Purpose The NASCITA Study, a national-level, population-based, prospective cohort study, was set up to better understand the early health status of Italian children, comprising their physical, cognitive and psychological development, and how it is affected by social and health determinants, including nurturing care. NASCITA will also assess geographical differences and disparities in healthcare. Participants Participating family paediatricians from throughout Italy enrolled infants born during the enrolment period (April 2019–July 2020). The 5054 newborns seen by the 139 paediatricians for at least two visits, including the first well-child visit, and for whom parental consent was given, make up the baseline population. Findings to date Mothers had a mean age at delivery of 33.0 years and tended to have a high or medium level of education (42.5% university and 41.7% high school degrees) and to be employed (69.7%). One-third (36.1%) took folic acid supplementation appropriately, and 6.5% smoked or consumed alcohol (10.0%) during pregnancy. One-third (31.7%) of deliveries were caesarean deliveries. Concerning the newborns, 5.8% had a low birth weight and 6.2% were born prematurely. The majority (87.7%) slept in the supine position, and 63.6% were exclusively breast fed at 1 month, with a decreasing north to south prevalence (χ 2 t 52; p<0.001). Significant north–south differences were found in all areas, including parental education, behaviours in pregnancy and hospital practices. When compared with national level data, the cohort population’s distribution, maternal sociodemographic characteristics and newborn physical characteristics reflect those of the Italian population. Future plans Data will continue to be collected during the well-child visits until the children are 6 years old, and multiple health outcomes will be studied, spanning child development and illness, as well as potentially related factors including caregiving routines. The findings will be used to develop specific interventions to improve children’s health. Trial registration number NCT03894566 .
Chiara Pandolfini, Antonio Clavenna, Massimo Cartabia et al.
Purpose: Difficult temperament coupled with other risk factors may lead to mental health problems in childhood and have long-lasting effects in adolescence and adulthood. This study aimed to investigate the prevalence of parental perception of difficult temperament in toddlers and identify significant factors associated with individual and family-level sociodemographic risk factors. Patients and Methods: The prevalence of parental perception of difficult temperament was derived from items in the 18-month follow-up questionnaire within the Watch Me Grow (WMG) longitudinal birth cohort study in a multicultural and socioeconomically disadvantaged community in Sydney, Australia. Data was available for 500 children and their parents. Descriptive analysis was used to calculate the participant characteristics and the prevalence of parental perception of difficult temperament, whereas multivariable logistic regression analysis was used to assess significant risk factors associated with a difficult temperament. Results: Parental perception of difficult temperament in the cohort was 7.3% (n = 492). Findings of the multivariable logistic regression showed that screen time >2 hours a day (AOR 2.43, 95% CI: 1.2, 4.9), child not being read to (AOR 3.92, 95% CI: 1.8, 8.5), and family history of mental health problems (AOR 2.69, 95% CI: 1.1, 6.5) significantly increased the odds of having a difficult temperament. Conclusion: Toddlers with difficult temperament were less likely to have received stimulatory experiences, and their families were more likely to be under greater stress. The findings emphasize the importance of parental support and anticipatory guidance in promoting nurturing care to facilitate child health and development, particularly in disadvantaged communities.
A'ishah Bhadelia, Karlen R. Barr, James Rufus John et al.
