This article will discuss the beneficial sides of an early childhood education.Early childhood education plays a crucial role in laying the foundation for a child's cognitive, social, and emotional development. Research has shown that children who receive quality early childhood education are more likely to excel academically, exhibit better social skills, and have higher levels of self-regulation. Investing in early childhood education not only benefits individual children but also has long-term societal impacts, such as reducing crime rates, improving overall health outcomes, and narrowing the achievement gap. Prioritizing early childhood education is essential in creating a strong educational foundation for future generations.
Immunisation is the most cost–effective public health intervention. The vaccine prevents illness and death for millions of individuals every year. Children below five years of age are vulnerable and liable to get various diseases and disabilities which may lead to high mortality. I Immunisation is often a prerequisite for enrolment in school or daycare, it's important to keep your children up to date on their vaccines. There are some very rare and very mild side effects that can be the result of vaccinations. These side effects completely depend on the Immunisation you got, and how your specific body will react to it. The benefit of immunisation is that your child has the best possible protection against dangerous diseases.
Mr. Ramesh Kamalappanawar, Bimla rani, Susheel Kumar V Ronad
The development of programming skills is currently promoting from an early school age, trying to get children to take an active and creative role in the use of technologies. The objective of this article is to verify the repercussion of educational robotics activities on kindergarten students in the acquisition of computational thinking and programming skills. The research design is quasi-experimental, with pre-test and post-test measures, using experimental and control groups. The sample consists of 131 students from the second cycle of early education (between 3 and 6 years old), all from the same Spanish school. Computational thinking is measured through three dimensions: sequences (algorithms), action-instruction correspondence and debugging. The intervention sessions, as well as the structure of the challenges that were used in the pre- and post-test evaluations, were designed based on the reference program of robotics studies called “TangibleK”. The intervention, carried out doing learning activities using educational robotics resources, presents positive results in relation to the computational thinking skills achieved. The differences between the pre-test and the post-test in the experimental and control groups are statistically significant, in that children engaged in robotics program achieves a greater advance in the three dimensions of computational competence through this method. Actualmente se promueve el desarrollo de habilidades de programación desde una edad escolar temprana, tratando de que los niños adquieran un rol activo y creativo en el uso de las tecnologías. El objetivo de este trabajo es comprobar la repercusión del desarrollo de actividades de robótica educativa en la adquisición de habilidades de pensamiento computacional y programación en escolares de educación infantil. El diseño de la investigación es de tipo cuasi-experimental, con medidas pretest y postest, utilizando grupo experimental y control. La muestra la conforman 131 estudiantes del segundo ciclo de educación infantil (entre 3 y 6 años de edad) de un centro educativo español. El pensamiento computacional se mide a través de tres dimensiones: secuencias (algoritmos), correspondencia acción-instrucción y depuración. Las sesiones de intervención, así como la estructura de los retos que se utilizaron en las evaluaciones pre y postest fueron diseñadas tomando como base el programa de estudios en robótica denominado «TangibleK». La intervención, centrada en actividades de aprendizaje mediante recursos de robótica educativa, presenta resultados positivos en relación a las habilidades de pensamiento computacional logradas. Las diferencias encontradas entre el pre y postest en el grupo experimental son estadísticamente significativas y superiores a las presentadas en el grupo control, de modo que se concluye que los niños que realizan el programa de robótica consiguen un mayor avance en las tres dimensiones de la competencia computacional.
Ana García‐Valcárcel Muñoz‐Repiso, Yen Air Caballero González
Authors of this report evaluate the impact of an intervention that uses a behavioural science approach to increase vaccination coverage in Ethiopia by providing nonmonetary incentives to caregivers and health workers.
Zerihun Associates, Abebual Demilew, Mesay Girma et al.
BACKGROUND: The COVID-19 pandemic disrupted immunisation programs worldwide, reversing gains that had brought vaccine-preventable diseases largely under control. This study explored the impact of COVID-19 on the uptake of routine child immunisation services in South Africa. METHODS: We conducted qualitative research using in-depth interviews with 51 purposively selected parents/caregivers of children below the age of five who missed or delayed one or more scheduled immunisation doses in 2020-2022 and with 12 healthcare providers who provided public immunisation services during the pandemic. RESULTS: During the pandemic lockdowns, most caregivers perceived the risk of their child being infected with COVID-19 during a clinic visit as more salient than the risk of missing immunisation doses. Caregivers reported minimal exposure to routine immunisation communication, as well as shortages of routine vaccines for children at public health facilities, healthcare workers experienced anxiety and burnout. There was a post-pandemic shift to more active decision-making about immunisation, which had previously been an almost automatic behaviour, leading some caregivers to delay vaccinating their children. There was also evidence of a "bad vaccine" mental model among some caregivers regarding COVID vaccinations, which could lead to doubts about the safety of routine childhood vaccinations. DISCUSSION: The shift from default to active decision-making highlights a risk that routine immunisation will backslide in future pandemics. Governments should build resilient health systems at all levels and communicate clearly about the benefits and availability of RIs and the safety of vaccinations in general, alongside supply-side interventions. CONCLUSION: Routine immunisation is widely accepted in South Africa, driven by generational norms and provider recommendations. During the COVID-19 pandemic, many caregivers faced the dilemma of balancing COVID-19 exposure risk with the risk of their child developing a deadly VPD, leading to missed RI visits. This shift to active decision-making highlights a future pandemic risk. Governments should build resilient health systems and focus on understanding and engaging procrastinating and doubtful caregivers. Clear communication about RI benefits and vaccine safety is crucial, as misinformation can lead to distrust in new vaccines.
Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. Given the complex and polysemic meaning of participation, different conceptualizations, models and perspectives have emerged. In this article, the authors provide a theoretical overview, describing relevant models, concepts and contributions from distinct perspectives and fields of knowledge – sociological, educational, developmental and sociocultural – as well as contributions from social policy. This overview is particularly relevant to inform research and practice about children’s participation in early childhood education.
Arising from the question ‘How might we think of pedagogy in early childhood education?’, this article traces pedagogy’s histories, conceptual difficulties, inherent foreclosures, and contextual particularities. It argues that within the context of early education, pedagogy has become an obscure, sophisticated supplement of some sort rather than an indeterminate field of responsive, generative, and collaborative practice of interpretation, ethical critique, and invention. Thinking through the trilogy of repair, release, and return, we make three significant moves in the paper. First, we repair pedagogy from unfortunate and quite common misunderstandings. Second, we release early childhood education from the suffocating dominant narrative of child development as its primary source of intelligibility and moral legitimacy. Finally, we return to the idea of early childhood education as a pedagogical project and offer a series of interconnected propositions that respond to the conditions of our times. Overall, we argue that if early childhood education studiously attends to pedagogical thought, its problematic developmentalism might become obsolete.
This paper provides a review of the literature from 2009 to 2014 on student use of technology in early childhood education. Previous efforts to synthesize the literature are somewhat dated, non-specific about age range, and focus almost exclusively on literacy. Thirty peer-reviewed articles from 11 countries, selected from a comprehensive search of the literature, were organized under five main categories: literacy, engagement, social interactions, mathematics, and miscellaneous topics. The overall effect size, based on only 12 studies and 33 measures was moderately high (d= 0.71, SD=0.60). Considerable qualitative and quantitative evidence indicated that technology had a significant impact on literacy development. Fewer studies, mostly qualitative in design and small in sample size, reported that technology had a positive impact on engagement, social interactions, and mathematics skills. A handful of studies provided qualitative evidence that technology had a positive impact on sequencing, visual perception, creative thinking, and fine motor capability. Methodological concerns included limited sample sizes and descriptions, not documenting the consistency and accuracy data of collection tools, the extent of adult intervention, and the limited range of technology tools used.
Abstract Objectives The national vaccination coverage rate and the coverage rate in rural communities in Nigeria are below the global vaccine action target of 80%; hence, evaluation of factors that determine vaccination status and determine the proportion of children aged 12–59 months who are fully immunised in the rural community should be conducted. Methods A cross-sectional study was conducted using an interview-structured questionnaire that was pilot tested before being administered. In the study, a two-stage sampling technique was used and the sample size was determined using the EPI-Info, version 7, software. Key Findings Of the 608 caregiver–child pairs that was assessed, the majority (525, 86.35%) were mothers. Assessment of immunisation status showed that the majority of the children (429, 70.56%) were completely vaccinated while 179 (29.44%) were incompletely vaccinated. Educational status (χ 2 = 59.85, df = 4, P < 0.001), the level of knowledge about vaccination (χ 2 = 77.62, df = 2, P < 0.001), family setting (χ 2 = 27.70, df = 3, P < 0.001), maternal ANC visits (χ 2 = 85.37, df = 2, P < 0.001), type of birth (χ 2 = 7.27, df = 2, P = 0.03) and child’s breastfeeding status (χ 2 = 80.75, df = 2, P < 0.001) were all significantly associated with the vaccination status of the child. Conclusion The study has shown that immunisation coverage in the rural community surveyed is still below the expected target; thus, public health intervention should still focus on individual, community, socio-cultural and healthcare-related factors as this will improve the immunisation status of children in rural communities.
Abstract Vietnam has an age-old history of education, and Vietnamese people have high respect for learning. However, early childhood education (ECE) in Vietnam has been the main concern only since 1945. This paper describes the process of establishment and development of ECE in Vietnam. Before and during the French colonial period in Vietnam, early childhood education was not considered a social task, and therefore, there was no formal educational system and curriculum for preschool children at this time. After 1945, with the great transformation of history, Vietnamese education has changed dramatically so that from 1945 to 1975 it was a period of political, social and educational separation. The historical events affect the education system and early childhood education in Vietnam. Consequently, the history of ECE in Vietnam is separated into two main phases, before and after 1975. Through the ups and downs of history, Vietnam has successfully built the ECE system. Over seven decades of development, ECE in Vietnam has made remarkable changes. The change comes not only from the expansion of the number of educational institutions, but also from the curriculum and pedagogy that are considered as the most important changes. Gradually escaping the influence of teacher-centered pedagogy, Vietnamese ECE is aiming to build a child-centered education, thereby helping learners to reach their full potential.
