Since 2019, China has endorsed a series of initiatives supporting the training of early childhood education teachers. With numerous higher vocational institutions introducing early childhood education programs, there is a growing interest in assessing the effectiveness of short-term training. This study investigates the efficacy of early childhood education training methods by conducting a satisfaction survey among students. It examines the interconnections between effectiveness and political, economic, and cultural factors. Employing a questionnaire survey approach, participants include undergraduate students majoring in early childhood education, interns, teachers in early childhood education institutions, and university faculty members.
Digital storytelling is recognized as a powerful pedagogical tool for fostering language development, creativity, and narrative skills in early childhood. However, the effective integration of Digital storytelling into early childhood education often requires specialized tools that are both developmentally appropriate and easy for educators to use. This digital storytelling prototype can be an interesting learning media for early childhood. This research aimed to design, develop, and conduct a preliminary evaluation of a prototype digital storytelling application tailored for young learners. Utilizing a Design and Development Research methodology, the prototype was built with an intuitive icon-based interface, customizable character and background libraries. A qualitative evaluation was conducted with a small group of children aged 4-6 years and their teachers. Findings indicate that the prototype was highly engaging for children and successfully supported the creation of simple narratives. Teachers reported that the tool was user-friendly and held significant potential for facilitating language and literacy activities. The research concludes that the proposed prototype is a viable and promising tool for integrating digital storytelling. It also provides a foundational framework for the future development of more sophisticated Digital storytelling platforms, with recommendations for incorporating multimedia elements and more robust storytelling structures.
Nia Saurina, Udik Pudjianto, Lestari Retnawati et al.
Early childhood education (ECE) plays a fundamental role in shaping young children's cognitive, social, and emotional development.This study explores the theoretical foundations of ECE by analyzing classical and modern philosophical perspectives and their impact on early childhood curriculum development, particularly in Mongolia.The research examines the key intellectual contributions of thinkers such as Plato, Rousseau, Pestalozzi, and Comenius, comparing them with contemporary theories from Piaget, Vygotsky, Erikson, and Bruner.Through this comparative analysis, the study identifies enduring principles that continue to influence modern ECE programs, including child-centered learning, holistic development, and the roles of educators and caregivers.Furthermore, the study evaluates how these foundational philosophies shape Mongolia's childhood education curriculum, aligning traditional educational values with global pedagogical trends.The findings highlight the significance of integrating classical and modern theories to create a comprehensive and culturally relevant ECE framework.By synthesizing historical insights with contemporary practices, this study contributes to the ongoing discourse on optimizing early childhood education policies and curricula for children's holistic development in a rapidly evolving educational landscape.
This second volume in the NWU Community‑based Educational Research Series presents scholars’ drawings on their intellectual resources, research expertise and extensive craft wisdom to vivify early childhood education in marginalised, disadvantaged African communities. Across 10 chapters, the book examines principles of sustainable development in early childhood contexts, structured around three themes: first, strengthening early childhood care and education management and quality; second, play, motor development and sustainability; and third, language development in the early years. By employing participatory action learning research approaches, the authors illustrate how communities of practice and action learning groups enable teachers, practitioners, parents, guardians and researchers to collaboratively develop mechanisms to address and overcome barriers to provide children quality education. Through empirical data, the authors highlight how direct engagement with community members in these communities fosters innovative, contextually grounded strategies aligned with the United Nations’ 2030 Agenda for Sustainable Development , particularly Sustainable Development Goal 4 on inclusive, equitable and quality education. The chapters illustrate how research driven by indigenous knowledge, collaboration and sustainability principles can develop and reinforce practitioners’ skills in historically‑marginalised African communities to inspire young children to grow as confident, active learners and socially responsible citizens. This novel collection is not only authored by scholars for scholars but also for policymakers, inviting peers to critically reflect on how dynamic and productive relationships between higher education institutions and early childhood centres can foster sustainable development and transformation.
This study aimed to identify the biocultural geometric space in children from two rural schools in the commune of San Felipe, Chile, through a pedagogical approach based on the visualization level of Van Hiele’s theory. The methodology followed a Design-Based Research framework, implementing learning experiences contextualized within the local biocultural heritage. The sample was homogeneous and consisted of 25 preschool children, with participant observation and semi-structured interviews as instruments. The analysis revealed that the children developed skills in spatial orientation and organization and were able to identify 2D and 3D shapes in their surroundings. An initial understanding of attributes such as faces, vertices, and edges was observed. The results confirm that interaction with environmental elements and teacher mediation encourage geometric thinking. It is concluded that biocultural heritage is a powerful educational resource for re-signifying the learning of geometry in early childhood education.