I grew up in a house that was never not under construction: a small house on a jagged plot of land in western North Carolina, a valley that had been a sprawling farm till someone raised it up and dropped it, and it shattered, and my parents’ house occupies one of those shards.There were never any workmen. There were never any contracts signed. We never relocated to motel rooms. We did the work ourselves, hauling barrowsful of soil from the crawlspace, mixing grout and laying tile, heaving the enormous, barrel-chested water heater from one bedroom to another, even cathedral'ing the living room ceiling ourselves.Sometimes, there was a window where there shouldn't be a window. Sometimes, a door yawned where there shouldn't be a door. All year round, pale plastic flapped over apertures like translucent wings, or flags.One winter, rot ate through the plywood that underlaid the bathroom's linoleum. When my mother's foot went through it, we didn't miss a beat, just moved the toilet into the garage and filled its bowl with kitty litter. For the rest of that week, starting every night at 8:00 or 9:00 p.m., after my father came home from work, we dredged dank mud up from the crawlspace, making space for new plumbing and stronger foundations, and carted the refuse out into the yard. Come midnight, we took turns bathing in the tub in the driveway under cover of bubbles.Another year, the floor that went was in the living room. The crawlspace was deeper there, maybe six or seven feet, and we had to lay a plank across the chasm so that we could get the wheelbarrow from one side to the other, and also so that when our two neurotic dogs, one ditzy, one vicious, who slept in my parents’ room, wanted to retire for the evening, my father could lift them bodily in his arms and ferry them across. The twelve cats took care of themselves.One afternoon, a boy from the neighborhood came knocking on our door. The one he knocked on was the front door, the one that faced the street, but I'd learned to consider it the back door, for it was the one less used. He peered through the pane for a minute, surely expecting a parent or me to materialize at eye level, before glancing down and finding all three of us gazing back up at him through the grid of timbers that crosshatched the crawlspace, all mud-streaked and saucer-eyed.A churchgoer, no doubt with well-defined notions of Hell, he never came knocking again. I grew up with no well-defined notions of Hell. For us, there was no church and no religion. “Purgatory” was not a synonym for “punishment,” nor “Heaven” for “reward.” “Heaven” was a Talking Heads single whose lilting refrain, “Heaven / Heaven is a place / a place where nothing / nothing ever happens” didn't make it sound like an especially appealing destination.This was but one of many metaphysical ideas that I accrued from secondary sources.At thirteen, I picked up a copy of the Tao Te Ching, in which I found this passage: Thirty spokes converge at a wheel's hub, to a hole that allows it to turn.Clay is shaped into a vessel, to enclose an emptiness that can be filled.Doors and windows are cut into walls, to provide access to their protection.Though we can only work with what is there, use comes from what is not there.A few years later, I encountered these same lines again, this time as an epigraph in a book that my father had purchased and dog-eared, but never finished reading. We're conditioned to imagine that causes derive from existing objects, states, events, or properties, argues Terence Deacon in Incomplete Nature: How Mind Emerged from Matter, but under certain conditions, the absence of an object, state, event, or property can prove just as consequential. Just as integrating zero into mathematics enabled countless later revolutions, integrating a formal acknowledgment of such consequential absences into the sciences will enable a gestalt shift in our understanding of cause and effect and spark the long-awaited reconciliation of thermodynamics with the study of living things—or so Deacon has it. The book amounts to a love song to negative space, sung in the language of systems theory, and the author, a neuroanthropologist by training, has all the counterintuitive insight—and none of the swagger—of a latter-day prophet.If I had to choose a holy book, it would be this one.The first time I read Incomplete Nature, its transcendental qualities were lost on me. I suspect this was true for my father as well, for he never did wade through the last several chapters—though honestly, it's hard to say. He's left many things unfinished, things he never understood and things he once grasped very well. This book is only one. Both my parents hold degrees in architecture from Virginia Tech, but neither one ever climbed the corporate ladder. My mother did put in a few months at a couple of architecture firms, the only graduate from her class to do so, but she resigned from the last planning office in the wake of her first review, even though it was, by all accounts, a glowing one.Her reasons remain opaque to me, and possibly even to her, though I imagine a tangle of dissatisfaction with the corporate world's sterility, unease provoked by the cutthroat male culture, frustration with how little college had prepared her to spend her days designing boxy Harris Teeters in an equally boxy cubicle, a perennial longing for something more, and deepest of all, most irresistible of all, a corrosive, self-annihilating psychological undertow.She walked away. She alone among her siblings walked away from the chic, old-money, North Virginia world in which they were raised, to which my grandmother had struggled to cling after my grandfather's premature death. My mother has worked on plenty of construction sites. She wears men's clothes, or what were called “men's clothes,” boots and jeans and braless tees, before becoming simply “clothes.” She spends a lot of time outdoors. From these details, one might conclude that she's a self-determined renegade. In reality, there's nothing of the rebel in her. She's not even a tomboy, really: at most, a tomboy's younger sister, intrigued and imitating.In all the time I've known her, which is to say, all the time I've been alive, my mother has always seemed a little underrealized, a little starved of affirmation, which she seeks from those around her—not tactically, as a grown woman might when pressed into a dicey situation, forced to play the little girl, but discreetly. Bashfully. Sincerely.As my grandmother lay dying, a tumor blooming in her brain, she assigned nicknames to each of her children, each caustic and telling. My mother, she christened “The Innocent One.” The second time I read Incomplete Nature, I was twenty-eight years old. The book still held my father's bookmark. I found it on his shelf while visiting my childhood home in 2021, the last time I was welcome there. I didn't remove the bookmark right away. Only after bringing the book back to Arkansas, where I was