New interactive technologies in terms of smart mobile devices and accompanied applications (apps) attract an increasing attention in the field of preschool and early-primary education. This has risen a great amount of academic literature, and numerous implementation initiatives. Despite this widespread interest, successful integration of interactive technologies in preschool and early-primary education still faces unresolved issues and challenges. This paper refers mostly to smart mobile devices and their accompanied mobile applications (apps) at the device/platform level. Robotics, Mathematics, STEM and Literacy are discussed below, since these are the fields found to provide most opportunities in early childhood, especially promising to cultivate interests early in computing. The ultimate objective is to present a greater comprehension of the influence of new technologies on young children's learning procedure and its potential for early childhood education. The study ends up with a general analysis of the research findings and a short proposal for the extension of the under-study subject as well.
Immunisation is a cornerstone to primary health care and is an exceptionally good value. The 14 low-income and middle-income countries in the Middle East and North Africa region make up 88% of the region's population and 92% of its births. Many of these countries have maintained high immunisation coverage even during periods of low or negative economic growth. However, coverage has sharply deteriorated in countries directly impacted by conflict and political unrest. Approximately 1.3 million children were not completely vaccinated in 2017, as measured by third dose of diphtheria-pertussis-tetanus vaccine. Most of the countries have been slow to adopt the newer, more expensive life-saving vaccines mainly because of financial constraints and the socioeconomic context. Apart from the three countries that have had long-standing assistance from Gavi, the Vaccine Alliance, most countries have not benefited appreciably from donor and partner activities in supporting their health sector and in achieving their national and subnational immunisation targets. Looking forward, development partners will have an important role in helping reconstruct health systems in conflict-affected countries. They can also help with generating evidence and strategic advocacy for high-priority and cost-effective services, including immunisation. Governments and ministries of health would ensure important benefits to their populations by investing further in their immunisation programmes. Where possible, the health system can create and expand fiscal space from efficiency gains in harmonising vaccine procurement mechanisms and service integration; broader revenue generation from economic growth; and reallocation of government budgets to health, and from within health, to immunization.
Helen Saxenian, Nahad Sadr-Azodi, Miloud Kaddar et al.
Spain is a key member of the European Union, which stands out with its high enrollment rates and comprehensive early childhood education system among EU countries. Early childhood education (Educación Infantil, 0-6 years old) in Spain is a non-compulsory stage in the country’s education system. Over 95% of Spanish children start school at the age of 3, and the enrollment rate of children aged 3 to 5 is close to 100%. The study explores the unique features of early childhood education in Spain, emphasizing its internationalized educational framework, comprehensive educational objectives and content, relatively well-developed welfare system, as well as the emphasis on children’s foreign language proficiency and digital literacy, provide valuable insights for the development of early childhood education in other countries.
It is intended to carry out a tour about the influence of neuroscience in early childhood education. It is important that all teachers, especially those working with infants, can know the fundamental principles of neuroscience and how the brain learns; thus have sufficient resources for decision making in school classrooms. This research paper attempts to make an introduction about the topic to be addressed and its focus on early childhood education.
Abstract In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information about program quality and create both reputational and financial incentives for program improvement. However, we know little about whether these accountability reforms operate as theorized. This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS. Using a regression discontinuity design, we examine how assignment to a lower quality rating influenced subsequent outcomes of ECE programs. We find that programs responded to a lower quality rating with comparative performance gains, including improvement on a multi‐faceted measure of classroom quality. Programs assigned to a lower star rating also experienced enrollment declines, which is consistent with the hypothesis that parents responded to information about program quality by selectively enrolling away from programs with lower ratings. These effects were concentrated among programs that faced higher levels of competition from nearby providers.
This study determined 1) why the Jambi Province Early Childhood Education and Community Education have not been able to improve the quality of Early Childhood Education; 2) how is the management of the Jambi Province Early Childhood Education and Community Education Partnership in improving the quality of Early Childhood Education; 3) how is the quality improvement by Jambi Province Early Childhood Education and Community Education in Jambi Province; 4) how to manage Jambi Province Early Childhood Education and Community Education to improve the quality of Early Childhood Education. This research used descriptive qualitative method, with a phenomenological-naturalistic approach. Sampling was taken by purposive sampling. The results showed that Jambi Province Early Childhood Education and Community Education Jambi Province have implemented management to improve the quality of Early Childhood Education in Jambi by implementing quality management starting from planning, organizing, implementing and monitoring which refers to TQM in Education, but in the process and the results were not optimal and not yet able to provide consumer’s satisfaction.