Tutkimuksen tarkoituksena oli selvittää miten varhaiskasvatuksen opettajat pystyvät tukemaan lapsen seksuaalista kehitystä parhaalla mahdollisella tavalla, ja miten seksuaalikasvatukseen liittyviä tabuja voitaisiin rikkoa. Seksuaalikasvatus on saanut yhteiskunnassamme tabun maineen, josta ei voi puhua. Samalla suoritetaan tutkimuksia ja laaditaan kansainvälisiä ohjeistuksia siitä, miten seksuaalikasva tusta tulisi toteuttaa. Aikaisemmat tutkimukset eivät ole antaneet tarkkaa ja kattavaa vastausta siihen, miten lapsen seksuaalista kehitystä voitaisiin tukea käytännössä. Tutkimuksessa avataan seksuaalis kasvatuksen luonnetta, ja tarjotaan kasvattajille kokonaisuuden kattava ohjenuora, jonka avulla kas vattaja kykenee tarkastelemaan seksuaalikasvatusta sensitiivisemmin ja avoimemmin. Tutkimukseen osallistui kolme varhaiskasvatuksen opettajaa, joita haastateltiin puolistrukturoidusti. Haastattelut sekä nauhoitettiin, että kommentit kirjattiin ylös paperille tarkempaa litterointia varten. Aineiston analyysi suoritettiin laadullisen sisällönanalyysin keinoin, jonka pohjalta aloitettiin aineis ton teemoittelu. Teemoittelusta syntyi useita ylä- ja alakategorioita. Saatujen vastausten perusteella lapsen turvan tunne ja oman kehon arvostaminen ja rakastaminen oli vat tärkeimpiä lähtökohtia laadukkaan seksuaalikasvatuksen toteuttamiseen. Aikuisen arvot ja asenteet vaikuttavat siihen, millaista seksuaalikasvatusta lapselle tarjotaan, ja nähdäänkö aihe kiusallisena. Myös ajankohtaisen tiedon hankkiminen ja oikeiden termien käyttäminen nähtiin tärkeänä osana ta bujen muodostumisen ehkäisemiseen. Sensitiivisyys, hyväksyntä ja tieto ovat laadukkaan seksuaalikas vatuksen tärkeimpiä lähtökohtia.
This study examines the impact of ICT on early childhood education in China in terms of young children, teachers and kindergartens; the emergence of ICT was found to have impacted on the traditional educational model of early childhood education in China. Not only does it provide young children with more access to knowledge, but it also helps teachers to enrich classroom content and increase opportunities to communicate with parents. More importantly, it has effectively improved the efficiency of kindergarten and education administration management and has alleviated the lack of educational resources in many areas. However, the use of ICT still needs to be regulated to avoid negative effects on children's health and daily school life. The government can increase its policy and financial support for the promotion and implementation of ICT in early childhood education settings.
Abstract: Around the world, several initiatives have been explored to improve access to education of young children. The researcher assessed the objectives which are to examine the elements of early childhood education planning; and establish a link between education planning and accessibility to early childhood education. There were 1,106 persons in the intended audience. Stratified, purposeful and fundamental randomness sample approaches were used for sampling. The sample size was 15 principals, two sector education officers, 47 teachers, and 46 parents (for a total of 110 respondents). As data gathering techniques, formal and semi-structured questionnaires were employed, as well as interviews and focus group discussions. The information gathered was examined both subjectively and quantitatively. The information was analyzed in accordance with the study's purpose, and the SPSS (Statistical Package for Social Sciences) software, 16.0 version, was utilized to create the frequencies, means, and percentages that were used to describe the study's conclusions. The study's findings found that components of education planning in Gasabo District such as training of personnel, curriculum development and buildings, equipment and facilities were insufficient as confirmed by the majority of respondents. The studies also found that access to early childhood education was limited due to a lack of classrooms, a high pupil-to-teacher ratio, and the high cost of accessible nursery schools. The data also revealed a beneficial association between education planning and early childhood education accessibility. Based on the data, the researcher concluded that early childhood education availability in Gasabo District is limited due to poor education planning. According to the results and conclusions, the study suggests that education planners and policymakers invest adequate funding in the education sector to encourage early childhood education. This would aid in the training of trained early childhood educators, the supply of teaching and learning tools, and the building of new classrooms, particularly in remote regions. Keywords: Accessibility to Early Childhood Education, Educational Planning. Title: Educational Planning and Accessibility to Early Childhood Education in Rwanda Author: Marie Georgette Nakure, Tom Mulegi International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 10, Issue 3, July 2023 - September 2023 Page No: 87-98 Paper Publications Website: www.paperpublications.org Published Date: 26-July-2023 DOI: https://doi.org/10.5281/zenodo.8185862 Paper Download Link (Source) https://www.paperpublications.org/upload/book/Educational%20Planning%20and%20Accessibility-26072023-2.pdf
The paper examines counselling for security, creativity and learning in early childhood education. Primary data was collected through validated instrument of questionnaire administration. Stratified random sampling was used for sample selection to elicit information from 285 respondents who were counsellors from six Local Governments Areas in Akwa Ibom State. Logistic regression was used for data analysis. The result revealed that counselling for security had a significant effect on learning in early childhood education. Also, creativity has a significant effect on learning in early childhood education. The paper suggests that counsellors should integrate developmental and preventive strategies that are comprehensive in counselling children to act in a proactive and goal oriented manner. Keywords : Early Childhood Education, Counselling DOI : 10.7176/JEP/10-11-13 Publication date : April 30 th 2019
Abstract The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early childhood education settings. Following a systematic review procedure, 14 articles were selected and included in the analysis. The findings indicate that eight aspects contribute to a positive climate in these settings: on the one hand, pedagogical practices, including increased instructional time, teacher-student supportive interactions, peer interactions and friendship, child engagement, teacher training on emotionally supportive environments and teacher-family trust-based relationships, and on the other hand, structural aspects, including small peer groups and materials shared among children. This evidence may be used to foster a classroom climate that enhances learning processes and social development in multicultural preschool groups. However, more research is needed to better understand the particular role that cultural diversity plays in the classroom climate.
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego
