The aims of the present study were to design and implement an intervention focused on dialogic classroom talk in early childhood education and to evaluate what it may contribute to children's oral communicative competence. Together with four teachers we developed and implemented an ecologically valid intervention that supports teachers to use several dialogic talk moves. We evaluated our intervention using a one-group pretest-posttest design. Discourse analysis of pre- and post-observations of classroom talk revealed that teachers used more dialogic talk moves over the course of our intervention. Pre- and post-tests of children's (N = 92) oral communicative competence indicated that our intervention significantly relates to an increase of children's communicative competence. Furthermore, analysis of pre- and post-observations of classroom talk showed an increase in the use of key linguistic features of oral communicative competence in the participating children. Although the set-up of the studies does not permit propositions about causal relationships, the results of this study show that dialogic classroom talk can be promoted even in early childhood education, and give reasons to suppose that further studies may show that this might be beneficial for children's oral communicative competence.
Chiel van der Veen, Sarah Michaels, Marjolein Dobber et al.
This research was designed to investigate the status of early childhood education in context of provisions of national education policies; the focus of the study was to highlight problems/ challenges which were faced in the implementation of policy provisions. Twenty districts were selected, and district management officers, head teachers and parents were. In addition to documents analysis, three questionnaires were designed for all concerned stakeholders. The findings of the study show that in Pakistan katchi class could not be formalized till 1970s in public schools. The National Education Policy (NEP), 1992 and 1998 proposed that Katchi classes as part of mainstreams education, National Plan of Action for EFA (2001-2015), Education Sector Reforms Action plan, 2001-2004 proposed a plan for ECE in formal education system. The NEC, 2009 proposed policy actions for the development of ECE but partially implemented these policy actions, such as ECE classes have been started, wherever, it was feasible not in all schools due to insufficient infrastructure, but additional budget and two years specialized training to teachers have not been provided. Pakistan is facing multi-dimensional problems including, lack of access to education, financial constraints, teachers’ behaviour and ignorance of parents about significance of ECE.
Artikel ini bertujuan untuk mengkaji pentingnya asesmen dalam pendidikan anak usia dini serta ragam bentuk asesmen yang relevan digunakan dalam mendukung perkembangan anak. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan library research dalam menganalisis data baik dari jurnal dan buku yang membahas asesmen anak usia dini. Hasil studi ini menunjukkan bahwa asesmen memiliki peran penting dalam mengukur sejauhmana perkembangan anak usia dini dan menjadi dasar dalam merancang pembelajaran yang sesuai dengan kebutuhan serta tahapan perkembangan anak usia dini. Asesmen juga berfungsi sebagai media kolaborasi antara guru dengan orang tua untuk menstimulus aspek perkembangan anak usia dini serta mendukung program pembelajaran di lembaga pendidikan anak usia dini dengan praktik parenting yang dilakukan orang tua di rumah. Artikel ini membahas dua bentuk asesmen utama, yaitu asesmen formatif yang digunakan untuk memantau dan memperbaiki proses pembelajaran secara berkelanjutan, dan asesmen sumatif yang digunakan untuk mengetahui ketercapaian tujuan pembelajaran dalam periode tertentu. Akan tetapi, penelitian ini memiliki keterbatasan karena bersifat konseptual dan belum dilengkapi data empiris lapangan, sehingga diperlukan penelitian lanjutan dengan studi lapangan untuk memperkuat hasil temuan berkaitan dengan asesmen pada anak usia dini. This article aims to examine the importance of assessment in early childhood education and the various forms of relevant assessment used to support child development. This study uses a descriptive qualitative method with a library research approach in analyzing data from both journals and books that discuss early childhood assessment. The results of this study indicate that assessment has an important role in measuring the extent of early childhood development and is the basis for designing learning that is in accordance with the needs and stages of early childhood development. Assessment also functions as a medium for collaboration between teachers and parents to stimulate aspects of early childhood development and support learning programs in early childhood education institutions with parenting practices carried out by parents at home. This article discusses two main forms of assessment, namely formative assessment which is used to monitor and improve the learning process continuously, and summative assessment which is used to determine the achievement of learning objectives in a certain period. However, this study has limitations because it is conceptual and has not been equipped with empirical field data, so further research is needed with field studies to strengthen the findings related to assessment in early childhood.
Darul Hafizi, Ubabuddin Ubabuddin, Ahmad Fadhail Ramadhan et al.
In Germany, the implementation of the UNESCO Global Action Programme (GAP) on Education for sustainable development (ESD) 2015–2019 aims to implement ESD more profoundly within the structures of Germany’s educational system. In this context, a national monitoring has been set up in order to analyze the extent and quality of ESD implementation in all educational areas. The paper contains the results of an indicator-based desk research comprising a content analysis of key documents in three areas of education: early childhood education, school education and higher education over a period of 5 years (2011–2016). Overall, the main results indicate that, at the level of key documents, the goal of a broad implementation of ESD is not yet achieved, while there are considerable differences among the federal states. ESD and related concepts can be found more frequently particularly in documents that are more recent. At the same time, ESD is increasingly predominating other educational concepts such as environmental education. The results are one component of a comprehensive monitoring process of ESD-implementation on the level of documents and offer important insights relevant for further (political) activities aiming at a mainstreaming of ESD.
Mandy Singer‐Brodowski, Antje Brock, Nadine Etzkorn et al.
