Play is an essential form of communication and learning for children, allowing them to reproduce their daily lives, develop reflection, autonomy and creativity. Through play, children face fears and insecurities, interact socially and build knowledge in a playful way. This study highlights the importance of playing in child development, showing that playful activities are fundamental to both mental and body development. In addition, play helps in socialization, respect for rules and development of imagination. Early childhood education should incorporate the playful as an integral part of the teaching process, promoting significant and pleasurable learning.
Elitânia da Silva, Clemilde Amaral Ramos, Maria Antônia da Silva Mendes et al.
Early childhood education (ECE) is pivotal for children's development, with Lev Vygotsky and Urie Bronfenbrenner's sociocultural theory stressing social interactions and family engagement. Sociocultural principles advocate for tailored learning within the Zone of Proximal Development (ZPD) and emphasize language's role in cognitive development. However, ECE faces challenges like funding shortages and staff turnover, exacerbated by the COVID-19 pandemic. Sociocultural theory suggests collaborative partnerships to address these issues, stressing educator-student and family-school connections. It also advocates for community involvement to bridge financial gaps and highlights the importance of professional development for teachers. Family participation is crucial, recognizing diverse family influences and educational styles. Sociocultural theory promotes inclusive practices accommodating diverse needs, temperaments, and learning styles, fostering creativity, problem-solving, and socialization in ECE settings. Early childhood education (ECE) is pivotal for children's development, with Lev Vygotsky and Urie Bronfenbrenner's sociocultural theory stressing social interactions and family engagement. Sociocultural principles advocate for tailored learning within the Zone of Proximal Development (ZPD) and emphasize language's role in cognitive development. However, ECE faces challenges like funding shortages and staff turnover, exacerbated by the COVID-19 pandemic. Sociocultural theory suggests collaborative partnerships to address these issues, stressing educator-student and family-school connections. It also advocates for community involvement to bridge financial gaps and highlights the importance of professional development for teachers. Family participation is crucial, recognizing diverse family influences and educational styles. Sociocultural theory promotes inclusive practices accommodating diverse needs, temperaments, and learning styles, fostering creativity, problem-solving, and socialization in ECE settings.
Background: Low immunization and discrepancies in data sources have been a consistent challenge in Afghanistan. The objective of this was to estimate the coverage of immunization status among children of 12–23 months in urban settings of 12 provinces plus Kabul, Afghanistan in 2019. Methods: A cross‐sectional survey was conducted in the capital of 12 cities of polio high‐risk provinces plus Kabul during October–December 2019. A two‐stage cluster sampling was used to approach 30 clusters and interview seven households. The coverage for 13 vaccines against 10 childhood diseases prioritized by the Afghanistan Immunization program was assessed through observation of vaccine cards or by history from caregivers of children. Epi Info v.7.2.5 was used for data management and analysis. Results: Totally, 3382 caregivers of children aged 12–23 months, of whom 50.8% were boys, were interviewed. The literacy of mothers was 35%, and 86.4% were housewives with no formal employment. The average age of children was 17.07 ± 4.05 months. In total, 1261 (37.29%) children were fully vaccinated, 833 (54.2%) were partially vaccinated, and 288 (8.52%) did not receive any dose of routine vaccine. Of total, 71.82% had vaccination cards, 17.24% had lost them, and 11% had no cards. Generally, coverage of immunization by cards and history was 91.70% for BCG, 52% for Penta, 78% for OPV‐4, 63% for PCV2, 61% for Rota2, 68.50% for measles 1, and 58% for IPV. Nangarhar and Kunar provinces have the highest and lowest immunization coverage, respectively. Lack of awareness and time was the main factor cited by partially vaccinated individuals, while misconceptions about vaccines were reported among the unvaccinated. Conclusion: Child immunization levels, varying across cities, were suboptimal in the study population. Realistic goal‐setting and awareness campaigns are necessary to address the low immunization coverage and fight against barriers in Afghanistan.
Khwaja Mir Islam Saeed, Shoaib Naeemi, Ruqia Naser et al.
At a time when national discourse in the USA centers the need for professionalization, regulation, and surveillance, this article emphasizes the ways in which neoliberal logics harm those working in early childhood education in the USA. While stakeholders at every level debate proposed solutions to the early childhood education crisis, largely related to furthering regulation, this article brings forward the voices of those doing the work and rejects the idea that neoliberal logics will lead us collectively away from a situation that they created. Guided by the tenets of critical qualitative inquiry, I use narrative inquiry to explore the stories of early childhood educators working in an underfunded, undervalued field. In this article, I highlight two resonant themes that spanned the participants’ narratives, which are related to the impacts of scarcity and surveillance in early childhood education spaces. Based on my findings, I make the claim that early childhood education professionals are strained by increased regulation and surveillance amidst an already toxic prevalence of scarcity of various forms, and that shifts to further regulate the field should consider the voices of the people working in these spaces.
