre-pandemic association between school readiness and persistent absenteeism using a population-linked dataset. Analyses included 62,598 children aged 5-13 years from the Connected Bradford database (spanning academic years 2012/13-2019/20). Special educational needs (SEN) status, English as an Additional Language status, socioeconomic status, sex, and ethnicity were covariates significantly associated with persistent absenteeism. Children who were not “school ready” had increased odds of being persistently absent later in their education journey after controlling for these covariates. School readiness was associated with even greater odds of being persistently absent over two or more years. These findings show: (i) the potential of using existing administrative data to identify children at risk of disengagement from the education system; (ii) absenteeism reflects stark structural inequities. As the rates of absence is still rising, schools can use these data to flag the children who may benefit from early intervention to keep them engaged in school.

Practising Inquiry-Based Instruction (IBI) in Tanzanian Early Years Education: An Assessment of Teachers’ Views and Curriculum Contexts

This study explored teachers’ conceptions and practices of practising inquiry-based instruction (IBI) in early years education and how the curriculum supports IBI integration. Employing a qualitative approach, this study generated data from 37 purposively selected early years teachers from ten schools in Dar es Salaam using interviews and document analysis. It was found that teachers have a narrow conception of IBI. Moreover, teachers rarely integrate IBI in their classrooms due to large classes, unsupportive curriculum contexts, and limited understanding of IBI. Furthermore, the findings revealed that though the curricula objectives and content permit integration of IBI, overemphasis on academic skills such as literacy and numeracy skills limits the integration of IBI.

Datafication and Juridification in Early Years Education: Recontextualizing the Duty to Provide Intensive Training in Reading in One Norwegian School

Datafication and Juridification in Early Years Education: Recontextualizing the Duty to Provide Intensive Training in Reading in One Norwegian School

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

Early Years Education (EYE) is the crucial stage in the child’s physical, social, emotional, and intellectual development. This study, therefore, sought to evaluate the effectiveness of teacher supervision practices in the implementation of the EYE program in the Khwisero Sub-county. The study which targeted key education stakeholders in EYE adopted a cross-sectional survey research design. Stratified random sampling and purposive sampling were used to select 10 schools, 10 head teachers, 10 teachers in charge, 1 program officer, 4 ward representatives and 50 assistant teachers. The questionnaire, interview guide and document analysis guide were used for data collection. Frequency of supervision is key to the effectiveness of teacher supervision practices because it affects the adequacy of teaching resources, the development of necessary learning skills, and effective time management. From the findings, it was noted that there are various areas of teacher supervision, which are not adequately addressed as indicated by some respondents, including teaching and learning resources, time management and teacher professional records. By implementing effective supervisory practices, schools can create an environment that supports high-quality education and fosters continuous improvement in learning outcomes. Preparedness ensures that teachers have the necessary skills, resources, and time management capabilities, hence directly influencing the adequacy of teaching resources, learning skills, and time management. Generally, respondents thought that supervisory practices in place were effective, though the degree or intensity of effectiveness varied. Therefore, the study recommended that Early Childhood Development and Education (ECDE) stakeholders support the supervision initiatives in place for effective curriculum implementation of the EYE program.

Classroom Assessment Methods and their Influence on Classroom Assessment in Early Years Education in Baringo County, Kenya

The Kenyan Government reformed its 8-4-4 curriculum into a competency-based one (CBC) which emphasized classroom assessment. This would enhance skill acquisition in learners. To accomplish this aspiration, pedagogically skilled teachers were needed. However, several studies revealed that teachers couldn’t implement classroom assessment effectively. The study sought to establish classroom assessment methods and their influence on classroom assessment in early years education in Baringo County, Kenya. The study used a mixed method approach and cross-sectional descriptive survey research design. Quantitative and qualitative data collection methods were utilized. The instruments were a questionnaire, interview guide, and Focus Group Discussion. The target population was 700 public primary schools, 650 headteachers, 2800 EYE teachers, and 45 curriculum support officers. The study established that EYE teachers used written tests to assess all learners including learners of pre-primary (pp1 and pp2). This was contrary to the requirements of the Basic Education Curriculum Framework which required teachers of pre-primary level to avoid assessing learners using written tests thus posing a negative influence on classroom assessment. The study also revealed that EYE teachers had not guided their learners to develop showcase portfolios which negatively influenced classroom assessment aim of monitoring learners’ progress over time. It hindered the promotion of creativity among learners. The study recommends that EYE teachers teaching pp1 and pp2 should avoid assessing their learners using written tests as per the CBAF. Moreover, teachers of grades one, two, and three should also vary the assessment methods they use for classroom assessment rather than dwelling majorly on written tests. During pre-service teacher training, teachers should get adequate training on how to design assessment rubrics for different learning areas based on different assessment criteria and the difficulty index of the classroom assessment.

