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The Contemporary Orientation of AR in Early Childhood Education

Nowadays early childhood education establishments are places where kids aren’t only taken care of but conjointly where rigorously planned academic activities (based on pedagogical frameworks) are executed. Augmented Reality is being widely enacted in numerous level of pedagogy like higher-level education, secondary education, primary education, and in informal learning. The purpose of this paper is to bring out the present study on AR in early childhood education between 2009-2018. From results it has been noted that around the past 10 years the publications on early childhood education is reduced and found that the foremost reason for implementing AR is to reinforce the act of interest towards education. This paper centralizes on Implementing ‘Marker-based’ AR in Early Childhood education which would encourage and keep students concentrated in way of learning..

The Uniqueness of The Early Childhood Education System in Japan

(Title: The Uniqueness of The Early Childhood Education System in Japan) This study is entitled the uniqueness of the early childhood education system in Japan. The main objective of this research is to find out about some of the uniqueness of the early childhood education system in Japan that is different from other countries. This research is a type of literature study that only relies on data from written sources such as books, journals, articles, and others. Data collection methods used in this study include classification, analysis, interpretation of synthesis and description. From the results of the study, in general, it can be described that the early childhood education system in Japan has much uniqueness. From the results of the study, in general, it can be described that the early childhood education system in Japan has much uniqueness. This uniqueness can be seen in the activities of the beginning of the new school year and how to enter kindergarten, at the entrance ceremony for new students, when doing daily activities in class, when additional activities outside the classroom and when organizing traditional Japanese cultural activities.

Budi Mulyadi

Curricular Policies for Early Childhood Education

This study analyzes the influence of international organizations on Early Childhood Education curriculum policies in Brazil and Portugal, investigating how global guidelines are interpreted and recontextualized in the construction of national curricula. The research adopts a qualitative approach, bibliographic in nature and articulated with documentary analysis of the national curriculum policies of both countries — the National Common Curricular Base (BNCC) and the Curricular Guidelines for Preschool Education (OCEPE) — grounded in Ball's Policy Cycle (2011, 2022), and attentive to the historical, political, and economic specificities of each context. The results reveal that, although they share converging historical trajectories, Brazil and Portugal differ in their degree of autonomy in the elaboration of educational policies. A growing articulation between curriculum policies and international guidelines is observed, with emphasis on skills development, curriculum standardization, and alignment with global market demands. The study contributes to the debate on educational policy formulation by highlighting the contradictions of the BNCC, the persistent fragmentation of Early Childhood Education, and the need to strengthen democratic and culturally situated perspectives capable of resisting the homogenizing pressures of global capitalism.

Daniela Neto Oliveira Peixer, Roseli Nazário

Profile Centric Community Awareness and Engagement for Adolescent Girls : An Empirical Study on Early Marriage in India

Early marriage is a pernicious practice traditionally observed even today in several countries, with a fifth of the global female population getting married by 18 years of age. The custom has far-reaching adverse effects on the girls’ physical, mental, and socioeconomic welfare and their future progeny. Therefore, it is critical to disseminate the right messages to the communities of girl children to deter them from letting their daughters marry early. A study was carried out in 2019 that involved the design, execution, and evaluation of a volunteer-driven technology-enabled communication intervention to emphasize the importance of education in securing a girl’s future and to discourage girl child marriage. Seven hundred and eight-six residents of the sub-district of Todaraisingh in Tonk, Rajasthan, participated in the study. A strong positive cognizance of the personalized communication was empirically confirmed. Furthermore, a high influence of cognitive response and sympathy towards the communication was found on the evaluative judgment of the participants that strongly influenced the intention to spread positive word of mouth and behavioral intention.

Charru Hasti, Sonal Arora, Amit Mehndiratta et al.