living at the time, and passing the page where my father had left off did I undo the dog-ear and throw the old bookmark away.By that time, my father was no longer reading at all.A small, irreverent, explosive man, he yangs my mother's yin: good with skill saws and chalk lines, good with Oblique Strategies and self-assertion, good with money, operating systems, Zen, and Tarot cards; good with a cigarette clamped in his lips, a hollow bit of driftwood stuffed with weed and lit to smolder, a tawny glass of IPA in hand; good with his hands, and good with his words, and when he explodes, it's always with his words, not like his father, never like his father, never with his hands, but only ever like himself, volcanic and verbal and abstract and fluent and overflowing.He met my mother in college. Together with my godmother, who was, like my father, neck-deep in nihilistic rebellion against a dysfunctional family and a corrupt society, they became a triad. Exactly how my parents bridged the gap between friendship and parenthood has never been thoroughly explained to me, but I do know they were drinking a lot at the time, and smoking a lot, and dabbling in other psychoactive pastimes, too, and perhaps these factors helped to catalyze the transformation. After college, they sold everything they owned, bought a van, set out on a cross-country road trip as friends, and returned as more than friends.My father made a promise to my mother, and he kept it, though his postpartum depression proved more extravagant than hers. Before he pulled himself together, he contemplated suicide. But he pulled himself together. He took odd jobs. He spent a whole winter rebuilding a Volkswagen engine, diligently keeping the grease stains away from the library book he was learning from, so that he could get to work.Certain that they could do better than North Carolina's public education system, he decided, along with my mother, to homeschool me. He's read bits of everything from Joseph Campbell to the history of Greenland. His musical tastes run the gambit from Philip Glass to Talking Heads to Throbbing Gristle. He encouraged me to follow my bliss, meaning writing, and never insisted that I pursue more lucrative careers, though he did drop rough-edged comments now and then, asking whether the characters I'd written—the father who gave up, the father who lapsed into angry, the father by his with of that no one He that his and in are not what to The more a to he the less they he is not an but something never what it not like to at or When he he and and off to a cigarette or a he like to be of When he and perhaps not always but always meaning not always at which from held not like to me that there is something with me. I became in childhood that there was something with me was to my father, what was with was also what was with our so, my and into my he did The between his not the by away from the and and and that most did him at last found From the single the by the Talking which and by over the into the into might get what but not a till the in for might a in house is out of to the of the same where many of the are the and of the later but not the words, a a living history of it up by the with a still under From the street, the house still by a just as it was when we moved and a couple of from one of whose a and still on into the as dropped from a still just a little just still its My parents at that house for still not has been no longer a little all and on the is it the of my something other, something at once and where it be where it to the the the and all the that my parents and didn't in architecture a and they it. a to all the money, and to all that is also a my mother her lines from to for a a but not to the work to a the they down made to me. I too, away in Arkansas, as the through and as through as up in as in the of We and even with between us, we to the same every side by side and down on the same and together, we as the world went off its and down a by and and and came to the and are all that and the of their house unfinished, and it would to the and to the would and would and their and their and in their and the years of and and and which been on them all their and their are and their are and perhaps their house is down as well, down around them as everything or later, not and even it it it after more than and that is more, I than they can house at the of a was a in my father's before she was a up the She has them by a I that they will and away the of their and they will living is like a valley for a living is like a a made of a door, a window to the living is like a crawlspace by a and a and like the and like the and like the toilet and on the and like the in the to be things can only work with what is there, and use comes from what is not as is an a class that also and even other words, that is in the of in or to something All living from to to of Deacon is what living things to the between the and When left to their systems to with their from more and to less and more of up now and to between systems, but these are to by are systems that and in many their as well. can across the would the of living do around in and in so a of though a is the to in to into this a of time, Deacon the of Just as his out of all living not the most of a of this is what it to at systems this in to to living by or by certain are out of the when two or more systems in such a as to the of When two or more systems in this they a system, a through which as as there is this a and that these systems a between systems, which are neither nor and living systems, which are in the two or more systems he and an even system, which the with the of those systems to and do we do on our so that we can not at the most but at the one in which most to not what in other words, but what that what we but what For the that we to as our we can out the we into that ever from that can be or that the of thermodynamics will us in the the that my parents’ home in and in with and across the against the foundations, and not to the that their among the and the are a are also a mother and to and with them in a that across the and into not not an but a sprawling and of every time she a she that it will not it will a it will no formal training, she that her for turns of and that she her as good as my her with She and and and for a that everything she will of and in and She cats and and and from and them in She even an might say, not of an at the of her but of a time she a she that she will time she she that it her of She and her to a to all the her, from which she things are and still For my mother to be with her they no be there's at the of I to the I've always to Only now I to from the the the the and the that me for My first when I was six years old. I that me. I once my mother that I wanted to She I wanted to off the the where we were I my the didn't for mother's my father in up, I never or did hard never or never or or on less than me. I