Gender Awareness and Gender Equality in Early Years Education: Lecturers’ Perspectives

Gender awareness and equality in early years education is a rather well-researched subject internationally; however, few studies have addressed the local context. This paper addresses whether lecturers teaching early years courses within the Malta College of Art Science and Technology (MCAST) are gender aware and if this awareness impacts their pedagogical delivery. By engaging in the process of self-reflection, participants were able to reflect on how dominant gender ideologies affect their performativity of gender and how these ideologies might be passed on to their students. Theoretical perspectives discussing gender performativity and the social acquisition of gender are presented along with studies highlighting the educators’ critical role in recreating and perpetuating gendered dominant discourses or behaviours. The data was collected via dyadic interviews, enabling participants to engage in further discussion and reflective practice. The findings suggest that even though the participants might not have actively engaged in gender awareness reflection or exercises in the past, they were aware of the dominant gender ideologies and, to a certain extent, tried to challenge such notions. However, there seems to be a discrepancy between their students' behaviour in class, their teaching practice and their lived experience.

مستوى المعرفة التدريسية للمحتوى لدى معلمات العلوم الجدد في ضوء عدد من المتغيرات - دراسة مسحية طولية

هدفت الدراسة إلى قياس مستوى المعرفة التدريسية للمحتوى لدى معلمات العلوم الجدد خلال العام الدراسي بواقع ثلاث مرات، في ضوء عدد من المتغيرات التصنيفية، هي: مؤسسة الإعداد، والمعدل التراكمي، والصفوف التي تدرسها المعلمة، وسنوات الخبرة، ومستوى الإنماء المهني، وشملت العينة (38) معلمة، واستُخدم المنهج المسحي الوصفي ذو التصميم الطولي (Longitudinal Descriptive Survey) الذي يتيح الفرصة لتعرف الظاهرة وقياس التغيرات عبر الزمن، وذلك بجمع البيانات من خلال مقياس كمي قائم على تحليل محتوى خطط الدروس والملاحظة الصفية والمقابلات، وأظهرت النتائج وجود تغير دال إحصائيا عند قيمة احتمالية أقل من (0.05) في مستوى المعرفة التدريسية للمحتوى لدى معلمات العلوم الجدد، إلا أن هذا التغير كان منحنيا (غير خطي)، كما أشارت النتائج إلى عدم وجود تفاعل دال إحصائيا عند قيمة احتمالية (0.05) للتغير في مستوى المعرفة التدريسية للمحتوى وجميع المتغيرات، وهي: مؤسسة الإعداد، وسنوات الخبرة، والصفوف التي تدرسها المعلمة، والمعدل التراكمي، ما عدا متغير مستوى الإنماء المهني لصالح المعلمات ذوات مستوى الإنماء المهني المرتفع، وقد أوصت الدراسة بضرورة تقديم جميع التربويين الدعم والمساندة للمعلمات الجدد في بيئة العمل، وتقديم برامج تنمية مهنية مستمرة تلبي احتياجات المعلمات الجدد خلال السنوات الأولى من التدريس.

Influence of Learners’ Environments on Learners’ Literacy Outcomes of Early Years of Education

Learners’ supportive environments have a significant effect on what goes on in the classroom. Supportive learning environments have the greatest impact on learners’ literacy outcomes. Factors such as language policy and interactions in the classroom have a big influence on the learners’ literacy outcomes. The present study investigated a group of grade three learners’ literacy outcomes in lower primary schools in Bungoma central sub-county in relation to the factors that influenced the learning environments of the classroom. The descriptive survey design was used to sample participants in the study. A sample size of 91 participants was involved, consisting of 48 grade three learners, 24 grade three teachers, 12 head teachers, 6 parents, and a sub-county education officer. Simple random sampling was used to sample out grade three teachers, parents, head teachers, and a sub-county education officer. The data was analyzed using descriptive statistics. Unstructured questionnaires were used to investigate the physical design of the classroom and their influence on literacy outcomes among learners in early years of learning in Bungoma Central Sub-County. Findings of the study indicate a negative correlation between learners’ literacy outcome and the physical design of the classroom (class size) (r = 261, p<0.5). Based on this finding, it is recommended that grade three teachers individualize teaching based on assessment results, embrace whole-class curriculum materials, and recognize individual differences. Policies must be established to guarantee that classrooms are conducive to learning and motivate learners to strive for higher academic accomplishment.

