Research on professional learning communities (PLCs) in early childhood education (ECE) contexts is still relatively rare and little is known about how such communities can be established and embedded. This article reports findings from research into the sustainability of professional learning communities in New Zealand’s early childhood sector and in particular, what factors affected sustainability and how changes in teacher practices were supported. The study found enablers to the establishment and sustenance of PLC in the ECE sector to be: clear membership and effective induction for new members; a shared focus, commitment and research orientation; clarity of roles including leadership roles; opportunities for dialogue and deprivatisation of practice and stimulus of new ideas.
BACKGROUND AND OBJECTIVES: The displacement of populations due to humanitarian emergencies has an adverse impact on the global elimination of vaccine-preventable diseases. However, the level of immunisation coverage among Rohingya refugee children remains unknown. Therefore, this study investigated immunisation coverage and its determinants among Rohingya refugee children in Malaysia. METHOD: A cross-sectional study was conducted from September to November 2020 among the guardians of 243 Rohingya refugee children studying under the sponsorship of the King Salman Humanitarian Aid and Relief Center, Malaysia. RESULTS: Among the 243 children, 90 (37%) were unimmunised, 147 (60.5%) were partially immunised and only 6 (2.5%) were fully immunised. The country of child's birth, the child's age and access to healthcare services were significantly associated with unimmunisation (all P<0.05). DISCUSSION: This study found low immunisation coverage among Rohingya refugee children in Malaysia. Given the low level of coverage, a public health intervention, such as a vaccination program, for this refugee population is necessary.
Hanan Al-Haroni, AbdulRahman Muthanna, Mohd Nasir Mohd Desa et al.
This study aims to describe the implementation of ethical considerations and professional responsibilities of educators in early childhood education. This research was conducted about 3 months at the end of the odd semester of the 2024/2025 school year at Dharma Wanita 2 Sawahan Kindergarten, Trenggalek, East Java, using a qualitative approach with a case study design. Data collection techniques include in-depth interviews, participatory observations, and school documentation, which are thethematically analyzed through data condensation, categorization, and conclusion drawn. The validity test of the data was carried out by member checks and extension of observations. The results of the study show that educators consider ethics reflectively by prioritizing the comfort, rights, and needs of children in the learning process. Teachers' professional responsibilities are reflected through open communication with parents, an empathetic attitude towards children, and dialogical problem solving. The applicable code of ethics not only serves as a written rule, but is also manifested in the school culture built through the example and support of the principal. This study recommends the integration of professional ethics materials into the Early Childhood Education teacher education curriculum and the strengthening of real-case based training so that teachers are able to make ethical decisions in daily practice. These findings are expected to be a reference for other Early Childhood Education institutions in forming an education system based on moral values and professional
Wazabrilla Artha Magnesya, Imron Arifin, Yudithia Dian Putra et al.
The COVID-19 pandemic interrupted immunisation programs globally, undoing previous progress that had brought vaccine-preventable diseases under significant control. This research investigated how the pandemic influenced the uptake of routine child immunisation services in South Africa. A qualitative study was carried out through in-depth interviews with 51 parents or caregivers of children under five who had missed or postponed one or more scheduled immunisation doses between 2020 and 2022. Addi
Mokhantšo Makoae, Tholang Mokhele, Inbarani Naidoo et al.
The Early Childhood Education Report 2017 is the third assessment of provincial and territorial frameworks for early childhood education in Canada. Nineteen benchmarks, organized into five equally weighted categories, evaluate governance structures, funding levels, access, quality in early learning environments and the rigour of accountability mechanisms. Results are populated from detailed provincial and territorial profiles developed by the researchers and reviewed by provincial and territorial officials. Researchers and officials co-determine the benchmarks assigned. We are pleased to welcome Nunavut and Yukon as new participants in this edition. This website includes the profiles for each jurisdiction, including the federal government, plus the methodology that shapes the report, references, charts and figures and materials from past reports.
BACKGROUND: The condition known as 22q11 microdeletion syndrome has a broad phenotypic spectrum, with many affected individuals experiencing mild-to-moderate immunodeficiency. Currently, there are significant variations in live vaccine practices and immunological testing prior to live vaccine administration due to safety concerns and limited established guidelines. METHODS: Queensland Children's Hospital (QCH) Child Development Unit, offers a state-wide 22q11 microdeletion clinic. This is a retrospective single-centre review, capturing the majority of children with 22q11 microdeletion in Queensland, Australia. We describe the live vaccination status of 134 children, age 0 to 18 years under our care between 2000 and 2018, adverse events following immunisation (AEFI) and the proportion of children who received additional pneumococcal coverage. An immunological investigation pathway prior to live vaccine administration is proposed. RESULTS: Of the 134 children, 124 were eligible for live vaccinations as per the Australian National Immunisation Program: 82% had received dose one of measles, mumps and rubella (MMR) vaccine, 77% had completed MMR dose two and 66% had completed varicella immunisation. There were no AEFI notifications reported. Of the total sample of children, 18% received a fourth dose of conjugate pneumococcal vaccine (Prevenar 7 or 13) and 16% received a dose of Pneumovax 23 from 4 years of age. Immunology workup practices were demonstrated to vary widely prior to live vaccine administration. Most patients' immune profiles were consistent with mild-to-moderate immunodeficiency. CONCLUSION: We propose an immunological investigation and vaccination pathway with the aim of providing guidance and consistency to clinicians caring for children with 22q11 microdeletion.
