Abstract Objective The objective of this systematic review is to identify and analyze studies that address the relationship between racism and Early Childhood Education. Method Using the descriptors 'racism', 'racial prejudice', and 'racial discrimination', separately associated with the term 'early childhood education', a search was carried out in the following databases: Periódicos Capes, Scientific Electronic Library Online (SciELO), Web of Science, and PubMed. This review followed methodological recommendations from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Results Initially, 1,240 publications were identified, which, after applying the inclusion criteria, were reduced to 20. These 20 publications were analyzed in terms of authorship, year, location, method, objective, and results. Conclusion Despite an increase in recent years, the number of articles in this area is still limited, indicating the need to expand studies on this topic due to its relevance.
Dalila Castelliano de Vasconcelos, Quézia Rafaela Medeiros Sousa, Ananda Clara de Almeida Pereira et al.
This article addresses inclusive practices for children with Autism Spectrum Disorder (ASD) in early childhood education, highlighting the challenges and potential of this process. The bibliographical research analyzed current scientific literature discussing the school inclusion of children with ASD, teacher training, pedagogical adaptations, and the importance of collaborative work between families, schools, and health professionals. The results indicate that, despite legal and regulatory advances, difficulties persist related to insufficient teacher training, a lack of adequate materials, and the absence of specific institutional policies for serving these children. The need for structured school environments that offer safety and appropriate stimuli for the sensory and communicative characteristics of autism is highlighted. Play is highlighted as a fundamental tool for promoting socialization and emotional development, while the connection between school and family strengthens emotional and pedagogical support. Furthermore, the article emphasizes the importance of active listening, empathy, and ethical behavior among professionals, essential elements for building an inclusive school culture. Full inclusion involves not only physical access but also effective participation and respect for differences, constituting a collective commitment and ongoing challenge. Finally, this study reinforces that inclusive early childhood education is an indispensable path to promoting equity and citizenship, highlighting the need for investment in training, public policies, and sensitive pedagogical practices that value the uniqueness of each child with ASD.
Tässä kandidaatintutkielmassa tarkasteltiin pedagogista johtamista varhaiskasvatuksessa. Tutkielman tarkoituksena on tuoda esille varhaiskasvatuksen johtajan roolia pedagogisessa johtamisessa ja korostaa arvojen sekä jaetun johtajuuden merkitystä pedagogisessa johtamisessa. Aiemmat tutkimukset ovat osoittaneet, että kestävän johtamisen saavuttamiseksi on tärkeää päästä yhteisymmärrykseen keskeisistä pedagogisen johtamisen rakenteeseen vaikuttavista tekijöistä, kuten arvoista, visiosta, strategisista tavoitteista, vuorovaikutuksesta ja toiminnan kehittämisestä. Näiden avulla varmistetaan pedagogisen toiminnan laatu, henkilöstön ammatillinen kehittyminen sekä lasten hyvinvoinnin edistäminen. Tämän kirjallisuuskatsauksen aineistoksi valittiin systemaattisen kirjallisuushaun avulla yhteensä kaksitoista relevanttia lähdettä. Aineistoon pyrittiin valitsemaan mahdollisimman monta vertais-arvioitua tieteellistä tutkimusartikkelia ja väitöskirjaa, jotta tutkielman luotettavuus olisi korkea. Tutkimusaineiston analyysi suoritettiin aineistolähtöisellä sisällönanalyysillä, ja aineisto valikoitui sisäänotto- ja pois sulkukriteerien perusteella. Tutkimuksen tavoitteena on tuoda esiin niitä pedago-gisen johtamisen näkökohtia, jotka eivät välttämättä ole havaittavissa ulkoapäin, kun tarkastellaan pelkästään varhaiskasvatusyksikön johtajien ammatillisia ominaisuuksia. Tutkimustulosten mukaan pedagoginen johtajuus nähdään voimavarana, jolla varmistetaan, että varhaiskasvatuksessa toimitaan lapsen edun mukaisesti ja on myös havaittavissa että mitä lähempänä vastaajan työ on lapsiryhmän arkea, sitä tärkeämpänä pidetään lapsen tuntemukseen perustuvaa pedagogista toimintaa. Näin ollen pedagoginen johtajuus sisältää myös vastuun lapsilähtöisen toiminnan suunnittelusta ja ammattimaisesta pedagogiikasta lapsiryhmätasolla. Tutkimustulosten mukaan ajan puute, loivat johtajille kiireen tunnetta, ajan ja kiireen tuntu olivat tiiviisti yhteydessä työn hallinnan kokemuksiin, työn katkonaisuus ja erilaiset keskeytykset nousivat esiin. Tutkimusaineistot osoittavat, että tulevaisuudessa johtaminen tulkitaan asiantuntijoiden johtamiseksi, jossa pedagoginen johtajuus ja tiimiorganisaatio edistävät osaamisen jakamista ja parantavat varhaiskasvatuksen laatua. Johtamisen ei kuitenkaan pitäisi näyttäytyä pelkkänä suorittamisena, vaan yhdessä tekemisenä, johon sisältyy sekä kannustavaa että kehittävää palautetta. Johtamisella pyritään yhteisiin tavoitteisiin, jotka keskittyvät lasten ja perheiden hyvinvointiin, kaiken keskellä on tärkeää muistaa lapsi, lapsen kohtaaminen ja lapsuuden arvostaminen.
