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.
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.
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.
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.
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.
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.
