Africa Knowledge Hub for Children

Peer-reviewed articleCrossref31 Dec 2023

Awareness and demand of early childhood teachers for development of a sustainable development-oriented early childhood promotion program

This study conducted a survey of 230 teachers in Busan to find out the perceptions and demands of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, and the results of the analysis with the SPSS 23.0 program are as follows. First, as a result of examining the perceptions of early childhood teachers about sustainable development education and early childhood personality education programs, the awareness and necessity of sustainable development education were high, and teaching and learning methods were high in terms of experience and difficulty in implementation. Next, the number of implementations of early childhood personality education programs was the highest every day (often), and the lack of data was high in difficulty. Second, as a result of examining the needs of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, it was found that the appropriate time was 20-30 minutes and the appropriate age was 5 years old, and the necessity of program development was very necessary.

Yeon Seung Lee, Jong-Myoung Park

DevelopmentKRRead at source

OtherCrossref11 Feb 2022

Supporting Young Children's Numeracy Development With Guided Play

Mounting longitudinal evidence demonstrates that young children's numeracy knowledge before kindergarten determines their mathematics achievement path in primary grades and high school graduation. Mathematics education and children's play do not have to be binary and compete for time in early learning and childcare learning environments. Indeed, researchers demonstrate that play and planned mathematical activities enrich one another and ultimately contribute to children's learning outcomes. Guided play, in which educators combine planned learning experiences with the child-directed nature of play, focuses on learning outcomes through adult scaffolding. This chapter synthesizes research on how play experiences can be an organic but powerful process for scaffolding and elevating young children's mathematical understanding in light of current evidence from early numeracy research. In the conclusion of this chapter, evidence-based recommendations are introduced for facilitating children's developing numerical competencies and activating existing knowledge through guided play.

Ozlem Cankaya

DevelopmentRead at source

OtherCrossref11 Feb 2022

The Importance of Investing in Early Childhood Development and the Role of Families

Efforts to reduce inequality and promote better learning outcomes will only be effective when they include a focus on early childhood development. Investments made early in childhood, a period when inequality gaps emerge, have the potential to provide a higher return on investment than at any other time during an individual's life. The basic skills acquired during the first five years of life are the foundation for important future skills. Whether or not a child attends formal childcare prior to schooling, the family is still the primary influence in a young person's life; a home environment lacking enrichment will lead to skills gaps that persist throughout a lifetime. This chapter makes the case that by starting early and providing support to parents and primary caregivers, there is the potential to promote social mobility and positive outcomes for children, their families, and ultimately, future generations in the aggregate.

Alison Baulos, James Heckman

DevelopmentRead at source

OtherCrossref31 Jan 2025

Gamification and Virtual Reality

This chapter examines the ways in which digital tools like virtual reality (VR) and gamification are changing how young children learn languages. In early childhood education, especially in language development, it highlights the growing significance of digital pedagogy. While virtual reality (VR) creates immersive learning environments that make language acquisition more contextual and dynamic gamification which turns lessons into enjoyable interactive games motivates kids and encourages deeper engagement. As it highlights the cognitive social and emotional advantages of digital play the chapter addresses the theoretical underpinnings of the use of these technologies. It also offers case studies and real-world illustrations of how gamification and virtual reality have been effectively incorporated into early childhood education settings. There is discussion of issues like teacher preparation and accessibility along with solutions to common problems.

Muhammad Usman Tariq

DevelopmentRead at source

Peer-reviewed articleCrossref17 Mar 2022

Development of Thematic Instructional Models Problem-Solving based Morals Integrated for Early Childhood

This study aims to develop an instructional model problem-solving based that integrated with morals. The method used modification between the Borg and Gall research model and Dick and Carey Instructional Design with four stages of development steps. The first stage is a preliminary study in the form of needs analysis, (2) the second stage is the planning stage of instructional model development, (3). The third stage is trial, expert evaluation and product revision, and (the fourth stage of model implementation. Participants in the study were 90 students. The finding of this study is that using a problem solving-based instructional model thematic can develop morals in early childhood. At the same time, the novelty is that the problem-solving strategy integrated moral development.

Nuraida ., Fasli Jalal, Rusmono .