was I went on to a I my mother's I didn't love I didn't like I that there was something with I in 2021, it was to my parents to my now my might that the of our and of her my my me and by me would my this though it to me, is not one she can I would certain things the certain certain to my mother, was an and I was to my father, I was never is I was never to my mother, she was never by my I her when she that he has ever parents are very of My parents are very of never me or each my father's were and were and an was a and the none of it had my mother as a I I do that were a of among and like know that she's very of not to be a of I know that they are very of them very of the into which they were for the that I in her the in her certain the of our such for how and when back to work, and whether like me to and whether she would like to me, and whether she will ever again, and whether she has and whether she's the woman she's always to be as for and as for her to my father, her her to not me, even when he there as for all not the same my mother me in one of our last she she a a she not at she she the same as I the same she of her father, of when she was years the family into and her, I now in a of my mother, my grandmother was a and but she to up her as a in to a who in the to not her. My mother's father had many but also my grandmother as his that I my do it she she she she how the was back she it's just the things I that my father has up is in He's up reading He still and and from and and from the He all night in his which has in still on its the house and and to the of the garage has always been his He to there when that had the door on his are not living and be The door that he was the back door, the one that did not the street, though for years I it was the front door it was the one we he would me to follow Sometimes, I would follow of my that I him and and his for things would be an two or I would or or on the floor while he me, for my or or that there was something with me. He me never never with his hands, the and the that himself, the so old it for the heater in the the he would himself to a He would run his through his He would his back and at the he would me and into my as to he never me. and then, he would to his or into the little that on his or a and off into space as to of the The was nothing but a of plywood into a its cut with a for nothing that my parents make is also as everything in that garage is His my father of for everything that of he His to to to is one of his over his father, he as the who could only ever things of his is his our there, in the I would follow him back into the or the living room. it would be just the two of us, all my mother would there in a from a glass of never my father, never she would him do all the she would in with of he was the same in her him only was in The was but all been The was but the in that of North in been for and now we were together. We been a my father had been into The The The The The The The The The The The The but for a to my mother to not those things she even they are I especially they are shouldn't we be to our time while we she didn't a my father his through his like for these to our whole are to it all under the like nothing is I do then, my mother been to do a few months in after my father and I had but before the new had my mother a of me a was passing through my me to When she that this was not my father's on she and she wanted me and was that her my system, the and days I had to spend and the that every of from other or of not my and again, all this proved mother, it has been by my my father's been by in around him in on one and on the other, the to the he in to cling to of now that even his is no longer his For the of has been by the of He all and and and and all and in in the and he or as as their and can he in for in He not work, or or When he He He it's not or he the his and my mother's they across from one at a while he her with of and He me was in that I where I was and to I I did as I always I did as I was even and he the on his the house after more than years and at a on at and no longer becoming at is He He his For three there was a at the of my and it was I their I my childhood had been though I also that I had not been I that they had all their none for me to though I also that in I that I I was to was This been a of the plot were from me, it very to my I the which I the as I had only two to into those or to be the I like an I was a on a which I was of to with at the none of which I could I was my childhood on the in This my mother's but it also her. of them of was a they could a with which they could be are no longer with their though made its and and not with me. the I remain the still under the as a on for all to my is on father never finished reading He grasped the to but his before he the love He will not the zero to its though it, the The on the and its jagged as the zero its we will remain in the of as the we will remain not but no living can which can only be in though even then, place where nothing / ever place called and the and the and the and the of the and the the the the the the these are not of the but of to not of our or but of our of our of our to all that we are not but could I've to it will not be for is
Despite growing interest in supporting caregivers' use of nurturing care globally, few parenting measures have been validated for use outside of Minority World contexts. This study aims to develop, describe, and provide validity evidence for an efficient, culturally relevant instrument to measure local nurturing parenting beliefs and behaviors regarding responsive caregiving and early learning within a sample of caregivers of 2- to 5-year-olds in Cajamarca, Peru. We used a multiple methods phased study design to develop the self-reported parenting instrument, Nurturing Parenting Beliefs and Behaviors Scale, including qualitative interviews, focus groups, cognitive testing, and quantitative pilot testing. The final validation sample included 2,274 mothers of children (Mage = 29.41 months, 49.56% female) from Cajamarca, Peru. We used exploratory and confirmatory factor analysis to examine the factor structure of the instrument and correlations and regressions to validate it against parenting and child development outcomes. Results indicate a two-factor structure reflecting nurturing parenting beliefs (α = .84) and behaviors (α = .82). Analyses of concurrent validity showed that the parenting beliefs and behaviors subscales correlated positively with parental stimulation and learning materials. Both parenting beliefs and behaviors positively predicted early childhood development (parent report and direct assessment). This instrument can be used as a starting point for measuring parenting in other Majority World contexts with similar caregiver characteristics. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
Kristen Hinckley, Milagros Alvarado, Dana Charles McCoy et al.