Enjoyment and intentionality in early childhood education

This paper explores teacher enjoyment and the notion of the intentional teacher in early childhood education. The research is part of a wider interrogation challenging existing discourses associated with the intentional teacher. A mixed-method research design was used to gather perspectives from early childhood teachers in relation to their experiences of enjoyment in their teaching practices and the connection with being an intentional teacher. Findings from participant responses highlight important aspects associated with early childhood teacher enjoyment and intentionality. The connection between enjoyment and intentional teaching was reflected in reports of ways of doing or acting, as well as in ways of being associated with teacher identity. Connection was made between experiences of enjoyment and intentional teaching through contributing, adding value, and personal impact. Association was also made with promoting social justice. Whilst small in scale, the research highlights the importance of challenging existing and potentially limiting discourses of the intentional teacher by giving attention to how intentional teaching is generated, as an internal encounter associated with ways of being and becoming and the role that enjoyment plays within this process.

Nic Dunham, Andrea Delaune

Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences

Abstract The aim of this study is to increase knowledge of teachers’ understanding and experiences of using, or not using, digital tools in Early Childhood Education (ECE). The study takes a domestication theoretical approach based on interviews with twelve teachers from nine ECE institutions working with play-based learning with children aged 1–5 years from four different municipalities in Sweden. The study answers the following two research questions: In what ways, and to what extent, do teachers integrate digital tools in their work? What practical, symbolic or cognitive aspects affect their work with digital tools? The teachers have integrated the digital tools to different extent. The most useful tools for working with the children are tablets and beamers, which are devices that can be used in various ways. Digital tools used for administration are domesticated to a greater extent than the tools teachers use with the children. The study further shows that important factors in the successful domestication of digital tools in ECE include digital competence, including pedagogical aspects, in combination with personal drive and professional learning and development.

Sofie Lindeman, Maria Svensson, Ann-Britt Enochsson

Keeping girls in schools to reduce child marriage in rural Bangladesh

Bangladesh has made considerable progress in improving access to education at all levels for the last two decades. Despite these impressive gains, Bangladesh continues to face challenges of student dropout at the secondary level. Girls drop out of school earlier than boys because of child marriage. Targeted policies and interventions designed to improve mainstream educational attainment and decrease child marriage may be the effective and sustainable way to address both issues. The Population Council implemented the project “Keeping Girls in Schools to Reduce Child Marriage in Rural Bangladesh.” An intervention research study, the project tests a life-skills and tutoring support model to reduce school drop-out among secondary-school girls and to build aspirations for livelihood skills among unmarried girls who have dropped out of school—with the goal of delaying marriage. This brief provides an overview and summary of the project followed by highlights: research design and baseline characteristics, education, marriage and reproductive health, gender and rights, girls’ social lives, and livelihood.

Ainul, Sigma, Talukder, Md. Noorunnabi, Hossain, Md. Irfan et al.

Harmful practices prevail despite legal knowledge: a mixed-method study on the paradox of child marriage in Bangladesh

Child marriage is a globally recognised human rights violation that disproportionately affects girls, especially in developing countries. It has serious negative consequences on girls' physical, mental, sexual, and reproductive health and rights. Although well-pronounced laws against child marriage were enacted in Bangladesh, the practice remains a significant challenge. Lack of law enforcement and persistent social norms ultimately allow child marriage to persist around the country. Social norms have an impact on the prevalent attitudes toward child marriage. Therefore, this mixed-method study aimed to explore the legal knowledge, perception, and practice of child marriage in Bangladesh. This study was part of a broader evaluation of a UNICEF media programme. Adolescent boys and girls aged between 10 and 19 years and their parents were interviewed in three Bangladeshi districts. All the respondents were aware of the legal age of marriage and knew that child marriage is punishable by law. This study illuminated the reasons, including early marriage among boys, poverty, dowry, and sexual harassment. Communities and policymakers need to be engaged to trigger larger structural and cultural changes to remedy the harmful social norm and its practice.

Sayema Akter, Chloe Williams, Animesh Talukder et al.