Peer-reviewed articleOpenAlex - Early Childhood
Equity as Praxis in Early Childhood Education and Care
"Equity as Praxis in Early Childhood Education and Care." Leadership and Policy in Schools, 21(2), pp. 415–416
Pamela Malins
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"Equity as Praxis in Early Childhood Education and Care." Leadership and Policy in Schools, 21(2), pp. 415–416
Pamela Malins
Early education has been an option in place for a long while. Loads of success has been credited towards our fellow early education programs. Early education programs don’t just focus on the child’s learning environment, but also emphasizes your child’s literacy, social, emotional, and physical development by laying the foundation. Early childhood education also supports the upbringing of actual morals, increased self-esteem, and the mentality for problem solving skills and conflict resolution. In addition, such programs like this support healthy physical development. It guides children to think with the goal of creating opportunities for themselves to excel in a safe, secured, clean and nurturing environment. You would think a program as successful as this that encourages our future young generation would already be required as a public policy, but it’s merely an option. Public policy refers to a policy made regarding certain issues addressed. What could be the issue then? Early education isn’t mandatory. Research has been done regarding the mandate of it, but nothing really has been done. I want to get to the bottom of this; looking at both the bad and the good. For the future generation to come, it is critical that we allow all children the opportunity to succeed with the mandate of early education.
Shade Ak
OBJECTIVE: Map the conceptual frameworks for programs addressing violence against children developed in primary health care. METHOD: This is a scoping review that followed the methodological recommendations of the Joanna Briggs Institute. A reference manager and qualitative analysis software were used for data management and analysis. RESULTS: 1,346 studies were pre-selected and analyzed. The final sample consisted of 24 studies, mostly published in the 2000s. Three strategic actions were identified in programs: Home Visitation, Children Exposed to Violence, and Parenting Development, most of them focused on the level of intervention. No study explained the conceptual frameworks guiding the programs. CONCLUSION: Mapped programs were well structured and essential for addressing domestic violence against children. They mainly adopted the multi-causal concept to understand the health-disease process, which was restricted to overcoming the contradictions of violence.
Cibele Monteiro Macedo, Emiko Yoshikawa Egry
The article is devoted to the urgent problem of preventing violence (bullying) in the family. The purpose and objectives of the article are to analyze the issue of preventing violence against children within families, to identify and characterize typologies of families where violence occurs, and to present data from a pedagogical experiment on the phenomenon under study. To address this issue and explore possible solutions, a range of methods was employed: analysis, synthesis, comparison, and generalization of theoretical sources in psychology, pedagogy, law, and sociology; review of documents related to the legal and regulatory framework; surveys, questionnaires, interviews, and discussions.In the process of theoretical understanding of the problem, the essence of the concept of “violence against children in the family” as a phenomenon was analyzed – physical, psychological, sexual violence or lack of education and care for children by parents; child abuse can include any act of violence, neglect, abuse, or failure, unwillingness, or inability to nurture that results in actual or potential harm to a child.The results of a survey of teenagers regarding their relationship with their parents, including the cruel treatment of parents to children, are presented.The characteristics of the typology of families where violence is committed against teenagers are determined: families with a low level of parents’ psychological and pedagogical culture, their social skills, families with conflictual family relationships, problematic parent-child relationships, powerful and authoritarian families, families where parental skills and feelings are underdeveloped, parents’ negative attitude towards others and inadequate social expectations towards the child, emotional and physical isolation of the family, maternal derivation.The conclusions underscore the pivotal role of the audience in working with families where parents use violent methods of upbringing towards teenagers. It is crucial to shift the emphasis to solving the following issues: constant monitoring of families where children are abused; raising parents’ awareness of violence and its consequences for children; awareness of parents’ responsibility for raising children in the family; raising the level of legal culture, knowledge of legislative norms; improving the ability of effective communication between parents and teenagers; definition of goals, which will be provided by the strategy of organizing an effective partnership with the family of a specific educational institution; forming a non-violent model of behaviour and resolving conflicts peacefully; involvement of social pedagogues, psychologists, social services, juvenile prevention workers in working with parents to prevent and overcome violence against teenagers.The article’s practical significance is that its materials can be used to organize educational work in institutions of general secondary education and out-of-school education. They can potentially inspire positive change in the field of child welfare, offering hope to scientists, graduate students, and students.
