This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.
This study aims to analyze the early childhood education development in the past in terms of the establishment history of an institution, the early childhood education development and implementation today and the early childhood education development in the future is seen based on the needs analysis and expectations of parents and educator. The study was conducted for 3 months from February to April 2019 at the Global Islamic School institution, on Jalan Raya Condet, East Jakarta. The research method is a qualitative approach with a case study strategy that aims to research natural object conditions, researchers act as key instruments, triangulation data collection techniques, inductive data analysis and qualitative research results emphasize more on meaning than generalization. The conclusion obtained is that the Global Islamic School combines two main concepts, namely the formation of the character of a Muslim with a global insight and combines the 4 concepts of the nature of the child, namely the heart, mind, exercise and feeling in helping children develop their potential and abilities.
Early childhood education plays a vital role in shaping children’s understanding of diversity and reducing biases. In an increasingly multicultural society, fostering multicultural awareness from an early age is essential for promoting inclusivity and empathy. This study explores how curriculum elements and classroom interactions influence young children’s awareness of diversity and bias reduction. Using a qualitative approach, data were collected through classroom observations, curriculum document analysis, and interviews with early childhood educators. The research examines the use of multicultural storybooks, diverse toys, and inclusive activities, as well as the role of teacher-child and peer interactions in encouraging positive attitudes toward cultural differences. The findings indicate that exposure to diverse cultural materials and teacher-led discussions significantly enhance children’s appreciation of diversity. Additionally, classrooms that actively promote inclusivity see reduced stereotyping and bias. The study provides practical insights for educators and policymakers, offering strategies to integrate multicultural content into curricula and foster inclusive, bias-free learning environments. These insights are valuable for those seeking to create more equitable early childhood education settings.
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.