DevelopmentPractitionerRead at source

Peer-reviewed articleCrossref28 May 2026

The cost of care: Payment delays and socioeconomic pressures facing early childhood development practitioners in South Africa

Early childhood development (ECD) practitioners are at core of care and overall well-being for children in ECD centers. Despite their importance, ECD practitioners’ psychosocial well-being is often overlooked in policy and research. While prior studies have documented challenges such as low pay and limited career progression, less attention has been given to the problem of delayed salary payments. This is an often overlooked form of economic insecurity that disproportionately affects women and household breadwinners. This study aimed to explore the interplay between salary payment and ECD practitioners’ work conditions, economic insecurity, and professional recognition. The cross-sectional, nationally representative Thrive by Five Index data collected in 2021 among 2288 ECD practitioners were analyzed. Data were analyzed at the univariate, bivariate, and multivariable levels. Using logistic regression, the outcome of the study was delayed salary payment. The findings showed that being a breadwinner significantly increased the likelihood of delayed salary payment (OR = 1.33, p = .009). Practitioners residing in large households (nine or more members) were also significantly more likely to report delayed salary payments (OR = 2.74, p < .001). Conversely, the presence of workplace support (OR = 0.65, p < .001) and access to special referrals and mentoring significantly reduced the odds of delayed salary payment. This study highlights that delayed salary payment among ECD practitioners is associated with poor working conditions, income insecurity, and lack of professional recognition. A coordinated, intersectoral community of practice involving government departments, ECD centers, and parents is essential. Such collaboration should focus on ensuring equitable access to ECD services and promoting supportive working environments. Importantly, the sector must move toward formalizing employment conditions , securing stable contracts, fair wages, and consistent payments for practitioners. Addressing payment delays is not only a labor rights issue but it is essential for delivering quality early learning and achieving equity in ECD.

Matshidiso Sello

DevelopmentZARead at source

Peer-reviewed articleCrossref21 Jun 2025

Neuroeducation as a Supportive Approach in Enhancing Social-Emotional Development in Early Childhood

This study aims to explore how neuroeducation plays a role in supporting early childhood social-emotional development as stress management, as well as increasing children's self-awareness in learning, and social communication skills with friends in the school environment. The study is based on the importance of social-emotional skills in early childhood, which can affect their ability to interact with peers and manage emotions. The research method used is a qualitative approach with a case study design, involving interview data collection techniques, observation, and documentation with a research analysis approach according to Miles and Huberman. The findings of the study indicate that the neuroeducation program successfully helps children manage stress, increase their self-awareness, and improve social communication skills. Children involved in the program showed improvements in managing emotions, speaking confidently, and interacting more positively with peers. This study is to provide empirical evidence regarding the effectiveness of neuroeducation in developing social-emotional skills in early childhood, as well as offering a practical approach that can be applied in early childhood education institutions to support children's holistic development.

Prengki Ade Candra

DevelopmentPractitionerRead at source

OtherCrossref20 Nov 2023

Accommodating Neurodiversity in Early Childhood Music Learning and Development

Abstract This chapter proposes practical foundations for a new approach to early childhood music learning and development (ECMLD), one that specifically foregrounds accommodating the needs and wants of children with autism spectrum conditions and other expressions of neurodiversity. The work’s coauthors have been collaborators on several neurodiverse music, research, and publication projects since 2009, at which time Mara Chasar was seven years old and a participant in the Music-Play Project, a program for children with autism spectrum conditions (ASC) and their families coordinated by Florida State University applied ethnomusicologist Michael Bakan. The centerpiece of the chapter is a prescriptive, pedagogical list: “Mara’s Ten Ideas for Accommodating Neurodiversity in ECMLD.” Following that list’s presentation, each of Mara’s Ten Ideas is explored individually through a dialogue-based narrative. The narrative follows Mara and Michael as they move progressively toward outlining an innovative pedagogical philosophy that privileges playful, neurodiverse, child-directed, open-ended, and improvisation-oriented group music-making.

Mara Chasar, Michael B. Bakan

DevelopmentParticipationRead at source

OtherCrossref12 Dec 2022

Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa

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.

Matshediso Rebecca Modise

ProtectionDevelopmentZARead at source

Peer-reviewed articleCrossref7 Sept 2023

Complexifying quality in early childhood contexts through a theory of quality ecologies

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.

Elise Hunkin, Susan Grieshaber

DevelopmentRead at source

Every report we find, newest first.

How to use the reports

Awareness and demand of early childhood teachers for development of a sustainable development-oriented early childhood promotion program

Supporting Young Children's Numeracy Development With Guided Play

The Importance of Investing in Early Childhood Development and the Role of Families

Gamification and Virtual Reality

Development of Thematic Instructional Models Problem-Solving based Morals Integrated for Early Childhood

The cost of care: Payment delays and socioeconomic pressures facing early childhood development practitioners in South Africa

Neuroeducation as a Supportive Approach in Enhancing Social-Emotional Development in Early Childhood

Accommodating Neurodiversity in Early Childhood Music Learning and Development

Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa

Complexifying quality in early childhood contexts through a theory of quality ecologies

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