Background: In developing countries various childhood diseases lead the morbidity, mortality and irreversible losses which can be prevented by proper vaccination. This study was conducted to analyse the changing trends of childhood vaccination in India and its impact on childhood diseases and mortality, the trends in coverage of each vaccine along with identification of geographical areas of concern. Materials and methods: NFHS data published by Government of India was analyzed to see the trends in vaccination coverage, female literacy, childhood diseases and under-five mortality, along with online database search for relevant literature. Results: Total vaccination coverage in India has reached to 76.4% as per NFHS- 5 data. Orissa stands at the top with 90.5% coverage while Nagaland at the bottom with 57.9% coverage. Prevalence of childhood diseases and under-five mortality has reduced overtime accountable to increase in vaccination coverage as one of the major factors for same. Conclusion: Despite improvement in total vaccination coverage, the goal of Intensified Mission Indra Dhanush of 90% coverage still remains unachieved. There is reduction in childhood disease and mortality rate, but the pandemic has adversely affected these advances. Therefore, immediate steps should be taken to gain the lost ground.
Shefalir Sheetal, Saransh Khanna, Shivam K. Shukla et al.
Background More and more research has recently focused on STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, especially early childhood education. To the best of our knowledge, no review studies have focused on theoretical frameworks, the details of learning activities, assessment methods, outcomes, and challenges that educators encounter in early childhood education (ECE) settings.Purpose This study reports a scoping review of the literature on the characteristics of STEAM in early childhood education, synthesizing empirical studies on STEAM in ECE to understand how STEAM has been taught at the ECE level and to inform future STEAM curriculum development.Methods The electronic databases used for the literature search included Scopus and Web of Science. A total of 26 articles on STEAM in early childhood education published from 2017 to 2023.Results and Conclusion This study analysed 26 articles and found that (1) most studies adopted the frameworks provided by global educational initiatives or more local educational policy frameworks to inform their research purpose and design for promoting STEAM to develop student’s learning skills; (2) most studies used technologically enhanced learning, followed by inquiry project-based learning; (3) the learning outcomes included knowledge gain, skill acquisition by children, and attitude changes by teachers and parents; (4) mixed-research designs were most commonly used, followed by qualitative designs; and (5) the significant challenges of STEAM education in ECE settings include limited pedagogical content knowledge, negative attitudes towards teaching STEAM, and insufficient teaching guidelines and resources. This study also provides recommendations for educators and future research directions for researchers.
Jiahong Su, Iris Heung Yue Yim, Rupert Wegerif et al.
Background National immunisation programmes globally are at risk of suspension due to the severe health system constraints and physical distancing measures in place to mitigate the ongoing COVID-19 pandemic. We aimed to compare the health benefits of sustaining routine childhood immunisation in Africa with the risk of acquiring severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection through visiting routine vaccination service delivery points. Methods We considered a high-impact scenario and a low-impact scenario to approximate the child deaths that could be caused by immunisation coverage reductions during COVID-19 outbreaks. In the high-impact scenario, we used previously reported country-specific child mortality impact estimates of childhood immunisation for diphtheria, tetanus, pertussis, hepatitis B, Haemophilus influenzae type b, Streptococcus pneumoniae , rotavirus, measles, meningitis A, rubella, and yellow fever to approximate the future deaths averted before 5 years of age by routine childhood vaccination during a 6-month COVID-19 risk period without catch-up campaigns. In the low-impact scenario, we approximated the health benefits of sustaining routine childhood immunisation on only the child deaths averted from measles outbreaks during the COVID-19 risk period. We assumed that contact-reducing interventions flattened the outbreak curve during the COVID-19 risk period, that 60% of the population will have been infected by the end of that period, that children can be infected by either vaccinators or during transport, and that upon child infection the whole household will be infected. Country-specific household age structure estimates and age-dependent infection-fatality rates were applied to calculate the number of deaths attributable to the vaccination clinic visits. We present benefit–risk ratios for routine childhood immunisation, with 95% uncertainty intervals (UIs) from a probabilistic sensitivity analysis. Findings In the high-impact scenario, for every one excess COVID-19 death attributable to SARS-CoV-2 infections acquired during routine vaccination clinic visits, 84 (95% UI 14–267) deaths in children could be prevented by sustaining routine childhood immunisation in Africa. The benefit–risk ratio for the vaccinated children is 85 000 (4900–546 000), for their siblings (<20 years) is 75 000 (4400–483 000), for their parents or adult carers (aged 20–60 years) is 769 (148–2700), and for older adults (>60 years) is 96 (14–307). In the low-impact scenario that approximates the health benefits to only the child deaths averted from measles outbreaks, the benefit–risk ratio to the households of vaccinated children is 3 (0·5–10); if the risk to only the vaccinated children is considered, the benefit–risk ratio is 3000 (182–21 000). Interpretation The deaths prevented by sustaining routine childhood immunisation in Africa outweigh the excess risk of COVID-19 deaths associated with vaccination clinic visits, especially for the vaccinated children. Routine childhood immunisation should be sustained in Africa as much as possible, while considering other factors such as logistical constraints, staff shortages, and reallocation of resources during the COVID-19 pandemic. Funding Gavi, the Vaccine Alliance; Bill & Melinda Gates Foundation.
