International Journal of Childhood Education
International Journal of Childhood Education (IJCE) is an online, peer-reviewed journal publishing scholarly articles on childhood education and its relevant aspects. The IJCE open-access Journal publishes various types of research works including theoretical articles, empirical papers, literature reviews, and book reviews. As a multidisciplinary Journal, IJCE seeks to stimulate knowledge exchange in a variety of settings and subjects within the field of childhood education. Articles proving evidence of robust empirical research with theoretically strong backgrounds are highly encouraged for submission.
Mokslines Leidybos Deimantas (Diamond Scientific Publication)
Inclusive Learning Spaces: Preparing Pre-service Teachers in Culturally Responsive Classroom Management
This study is a work in progress addressing the critical need for pre-service teachers to develop competencies that promote student engagement and inclusivity in early childhood education. It emphasizes the role of culturally responsive design, highlighting how thoughtful classroom layouts can reflect and celebrate the diverse backgrounds of young learners. The research data was gathered using a Qualtrics survey and semi-structured interviews to address the following questions: What are pre-service teachers’ perceptions of physical learning space and their potential to impact student engagement, sense of belonging, and culturally responsive practices? How does the physical learning space promote culturally responsive practices in early childhood education? By focusing on practical skills, theoretical knowledge, and reflective practices, this research aims to equip pre-service teachers with the tools necessary to foster engaging and inclusive learning environments for all young learners. The upcoming phase will allow pre-service teachers to collaborate with mentor teachers to redesign a classroom. Ultimately, this study will provide knowledge that will help pre-service teachers discover strategies and enhance their competencies to create inclusive environments that encourage interaction, promote active learning, and support the cultural identities of all learners.
Copyright (c) 2025 Tiffany Nichole Gardner Bennett https://creativecommons.org/licenses/by/4.0
Teacher Perspectives on the Roles and Implementation of Social and Emotional Learning in Vietnamese Primary Schools
This study examines primary school teachers' perspectives on the roles and challenges of implementing social and emotional learning (SEL) in Vietnamese primary schools. Using a constructivist grounded theory approach, semi-structured interviews with 13 teachers highlight SEL’s significance in fostering holistic development, academic performance, and experiential learning. Teachers emphasised SEL’s broader benefits for students, schools, and communities. However, key barriers include inadequate teacher training, limited student-focused resources, rigid curricula, and insufficient supportive policies. The study bridges a critical gap in SEL research within Southeast Asia, providing practical insights into its implementation in Vietnam. Recommendations focus on addressing systemic challenges through policy reforms, teacher capacity-building, and resource enhancement. This research not only enriches the regional discourse on SEL but also offers actionable strategies for educators and policymakers to enhance its integration into primary education, fostering both individual and collective benefits.
Copyright (c) 2025 Do Thi Dung https://creativecommons.org/licenses/by/4.0
Transforming Summer Literacy: How Innovative Programs Cultivate a Passion for Reading and Stronger Student Connections
This study examines the perspectives of children enrolled in a six-week summer literacy program and its impact on their attitudes toward books and reading. Specifically, the research aimed to explore how culturally relevant pedagogy and engaging literacy activities influenced children’s motivation to read by addressing the following two research questions: What are participants’ perspectives on the benefits of a summer literacy program? and What are participants’ perspectives on reading and books after immersion in a summer literacy program? The sample consisted of 21 children in grades 1–6. Using a mixed-methods approach, including surveys and open-ended questions, the study investigated participants’ perceptions of the program’s content, structure, and the quality of relationships with instructors and peers. The research focused on how the use of culturally relevant literature and enrichment activities shaped children's reading experiences and the role of child-staff relationships in fostering engagement. Outcomes revealed that the program's diverse literature, coupled with interactive activities, significantly contributed to cultivating a passion for reading. A supportive, nontraditional learning environment and positive relationships between children and staff further enhanced participants’ perceptions of reading and learning. This study highlights the effectiveness of innovative summer literacy programs in fostering a love for reading and strengthening student engagement.
Copyright (c) 2024 Amber Kirby Spears, Janet Kesterson Isbell, Luke Anderson https://creativecommons.org/licenses/by/4.0
Intentionality, Pygmalion, and Cognitive Fun Redirects Elementary School Children in Pull-Out Neural Enrichment
This study describes an academic enrichment intervention for 15 ‘high risk’ children who were pulled out of General Education classrooms in Bangalore India for 40 minutes four-times a week during a typical school year. Could a brain-based intervention reduce achievement gaps that showed up for these children in terms of below-grade academic outcomes and impoverished social and emotional wellbeing? The null hypothesis stated that a teacher’s mental model that shifted to brain-based methodology would have no perceivable effect on (i) children’s academic achievement or (ii) their social and emotional engagement. This study was grounded in teacher education literature involving mental models that illuminate classroom management techniques. Subjects were drawn from second grade students (mean 6.7 years; n = 15). Study was an opportunistic quasi-experimental design reflecting school life across India. Qualitative ethnographic data using grounded theory were triangulated with quantitative measures that best account for observed outcomes. Findings highlight significant academic, and social and emotional growth, which dramatically reduced the achievement gap for all participants.
Copyright (c) 2024 Timothy Kieran O'Mahony, Caitlin Langston https://creativecommons.org/licenses/by/4.0
Outcomes of Community-Friendly Schools in Hong Kong
Amid growing competition and evolving demands, schools must rethink their roles in addressing the needs of various stakeholders. Community-friendly schools in Hong Kong, which integrate community resources to help students understand and contribute to social issues, not only facilitate students’ engagement in learning activities and their learning attitudes but also positively impact students’ willingness to serve the community and the school’s reputation. This research adopted both qualitative and quantitative methods, utilizing questionnaires and interviews as data-gathering instruments. The sample included students, teachers, and community stakeholders for the questionnaires, while interviews were conducted with a smaller group, consisting of participants from each of these groups. The performance of these schools was assessed in terms of their impact on students' understanding of the community, willingness to serve, and school reputation. These aspects were evaluated through three tiers of community-friendly schools: community learning activities, activities in cooperation with community organizations, and community services organized by the school. The data analysis employed descriptive statistics, analysis of variance, and linear regression models to highlight the significant impacts of these institutions. Key findings revealed that community-friendly schools significantly boosted student engagement in community activities, deepening their understanding of social issues and fostering a stronger sense of civic responsibility. Students' involvement in these programs was strongly linked to a deeper understanding of the community and a greater willingness to serve. These initiatives also positively impacted the school's reputation, as stakeholders perceived these schools as fostering meaningful community connections and shared responsibility.
Copyright (c) 2024 Kwun Hang Lau https://creativecommons.org/licenses/by/4.0
The Effective Questioning in the Classroom: An Overview of the Techniques Used by Instructors
The objective of this research is to examine the effectiveness of the questioning strategies used by instructors in the classroom. Effective questioning strategies are crucial in the process of teaching and learning. Effective questioning tactics help instructors in obtaining feedback from students on their comprehension of the subject matter. This article outlines the questioning strategies that teachers must be familiar with in order to facilitate classroom teaching and learning sessions effectively. These tactics include capturing students' attention and using an appropriate voice. Request to temporarily halt, examine the substance of the questions, and analyze the method of disseminating the questions. Enhancing student motivation and developing positive, critical, and creative thinking among students is crucial for improving the teaching and learning process in the classroom. The study findings showed that enhancing the process of education and learning in academic places is essential to building positive, critical, and creative thinking among students as well as increasing the level of motivation among students.
Copyright (c) 2024 Zanyar Nathir Ghafar, Omar Hazaymeh https://creativecommons.org/licenses/by/4.0
Teaching Strategies Early Childhood Teachers Employed During The COVID-19 Pandemic: Evidence from Gomoa West District
This research investigates the teaching strategies employed by early childhood teachers in the Gomoa West District during the COVID-19 pandemic. Using a nested concurrent research design, a sample size of 148 teachers was selected from a population of 234 using the Slovin (1960) formula and a random technique in Microsoft Excel. Additionally, ten teachers from the sample were interviewed. The study identified various teaching strategies used during the pandemic, including the demonstration method, online teaching, question and answers, individual play, and discussion method, all adapted to address the unique challenges posed by the outbreak. The study recommends that the Ministry of Education and Ghana Education Service provide early childhood teachers with training on pedagogical approaches for disease outbreaks and make ICT resources available in early childhood centers to better prepare teachers and students for digital learning in such circumstances. These measures aim to ensure that educators are better equipped to handle unforeseen challenges in the future.
Copyright (c) 2024 Tracy Owusu, Anthony Woode-Eshun, Mariama Mohammed, Seth Badu https://creativecommons.org/licenses/by/4.0
Primary School Teachers’ Conceptions of Social and Emotional Learning for Students in Vietnam
This study explores primary school teachers’ conceptions of social and emotional learning in Vietnam. The study is the first part of a grounded theory research on teachers’ perspectives and understanding of social and emotional learning. Thirteen primary school teachers in public schools representing three different school settings are recruited as participants during purposeful and theoretical sampling. The primary data collection method is intensive semi-structured interviews. With 17 meeting times during more than 20 hours of interviewing, the study reaches saturation, and a substantive theory is generated as the finding of the grounded theory research. The present study reports the first out of four parts of the research. The findings indicate that social and emotional learning is a part of life skill education in Vietnam and includes five elements: Self-awareness, Empathy, Emotional management, Cooperation, and Problem-solving skills. The study facilitates a foundation to investigate teachers’ perspectives on the significance and implementation of social and emotional learning in Vietnam.
Copyright (c) 2024 Do Thi Dung, Le Thi Lan, Adrian Estrela Pereira https://creativecommons.org/licenses/by/4.0
Early Childhood Teachers’ Role in Ensuring a Safe Environment During Teaching in Early Childhood Centers During Covid-19: A Phenomenological Study in Effutu Municipality
The study explored the role early childhood teachers played in ensuring a safe environment during the Covid-19 in the Effutu Municipality. A phenomenological study design was employed for the study. The study adopted purposive sampling using a homogeneous sampling technique to select 15 kindergarten teachers within Ghana’s Effutu Municipality. A semi-structured interview guide was used for the collection of data. The data were analyzed using thematic analysis. The study revealed that the Covid-19 pandemic had varying impacts on teachers in early care centres. Positive and negative effects were identified, which are consistent with previous research. The study also discovered that teachers in early childhood centres played a significant role in maintaining a safe environment during the Covid-19 pandemic. The study thus recommends to the Effutu Municipality Ghana Education Directorate to provide training and support to enhance teachers' digital competencies through professional development programmes and online training courses. Secondly, policy guidelines should be established to prioritize health and safety measures within early childhood centres, including social distancing, regular cleaning, and adequate provision of cleaning materials. Lastly, there should be efforts to encourage parental engagement by providing information, resources, and support to parents, and promoting resilience and adaptability among teachers through training and professional development programs.
Copyright (c) 2024 Seth Badu, Tracy Owusu, Anthony Woode-Eshun https://creativecommons.org/licenses/by/4.0
‘Make A Change’: A Comprehensive Synthesis of School-Based Interventions for Teaching Environmental Adaptiveness, Conceptual Comprehension, and Collaborative Learning to Elementary School Children with Visual Impairments
The spectrum of visual impairment is broad, ranging from low vision that may require glasses to total blindness. The present intervention (‘Make a Change’) is a unique synthesis of existing activities and adaptations designed to help children with visual impairments (VI) in their learning experience in mainstream schools. The program’s aim is to address and serve a diverse range of VI students’ motor, cognitive, and psychosocial needs and capacities, ranging from environmental adaptiveness, to conceptual comprehension, and peer collaboration. Activities targeted to enhance environmental adaptiveness focus on strengthening VI children’s orientation and mobility, including their ability to navigate safely through the school environment as well as to respond to emergency procedure practices successfully. Spatial awareness expands through the heightening of the other senses and via blindfold activities including auditory stimuli. Sports activities also aid VI children’s motor skills, reflexes, and confidence with health-related fitness. Conceptual understanding of quantity, quality, and physics is enriched by 3-D interventions using basic perceptual skills such as touching, tracking, and discriminating between symbols. Lastly, collaborative learning with the use of computer technology increases coordination as well as communication among students. Activities like treasure hunt and interacting with an audio-based computer program help VI children practice their collaborative problem-solving abilities, computational thinking skills, and basic programming abilities; positive outcomes include improved academic achievement and productivity, as well as social related enhancements, such as supportive and committed relationships, social competence, and the development of a sense of caring. Recommendations for teachers follow the strengths of the intervention.
Copyright (c) 2024 Evanthia Ganetsou, Christiana Papadakou, Vasiliki Chatzaki, Eleni Tsalera, Lillian Leeson https://creativecommons.org/licenses/by/4.0
Examining Studio-Based Art Practices as a Means of Fostering Critical Thinking Skills in Young Learners
This study examines how studio-based art practices, such as drawing, painting and sculpture, can be used to foster critical thinking skills in elementary and middle school students. Studio art engages students in hands-on creative problem solving and experimentation. A review of literature on critical thinking skills, visual arts education, and cognitive development in children was conducted. Case studies of art programs that incorporate discussion and reflection were also examined. The research suggests that open-ended art projects that promote student autonomy and require making decisions can boost skills like analysis, interpretation, evaluation and creative problem solving. When combined with self-reflection and group critique, studio art may enhance perspective taking, reasoning ability and abstract thought in young learners. When implemented intentionally to cultivate questioning, exploration and meaning making, studio-based visual art practices show potential as a tool for nurturing critical thinking during foundational school years. Further research is still needed to systematically measure critical thinking outcomes of arts-integrated approaches versus traditional instruction alone. Educators and administrators should consider how critical thinking concepts can be made explicit within art curriculum and instruction in order to leverage the cognitive benefits of studio practice for overall student development.
Copyright (c) 2023 FRANCIS ANKYIAH, Frederick Bamfo https://creativecommons.org/licenses/by/4.0
Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study
The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.
Copyright (c) 2023 Olga Samsonova https://creativecommons.org/licenses/by/4.0
Teaching Gifted Students in Mathematics: A Literature Review
Mathematics is a fundamental subject in primary and secondary education. It is also a subject that requires students to think deeply and to relate known facts to new concepts. In this subject, gifted students stand out for the variety of their questions, their thinking, and their problem-solving style. To support their intellectual growth, it is important to provide them with opportunities to develop their skills. This article presents a review of the literature on the education of gifted students in mathematics. It emphasises the importance of providing gifted students with opportunities to develop their skills and reach their full potential. The article discusses different teaching methods such as cooperative learning and mathematical modelling, and tools such as GeoGebra. It highlights the need for a comprehensive approach to the education of gifted students, including identification procedures, specialised training for educators, and appropriate resources and support systems. The article also examines the challenges and barriers faced by gifted students and argues for prioritising their education. The aim of the article is to explore and present best practices and recommendations for working with gifted students in mathematics. Therefore, the purpose of this study is to address the educational options for gifted and talented children and the modern tools that can be used for this purpose through a literature review.
Copyright (c) 2024 Alenka Trpin https://creativecommons.org/licenses/by/4.0
Digital Tools for the Correct Use of the Slovenian Language in Mathematic Classes in Secondary Vocational School
Electronic grammar and spelling-checking tools can be valuable for improving language skills in both spoken and written communication. These tools, such as Language Tool and Editor in Word, offer grammar and spelling suggestions for correction, while applications such as InstaText or Grammarly can analyse word usage and sentence structure in a particular language, such as English. The aim of this article is to explore useful tools available to Slovenian students to improve their writing skills. It examines the tools that students use to improve their writing and the extent to which they use modern technology to do so. The present study is based on triangulation and survey. The research was carried out at the Secondary Vocational and Technical School of Mechanical Engineering, where the author teaches mathematics. A total of 57 students responded to the survey. We found that students know about online portals for text improvement, but they don't use them. A few of them know about and use word editors. The reasons for this vary, including limited awareness of the usefulness of the tool, lack of motivation, or the understanding that these tools are tools rather than substitutes for developing writing skills. To address this issue, it is crucial to raise students' awareness of how electronic tools can help to improve grammar and writing skills. Encouraging their use during the learning process is essential. However, it is equally important to emphasise the importance of regular writing practice and learning from mistakes as essential components of skill development.
Copyright (c) 2023 Alenka Trpin https://creativecommons.org/licenses/by/4.0
Activating the Child’s Own Natural Desire to Learn: Educational Neuroscience and the Development of Meaningful Learning Experiences
Educators are on a constant quest for the ideal environment that is conducive to learning. In fact, at times, educators still encounter challenges related to the understanding of a lack of child’s learning engagement or understanding of concepts presented to them, and the possible underlying reason for this. Many a time, educators resort to the assumption that the reason is that the student is intrinsically unmotivated or disinterested in learning. One area of study that could provide fresh knowledge in this regard is neuroscience. The design and configuration of the brain commence early in life and so learning opportunities offered in the early years of a child’s life could have profound effects on the architecture learning facility of the brain. Hence, this provides educators with the opportunity to reflect on their pedagogy to understand how this can be improved to better suit the needs of the child in relation to how their brain is developing. The research presented in this paper provides educators with a clear picture on how their pedagogy can be improved to give the brain what it needs to prevent children from becoming disenchanted and disengaged in their learning environment. This paper combines two perspectives: desk research offering an understanding of brain plasticity and the biochemical interactions which connect learning and fun, and a narrative inquiry focused on delineating the connection between educational neuroscience and the development of purposeful learning experiences for young students.
Copyright (c) 2023 Janice Darmanin, Angela Pulis https://creativecommons.org/licenses/by/4.0
Exploring Headteachers' Struggles in Overseeing Kindergarten Education at Basic Schools: An In-Depth Study in Awutu Senya East Municipality
This study explored the the challenges facing headteachers in managing kindergarten schools in the Awutu Senya East Municipality. Using a descriptive survey design, a structured questionnaire was administered to 76 headteachers who were selected through census technique. A five-point Likert scale questionnaire was used to collect data from the respondents. Descriptive statistics (mean and standard deviation) were used to analyse the data obtained. The data highlighted several challenges facing headteachers in managing kindergarten level of basic schools, and these included large class size, inadequate teaching and learning resources, inadequate support from PTA and SMC, lack of professional training in supervision and management for headteachers, lack of co-operation among members of staff among others. It, therefore, recommended that the the Ministry of Education should ensure timely release of capitation grants to support the provision of the needed school resources and upgrade of teaching personnel. Also, there should be a liaison with corporate organisations who as part of the corporate social responsibility can attend to some pertinent needs of the school as identified in the various encountered challenges by headteachers.
Copyright (c) 2023 Seth Badu, Anthony Woode-Eshun, Ali Yaaku Sumani Mohammed, Eric Assan, Tracy Owusu https://creativecommons.org/licenses/by/4.0
An Investigation of Practical Skills Competencies of Early Childhood Care and Education Programmes
Childhood Development training does not guarantee quality provisioning in ECD centres for several reasons: a lack of proficient instruction during training; a lack of support to help assist the students with work; a lack of knowledge; and a lack of follow-up support after the training is complete to ensure constant implementation. That is why it is necessary to educate practitioners and to continuously supervise their progress to ensure that they implement the appropriate activities relevant to their daily programmes for children to reach their full potential. This study considers the perceptions of five ECCE practitioners based in Gauteng who completed a Higher Certificate in Early Childhood Care and Education (ECCE) programme at a Private Higher Education Institution (PHEI) in South Africa. The study will focus on Health, Safety and Nutrition, which forms part of the ECCE programme. A qualitative research approach was utilized. Semi-structured interviews, observations, and document analysis through triangulation for this study were developed according to the criteria of the Experiential Learning Theory for the assessment of the themes from the study. A case study of narrative approach was used to explore reflections and authentic experiences the practitioners endure. This was executed to consider if the hands-on activities integrated into early learning programmes are sufficient for real-world applications. Furthermore, to ascertain the transition difficulty of newly graduated practitioners into ECD centres and to establish if the insights and skills training has equipped these practitioners for an ECD centre. The hands-on practical skills training competencies in early learning before entering an ECD centre as a practitioner will inform the development of future programmes as well as policy.
Copyright (c) 2023 Annie Kirsten, Diana https://creativecommons.org/licenses/by/4.0
Learning Outcomes and Social Emotional Competences: A Cross-Feeding Relationship to Promote Meaningful Learning Experiences
Since the beginning of the employment of Learning Outcomes (LO), the educational field has been marked by significant changes. This approach, by being deliberately learner-oriented, influenced several knowledge fields to promote relevant shifts in different levels of educational programs offered by prominent institutions. Parallelly, the last decades have been characterized by an increasing concern with the development of Social Emotional Competences (SEC) in educational contexts. In this complex scenario, the main aim of this article is to reflect on the relevance of teachers’ social emotional competences in the construction of a healthy learning environment that equally embraces students with different social and cultural backgrounds. Thereby, the current work presents two specific aims: 1) to review the literature that discusses the connections between education and social emotional learning; and 2) to discuss the relevance of cultural identities and SEC for LO in an increasingly intercultural world. To achieve these objectives, the Qualitative Document Analysis’ methodology was employed to identify, examine and select the scientific sources to support the knowledge development which background the proposed discussions. Considering the intrinsic link between cultural identity and learning outcomes, this article defends the development of educators’ social emotional competences as a pathway to provide not only the best educational experiences for students with different cultural backgrounds but also to contribute to the construction of equitable societies by fostering the development of students’ intercultural competences.
Copyright (c) 2023 Adrian Estrela Pereira, Jehan Alghneimin, Brasilena G. Pinto Trindade, Do Thi Dung, Byambasuren Nyamkhuu, Ekaterina Konopleva https://creativecommons.org/licenses/by/4.0
Student Homelessness, COVID-19, and Social-Emotional Strengths and Needs: A Case Study
Research indicates that student high mobility can create stress and trauma, disrupting learning and dismantling relationships with peers, and teachers. Students who experience homelessness and high mobility (HHM) are faced with traumatic events that negatively impact their mental well-being and their academic performance. During the COVID-19 pandemic, experts predicted that students would be returning to school having experienced great losses, deaths in their families, broken connections with peers and adults, and other adverse experiences. This qualitative case study bounded by a collection of districts including a large southwestern city, found that schools were unprepared for the switch to distance learning and that teachers lacked the training to deal with the social and emotional needs of children. I observed these districts through three phases of COVID-19 and assessed how Social and Emotional Learning practices were being delivered during the pandemic.
Copyright (c) 2023 Mark Pierce, Celestina Rogers https://creativecommons.org/licenses/by/4.0
The Effectiveness of a Counseling Program Based on the Cognitive Load Theory in Developing Logical Thinking for Kindergarten Children
The current research aimed at developing logical thinking for kindergarten children, through the use of a counseling program based on the cognitive load theory, and to identify the continuity of the effectiveness of the program after the end of the application and during the follow-up evaluation. To achieve this goal, the research sample consisted of (60) children at early childhood stage, and they were divided into two groups (i.e. experimental – control group), with equivalence in the experimental group in variables of age, intelligence and logical thinking. The following tools were used: Raven's Colored progressive matrices test of intelligence (prepared, modified and rationed by Ali, 2016), Logical Thinking Scale for Kindergarten Children (Prepared by the author), and a Counseling Program Based on the Cognitive Load Theory to Develop Logical Thinking for Kindergarten Children (Prepared by the author). It were found statistically significant differences between the mean scores of the experimental group members in the pre- and post-measurements on the logical thinking scale for children in favor of the post-measurement after the application of the program, and there were also statistically significant differences between the mean scores of the experimental and control group in the logical thinking scale for children in favor of the experimental group, while no statistically significant differences were found between the mean scores of the experimental group members in the post and follow-up measurements on the logical thinking scale.
Copyright (c) 2023 Doa'a Hosny https://creativecommons.org/licenses/by/4.0
Engaging Preschoolers in STEAM Education: An Adaptation of a Nano-Literacy Program in Distance Education
The aim of this paper is to present a program in nanoscience and nanotechnology (NST) to pre-school children through distance education. The activities followed the teaching learning sequence (TLS) methodology and dealt with: a) the nano scale and size, b) exposing children to appropriate instruments/tools through which they investigated elements of the nanoworld and c) raising pre-school children’s awareness of applications of nanotechnology, based on the interdisciplinary STEAM approach. For this reason, a series of organized activities which had been implemented at an earlier time in a kindergarten setting were redesigned to meet the current needs of the children in the context of distance learning during the pandemic lockdown. The results from the implementation of the learning sequence were very encouraging in terms of the perceptual and exploratory abilities of the preschool children. By the end of the program, the children were able to identify "nano" size materials. In addition, they seemed to be able to reflect on the application of nanotechnology in their daily lives.
Copyright (c) 2023 Hellen Vretudaki, Evangelia Klada https://creativecommons.org/licenses/by/4.0
A Kaleidoscope of Play and Learning in Online Spaces during COVID-19 Times: Insights from Early Childhood Educators
Through the perspectives of early childhood educators (ECEs) working with under-fives, this article explores how play and learning featured when shifted abruptly to online spaces during COVID-19 in Malta. This work draws on Siemens’ connectivism learning theory which sees the integration of technology and social interactions as connections that empower learning in a digital age. The COVID-19 scenario called for immediately available data; consequently, a quantitative methodology was adopted. Two online surveys were held: in 2020 and 2021. Two hundred sixty-three ECEs participated in the first online survey, while seventy-nine the second. Findings locate benefits, challenges, and opportunities for play and learning online, shaped by the development of three key changing patterns in Maltese ECEC: an uneven start for ECEs, e-interactions, and curricula and pedagogies in online spaces – a kaleidoscope of play and learning in COVID-19 times. Implications for pre-service and in-service ECEs’ support, monitoring, and training are discussed to facilitate effective play and learning in online environments.
Copyright (c) 2023 Charmaine Bonello, Josephine Deguara, Josephine Milton, Rosienne Camilleri, Tania Muscat https://creativecommons.org/licenses/by/4.0
Fundamental Changes and Their Impact on the Concept of Children's Education from Parents' Interpretations
Education as a purposeful activity has its complexities and goals, and its process should be equipped with pedagogical principles. In the presented study, based on the authors' interviews with the subjects, the authors’ aim is to identify the prevailing educational views of parents in the upbringing of their children; the views of grandparents in the upbringing of their grandchildren, and the critical moments influencing their conscious decision-making and behaviour related to their beliefs as parents and grandparents. Qualitative research tools were used to obtain research material, namely unstructured and subsequently semi-structured interviews. The strategy of the constant comparison method was applied in elaborating the research material. The research was carried out in Slovakia and the Czech Republic and was attended by parents and grandparents (total number: 11) of children and grandchildren aged 2-6 years. The findings show that parents' and grandparents' beliefs about the definition and meaning of education coincide in many aspects. On the other hand, they differ significantly in other aspects, such as destructive influences on the child or the beginning of education. From the theory derived from the research, the fact emerges that the belief and the forming educational thinking of the subjects of the research are influenced by the specific experience in raising their children and, at the same time, the education experienced during childhood. This fact is primarily based on the identified interrelationships between the individual categories of the investigated phenomena, while it is based exclusively on the statements of the subjects of this longitudinal research.
Copyright (c) 2023 International Journal of Childhood Education https://creativecommons.org/licenses/by/4.0
The Importance of the Educational Space for the Use of Active Methodologies
Educational centres aim to offer students quality educational facilities which promote social relations, cooperative work and participation; this way, the incorporation of a methodological renovation within the classrooms on behalf of academic progress will be promoted. The design of today’s learning spaces must offer educators the opportunity of carrying out a renewed methodology enhancing the educational project; making it possible that learners have a say in their own educational-learning process. These spaces must facilitate the teaching work in the interest of the students. This research paper which took place in Ceuta (Spain) intends to find out whether particular spatial conditions exist so that educational centres are actually stimulating elements within the process or not. An investigation in which we are interested in analysing if current infrastructures, human resources and materials are interfering the methodological renewal and letting the design of these spaces be elements of significant impact in the academic achievement. Being aware of the educational community’s perception about the adequacy of resources, air quality in the classrooms, appropriateness of both lighting and infrastructures will be some of the aspects to which we will try to shed light on. With the data obtained we conclude the following: on the one hand, characteristics and infrastructures of educational centres positively contribute in the teaching-learning process and, on the other hand, the deficiencies found out within the analysed educational spaces
Promoting the Welfare Needs of Ghanaian Children through Policy Interventions and Programs-Reflections of UNCRC Provisions
The United Nations Convention on the Rights of the Child (UNCRC) until date, remains the most relevant and comprehensive international instrument on Children’s rights. However, its implementation has suffered drawbacks stemming from administrative, cultural, economic and ideological diversities of member-states; thus slowing down the promotion of Children’s welfare in many respects. That stated, many countries of both Global North and South are stepping up their efforts with regard to child rights and welfare promotion in recent times. This study examines child welfare promotion in Ghana through structural, legal, social and policy interventions by state, in keeping with UNCRC provisions. The case study design model, mainly employed an exploratory qualitative research approach that involved 20 participants, and underpinned by an interpretivist philosophical paradigm. The study argues that government’s social intervention activities, as well as, its institutional and legal reforms have come to impact positively on the promotion and protection of child welfare. These gains notwithstanding, the implementation processes are still plagued with challenges of inadequate funding of programs as underpinned by lack of political-will. Against this backdrop, the study urges government to back its numerous action plans with adequate financial, technical and human resource provisions for the realization of Convention goals; while stiffer punishments are meted out to violators of child rights. This study provides member-states, governmental agencies, child policy makers and civil society basic insights into child rights and welfare promotion, in keeping with the tenets of UNCRC provisions.
Copyright (c) 2023 International Journal of Childhood Education
Key Factors Influencing Compulsory Preschool Education Based on Approaches and Views of Interviewed Teachers
The aim of this study is to showcase first of the results from the ongoing qualitative research, which focuses on the course of compulsory pre-school education in Czech Republic. This case study describes approaches to compulsory preschool education and tries to contribute to the creation of typology of those approaches. In this article are presented results from interviews with 11 teachers from 3 different types of kindergartens and from 2 preparatory classes at primary schools. Two research questions are answered: how education takes place in the last year of pre-school education according to the teachers. And what are the important factors that relate to compulsory preschool education. The approaches that emerged are whole day school preparation, afternoon school preparation, British approach and morning school preparation. The important factors related to preschool according to teachers are: areas of development, problematic areas, children, needed improvement, parents, assistant teacher, education and planning.
