Childhood research is increasingly being conducted from different disciplines, and research methods for showing the child's world are also increasing and evolving. This article examines the challenges and opportunities of childhood research in an early childhood education and care (ECEC) environment from an ethnographic approach. The purpose of the article is to create a vision of what ECEC ethnography is, which can be used to make visible the culture of an under-school-age child, his or her experience, feelings, voice, and actions. A key challenge in ECEC ethnography is that the researcher is a representative of adult culture, emphasizing the need for reflexivity. We highlight five key themes for the researcher: the acquisition of material, the degree of researcher participation, taking on the role of a researcher, reaching the child's voice, and describing the results in a child-centered and ethically sustainable way. Respect for the child and earning the child's trust are essential. When successful, ECEC ethnography provides knowledge and understanding of childhood in a way that can contribute to supporting children's development and overall well-being.
Considering the significance of pedagogical documentation in the early childhood education/care system, the current study examines the influence of pedagogical documentation on children's semantic memory, observed activities and evaluated skills and qualities per their teachers and caretakers. This study also examines the interactive effect of the learning environment with pedagogical documentation to enhance children's semantic memory, observed activities, and evaluated skills and qualities. A mixed-method approach has been utilized to examine the proposed associations. Learning events were organized for children aged 36 to 72 months in the kindergartens and preschools in Mataram, Indonesia. After four weeks of observations, the teachers and caretakers of the children recorded their responses regarding children's semantic memory, observed activities, skills, and qualities. The data were analyzed using SmartPLS 3.0 software. The results showed a significant increase in children's semantic memory, evaluated skills and qualities, and a positive change in their routine activities. Simultaneously, results also presented the significant role of the learning environment in enhancing positive outcomes of the pedagogical documentation in the early childhood education/care system.
Abstract Given the wide diversity of conceptions of creativity, this study analyzes ten Ibero-American early childhood education curricula with the aim of finding out what concept, approach, and teaching methodology they propose for creativity. The research addresses two questions: what is the implicit or explicit notion of creativity held by the Early Childhood curricula, and what methodological recommendations are included to foster creativity in the classroom? The study used qualitative methodology, specifically content analysis completed with expert judgement. Results showed the importance of creativity in the curricula analyzed and highlighted not only the need to clarify the term at a conceptual level, but also to examine in depth the teaching and learning methodologies used. In conclusion, the study urges to strengthen artistic training in both initial and continuing education studies.
Mar Oliver-Barceló, María Ferrer-Ribot, Carme Pinya Medina
Purpose: This research aims to explore the phenomenon of increasing cases of bullying among young children, identify the causal factors, and analyze the impact on children's social and emotional development. Apart from that, this research also attempts to formulate effective prevention and intervention strategies to overcome the problem of bullying. Methodology: This research uses a qualitative approach which has been carried out, it can be concluded that the phenomenon of bullying in early childhood education is a serious problem that requires immediate attention and treatment from various parties. Several important points that can be taken from this research include: The forms of bullying that occur tend to be verbal and social, such as teasing, isolating and spreading rumors. Results: The results of the study show cases of bullying among young children, in various forms ranging from physical to social exclusion. The main factors contributing to this phenomenon include inappropriate media exposure, lack of adult supervision, and minimal character education at school and home. The impact of bullying on victims includes decreased self-confidence, difficulty socializing, and emotional disturbances. Effective prevention strategies involve a holistic approach to the role of schools, families and communities in building safe environments for children. Applications/Originality/Value: This research provides a new contribution to the understanding of the dynamics of bullying in early childhood by involving various stakeholders. The findings of this, research can be the basis for developing policies and intervention programs that are more targeted in dealing with the problem of bullying in early childhood.