Kaja Abbas, Simon R. Procter, Kevin van Zandvoort et al.
In this article, the authors discuss capabilities and ableism in early childhood education by drawing from the capabilities approach and ableism-critical perspectives. Both capabilities and ableism are relevant concepts for inclusive early childhood education but hold different analytical potentials as they differ in their genealogy and conceptualisation. While the exposure of ableism is a mode of criticism against ableist structures and oppression, the capabilities approach serves as a framework for a good life and opportunities for enablement. So far, these approaches have rarely been brought together. Based on a review of the literature and an exploratory analysis of selected early childhood education policy in Austria, the authors show that the capabilities approach and ableism offer complementary perspectives to the field. They first introduce the capabilities approach and ableism, highlighting their conceptual differences and parallels. Second, they focus on inclusive early childhood education as part of the broader field of inclusive education. Based on the existing literature, they illustrate how the capabilities approach and ableism offer analytical perspectives for early childhood education. Third, the authors contextualise early childhood education in an Austrian context and then present their analysis of cap/abilities in pivotal early childhood education policy documents. The findings are then clustered around the aspects of competences through early childhood education and the competences of early childhood educators , highlighting both enabling and excluding dimensions of cap/abilities. They conclude that by considering the capabilities approach and ableism together in the form of a cap/abilities continuum, it becomes possible to uncover the narrow ability expectations inherent in early childhood education and simultaneously explore the potentials of early childhood education for the development of capabilities from an ableism-critical perspective.
Abstract The rapid integration of artificial intelligence (AI) into early childhood education (ECE) presents transformative possibilities but raises urgent ethical challenges that demand immediate attention. This scoping review examines 42 studies to explore key ethical concerns in four interconnected areas: data privacy, impacts on child development, algorithmic bias, and regulatory frameworks. Findings reveal significant gaps in safeguarding children’s sensitive data, with inadequate protections against breaches, profiling, and misuse. Emotional AI tools, such as social robots and emotion-recognition technologies, offer novel learning opportunities but risk undermining relational learning and fostering overreliance, manipulation, or loss of autonomy. The lack of developmentally appropriate design in AI systems further exacerbates these risks, failing to align technological solutions with the unique needs of young learners. Algorithmic bias, driven by non-representative datasets, perpetuates systemic inequities, disproportionately affecting marginalized communities and eroding fairness. Regulatory frameworks are fragmented and inconsistent, often lacking provisions tailored to the vulnerabilities of children or mechanisms for global enforcement. To address these challenges, this study highlights the urgency of establishing global frameworks that prioritize transparency, data minimization, and cultural inclusivity. Engaging educators, parents, and children in participatory governance is essential to align AI design with developmental needs and uphold children’s rights. These findings underscore the need for immediate and sustained efforts to ensure that AI systems in ECE foster equitable and ethical learning environments, safeguarding the well-being of young learners while advancing innovation responsibly.
Saidatul Buang and colleagues report on collaborative efforts to introduce HPV vaccination in Malaysia and increase coverage Cervical cancer is the fourth most common cancer in women globally.1 Human papillomavirus (HPV) types 16 and 18 collectively cause 70% of cervical cancers and precancerous cervical lesions.1 The UN joint global programme on cervical cancer prevention and control includes HPV immunisation for girls as one of its three priorities at country level, together with screening and treatment for cervical pre-cancer, and diagnosis and treatment of invasive cervical cancer.2 In Malaysia, the age standardised cervical cancer rate is 7.8 per 100 000 females, making it the third most common cancer in women, with 4352 new cases reported for 2007-11.3 Malaysia’s HPV immunisation programme was introduced in 2010, within a healthcare system that has a credible track record (box 1, table 1). We present a case study of this programme and explore the role of multisectoral collaboration in achieving near universal immunisation of an estimated annual cohort of 250 000 13 year old girls. Box 1 ### Key facts about Malaysia #### Demographics4 #### Health7RETURN TO TEXT
Saidatul Norbaya Buang, Safurah Jaafar, Indra Pathmanathan et al.
