OtherOpenAlex - Early Childhood
Resources: Early Childhood Education: Featured Books
This guide has resources specific to early childhood education, including online stories and activities, research and open access journals.
Sandra Anderson
Search reports, ask a question, or jump to a page.
Reports
Reports gathered from around the world, newest first.
19,162 reports · page 1578 of 1917
This guide has resources specific to early childhood education, including online stories and activities, research and open access journals.
Sandra Anderson
In this brief, using data from the Census Bureau, state administrative systems, and a Carsey survey of working parents, author Jessica Carson examines the child care landscape of the Upper Valley of New Hampshire and Vermont and links these findings to a discussion of early childhood education policy and practice. She reports that 96 percent of Upper Valley parents surveyed said child care is necessary in order for them to work. The number of slots offered by licensed (home- and center-based) early childhood education providers in the Upper Valley is 2,000 short of the estimated number of young children whose parent or parents are in the labor force. Further, the cost of licensed care for an Upper Valley family with just one infant is equivalent to 16 percent of median family income, more than twice the 7 percent that the federal government considers affordable. She discusses possible multipronged strategies and policies to address the challenges working parents face accessing early childhood care and education in the Upper Valley and beyond.
Jessica A. Carson
Guided by Kalamu ya Salaam’s Revolutionary Love poem, this article theorizes 3 tenets of revolutionary love in education: (a) self-examination, (b) interconnectedness, and (c) liberation. The authors, a teacher educator, educational consultant, inservice, and preservice teacher will conceptualize how they enact these tenets in teacher education and early childhood education and provide implications and recommendations for practice.
Kamania Wynter‐Hoyte, Natasha Thornton, Mukkaramah Smith et al.
One of the Education unit level curriculum is Early Childhood Education unit level which requires readiness in adapting and implementing the new paradigm curriculum. The implementers of the education unit curriculum are teachers in schools. Teachers as a milestone of how effective and successful implementation of the operational curriculum of the education unit. The new paradigm curriculum aims to encourage the process of transformation of educational units to improve the achievement of student learning outcomes holistically, both in terms of cognitive and noncognitive competence (character) to realize the Pancasila student profile. Research methods use a phenomenological approach. Observation is carried out focusing on the learning process, namely the implementation of the curriculum and is carried out at the level of Early Childhood Education units with kindergarten service programs, which have been accredited B, accredited C, and not yet accredited. The results of observations and interviews obtained that the kindergarten curriculum has a level of quality based on the results of accreditation achieved.
Luluk Elyana
This guide has resources specific to early childhood education, including online stories and activities, research and open access journals.
Sandra Anderson
Abstract Background Early childhood education (ECE) involves motivational, behavioral, theoretical, curriculum, parental, development, mathematical, professional, social, and health tendencies. Critical milestones of development occur physically, cognitively, language, social, and emotionally, with a special focus on cognitive milestones and the role of play in child cognitive development. This systematic review takes into consideration evidence from the literature to look for patterns in ECE. Objectives Re-organizing, synthesizing various literature on ECE trends, milestones, cognitive milestones, and the role of play in cognitive development. Methods ScienceDirect was used to search for the data using questions such as “What are the tendencies in early education?”, “What are the important milestones for development in early childhood education?”, “What are the cognitive milestones of development for children in early childhood?”, and “How does play contribute to cognitive development in young children?” Inclusion criteria were articles reviewed by peers that were between 1985-2025, targeting children from 0-6 years. Exclusion criteria included any study that is non-empirical or non-related to Early Childhood Education. Data abstraction was for themes, findings, or citations. A basic criteria for the data selected was study type or number of study samples. Results More than 50 studies were retrieved to inform the review. Some of the major themes that were covered include stable profiles of motivation, socio-cultural transformations in theory, over schooling in the curriculum, parental factors, milestones in various areas, spontaneous mathematical focusing tendencies (SFON) in math, obstacles to professionalization, using music for promoting sociability, as well as play and executive functioning or academic skills. Conclusion ECE trends establish the significance of intervention and play-based learning for children. Stages of development reveal the need for monitoring, whereas play contributes significantly to cognitive development.
Mariana Dogaru
The key questions this study seeks to answer is what adequate digital competence is and how preschool teachers characterise young children’s adequate digital competence. A variety of frameworks and models have been developed to exemplify and characterise teacher’s digital competences. However, to date, there is hardly any study examining young children’s digital competencies in early childhood education. The data were collected through semi-structured interviews with 13 preschool teachers at seven preschools in the centre of Sweden and analysed using qualitative content analysis. The findings of the study show that children’s digital competence in early education is an increasingly complex notion which can be characterised by seven key aspects: To get better understanding and be familiar with digital technologies, To use digital technologies, To have a critical approach toward digital technologies, To have ethical media competences, To have problem-solving skills, To be producers, not just consumers, of digital technologies, and To dare trying digital technologies. This study, further, portrayed the digitally competent preschool teacher’s qualifications in order to fulfil preschool teachers’ complex task (i.e. educare) in children’s learning and development.
Davoud Masoumi, Maryam Bourbour
This study forecasts the life-cycle treatment effects on health of a high-quality early childhood program. Our predictions combine microsimulation using nonexperimental data with experimental data from a midlife long-term follow-up. The follow-up incorporated a full epidemiological exam. The program mainly benefits males and significantly reduces the prevalence of heart disease, stroke, cancer, and mortality across the life-cycle. For men, we estimate an average reduction of 3.8 disability-adjusted life years (DALYs). The reduction in DALYs is relatively small for women. The gain in quality-adjusted life years is almost enough to offset all of the costs associated with program implementation for males and half of program costs for women.
Jorge Luis García, James J. Heckman
The aim of this article is to create and present the one scientific upper title over the concepts of early childhood education and care, early childhood education, early education, and variable meanings and views of the already noticed today´s concepts of pedagogy, and other varying concepts that matters for focused discussion.The difference must be found especially between the fundamental concepts of education and pedagogy.Another basic task is to solve the connection between thinking and acting, and language and practice.The data consists of central literature focused on the mentioned main concepts.Methodologically, the study presents objective-hermeneutics.Both the reality with human´s activities, and language, texts, expressions and thinking, have been embraced to be constructive to form active multisystems.Methods belong to qualitative content and concept analyses of language and practice, thinking and acting, and systems thinking.Härkönen pedagogical systems theory has its part to do with this study but also it will be presented under scrutiny, earning new complements through this study.The context is mostly Finnish but at the same time international.
Ulla Marita Härkönen
Early childhood education (ECE) plays a crucial role in shaping the long-term cognitive, social, and emotional development of individuals. This article explores the impact of early childhood education on long-term outcomes, drawing on a comprehensive review of existing research. The findings indicate that high-quality ECE programs contribute significantly to improved academic achievement, higher educational attainment, and better economic prospects later in life. Moreover, children who participate in ECE are more likely to develop strong social skills, better emotional regulation, and lower rates of behavioral problems. The benefits of ECE are particularly pronounced for children from disadvantaged backgrounds, as these programs can help close the achievement gap and promote social equity. However, the long-term effectiveness of ECE is contingent upon the quality of the programs, including factors such as teacher qualifications, curriculum, and family involvement. The article also discusses the policy implications of these findings, emphasizing the importance of investing in high-quality ECE programs as a means of fostering long-term social and economic development. Overall, the evidence underscores the critical role of early childhood education in setting the foundation for lifelong success, making it a key area for policymakers, educators, and stakeholders to prioritize.
Deetje Josephine Solang, Muhammad Yunus, Bahrul Sri Rukmini et al.