The Need for Innovation in Financial Education: A Study of Household Indebtedness in Peru

Purpose: The main objective of the text is to explore and determine the impact of financial education on the indebtedness of Peruvian households. Theoretical framework: As for the theoretical framework, reference is made to several previous theories and studies, such as Kahneman and Tversky's prospect theory, Modigliani and Brumberg's life-cycle theory, and Friedman's permanent income hypothesis, among others, to support the importance of financial literacy and financial decision-making under conditions of uncertainty and expectations of future income. Design/Methodology/Approach: To address this objective, a quantitative, applied, and non-experimental methodology was used, with a cross-sectional design and a descriptive-correlational approach, surveying 300 Peruvian households. Results: The results revealed that 68% of the participants have a regular level of financial knowledge and 60% have a regular level of household indebtedness. In addition, a significant positive correlation of 0.891 was found between financial literacy and household indebtedness. Practical and social implications: The practical and social implications of the study are notable, highlighting the need to improve financial education, given the prevalence of fair and low financial knowledge and skills among participants. The implementation of financial education programs from an early age and in communities especially vulnerable to financial instability is proposed. In addition, the creation of a certification program for financial educators and the continuous training of financial sector professionals is suggested. Originality/value: In terms of originality and value, the proposals address various areas, such as academic, professional, social, political, economic, and strategic. The idea of seeding financial education from the early years of education and exploring the effectiveness of various financial education strategies is proposed. In addition, the creation of funds for financial innovation and the promotion of fintech companies is proposed, as well as the strategic implementation of partnerships with international organizations, NGOs, and the private sector. It is also suggested to use technology and digital platforms to expand the reach of financial education programs.

The Case for Early Transition-Planning for Students With Significant Support Needs: Implications for Policy and Practice

The period in which young adults transition from high school is accompanied with complexities they need to navigate, such as further education and training, independent living, developing their career, and achieving meaningful employment. All of these set the stage for a successful and independent life. The significance of this transition is paramount; however, in research and practice, we continue to see poor outcomes for students with disabilities, especially those with the most significant support needs. Transition planning, mandated by the Individuals with Disabilities Education Act, must begin no later than a child turning 16. Some states mandate transition activities to start as early as 14, but should we consider an even earlier age? Within this paper, we discuss the need for changes within policy and practice to begin transition activities during children’s early education years.

Children in Northern Ireland need play more than ever

Dr Glenda Walsh, head of Early Years Education and assistant director of the Centre for Research in Educational Underachievement at Stranmillis University College, outlines the many benefits play brings and argues that young children should be encouraged to play more.

Prioritizing STEAM Education from the Start: The Path to Inclusive and Sustainable STEAM Education

This study highlights the significance of prioritizing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education from the early stages of learning as a crucial step towards achieving inclusive and sustainable STEAM education. The study adopted a critical discourse analysis (CDA) and an allegory method entitled 'The Ancient Multi-Story Building'. The CDA involved studies, reports, and news on STEM-related and STEM initiatives in Ghana. The findings revealed a substantial gap in early childhood and primary education STEAM initiatives, largely due to prevailing misconceptions about these levels of education. The allegory of the 'Ancient Multi-Story Building' further explains the adverse impact of this gap by metaphorizing the flawed approach of initiating and investing in upper-level STEAM education while neglecting the lower-level years, much like a village constructing a multi-story building focusing on the higher floors without solidifying its base; obviously, the results will be disastrous. Similarly, the findings show that previous STEM-related initiatives in Ghana focusing on upper-level education have often been inclusively ineffective. The allegory further points out that the few students who thrive in these lopsided STEM-related pathways are typically those from affluent backgrounds with the necessary support. The study indicated that starting STEAM education in the early years of education has the potential to promote gender equity, cultivate critical thinking skills, and develop a positive attitude towards STEAM subjects among all young learners. This study, therefore, lays the groundwork to propose a strategic framework for early childhood and primary STEAM education in Ghana and other similar contexts.