The use of artificial intelligence (AI) technology in early childhood education offers opportunities to create more creative, interactive, enjoyable, and child-centered learning. However, its implementation also presents various challenges, such as reduced social interaction, data privacy risks, limited teacher competency, internet access, and costs. Therefore, proper supervision and implementation by teachers and parents are essential.This research aims to see the impact of implementing AI Technology in Early Childhood Education. Researchers collect data sources from various credible and relevant literature. The data search used the keywords impact, AI technology, and early childhood education. The data collected by the researcher is filtered according to the identified keywords. The data were analyzed thematically and presented in conclusions according to keywords. Data were systematically collected from Scopus-indexed journals and academic repositories between February 2 and February 14, 2024, resulting in a total of 20 final sources being selected. The results of the study show the positive and negative impacts of the use of AI Technology. The positive impact of the use of AI certainly makes it easier for teachers to learn, and some AI technologies could improve early childhood cognition and critical power, in addition to enabling them to train their social-emotional aspects. The finding was adverse in that early childhood experiences adaptive influences that continue to use AI technology, resulting in decreased physical and emotional intelligence. The obstacles and challenges that were identified in this study were incompetent teachers and inadequate facilities and infrastructure. For this reason, teachers continued to follow the improvement of their competencies, which would later support early childhood development. ABSTRAK Pemanfaatan teknologi kecerdasan buatan (AI) dalam pendidikan anak usia dini memberikan peluang untuk menciptakan pembelajaran yang lebih kreatif, interaktif, menyenangkan, dan sesuai dengan kebutuhan anak. Namun, penerapannya juga menghadirkan berbagai tantangan, seperti berkurangnya interaksi sosial, risiko privasi data, keterbatasan kompetensi guru, akses internet, serta biaya, sehingga diperlukan pengawasan dan penerapan yang tepat oleh guru dan orang tua. Penelitian ini bertujuan untuk melihat dampak penerapan Teknologi AI dalam Pendidikan Anak Usia Dini. Peneliti mengumpulkan sumber data dari berbagai literatur yang kredibel dan relevan. Pencarian data menggunakan kata kunci dampak, teknologi AI, dan pendidikan anak usia dini. Data yang dikumpulkan oleh peneliti disaring sesuai dengan kata kunci yang telah diidentifikasi. Data dianalisis secara tematik dan disajikan dalam kesimpulan sesuai dengan kata kunci. Hasil penelitian menunjukkan dampak positif dan negatif dari penggunaan Teknologi AI. Dampak positif dari penggunaan AI tentu saja memudahkan guru dalam belajar, dan beberapa teknologi AI dapat meningkatkan kognisi dan daya kritis anak usia dini, selain memungkinkan mereka untuk melatih aspek sosial-emosional mereka. Temuan yang negatif adalah pengalaman anak usia dini mengalami pengaruh adaptif yang terus menggunakan teknologi AI, yang mengakibatkan penurunan kecerdasan fisik dan emosional. Hambatan dan tantangan yang diidentifikasi dalam penelitian ini adalah guru yang kurang kompeten dan fasilitas serta infrastruktur yang tidak memadai. Oleh karena itu, guru terus mengikuti peningkatan kompetensi mereka, yang nantinya akan mendukung perkembangan anak usia dini.
We might say that children's play is the foundation of all learning. Often play is recognized as integral to childhood, but children's abilities to engage in play are complex and these complexities can be easily overlooked. This paper elevates children's play as critical for their learning, particularly in support of their sense of belonging. The paper argues for an openness to the complexities of children's play as a crucial practice of their cultural identity, through a critical conceptualization of some of the nuances and uncertainties of children's subject formation. Drawing on concerns of cultural difference in early childhood education, Julia Kristeva's foreigner lens and her theory on the subject in process are used to theorise children's play as an ongoing process of belonging. Through the notions of the semiotic, abjection, love and revolt, the notion of the subject in process is elaborated to reconceptualize play as also in-process and ongoing. Rethinking play as a vital process within the sometimes difficult, often unpre-dictable experiences of becoming part of a centre community is elevated as crucial for a sense of belonging in early childhood education.
The nature of childrenhas been always an interesting phenomenon in human life in various societies from ancient times to modern times, therefore children have been tried to be understood both physically and spiritually, both by the general public and experts in various fields. Psychologists have tried to investigate the nature of children; in line with that, this paper attempts to conduct a research on the basic concepts of early childhood education in Islamic education. This study tries to uncover the basics of early childhood education according to the concept of Islamic teachings, however it does not rule out the opinions of experts in the field of early childhood education. Based on the analysis of the research, it can be concluded that: psychologists in understanding the nature of children and their development gave rise to 4 theories, those are: nativist, naturalist, empirical and convergent, each of which had an impact on the world of education, especially early childhood education. Early childhood needs attention in growth and development; and basically, there are 6 aspects which, if those are implemented in the learning process, require an understanding of basic competencies for early childhood education. Islam places early childhood as something very crucial, so that early childhood education must receive adequate attention and it can beunderstood that with the rights of early childhood according to Islamic education.
This literature review has evaluated the effort and promise of investing in early childhood education in the context of Bangladesh in terms of policy, access, quality and impact. The findings on access showed that with improved policies and provisions from government, there has been a dramatic increase in pre-primary enrolment where along with government other private providers have come up in the early-years education space contributing significantly in terms of providing access. The review could not find consistent and disaggregated data on the access and provisions for the younger cohort of children aged 3 to 5 years old who are supposed to be under early childhood education provisions according to the ECCD policy. The review found evidences of positive correlation between quality and child learning outcomes in the context of Bangladesh, however, the criteria, definition and interpretation of ‘quality’ for ECE is yet to be studied and implemented. It is quite evident from the review that there are variation of teachers’ qualifications and lack of materials and evidences of pedagogical practices in the ECE classrooms. Along with quality, this review found impact of ECE in two areas: school readiness and primary school achievement.
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.
