Computational thinking education has become an increasingly popular topic among practitioners and researchers. However, rare is known how to effectively teach and learn computational thinking in early childhood education. To address this knowledge gap, this systematic review examined 26 studies on the teaching and learning of computational thinking in early childhood education from 2010 to 2022. The content knowledge, tools, pedagogical design, assessment methods, and learning outcomes were analyzed. Results indicated that, with age-appropriate instructional design, children could develop early concepts and skills of computational thinking, as well as other related skills such as communication, collaboration, and problem solving. Across the studies, we found that most studies used quantitative research methods, with direct assessment and observation being the most. Several challenges were identified: (1) achieving a deeper learning of computational thinking; (2) a lack of valid and reliable computational thinking assessments for children with a wider age range; (3) selecting appropriate learning tools; and (4) designing age-appropriate activities for young learners. Although with these challenges, computational thinking education could bring new learning opportunities and enhance children's computational thinking skills, as well as other non-cognitive skills such as critical thinking, body-material interaction, and hand-eye coordination. This systematic review informs future endeavors in theorizing a digital learning framework that can integrate computational thinking into early childhood education.
BACKGROUND: Bacillus Calmette-Guérin (BCG) vaccination is a cornerstone of childhood immunisation programs, protecting against tuberculosis (TB), a major public health concern. Sierra Leone, a West African nation, faces challenges in achieving equitable and high BCG immunisation coverage. This study delves into the trends and inequalities in BCG coverage among one-year-old children in Sierra Leone between 2008 and 2019. METHODS: Three rounds of data from the Sierra Leone Demographic and Health Surveys (2008, 2013, and 2019) were used to analysed to examine the inequalities in BCG coverage. Simple measures of inequality [Difference (D) and Ratio (R)] and complex measures of inequality [Population Attributable Ratio (PAR) and Fraction (PAF)] were calculated in the World Health Organization's Health Equity Assessment Toolkit (WHO's HEAT) software. The measures were calculated separately for each of the three surveys for age groups of women, level of education, economic status, residential areas, gender, and sub-national provinces, and their estimates were compared. RESULTS: The findings revealed that BCG immunisation coverage in Sierra Leone has increased significantly from 2008 (82.0%) to 2019 (96.3%). Age-related inequalities between children of older mothers (20-49) and younger mothers (15-19) increased from a Difference of -4.7 percentage points in 2008 to 4.8 percentage points in 2019. The PAF increased from zero in 2008 to 0.4% in 2019. This means that in the absence of age-related inequalities, the national average of BCG immunisation coverage would have increased by 0.4%. Economic-related inequalities between children of mothers in Quintile 5 (richest) and Quintile 1 (poorest) decreased from a Difference of 9.2 percentage points in 2008 to 1.2 percentage points in 2019. Educational-related inequalities between children of mothers with secondary/higher education and no education decreased from a Difference of 14.1 percentage points in 2008 to 0.4 percentage points in 2019. The PAF decreased from 13.3% in 2008 to 0.2% in 2019, indicating that without educational-related inequalities the setting average of BCG immunisation coverage would have increased by 0.2%. Place of residence-related inequalities between children of mothers living in urban areas and rural areas decreased from a Difference of 9.3 percentage points in 2008 to 0.7 percentage points in 2019. The PAF decreased from 8.5% in 2008 to 0.5% in 2019 indicating that the national average of BCG immunisation coverage would have increased by 0.5% without place of residence-related inequalities. The sex of the child-related inequalities between male and female children decreased from a Difference of 5.4 percentage points in 2008 to 0.7 percentage points in 2019. The PAF decreased from 3.3% in 2008 to 0.4% in 2019 indicating that the national average of BCG immunisation coverage would have increased by 0.4% without sex of the child-related inequalities. Provincial inequalities decreased from a Difference of 18.5 percentage points in 2008 to 2.3 percentage points in 2019. The PAF decreased from 14.3% in 2008 to 1.1% in 2019 indicating that the national average of BCG immunisation coverage would have increased by 1.1% without provincial inequalities. CONCLUSION: The findings indicate a substantial improvement in BCG immunisation coverage in Sierra Leone among one-year-olds, reflecting successful public health initiatives. However, age-related inequalities have worsened, with coverage among children of younger mothers declining relative to those of older mothers, suggesting a need for targeted interventions for this population. In contrast, economic, educational, sex, and place of residence-related inequalities have notably decreased, indicating progress in equitable access to immunisation across different socioeconomic strata. Additionally, provincial inequalities have decreased significantly, yet a difference of 2.3 percentage points remains, highlighting the need for continued efforts to ensure that all provinces, receive adequate healthcare resources and outreach. The absence of economic-related inequality by 2019 is particularly encouraging, as it suggests that economic barriers to immunisation have been effectively addressed. Furthermore, the reduction in educational and provincial inequalities highlights the effectiveness of strategies aimed at improving access and awareness in underserved areas.