Play Has Meaning in Life: Reflections on 100 Years of the “Inductive Curriculum” in Early Years Education

Play Has Meaning in Life: Reflections on 100 Years of the “Inductive Curriculum” in Early Years Education

The effectiveness of Bodo Schaefer’s methods in career guidance for high school students

Our study intends to investigate novel approaches and strategies for assisting high school students in choosing their career routes. Our methodology blends theoretical foundations with empirical verification, integrating unconventional methods that, although controversial in scholarly circles, present fresh insights. In light of the significant changes in public discourse that have occurred in the 21st century, it is critical that the country’s youth get good career guidance. The process of determining one’s life and career path begins well in advance of enrolling in a university or college, frequently in the early years of education. Therefore, it becomes necessary for comprehensive schools to create settings that support sound vocational orientation and self-discovery. Considering the current trends, it is imperative that our educational institutions improve the caliber of job counseling. We have incorporated components of the approaches advocated by a well-known German consultant, coach, and speaker who is well-known throughout the world and whose works have had a lasting impact on the area.

Adjustment Process of Beginning Teachers to the School Environment

The beginning teachers’ adjustment in the early years of their careers speaks a lot about their decision to stay or leave the teaching profession. This study aimed to present the adjustment process of early career teachers (ECT) during their early years of teaching. The researcher used the qualitative design employing grounded theory as the approach. The interview was the primary tool in gathering the data. Respondents were 20 teachers, 9 males, and 11 females, coming from the different divisions of the Cordillera Administrative Region (CAR). Analysis of data was utilized through open, axial, and selective coding. Findings revealed five (5) key steps in the adjustment process of beginning teachers to the school environment, which is developed as the Beginning Teachers’ Adjustment Theory (BTAT). The sequence is as follows – “just say yes,” consulting peers, being a member of a group (circle of friends), knowing the culture, and “going with the flow.” Through these strategies, participants managed to adjust to the organizational/cultural system of the institution. One recommendation is to develop a support system for new teachers. The adjustment process is tasking due to the multiple challenges faced by new teachers, but with the proper guidance and proper adjustment process, they can adapt to the teaching environment.

IMPACT OF COMPENSATION, PERSONALITY, SELF-ACTUALIZATION ON INTENTION TO STAY OF INDRAGIRI HULU EYE TEACHER

This study aims to determine and analyze the impact of compensation, personality and self-actualization variables on intention to stay. The population of this study was 1,009 Early Years Education (EYE) teachers in Indragiri Hulu. The sampling technique was Accidental Sampling and the number of samples was determined by the Slovin formula, the details of the sample taken were 91 respondents who were carried out proportionally so that the sample became representative of EYE teachers in Indragiri Hulu using primary data obtained through questionnaire distribution. Data analysis using Multiple Linear Regression. The results showed that compensation had no significant effect on the intention to stay, while Personality and Self-actualization actually had a significant effect on the intention to stay. And compensation, personality and self-actualization affect the intention to stay simultaneously. Previous studies from different industries have also shown that personality traits can influence the intention to stay.

The Need for Innovation in Financial Education: a Study of Household Indebtedness in Peru

Purpose: The main objective of the text is to explore and determine the impact of financial education on the indebtedness of Peruvian households. Theoretical framework: As for the theoretical framework, reference is made to several previous theories and studies, such as Kahneman and Tversky's prospect theory, Modigliani and Brumberg's life-cycle theory, and Friedman's permanent income hypothesis, among others, to support the importance of financial literacy and financial decision-making under conditions of uncertainty and expectations of future income. Design/Methodology/Approach: To address this objective, a quantitative, applied, and non-experimental methodology was used, with a cross-sectional design and a descriptive-correlational approach, surveying 300 Peruvian households. Results: The results revealed that 68% of the participants have a regular level of financial knowledge and 60% have a regular level of household indebtedness. In addition, a significant positive correlation of 0.891 was found between financial literacy and household indebtedness. Practical and social implications: The practical and social implications of the study are notable, highlighting the need to improve financial education, given the prevalence of fair and low financial knowledge and skills among participants. The implementation of financial education programs from an early age and in communities especially vulnerable to financial instability is proposed. In addition, the creation of a certification program for financial educators and the continuous training of financial sector professionals is suggested. Originality/value: In terms of originality and value, the proposals address various areas, such as academic, professional, social, political, economic, and strategic. The idea of seeding financial education from the early years of education and exploring the effectiveness of various financial education strategies is proposed. In addition, the creation of funds for financial innovation and the promotion of fintech companies is proposed, as well as the strategic implementation of partnerships with international organizations, NGOs, and the private sector. It is also suggested to use technology and digital platforms to expand the reach of financial education programs.