This review explores both traditional and innovative strategies for managing conflicts in early childhood education. Traditional methods like mediation and behavioral interventions are examined alongside emerging trends such as restorative practices. Recent studies are synthesized to assess the effectiveness of these approaches, emphasizing their transformative potential for creating positive learning environments and supporting socio-emotional well-being. Identifying gaps in current understanding, the review suggests avenues for future research in conflict management within early childhood education, providing valuable insights for educators and policymakers.
In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application. Keywords: gamification, early childhood education, primary education, thematic analysis
Alejandro Lorenzo-Lledó, Elena Pérez-Vázquez, Eliseo Andréu Cabrera et al.
The I.ECEC+ Project 2018-1-HU01-KA201-047763 (2018-2021) aims at strengthening collaboration among different European institutions working within (or in relation to) early childhood education (ECEC) settings. The general objectives of the project are to contribute to the integration of disadvantaged children and improve the quality of institutional education and care in early childhood. The immediate goal of the project was to learn about the intercultural competencies of professionals working in the field and to assess their training needs in the areas of early childhood education. The Italian, Spanish, Belgian, and Hungarian early childhood educators involved in the projects have gained experiences that can be incorporated into an inclusive early childhood education environment. Based on these experiences, a pilot training was designed and tested for improving early childhood educators’ attitudes towards intercultural and inclusive practices. The effect of the pilot training was monitored by means of observational data. The I.ECEC project also aimed to study and make available successful experiences, good practices and innovative solutions.
Angéla Bajzáth, Anna Bereczkiné Záluszki, Sarolta Darvay et al.
This book is a volume of studies in which a collection of theoretical studies and empirical research can be read that explores inclusive pedagogy what can be observed in the everyday practices of early childhood educationthat reinforces learning and supports the acceptance of the diversity of disability and culture.The book starts with the words of the editors, in which they formulate their thoughts on the relevance and importance of the book: "This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity about learning, disability, and culture."(p. 1)The table of contents provides an opportunity to review the title and author of the studies included in the volume, and it is also possible to see on which page each study begins.In addition, a List of figures subsection appears, which describes the title and page number of the figures appearing in the studies; Contributing authors subsection, where you can read a short biography of the authors of the studies published in the book, as well as an introduction written by the editors: Inclusive pedagogy as an ethics of responsibility and care.In the Introduction the editors, Carmel Conn and Alison Murphy talk about the concept of inclusion, and inclusive pedagogy and describe the importance of this book: "We hope these chapters will contribute to the ongoing conversation about best practices suitable for all children in early childhood education and serve to highlight the importance of close attention to the ways in which we think about and engage with them as learners."(p. 7).In their reading, "inclusion is the result of people coming to know each other, accepting the other as they are and adjusting to people's different ways of being in the world."(p. 2), and inclusive pedagogy "focuses specifically on educational practices, but also the ideas, values, and knowledge that shape and justify these".After clarifying the conceptual background, the editors briefly present the further structure of the book, as well as the essential ideas of each study.The volume consists of two large parts.It is entitled PART I: Theoretical perspectives on inclusive pedagogy, in this part inclusive pedagogy, is scrutinized from a theoretical approach, and in PART II: Using research to develop inclusive pedagogies, relevant empirical research
Abstract This article attempts to address the challenge that preschool teachers face, when integrating a specific content area, science, with play. The study builds on the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC), in which teaching, and play are understood as a mutual activity. In this mutual activity, teachers and children signal their participation by shifting between as if (fantasy and fictional worlds) and as is (acquiring knowledge of the world as it is) (Pramling et al., 2019). The empirical data consists of video-observations of a preschool teacher and 1-4-year-old children who participate in activities that incorporate play and scientific content. The video-observations were analysed through studying how and why shifts between as is and as if were made by the preschool teacher. The results show that the preschool teacher made the play shift between as if and as is through different types of actions (voice change and bodily expression). Further, shifts seemed to be made with two aims in sight: science learning and socialisation. In conclusion, the preschool teacher (as a more knowledgeable adult) has an important role in creating a responsive environment and in introducing science content, which does not arise by itself. Implications for preschool teachers and preschool practice are discussed.
Anna Henriksson, Lotta Leden, Marie Fridberg et al.
Addressing Health Education (HE) in Early Childhood Education is essential for shaping future responsible citizens who are aware about the importance of caring for their health. The aim of the present article was to conduct a systematic review of the scientific literature on Health Education in the Early Childhood Education stage. Through an exhaustive analysis of 21 articles published in the internationally-renowned database Web of Science in a period of 10 years (2014–2024), the text is structured around three dimensions: article data and main areas and topics covered, pertinence and relevance of Health Education in Early Childhood Education, and lastly, the impact of Health Education in child development. The results show an increase in scientific production, although limitations persist, such as the predominance of quantitative approaches, gaps in mixed designs, a fragmented focus on educational actors, and the lack of interdisciplinary integration. It is concluded that HE in Early Childhood Education is fundamental for promoting healthy habits, for the comprehensive development of students, and community well-being, underlining the importance of interdisciplinary approaches, teachers’ training, and health literacy to guarantee its efficacy and sustainability.
The aim of this article is to outline how career guidance classes in early childhood education can be valuable for lifelong development. Career counselling is still strongly associated with helping adults, the unemployed, to retrain. It is treated as an expert service primarily related to the labour market. Career counselling should be disenchanted. Undoubtedly, it is a professional service, but it is equally firmly inscribed in the educational process. According to the core curriculum, one of the tasks of the school is to prepare students to choose their further education and profession. The school runs vocational guidance classes, which fit in with lifelong learning. Due to the approaching transition from primary to secondary school, much attention is paid to counselling classes for seventh and eighth graders. However, developing interests and getting to know oneself starts much earlier, so it is worth weaving elements of vocational knowledge into the process.
The aim of this article is to broadly elaborate on how programming can be understood as a new teaching scope in preschools, focusing specifically on debugging as one of the phases involved in learning to program. The research question How can debugging as part of teaching and learning programming be understood as multimodal learning? has guided the analysis and the presentation of the data. In this study, and its analysis process, we have combined a multimodal understanding of teaching and learning practices with understandings of programming and how it is practiced. Consequently, the multidisciplinary approach in this study, combining theories from social sciences with theories and concepts from computer science, is central throughout the article. This is therefore also a creative, explorative process as there are no clear norms to follow when conducting multidisciplinary analyses. The data consist of video recordings of teaching sessions with children and a teacher engaged in programming activities. The video material was recorded in a preschool setting during the school year 2017–2018 and consists of 25 sessions of programming activities with children, who were four or five years old. The results show how debugging in early childhood education is a multimodal activity socially established by use of speech, pointing and gaze. Our findings also indicate that artefacts are central to learning debugging, and a term ‘instructional artefacts’ is therefore added. Finally, the material shows how basic programming concepts and principles can be explored with young children.
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
Practitioners working with young children in the provision of early childhood education (ECE) are often directed by state governments to mediate specific values through their pedagogical practice. This paper reports the findings from a small scale empirical research study exploring the pedagogy applied by ECE practitioners in this context. I argue that moral pedagogies, where children are positioned as constructors of knowledge about values, have the potential to support ECE practice in ways that respect and uphold children’s rights. Such an approach requires practitioners to adopt a critical stance and consider their epistemic beliefs about how children learn. I suggest that this process may be enhanced by practitioners’ reflecting on the positioning of children within pedagogical relationships through the lens of child rights.