Angela Berkhout, Kahn Preece, Vanil Varghese et al.
This literature review explores the impact developmentally appropriate practices (DAP) have on social emotional awareness in early childhood education. Guidelines for DAP were developed over 30 years ago and have been greatly debated amongst early childhood educators, administration, and policymakers ever since. This literature review consists of scholarly based articles and information from reliable sources to take a detailed look at how developmentally appropriate practices impact early childhood education and social emotional development of young children.
Abstract Background Nigeria has a high proportion of the world’s underimmunised children. We estimated the inequities in childhood immunisation coverage associated with socioeconomic, geographic, maternal, child, and healthcare characteristics among children aged 12-23 months in Nigeria using a social determinants of health perspective. Methods We first conducted a systematic review focused on inequities in childhood immunisation in low- and middle-income countries to identify the social determinants of childhood immunisation. To identify inequities in basic vaccination coverage in Nigeria (1-dose BCG, 3-dose DTP-HepB-Hib (diphtheria, tetanus, pertussis, hepatitis B and Haemophilus influenzae type B), 3-dose polio, and 1-dose measles) of 6,059 children aged 12-23 months using the 2018 Nigeria Demographic and Health Survey, we conducted multiple logistic regression to analyse the association of basic vaccination with these determinants. Results We identified social determinants of immunisation: household wealth, religion, and ethnicity (socioeconomic characteristics); region and place of residence (geographic characteristics); maternal age at birth, maternal education, and maternal household head status (maternal characteristics); sex of child, and birth order (child characteristics); antenatal care and birth setting (healthcare characteristics). While basic vaccination coverage was 31% (95% CI: 29–33), 19% (95% CI:18–21) of children aged 12-23 months had received none of the basic vaccines. After controlling for background characteristics, there was a significant increase in the odds of basic vaccination by household wealth, antenatal care, delivery in a health facility, maternal age and maternal education. Children of Fulani ethnicity in comparison to children of Igbo ethnicity had lower odds of receiving basic vaccinations. Conclusions Children from the poorest households, of Fulani ethnicity, who were born in home settings, and with young mothers with no formal education nor antenatal care, were associated with lower odds of basic vaccination in Nigeria. Basic vaccination coverage is below target levels for all groups and we recommend a proportionate universalism approach for addressing the immunisation barriers.
Sarah V Williams, Tanimola Makanjuola Akande, Kaja Abbas
Early Childhood Education (PAUD) plays a strategic role in shaping the foundation of a child's complete personality, including character values such as empathy and discipline. This study aims to describe the process of instilling these values through a contextual, natural, and participatory learning approach. Using descriptive qualitative methods, this study involved teachers, principals, and parents from several PAUD institutions in Indonesia. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. The results showed that the value of empathy was instilled through storytelling, role-playing, and social interactions that build children's emotional awareness, while discipline was developed through habituation, classroom rules, and a reflective approach. Furthermore, collaboration between teachers, principals, and parents proved crucial in creating a consistent character education ecosystem. This study also identified challenges in implementing character education, such as differences in children's backgrounds, limited learning media, low parental participation, and teacher readiness. The success of instilling values is greatly influenced by an understanding of social dynamics and the application of natural, developmentally appropriate learning. This study confirms that character education from an early age must be carried out holistically, adaptively, and sustainably, in order to form a generation that is empathetic, independent, and responsible.
Early childhood represents a critical developmental period during which fundamental psychological processes are established and shaped through interactions with educational and social environments. This study examined student psychology in early childhood education through a qualitative literature review that synthesized evidence from educational psychology, child development, and early childhood education research. Data were obtained from peer reviewed journal articles, scholarly books, and academic publications selected according to their theoretical and empirical relevance. The analysis employed qualitative content analysis involving literature identification, screening, coding, thematic synthesis, and interpretation. The findings indicate that psychological development is influenced by interconnected factors encompassing supportive developmental environments, meaningful learning experiences, and adaptive responses to changing educational contexts. Family and educational environments contribute to cognitive, emotional, and social development, while engaging learning approaches strengthen motivation, autonomy, creativity, and socioemotional competence. The review also highlights the growing importance of psychological adaptation in response to educational disruptions, digital learning environments, technological innovation, and emerging instructional challenges. These findings suggest that effective early childhood education requires an integrated psychological framework that supports holistic development, learning engagement, wellbeing, and educational resilience in contemporary learning environments.