Тетяна Федорченко
Age 0-6 years is a golden period/golden age. In this age range, a child’s brain is like foam which has a high absorption. The right stimulus is the main foundation of its development. One of the right stimulations aside from family for early childhood through Early Childhood Education with the Montessori method. In Early Childhood Education with the Montessori method, children will be given educational services and their rights to grow and develop. The Montessori method has 6 main areas, namely practical life, sensory, mathematics, language, art, and culture. Basically, the Montessori method is already a concept, but it is still too abstract to be directly applied to buildings, so it requires architectural design methods and approaches. The six areas will be applied directly to the building through spatial elements so the design method used is the direct analogy method. This method is used so that children can have direct experience when they interact with their surroundings (experiential). In addition, the Montessori method implements a hands-on-learning system so the children experience it directly. Therefore, a suitable approach is an experiencing architecture.
Putri Indrayanti Fajrin, Dahliani Dahliani
The integration of Artificial Intelligence (AI) into early childhood education presents new opportunities and challenges in fostering cognitive, social, and emotional development. This theoretical discussion synthesizes recent research on AI’s role in personalized learning, educational robotics, gamified learning, and social-emotional development. The study explores theoretical frameworks such as Vygotsky’s Sociocultural Theory, Distributed Cognition, and the Five Big Ideas Framework to understand AI’s impact on young learners. AI-powered personalized learning platforms enhance engagement and adaptability, while robotics and gamification foster problem-solving and collaboration. Additionally, AI tools support children with disabilities, promoting inclusivity and accessibility. However, ethical concerns related to privacy, bias, and teacher preparedness pose challenges to effective AI integration. Furthermore, the long-term effects of AI on children’s social skills and emotional intelligence require further investigation. This theoretical discussion emphasizes the need for interdisciplinary collaboration to develop AI-driven educational strategies that prioritize developmental appropriateness, equity, and ethical considerations. The findings highlight AI’s potential as a transformative educational tool, provided it is implemented thoughtfully and responsibly. The paper aims to address the following research question: How can artificial intelligence (AI) be meaningfully and ethically integrated into early childhood education to enhance learning, while preserving developmental and relational values?
Silvia Cimino, Angelo Giovanni Icro Maremmani, Luca Cerniglia
BACKGROUND: Violence against children (VAC) in the home, or by household members, is a widespread problem with devastating and costly consequences for individuals and societies. In the past two decades, much research has been dedicated to the prevention of VAC in the home, in particular, in low- and- middle-income countries, but there are few systematic examinations of the growing body of literature. We present a protocol for an overview of reviews to synthesize the evidence from recent reviews on the effectiveness and characteristics of both universal and selective interventions to prevent VAC in the home or by household members. METHODS: We will conduct an overview of reviews of quantitative studies of universal and selective interventions to prevent VAC in the home published after 2000. Our outcomes will be VAC in the home (e.g., physical, sexual, or psychological violence or neglect) and drivers or direct risk factors for VAC (e.g., beliefs or attitudes towards VAC, parenting stress). We will search for reviews in multiple databases using controlled vocabularies and keywords. We will use the AMSTAR 2 to assess the quality of reviews and will extract information on outcomes, main results, and geographic distribution of primary studies, among other data. We will conduct a narrative synthesis of the findings. DISCUSSION: The proposed overview will provide timely evidence on effective strategies to prevent VAC in the home and will identify the key strengths and limitations of the current body of evidence on this topic. In doing so, we will inform future research, policy, and practice aimed at building effective strategies to prevent VAC globally. SYSTEMATIC REVIEW REGISTRATION: PROSPERO CRD42022304784.