Augustus Osborne, Florence Gyembuzie Wongnaah, Camilla Bangura et al.
This article presents new evidence on the crime-reducing impacts of a high-quality, intensive early childhood program with long-term follow-up, evaluated by a randomized controlled trial. Proportionately, more women than men decrease their criminal activity after participating in the program. This gender difference arises because of the worse home environments for girls, with corresponding greater scope for improvement by the program. For both genders, treatment effects are larger for the least-advantaged children, as measured by their mother's education at baseline. The dollar value of the social cost of criminal activity averted is higher for men because they commit more costly violent crimes.
During the last century, the human way of life has begun to transgress many of the Earth’s biophysical boundaries in an alarming way. The consequences of this are more dramatic and long lasting than ever before. Many researchers even argue that humanity has created a new geological epoch, which they call Anthropocene. Education, even in early childhood (EC), is often presented as a remedy for these complex problems. Yet, how can anyone prepare young children to deal with such tremendous changes? The primary aim of our study is to define and outline what the mission of early childhood education (ECE) might be in the epoch of the Anthropocene. Through a comprehensive review of the literature, we have tried to find answers about how the Anthropocene could be addressed in ECE. We have searched for answers in the natural science literature, policy documents, educational research articles and philosophy, and discuss the various standpoints we have identified. We argue that the Anthropocene demands a new, more authentic education; a change towards a more holistic, transformative, sustainability-oriented approach. At the same time, children, as always, have a right to a safe, positive and encouraging childhood.
Lili-Ann Wolff, Tuula H. Sarvas Skarstein, Frode Skarstein
Nowadays, Artificial Intelligence (AI) literacy has become an emerging topic in digital literacy education research. However, it is still under-explored in early childhood education (ECE) since the AI curriculum for young children has just been designed in recent years. A scoping review was conducted to examine the thematic and content analysis of 16 empirical papers from 2016 to 2022. This scoping reviews evaluate, synthesize, and display 16 studies on AI literacy in early childhood education, including curriculum design, AI tools, pedagogical approaches, research designs, assessment methods, and findings. The discussion of the AI literacy implementation in ECE contributes to providing references for educators and researchers to design interventions to engage young children in AI learning. Further, we identified a set of challenges and opportunities of AI literacy. Several challenges included (1) lack of teachers' AI knowledge, skills, and confidence; (2) lack of curriculum design; and (3) lack of teaching guidelines. Although educators meet challenges at the beginning stage of developing AI instructional design for young children, AI learning could bring learning opportunities and foster young children's AI literacy in terms of AI concepts, practices and perspectives. We foresee that there will be a growing number of age-appropriate curriculum and tools for the ECE level. At the end, we also make some recommendations for future researchers and educators to improve AI literacy research and learning design in early childhood education.
This literature review covers articles and books about STEAM (Science, Technology, Engineering, Arts, and Mathematics) in early childhood education. STEAM learning is considered to be an appropriate approach to answering the challenges of the 21st century as it integrates the hard and soft skills needed by children. It is exciting to note that in most articles, STEAM is a popular pedagogical method to improve creativity, problem-solving skills, scientific inquiry and critical thinking, and to provide other cognitive benefits. It is taught in integrated learning in early childhood education and is conducted through children’s daily observation. The literature also discusses that the impact of STEAM learning makes children more active and able to take initiatives in their own knowledge. Teachers who are influenced by the integrated professional development of STEAM positively influence children through their professional learning. Another finding from this review is that experience of STEAM can increase children’s self-confidence. In addition, STEAM learning is considered to be able to integrate the skills needed by children. STEAM encourages children to build knowledge about the world around them by observing, investigating and asking questions. This review aims to consider advanced learning in early childhood education through STEAM.