Abstract: The effects of early childhood education on the development of behaviour at Nursery levels in Rwanda as a social safety to a bright future, has not been popular in developing countries as part of the skills developed in achieving a holistic child.The specific objectives which guide this study were: to evaluate the extent to which the teachers are involved in the implementation of early childhood education at nursery level in Gasabo District, to examine the relationship between teachers involvement in the implementation of early childhood education and behaviour development at nursery level in Rwanda in Gasabo District in Rwanda. The significance of this study will be provision of general knowledge towards the effect of early childhood education on the development of behavior at nursery level in Gasabo District in Rwanda. This study used correlation research design in order to determine the effect of early childhood education on behavior development in nursery levels in Rwanda. The population sample size was 92 respondents. Questionnaires and guided interview were used as data collection instruments where descriptive statistics and regression analysis were used for quantitative data analysis, Karl Pearson correlation coefficient was used to establish relationship between variables while regression analysis was used to check the effect of early childhood education on behaviour development. The findings have shown that 69.78 percent from early childhood education teachers that teachers’ involvement in the educational goal setting is effective towards the implementation of early childhood education. The researcher revealed that there is a significance high degree of positive correlation between teachers’ involvement in Early Childhood Education implementation and behaviour development at nursery level where Pearson coefficient of correlation states the correlation (r) of 0.580 with the p-value=0.000<0.01. The researcher recommended that the ministry of education and educational stakeholders should provide early childhood education facilities. Keywords: Early Childhood education, Behaviour Development. Title: Early Childhood Education and the Development of Behaviour at Nursery Level in Rwanda Author: Nabanoba Eva, Mukamazimpaka Marie Claire International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 9, Issue 3, July 2022 - September 2022 Page No: 151-164 Paper Publications Website: www.paperpublications.org Published Date: 22-September-2022 DOI: https://doi.org/10.5281/zenodo.7104983 Paper Download Link (Source) https://www.paperpublications.org/upload/book/Early%20Childhood%20Education-22092022-4.pdf
Children tend to imitate adults such as teachers, not only in the way the teachers speak but also in the way the teachers think, behave, act, and solve problems. Politeness strategies that the teachers apply could be a way to motivate students to act and communicate politely. This study aims at analysing the positive and negative politeness strategies applied by teachers in early childhood education during the teaching and learning process, as well as analyzing the acts of teachers that threaten the students' negative faces and how the students respond to the teachers' face-threatening acts. The study involved three kindergarten teachers at an international school in Bali as the subjects. The data was collected during circle time activities. Circle time is when the teachers and children gather in a circle to discuss the day’s activities. The finding showed that the kindergarten teachers dominantly and consistently applied positive politeness strategies to motivate the students and build a close relationship between teachers and students during the teaching and learning process, which is 91.2%, compared with negative strategies, which were only 7.9%. Furthermore, there were 52 utterances of face-threatening acts done by kindergarten teachers in the dialogue interaction with their students. It is suggested that teachers consciously choose the appropriate politeness strategies, either positive or negative, to suit the context as well as the objectives of the instruction. Keywords: context, politeness strategy, face threatening acts, early childhood education, teacher
Ni Luh Sutrisna Diyani, I Nyoman Adi Jaya Putra, Ni Luh Putu Sri Adnyani
This article conceptualizes assessment in early childhood education as a moral practice using Amartya Sen’s capability approach and Thomas A Schwandt’s practical hermeneutic approach to assessment and evaluation. After describing the moral connection Sen makes between development and assessment, Schwandt’s conceptualization of evaluation is presented as reframing it from a technical practice to one based on practical moral knowledge, having moral significance for teachers and children. Assessment as a moral practice must be done from two perspectives: from the learner’s perspective to assess children’s agency in guiding their own learning, and from the environment’s perspective to assess the opportunities for learning afforded children by the environment. Balancing assessment from these two perspectives is a moral challenge for teachers. The final section examines the recent work by Margaret Carr and Jennifer Keys Adair, who offer new approaches to assessment in early childhood that incorporate methods consistent with the capability approach and Schwandt. The goal of the article is to outline a moral practice of assessment in early childhood education.