BACKGROUND: Asia is a region that is rapidly urbanising. While overall urban health is above rural health standards, there are also pockets of deep health and social disadvantage within urban slum and peri-urban areas that represent increased public health risk. With a focus on vaccine preventable disease and immunisation coverage, this commentary describes and analyses strengths and weaknesses of existing urban health and immunisation strategy, with a view to recommending strategic directions for improving access to immunisation and related maternal and child health services in urban areas across the region. The themes discussed in this commentary are based on the findings of country case studies published by the United Nations Childrens Fund (UNICEF) on the topic of immunisation and related health services for the urban poor in Cambodia, Indonesia, Mongolia, Myanmar, the Philippines, and Vietnam. MAIN BODY: Although overall urban coverage is higher than rural coverage in selected countries of Asia, there are also wide disparities in coverage between socio economic groups within urban areas. Consistent with these coverage gaps, there is emerging evidence of outbreaks of vaccine preventable diseases in urban areas. In response to this elevated public health risk, there have been some promising innovations in operational strategy in urban settings, although most of these initiatives are project related and externally funded. Critical issues for attention for urban health services access include reaching consensus on accountability for management and resourcing of the strategy, and inclusion of an urban poor approach within the planning and budgeting procedures of Ministries of Health and local governments. Advancement of local partnership and community engagement strategies to inform operational approaches for socially marginalised populations are also urgently required. Such developments will be reliant on development of municipal models of primary health care that have clear delegations of authority, adequate resources and institutional capabilities to implement. CONCLUSIONS: The development of urban health systems and immunisation strategy is required regionally and nationally, to respond to rapid demographic change, social transition, and increased epidemiological risk.
John Grundy, Xiaojun Wang, Kunihiko Chris Hirabayashi et al.
Introduction: Psychomotricity is an area of knowledge that seeks to understand the relationships between the psyche (mind) and motor skills (body). Through it, we seek to understand how movement stimuli enable education to be effective for the integral development of the child and how this process occurs in Early Childhood Education. The objective is to present principles of a State of Knowledge on the influence of Psychomotricity on children's cognitive, affective and motor development, establishing pedagogical bases for its development in Early Childhood Education. Methods: This is a bibliographical research of the State of Knowledge type, through the exploration of databases, pointing out current issues and discussions, synthesis and analysis of concrete experiences of researchers through the results of their research. Results: Regarding the results, 10 texts were selected, produced from 2019 to 2024 and which generated two categories: 1) Affection and the human: foundations for a comprehensive education; and 2) Psychomotricity in education and its contribution to learning through motor, cognitive and affective development; and; 3) The importance of psychomotor activities for stimulating the body and movement. Conclusion: It was concluded that psychomotricity has clear links with the child's learning process and is necessary for the effective development of the child's motor, affective and cognitive development. However, from the perspective of the State of Knowledge, psychomotricity is an area that is currently little explored, but which has quality content and is of great importance for comprehensive education in Early Childhood Education.
CLARA BEATRIZ DE BRITO AMARAL, A. Z. B. de Souza, José Carlos de Sousa et al.
The teachings of Islam, the Qur'an has given guidance about how to prepare generation or a child as a trustee, to make him a human being who can carry out of Islamic law well. The article disscused of the educational process and the developmental needs of early childhood in islamic perspective. The researchers used a qualitative method by reviewing some of the previous findings with a coding system and in-depth analysis of each data. The collecting data used documentation, from online publication research. The researchers collected the data on online search publications, for instance Google Scholar, Science Direct, et all, specifically on articles published between 2010 and 2021. The result showed that several methods of Islamic education that be applied to educational activities for early childhood, for instance method by example, education by practice and practice, educating through games, songs, and stories, educating with targhib and tarhib, praise and flattery, instilling good habits.
This article is due to bibliographic research and aims to ask the questions about the socialization of children in early childhood education and, more specifically, to understand aspects of the social construction of the so -called “student craft” at this level of education. It was intended to unravel the relationships involving early childhood education, families, children and their socialization. Starting from the assumption that there is currently a tendency in society to anticipate the schooling of the child and that this is related to both the transformations of the senses of childhood and “being a child” and specific social conditions, such as forms of family configuration , the division of labor between the sexes, the role of women and their place in the sphere of production, as well as the properly economic pressures about families. The theoretical contribution of this study lies in the interface of childhood sociology with the sociology of education. Thus, it was possible to highlight their commitments to awaken in children early attitudes of discipline and certain habits and knowledge to prepare it for the school and social “future”.
José Edimario dos Santos Souza, Heloísa Tacyelle Santos Gomes, Aurineia Maria da Silva et al.