Jorge A. Cuartas, Dana Charles McCoy, Hirokazu Yoshikawa et al.
This study investigates the relationship between socio-economic status and early childhood education among children aged 2–5 years in Emuoha Local Government Area of Rivers State, Nigeria. The findings reveal a significant linear relationship between family income and access to early childhood education, highlighting income as a critical determinant of educational opportunity at the foundational level. However, the study finds no significant relationship between mothers’ employment status and early childhood education outcomes. The research underscores the urgent need for inclusive government policies that guarantee equitable access to quality early childhood education irrespective of socio-economic background.
Patience Gontor
BACKGROUND: Coronavirus disease 2019 (COVID-19) and related isolation measures have substantial adverse economic, social, and psychological consequences and expose children to increased risk of violence. The present study aimed to investigate the impact of the COVID-19 pandemic on violence against children in Egypt. METHODS: An online survey, in Arabic, was disseminated during the period from 9 to 13 April 2020, to parents of children who were up to 18 years old residing in Egypt, selected using a snowball sampling technique, during the period from 25 March to 8 April during the implementation of the nationwide compulsory isolation measures against COVID-19 (25 March to 8 April 2020). The survey covered three areas: socio-demographic data, psychological impact measured using the Impact of Event Scale-Revised (IES-R), and violence against children during the past 2 weeks measured using a modified parent-report of a child abuse screening tool (ICAST-P) developed by the International Society for the Prevention of Child Abuse and Neglect. RESULTS: Out of 1118 completed survey responses, 90.5% of children were subjected to violent discipline, 88.7% experienced psychological aggression, and 43.2% encountered severe physical punishment. Approximately 60% of respondents reported a moderate-to-severe psychological impact (IES-R scores ≥ 33), which was associated with a higher rate of violent discipline (OR: 9.3; 95% CI: 5.37-16.027; p < 0.001). CONCLUSIONS: This is the first study in Egypt to provide evidence on the association of COVID-19 pandemic, its psychological impact, and increased rates of violence against children. Effective multilevel strategies are urgently required to protect children from violence and its catastrophic consequences during the continually evolving COVID-19 pandemic.
Seham Abokresha, Elsayed Abdelkreem, Rasha Abd Elhameed Ali
INTRODUCTION This research was conducted at a local preschool located in Calamba City. It examined paternal involvement through father's participation in nine school activities for the school year 2016 -2017. METHODS The study was qualitative and employed a case study approach. Respondents answered survey-questionnaires. Twelve fathers were randomly selected from each category for a focus group discussion about their fathering perspectives and paternal involvement. From the pool of 62 fathers, 24 were identified as highly-participative, 20 were mid-participative and 18 were least participative. The activities that the fathers prefer or least preferred, and the factors they perceive that influence paternal involvement were identified. RESULTS The results suggest that fathers prefer activities that are family-oriented instead of those that require parental participation alone. Other characteristics, even from the mother and child such as age, educational attainment, employment status, sex, and age also influence paternal participation. It was found out that younger fathers who are employed with at least a college degree were more participative. Moreover, these fathers were more likely to be participative when their children are female from age 3 to 4. The majority of the father's reasons for non-involvement were issues about work, conflict in schedule and income while their reasons for involvement were topped by love and support for their child and feeling of responsibility. DISCUSSIONS It is recommended for the school to have activities on the weekend, integrate fathers with lessons and curriculum topics, conduct educational seminars and engage the parents in decision-making. Future researchers can address the limitations of the study such as husband and wife relationship and mothers' perspectives in relation to paternal involvement in early childhood education. Furthermore, it is also suggested that the study be conducted with more participants and bigger schools to capture a more in-depth review of Filipino parents' responses in a local early childhood education setting.
Wichelle Pearl Destura