This study aimed to determine the influence of early childhood education at 0-3 years on school children aged 4-6 years. It looked into the profile of the respondents and the preschool teachers ‘utilization of teaching strategies and the influence of early education on the level of development of respondents. This study used quantitative-descriptive survey research design using survey questionnaire. The statistical tools used in this study were percentage, weighted mean, and ANOVA. Majority of children were enrolled in school at an early age with 42% enrolled at age 2; a slight majority of females (53%); parents exhibited diverse educational backgrounds, with 39% holding Bachelor's Degree and 33% being high school graduates. Teachers represented varied age groups with the majority falling between 21-35 years. Different positions were held, including early childhood main class teachers (40%), and early childhood supporting class teachers (20%). All teachers had received professional training in early education and child development and utilized various teaching strategies. ANOVA results demonstrated a significant difference of pre-school teachers' utilization of teaching strategies on children's level of development. The utilization of teaching strategies by pre-school teachers underscores their commitment to enhancing children's learning experiences. There is a positive influence of early education on various aspects of children's development such as intellectual abilities, behavior, skills, and attitudes. The significant difference of pre-school teachers' utilization of teaching strategies on children's level of development emphasizes the importance of tailored teaching strategies. The proposed guidance for future educational policies and practices aims to foster a more comprehensive and effective coordination between early education and school education, ultimately supporting children's sustainable development and successful learning.
The management of diversity in preschool framework are today one of the main goals of early childhood education. Ιn addition to the school environment, the family also plays a key role in promoting, or not, the acceptance of diversity. The positions and attitudes of parents employed by their children affect, directly or indirectly, the pedagogical practices that teachers usually develop. The purpose of this research was to investigate the perceptions of parents with preschool children about issues of managing diversity in the context of preschool education. Also, this research aimed to determine whether and to what extent the family environment makes efforts to raise young children’s awareness across cultural diversity. The research emerged that about half of the parents, although they initially invoked a neutral attitude towards the cultural diversity encountered in the kindergarten classes, in their deepest views seem to accept the otherness only if it does not make its appearance clearly visible in the classroom.
The study aimed at assessing Problems of Social Skills in Early Childhood Education Program in Ethiopia. Descriptive survey research design was employed through using stratified random sampling procedure to collect the survey data from 280 teachers recruited from early childhood education programs across three cities: Dire Dewa (130 teachers; 10 schools); Chiro (40 teachers; 6 schools); and Harar (110 teachers; 8 schools). They completed a questionnaire by starting filling the demographic information and a 5-item measure in which they rated problems influencing socials skills in early childhood education program. Firstly, about 89% of early childhood education teachers were not trained in the program. Secondly, about 64% of the early childhood education curriculum was highly influencing children’s social skills. Finally, it was found that children were unable to cooperate during learning social skills with their classmates, and they were unable to solve social problems during playing with their classmates. Therefore, to ensure quality of early childhood education, education stakeholders, parents, teachers, administrators, non-government and ministry of education of the country at large need to improve teachers’ training and curriculum under usage to improve and to fit to children’s social skills in early childhood education programs. Keywords: Early, childhood education, problems, social skills, teachers. REFERENCES Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Andrilović, V., & Čudina, M. (1990). Osnove opće i razvojne psihologije. Zagreb: Školska knjiga. Berk, L.E. (2008). Why children talk to themselves. Scientific American, 271(5), 78–83. Blažević, I. (2016). 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