Tutkimukseni käsittelee varhaiskasvatuksen henkilöstön käsityksiä katsomuskasvatuksesta ja sen toteuttamisesta Suomessa. Tutkimukseni tavoitteena on selvittää, miten varhaiskasvatuksen henkilöstö ymmärtää katsomuskasvatuksen, kertoo toteuttavansa katsomuskasvatusta ja millaiseksi he kokevat oman osaamisen liittyen katsomuskasvatukseen. Tutkielman aihe valintaan on vaikuttanut tekijän omakohtainen mielenkiinto aihetta kohtaan sekä käyty keskustelu omassa työyhteisössä Tutkimus toteutettiin laadullisena eli kvalitatiivisena tutkimuksena, jonka aineisto kerättiin kyselylomakkeella. Kyselylomakkeen julkaisin Facebookin ryhmissä: Varhaiskasvattajien materiaalipankki, Alle 3-vuotiaiden varhaiskasvatus ja Varhaiskasvattajien ideapankki keväällä 2021. Kyselylomakkeeseen vastasi 11 varhaiskasvatuksen henkilöstön jäsentä eri ammattinimikkeillä ympäri Suomea. Saatu aineisto analysoitiin aineistolähtöisellä sisällönanalyysillä. Tutkimuksen tuloksiksi nousivat katsomuskasvatuksen määrittely, katsomuskasvatuksen toteuttaminen ja oma osaaminen liittyen katsomuskasvatukseen. Katsomuskasvatusta määritellään joko sisällön ja/tai tavoitteiden mukaan. Katsomuskasvatus on tämän tutkielman tulosten mukaan tutustumista katsomuksiin ja kulttuureihin tavoitteena tukea lapsen kulttuuri- ja katsomus identiteettiä sekä moninaisuuden kunnioitusta. Katsomuskasvatusta toteutetaan monin eri keinoin kuten musiikin ja kirjallisuuden kautta, lasten kanssa keskustellaan heiltä nousseista kysymyksistä. Suunniteltu toiminta painottui juhlien ympärille. Vanhempien kanssa tehtävä yhteistyö on pääosin luvan kysymistä siihen, saako lapsi osallistua katsomuskasvatukseen. Yhteistyötä muiden toimijoiden kanssa ei juuri tehdä, evankelisluterilainen seurakunta mainittiin monessa, mutta varhaiskasvatuksen henkilöstö koki sen toiminnan sitouttavaksi toiminnaksi, joten sitä ei hyödynnetty. Varhaiskasvatuksen henkilöstö koki oman osaamisensa pääosin hyväksi. Haasteita aiheutti katsomuskasvatuksen perusteleminen vanhemmille sekä alle 3-vuotiaiden kielitaito. Varhaiskasvatuksen henkilöstö kehittäisi omaa osaamistaan sekä yksilö että yhteisötasolla. Esiin nousi erilaiset koulutuksen, uskontoihin ja kulttuureihin tutustuminen sekä keskustelu työyhteisössä katsomuskasvatuksesta.
This article examines the conditions for effective participation in online professional development (OPD) for early childhood education (ECE) professionals in Austria. Drawing on international research, it emphasizes the critical role of continuous professional development in enhancing the quality of early childhood education and care, which ultimately benefits children's long-term development. With digital formats gaining popularity due to their flexibility and accessibility, this study explores the specific needs and challenges Austrian ECE professionals face when engaging in OPD. Based on a quantitative survey of 269 ECE professionals, the study identifies five key themes: OPD attendance, preferences for OPD, general conditions for OPD, the influence of location, and time management. The results reveal a strong preference for flexible OPD formats, highlighting the value of small group sizes, German-language materials, interactive elements, and practical transfer tasks. The findings underscore the importance of a target-oriented OPD design that addresses structural barriers, including staff shortages, inadequate technical equipment, and time constraints. By providing tailored and accessible digital learning opportunities, OPD can support ECE professionals in their professionalization efforts, thereby strengthening the field of early childhood education in Austria.
International collaborative research has great value in helping each of the participant’s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements. As the trend in Japan towards nuclear families continues in tandem with Japan’s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan’s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving. This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research. Keywords: collaborative exchange, childcare, early childhood education, international collaboration
Yumiko Takagi, Paul Gerard Batten, Karen Rattenborg
A professional, skilled and engaged early childhood workforce is critical to economic and social productivity and positive life trajectories for children. Yet high staff turnover, skill loss and unmet standards of staff qualification pervade the sector, limiting optimal outcomes. For many early childhood educators, alternatives of better paid and less challenging sources of employment are available in other employment sectors, a fact that explains turnover rates as high as 30%. However, this study reverses the emphasis on why early childhood educators leave the sector and asks instead ‘Why do so many stay?'. This question is a significant one when it is considered that the remuneration of educators in early childhood barely meets minimum wage thresholds, and that they face challenging working conditions and few opportunities for career progression. The findings of the study contribute to an understanding of retention in early childhood education and care occupations specifically, and in feminised, low-paid occupational groups more broadly. The study also informs policy and strategy responses to low retention in the early childhood sector in Australia and internationally.
Paula K. McDonald, Karen J. Thorpe, Susan Lee Irvine
The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14
This study aims to understand early childhood self-regulation as a developmental process rooted in relationships, rather than merely as the result of discipline and behavioral control. Self-regulation in early childhood is often simplified as compliance with rules, thereby neglecting the emotional and relational aspects that form its developmental foundation. This study employed a qualitative approach using structured observation techniques involving young children in an early childhood education institution. Participants were selected through purposive sampling, considering variations in children’s self-regulation abilities. Data collection focused on emotional regulation behaviors, behavioral regulation, and forms of interaction between teachers and children during learning activities. Data were analyzed using thematic analysis to identify patterns of self-regulation emerging within relational contexts. The findings indicate that children’s self-regulation develops through co-regulation processes involving consistent and responsive emotional support from teachers. Children are not yet able to manage their emotions and behaviors independently without relational support from adults. Disciplinary approaches that emphasize compliance do not necessarily lead to healthy and sustainable self-regulation. This study emphasizes that secure relationships constitute the primary foundation for the development of self-regulation in early childhood. The findings contribute theoretically and practically to the development of early childhood education approaches that are more relationship-oriented and focused on children’s emotional well-being.