Preservice preschool teachers’ perspectives on the psychological well-being of preschoolers
The school has a vital role to play in developing well-being and it should be a major goal of education. The aim of the present study was to generate knowledge about how psychological well-being of children in preschool education is understood by pre-service preschool teachers. It explores their views on the importance of cultivating psychological well-being in preschool age, the significance of several skills and competencies for developing preschoolers’ psychological well-being, the obstacles to promoting it, as well as the characteristics and skills that preschool educators that should have in order to be able to promote the psychological well-being of preschool children. The research sample consisted of 135 pre-service preschool teachers. A questionnaire based on the relevant literature review was used as a data collection tool. The results indicate that pre-service teachers suggest that the perception of emotions, constructive emotion expression and cooperation skills are very important skills that should be cultivated for developing psychological well-being. Emotional intelligence, empathy and communications skills are among the competencies that preschool educators should possess according to preservice preschool teachers’ perceptions for promoting children’s well-being. The absence of teachers’ training in mental health issues and emotional literacy skills, the pressure for achieving learning goals and the absence of teacher emotional well-being are among the main obstacles that hinder the promotion of children’s psychological well-being. Research findings may be utilized to the design of preschool education curricula that should prioritize preschoolers’ well-being.
When a Flower Does Not Bloom: Design a School Group Play Programme for Reducing Anxiety in Children Aged 4 to 6 Years with and without Autism Spectrum Disorder- A Scoping Review
This research designed a peer-mediated play programme for reducing anxiety for children aged 4 to 6 years with autism spectrum disorder (ASD) based on a scoping review in preparation of a systematic literature review. Specifically, the research sought to identify the prevalence of concurrent anxiety disorders and autism spectrum disorder, and the needs of children with comorbid anxiety and ASD. The methodology utilised a scoping review of the literature regarding the available non-pharmacological play-based intervention to reduce anxiety in children with concurrent anxiety and ASD. Six databases were selected, and search terms included “autism“, “anxiety”, “worry”, “children”, “intervention”, “group”, “therapy”, “peer”, “lego”, “duplo”, and “play therapy”. Results showed that the majority of the approaches were cognitive behavioural therapy (CBT) (41), one Lego-Based Therapy, and eight play-based approaches. This paper will report on the effectiveness of the eight other approaches which has never been discussed. Based on these findings, we propose an innovative, overarching group intervention to be conducted in school settings. This research makes a valuable contribution to knowledge in the area of early intervention and ASD studies. It expands the scope of Universal Design by applying a UDL framework to early intervention. It also proposes an overarching framework to place children in their bio-ecological context and incorporate neurodiversity, contributing to Hong Kong, Ireland and beyond.
Copyright (c) 2022 International Journal of Childhood Education
A Comparative Review of the Performances and Challenges of Early Childhood Education across the Regional states of Ethiopia (2017/18-2020/21)
This particular study was conducted to make a comparative analysis on the relative performances of the regional states of Ethiopia. To attain these objectives the study employed concurrent mixed method. Based on the analysis, it was found that the regions with predominantly pastoralist communities left far behind the others in expanding the ECE. Moreover, the problems like inequity, lack of separate and sufficient budget, lack of curriculum standardization, poor facilities and large pupils- teacher ratio were found the challenges fettering the ECE in the country as whole. To redress these challenges and adequately reach-out all children, it was recommended that the government should establish separate ECE training colleges to produce teachers and separate centers out of the primary schools in all villages and the private sector should be empowered to take part in ECE teachers training.
Promoting Bioethical Literacy in Primary Education: The European Reality and the Case of Greece
The development of biotechnology during the last decades brings societies and policymakers a fresh view on how to communicate and manage the biotechnological knowledge and ethical aspects that arise, concurrently. During the era of biotechnological accomplishments and globalization, a new field of ethics arises, the field of Bioethics. It aims to balance between the dangers that emerge because of the implementation of biotechnological accomplishments on human life and their benefits. With the promotion of Bioethics education, everyone has to realize his personality, his mentality, his citizenship, and his connection to others. Many educational institutes worldwide embody bioethical courses for their students and an adequate number of curricula have been created for this purpose. Researchers and educators accord with the necessity of public ethical and bioethical literacy already from elementary school. At the same time in many seminars organized by the Committees on Bioethics, the appropriateness of teaching Bioethics primarily is presented and organizations worldwide support the introduction of Bioethics courses in the curricula. The majority of European countries have incorporated ethics and bioethics courses into their curricula for Primary Education. Greece amongst other countries is the exception to that rule. The goal of this dissertation is to convince the local education policymakers about the importance of Bioethics education so to include ethics and bioethics courses in the Greek educational system, in all grades and especially in elementary school, based on the necessity for the creation of educated future citizens for the country and the world.
Copyright (c) 2021 International Journal of Childhood Education