For more than two decades, the private sector in the Sudan (henceforth, Sudan), including non-governmental organisations and for-profit providers, has played a key role in delivering immunisation services, especially in the conflict-affected Darfur region and the most populated Khartoum state. The agreements that the providers enter into with state governments necessitate that they are licenced; follow the national immunisation policy and reporting and supervision requirements; use the vaccines supplied by government; and offer vaccinations free-of-charge. These private providers are well integrated into the states' immunisation programmes as they take part in the Ministry of Health immunisation trainings and district review meetings and they are incorporated into annual district immunisation microplans. The purpose of this article is to describe the private sector contributions to equitable access to immunisation services and coverage, as well as key challenges, lessons learned and future considerations. Fifty-five per cent of private health facilities in Sudan (411 out of 752) provide immunisation services, with 75% (307 out of 411) based in Khartoum state and the Darfur region. In 2017, private providers administered around 16% of all third doses of pentavalent (diphtheria, pertussis, tetanus, hepatitis B and Haemophilus influenzae type b) vaccines to children. Private health providers of immunisation services have especially been critical in filling the gaps in government services in hard-to-reach or conflict-affected areas and among marginalised populations, and thus in reducing inequities in access. Through its experience in engaging the private sector, Sudan has learned the importance of regulating and licencing private facilities and incorporating them into the immunisation programme's decision-making, planning, regular evaluation and supervision system to ensure their compliance with immunisation guidelines and the overall quality of services. In moving forward, strategic engagement with the private sector will become more prominent as Sudan transitions out of donors' financial assistance with its projected income growth.
Technology education has become increasingly important during the last few decades. Previous studies, however, have paid insufficient attention to technology education for young children aged 3–8 years, compared to research in other age groups. This study presented a comprehensive overview of technology education in early childhood education studies, including curriculum, tools, research methods, and learning effects. The study found that technology education in ECE has grown fast as a result of technical breakthroughs, greater research funding, and increasing international interest in this field. Based on a systematic review approach, we confirmed the research focused on themes such as curriculum, robotics, programming, attitudes, and opinions between 2003 and 2021. This review examined 25 research papers on technology education in early childhood education. This study also indicated that future research directions, including comparing robot learning to traditional learning, using robots to improve students’ skills, thinking and problem-solving abilities, and assessing the effectiveness of using robots in learning and teaching. This study offers a holistic view of technology education research in early childhood education and provides future researchers with directions.
INTRODUCTION: Like many countries globally, childhood immunisation coverage is below government targets in the Philippines and has worsened during the COVID-19 pandemic, leading to outbreaks of vaccine-preventable diseases. This study aimed to identify the social and behavioural drivers of routine childhood immunisation and preferred caregiver information sources to improve uptake in the Philippines. METHODS: A quantitative, cross-sectional study, as part of a larger mixed-methods study, was undertaken in three regions in the Philippines with low immunisation coverage in 2023. Data on Behavioural and Social Drivers (BeSD) of immunisation, preferred information sources and vaccination status of children under 5 years were collected, analysed and reported according to the WHO BeSD framework. RESULTS: The study included 653 caregivers and 950 children, with 65% of children fully immunised, 31.8% partially immunised and 2.5% being zero-dose or having received no vaccines. Key reasons for complete vaccination included the protection vaccines offer, healthcare worker recommendations and vaccines being free of charge. For partial vaccination, top reasons were intercurrent illness, inaccessible vaccination sites and parental belief that the child was too young to receive vaccines. The most common reason for non-vaccination was also intercurrent illness. The predictors of complete vaccination were older age of caregivers (46-59 years) (prevalence ratio (PR)=1.29; 95% CI 1.12 to 1.48) and low concerns about vaccine safety (PR=1.13; 95% CI 1.03 to 1.25). Other Christian denominations, compared with Catholics, were less likely to have fully immunised children (PR 0.82; 95% CI 0.69 to 0.97). Preferred vaccine information sources included the Department of Health, healthcare workers and mass media. CONCLUSIONS: We found that only 65% of children were fully immunised in 2023, with both access and acceptance factors impacting uptake of routine childhood vaccines. Improving service accessibility and education of healthcare workers on vaccine safety and effectiveness and more targeted messaging from health authorities and mass media about the benefits of vaccination could increase uptake in the Philippines, with learnings from this study applicable globally.
Paulyn Jean Acacio-Claro, Maria Margarita M Lota, Evalyn Roxas et al.
Emotions can either help or hinder students’ learning. This is especially true in early childhood education. This article analyzes data on how two early childhood teachers account for students’ emotions in their teaching, a process we call “emotional scaffolding.” These teachers use emotional scaffolding for three main instructional purposes: 1) to create an emotional climate in their classrooms; 2) to manage students’ excitement levels; and 3) to maintain students’ interest in classroom learning. This article differentiates emotional scaffolding within instruction in early childhood education from other uses of the label found in the literature. Lastly, the article suggests a framework for researchers to use to analyze emotional scaffolding in early childhood classrooms.
With the rapid technological development of society brought on by Artificial Intelligence (AI), the demand for AI-literate workers will increase in the future. It is critical to develop the next generation's AI competencies and educate them about how to work with and use AI. Previous studies on AI were predominantly focused on secondary and university education; however, research on the Artificial Intelligence curriculum in early childhood education is scarce. Due to the lack of conformity on the standardisation of AI curriculum for early childhood education, this study examines the AI curriculum for kindergarten children using the framework which consists of four key components, including (1) aims, goals, objectives, or declarations of outcome, (2) subject matter, domains, or content, (3) methods or procedure, (4) evaluation and assessment. We recommend that AI literacy be achieved by three competencies: AI Knowledge, AI Skill, and AI Attitude. The employment of a social robot as a learning companion and programmable artifact was proven to be helpful in assisting young children in grasping AI principles. We also discovered which teaching methods had the most greatest influence on students' learning. We recommend problem-based learning for future AI education based on the findings.
BACKGROUND: Despite investments by the Nigerian government and international organisations in childhood immunisation to combat child mortality, coverage in many northern states remains below the national average, thereby increasing the risk of vaccine-preventable diseases. This paper examines the barriers to immunisation in six states in northeast and northwest Nigeria, which have the lowest vaccination coverage rates in the country. METHOD: We conducted 24 focus group discussions (FGDs) with mothers/caregivers and community influencers who collaborate with health workers to provide routine immunisation. The socio-ecological framework informed the design of the FGDs. We thematically analysed inductively and deductively coded data on NVivo version 12. RESULTS: Barriers to immunisation uptake included: Individual and interpersonal level - limited female mobility, adverse events after immunisation; community level - misconceptions and myths about vaccines, religious beliefs and norms, health provider-patient gender discordance, mistrust of immunisation; system level - poor health worker attitude, ineffective documentation of immunisation appointments, distance to health facilities, inadequate human resource capacity at health facilities, vaccine supply shortages, and lack of incentives. CONCLUSION: This study highlights the intricate barriers to immunisation uptake in northern Nigeria. Key recommendations include engaging male caregivers through tailored social and behavioural change initiatives and capacity building for health workers to improve their counselling skills on vaccine side effects. Findings from the study provide valuable insights for policymakers and programme implementers. Implementing these interventions can tackle ongoing challenges and improve routine immunisation in these states.
Eno-Obong E. Etim, Angela Odiachi, Leanne Dougherty et al.
Game-based learning has gained popularity in recent years as a tool for enhancing learning outcomes in children. This approach uses games to teach various subjects and skills, promoting engagement, motivation, and fun. In early childhood education, game-based learning has the potential to promote cognitive, social, and emotional development. This systematic review and meta-analysis aim to summarize the existing literature on the effectiveness of game-based learning in early childhood education This systematic review and meta-analysis examine the effectiveness of game-based learning in early childhood education. The results show that game-based learning has a moderate to large effect on cognitive, social, emotional, motivation, and engagement outcomes. The findings suggest that game-based learning can be a promising tool for early childhood educators to promote children's learning and development. However, further research is needed to address the remaining gaps in the literature. The study's findings have implications for educators, policymakers, and game developers who aim to promote positive child development and enhance learning outcomes in early childhood education.
Augmented Reality has been widely used in various level of education such as higher-level education, secondary education (lower/upper secondary level), primary education, and in informal learning.However, the implementation in early childhood education is still limited.By using library research methodology, the objective of this paper is to investigate the existing work of augmented reality in early childhood education between 2009-2018.Based on the results, it shows that the publication of augmented reality in early childhood education increased slowly within these past ten years.It has been found that the main advantage of augmented reality is to enhance motivation.Early literacy has been found to be the most used topic with sampling less than 30 children.Finally, 'Marker-based' augmented reality has been widely used with mobile devices and in term of data collection methods, 'Test' has been used the most in this field of research.
Child immunisation is regarded as one of the most essential public health interventions for reducing morbidity and mortality among children. Despite several public healthcare initiatives, a considerable proportion of children are yet to be covered under vaccination service in India. This study attempts to examine the association between maternal exposure to intimate partner violence (IPV) and childhood immunisation in India. Data were drawn from the fourth round of the National Family Health Survey (NFHS-4), conducted in 2015–16. Bivariate and multivariate logistic regression models were employed to assess the associations. About 65% of sample children aged 11–23 months were fully vaccinated. After adjusting for socio-demographic factors, women’s exposure to emotional IPV was significantly associated with a lower likelihood of full immunisation (adjusted odds ratio [AOR]: 0.74, 95% confidence interval [CI]: 0.61–0.90) among children. However, physical and sexual IPV had no significant association with childhood immunisation status in the adjusted analysis. The findings suggest preventive measures against domestic violence to reduce the risk of poor child healthcare services. Furthermore, efforts should be taken for effective reproductive and child healthcare programmes, especially among socio-economically vulnerable women and children, to improve child vaccination coverage.
The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years (“Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity” or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized.
Jackie Marsh, Elizabeth Ann Wood, Liz Chesworth et al.
