This paper makes a case for developing a theory of quality ecologies in early childhood education and care, and presents our initial thoughts around how that might be done, including how it might create a space for further thinking, research and discussion. First, the politicised, positivist nature of dominant contemporary interpretations of quality is discussed, including our case for theoretical experimentation and diversification. Then, we discuss existing applications of ecologies theory in education research and the opportunities it presents, followed by our thinking so far around how it can be applied to critical theorisations of quality ecologies. Last, we outline our research program and what we envisage can be accomplished by a theory of quality ecologies in early childhood education.
Motor development is one aspect that must be considered in its development in early childhood. Motor development is often used as a benchmark to prove that children are growing and developing well. Motor development is something that talks about coordinated physical movements, so that in its development it takes a variety of appropriate stimulation for early childhood. Motor development is one of the most important factors in the development of the individual as a whole. Basically, this development develops in line with the maturity of the nerves and muscles of the child. Thus, every movement, no matter how simple, is the result of a complex interaction pattern of various parts of the system in the body that is controlled by the brain. The results of this study indicate that children who have good physical-motor development, when children are able to coordinate their body muscle movements optimally. Conducive environment, parenting patterns, nutritious food are factors that support children's physical-motor development, especially when they are still under the age of five (toddlers).
Al Ihzan Tajuddin, Ronald Dwi Ardian Fufu, Salmon Runesi
Abstract Background Early childhood education is considered as vital for the early childhood development (ECD) instead of scarcity of the relevant literature. This study aims to investigate the relationship between early childhood education and the early childhood development index (ECDI) in Bangladesh. Methods We analyzed data from 9,420 children (aged 3 and 4) extracted from the Multiple Indicator Cluster Survey conducted in 2019. The outcome variable considered was the Early Childhood Development Index, a composite index generated based on the responses to 10 items and categorized as children either developmentally on track (coded as 1) or not (coded as 0). Four domains of ECDI—physical, learning, emotional, and social well-being— were also considered as outcome variable. Attendance of the early childhood education program was the major exposure variable. The association between explanatory and outcome variables was determined using a multilevel logistic regression model, adjusting for potential covariates. Results Only one in every five children in Bangladesh was found to be enrolled in early childhood education. Non-participation in early childhood education was associated with a 44% lower likelihood (aOR, 0.56, 95% CI, 0.47-0.66) of positive ECDI compared to participation in early childhood education. Additionally, non-attendance of early childhood education, compared to attendance, was associated with lower odds in literacy-numeracy (aOR, 0.25, 95% CI, 0.21-0.28) and learning (aOR, 0.59, 95% CI, 0.45-0.77) domains of ECDI. Conclusion The findings provide evidence of the importance of early childhood education programs in ensuring early childhood development. This indicates the necessity of strengthening early childhood education programs in Bangladesh to ensure the overall well-being of children.
Holistic Integrative Early Childhood Development is a comprehensive and integrated service aimed at ensuring children possess the necessary abilities and receive their rights as children. This study aims to describe the model of Holistic Integrative Early Childhood Education (HI-ECE) services and the collaborative efforts between ECE institutions and relevant partners. The research adopts a qualitative phenomenological approach and was conducted in West Java Province, involving 50 schools and 12 key informants with experience in managing ECE institutions. Data collection techniques included structured interviews, observations, and documentation. Data analysis followed a qualitative process consisting of data collection, data reduction, data analysis, data display, and drawing conclusions. The results indicate that ECE institutions have made efforts to implement HI-ECE through five types of services: education, parenting, health, protection, and welfare. Partners involved in the development of holistic integrative early childhood programs include community organizations, health units, professional organizations, government agencies, and religious organizations. Therefore, the HI-ECE program needs to be continuously promoted so that children can enjoy their right to learn in a fun, safe, and joyful environment. Collaboration and support from relevant partners must be continuously pursued through programs that prioritize the needs and rights of young children.
Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.
This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.
Introduction: This study explores effective practices for promoting early childhood language development, focusing on the role of educators in supporting language acquisition among young learners. The research investigates various strategies and approaches used by educators to enhance language skills in early childhood settings. Methodology: Qualitative research methods were employed, including interviews, observations, and document analysis, to gather data from early childhood educators and stakeholders. Participants were selected from diverse educational settings, including preschools, daycare centers, and early intervention programs. Results/Findings: The findings revealed several effective practices for promoting early childhood language development, including creating language-rich environments, fostering responsive interactions, integrating play-based learning, implementing differentiated instruction, and enhancing family and community engagement. Future Direction: Future research should explore additional factors influencing early childhood language development, such as the role of technology and digital literacy skills. Longitudinal studies tracking children's language development over time can provide valuable insights into the long-term impact of early interventions. Moreover, research should examine the effectiveness of language interventions for children from diverse linguistic and cultural backgrounds, informing more inclusive and equitable language learning environments.
The development of emotional skills is essential for the integral growth of people, impacting their well-being, interpersonal relationships, academic and work success, resilience and ability to lead and collaborate. Promoting these skills from an early age has significant benefits, such as reducing behavioural problems and improving academic performance. Emotional education should be addressed both at home and at school. At home, an environment of open communication and mutual respect lays a solid foundation. At school, specific programs and activities integrated into the curriculum offer opportunities to learn about emotions. The use of games and stories facilitates emotional development in a safe environment. These strategies prepare children to face emotional challenges with confidence. Besides, educational institutions that promote social skills and teamwork not only prepare academically, but also promote emotional well-being and civic participation. However, effectively implementing these programs requires strong commitment from all members of the community.
Social media has a bad impact on young children if it is not supervised by parents. Viewings on social media such as TikTok, YouTube shorts and Instagram reels are not intended for children, so young children should not be allowed to access them. If young children access social media without being accompanied by parents or adults, it will have an impact on the development of the child's soul, character and habit of children continuing to watch shows on social media. The development of a child's soul is a good example for children because it is in the golden age stage where stimulation is good. In social media the regulations are not yet strict because many are not suitable for viewing by children, videos circulating on social media are simply uploaded without thinking about the negative impacts if accessed by children. The role of father and mother is very important for children who access the internet and social media, so they need to be supervised, limited to viewing appropriate to the child's age, and provided understanding and explanation when children watch social media by parents because at an early age, the critical stage for children is always asking about anything. Literature was obtained from Google Scholar, Mendeley, and references by the author. The publication documents used as references are based on the year 2020-2023.