NEED to update FAQ PDFs for each category of questions Prekindergarten Eligibility Prekindergarten is free to eligible 3 and 4 year old children in Texas. Eligibility Criteria http://tea.texas.gov/ece/eligibility.aspx Prekindergarten Eligibility and Attendance Questions (add 5 yr. olds and 3 yr. olds) Full/Half-Da
Talking with children: A Handbook of interaction in early childhood education Edited by Amelia Church and Amanda Bateman (Cambridge University Press, 2022)
Management and learning management inhibiting factors. The results of the analysis of the discussion on early childhood learning management are seen from learning planning, learning implementation, learning supervision, learning evaluation, and learning outcome reporting, which refer to the parts contained in early childhood education standards, namely the Child Growth Achievement Level Standards, content standards, process standards, and assessment standards. Learning management is also influenced by supporting factors in the form of modules derived from the Child Growth Achievement Level Standards which are the reference for teachers in compiling learning activities, inspirational classes, facilities and infrastructure, and teacher cooperation in developing learning programs. meanwhile, the inhibiting factors are incomplete facilities and the arrival hours of children who are released to come to school. Broadly speaking, the conclusion of this research is that learning management is in accordance with the applicable standards, namely the national standard of early childhood education. However, several things were found related to the arrival hours of children who were released as well as class facilities and infrastructure (such as room dividers) which were factors that influenced learning activities and the arrival hours of children who were released.
This research aims to find out the effectiveness of virtual classroom learning in an early childhood education environment. The research method used was case study method at PrayataSubang Playing Group. Data is primarily collected through in-depth interviews, observations, and documentation studies with parents, teachers, and children. We analyze the data collected related to the use of virtual classrooms and see their efficiency. The findings lead to virtual classroom learning implemented using several applicators such as Zoom, Whatsapp Video Call, Instagram Live, Youtube, and Quizzi. The implementation of learning has been quite effective judged by several indicators such as the participation of students in following learning is good, parents play an active role in accompanying and assisting children learning, and teachers who are creative and innovative in providing learning. Keywords: Virtual classroom; effectiveness; early childhood
Sri Nurhayati, Ahmad Wahyu Hidayat, Dwi Noviatul Zahra et al.
The article is devoted to the problems of education and training of young children. Particular importance is given to building a unified system of preschool and primary school education. From the authors’ point of view, it is the point of “junction” of these two educational levels that is critical and, in many respects, a test for determining the “face” of the entire national system of early childhood education in different countries. A general analysis of existing preschool education programs and their impact on the development of children of this age is presented.
Iskanova Nasiba Parmonovna Abdirasulova Nigina G'ofurjon qizi
This study is theoretical in approach. Its purpose was to examine early childhood education in Nigeria with focus on challenges and prospects. In the study, education is a lifelong process which begins from birth till death. The early years are remarkable periods of growth and development in the lives of children. In the study, Early Childhood Education (ECE - also Nursery Education) is noted as a branch of education theory which relates to the teaching of young children (formally and informally) up until the age of about eight. ECE is noted as the foundations for children’s social skills, self-esteem, perception of the world and moral outlook, as well as the development of cognitive skills. The objectives ECE as noted in the study include: Effect a smooth transition from home to school; Prepare the child for the primary level of education; Provide adequate care and supervision for the children while their parents are at work; Inculcate social norms; Inculcate in the child the spirit of inquiry and creativity through the exploration of nature, the environment, art, music and playing with toys and so on; Develop a sense of cooperation and team spirit; Learn good habits, especially good health habits and Teach the rudiments of numbers, letters, colours, shapes, forms and so on through play. The benefits of ECE were also discussed. Challenges to ECE and the way forward were also stated.
Early childhood education (ECE) establishes the foundational basis for human development and must be equitably accessible to all children; it therefore remains one of Mongolia's central sustainable development priorities. Despite notable progress in recent years — most prominently reflected in the increase of the gross enrollment rate among children aged 2–5 to 90.6% — persistent disparities in access continue to be shaped by socio-economic conditions and geographical location. The Government of Mongolia's strategic policy directions for the education sector emphasize the goal of enhancing the "quality and accessibility of education," underscoring the need for robust, evidence-based research to inform policy solutions. A more nuanced examination of the participation of children residing in remote administrative centers, children from herder households, and children with disabilities, together with an assessment of the effectiveness of alternative education modalities serving these groups, is essential for aligning ECE services with actual needs. Drawing on statistical data and policy documentation for the 2024–2025 academic year, this study provides a comprehensive analysis of the current state of inequality in access to early childhood education in Mongolia and offers evidence-based recommendations for policy and practice.
Urjinsuren Jargal, Dolgorsuren D., Togtokhbayar R. et al.