BACKGROUND: Immunising children saves 2–3 million lives every year, making it one of the most effective public health interventions. India’s childhood immunisation rates are steadily improving, but there are still significant differences between states. Tamil Nadu consistently has one of the highest rates of child immunisation, while Nagaland is below the national average. If we figure out the socioeconomic factors that contribute to this difference, we can guide context-specific strategies to improve coverage. OBJECTIVE: To compare the level and socioeconomic and geographic determinants of full immunisation coverage among children aged 12–23 months in Tamil Nadu and Nagaland using data from the fifth National Family Health Survey (NFHS-5, 2019-21). METHODS: A survey-weighted cross-sectional analysis was performed on 1851 children (Tamil Nadu: 1291; Nagaland: 560). To be fully immunised, a child had to receive BCG, three doses of DPT, three doses of OPV, and one dose of MCV. Weighted bivariate chi-square tests and multivariable logistic regression models were used to assess associations between full Immunisation and socioeconomic, demographic, and geographic characteristics. We performed sensitivity analysis by restricting to only children who possessed vaccination cards, to assess the robustness of our findings. RESULTS: Immunisation coverage was higher in Tamil Nadu (89.2%) than in Nagaland (57.9%). In bivariate analysis, maternal education was significantly associated with full Immunisation in both states, while wealth, residence, distance to health facility, and birth order were additionally significant in Nagaland, and residence and religion in Tamil Nadu.In multivariable analysis, maternal education remained the most consistent predictor in Nagaland (AOR=2.61; p=0.003) and Tamil Nadu (AOR=2.32; p=0.029). In Nagaland, distance to health facility was also significant (p=0.034), whereas in Tamil Nadu, urban residence (AOR=1.83; p=0.008) and religion (AOR=4.00; p=0.003) were associated with Immunisation status. Other variables were not significant after adjustment. CONCLUSION: The main factors for the differences in immunisation coverage between states are gaps in maternal education and access to healthcare. To increase vaccination coverage in states with lower coverage, it is crucial to enhance women's education, extend outreach to rural populations, and address socioeconomic barriers.
Yendouname Kandjoni, Samadou Tchakondo, Ayao Sangénis Assogba et al.
Abstract Digital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author's narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and allows teachers to adopt innovative and improved teaching methods. Storytelling is a proven and popular pedagogy, while digital storytelling is relatively recent and still seldom used in the setting of early childhood education. Using a case study of a storytelling–art–science club in Jakarta, Indonesia, the researcher explored how and why digital storytelling is used in early childhood education. This club is one of the few organizations that use digital storytelling for teaching and learning programs in early childhood. Data were collected qualitatively using in-depth interviews with four teachers, document analysis, and twice-observations of storytelling activities in each session with 35 and 37 children. The collected data were analyzed using analytical memoing methods. The results indicate that teachers in this club used digital storytelling for several important reasons. They claimed that simple digital technology made storytelling more entertaining, captivating, engaging, communicative and theatrical. This study suggests that the ability of teachers to use digital technology should be enhanced; schools' information and communication technology (ICT) devices should be equipped; some funding should also be allocated by the government to modernize school equipment; while the curriculum should be tailored to meet technological developments, and provide opportunities for children to learn how to make good use of technology.
Child immunisation is one of the most cost-effective public health interventions, yet households in India continue to bear out-of-pocket expenditure (OOPE) despite the availability of free vaccines under the Universal Immunisation Programme. This study examines the incidence and magnitude of OOPE for child immunisation across states, religions, social groups, wealth quintiles, and provider types using a two-part model framework. The first part estimates the probability of incurring any OOPE, while the second part analyses the conditional amount spent among households reporting expenditure. Results reveal stark urban–rural disparities, with urban households consistently spending more when costs are incurred. Wealth gradients are pronounced: richer households spend substantially more, particularly in urban areas, while poorer households often report negligible expenditures, potentially reflecting access barriers. Social and religious stratification further shapes expenditure patterns, with minorities and upper-caste households facing distinct burdens. The choice of provider emerges as the strongest determinant: households using private facilities are overwhelmingly more likely to incur OOPE and spend significantly more than those relying on government services. These findings underscore the need to strengthen public provision, reduce indirect costs, and embed equity monitoring into immunisation policy to achieve universal, financially sustainable coverage.
Abstract Introduction: There is increased coverage of vaccines under Universal Immunization Programme to tackle vaccine-preventable diseases; however, urban India faces several challenges in childhood vaccination. Materials and Methods: A cross-sectional study was conducted on 229 parents or primary caregivers of children under 5 years of age who reside in the urban slum of Malwani, Mumbai, from June to August 2021. Data were collected using a pre-validated, semi-structured questionnaire. Results: Out of 229 children, 98 (42.8%) were girls and 131 (57.2%) were boys. Majority were in the age group 0–1 year ( n = 167, 72.9%). Around 145 parents (63.3%) knew the benefits of immunisation, 193 parents (84.3%) thought that immunisation is essential for children and 171 parents (74.7%) knew the immunisation schedule of their children. A large proportion of children, i.e., 76.4% (175/229), got delayed immunisation and 35.4% (81/229) had missed their scheduled immunisation. Conclusions: Healthcare-related factors and lack of awareness in parents are the prime reasons for both delayed and missed immunisation. Strengthening the urban healthcare delivery system, especially in urban slums and active community participation, will help to increase child immunisation coverage.
Dattaprasad Avinash Sawant, Siddhant Rane, Anuradha Kunal Shah et al.
