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This article reports on the findings of a follow-up study, which examined parents’ and teachers’ perspectives regarding the quality of childcare for 3- to 5-year-old children in the United States, Russia and Finland between 1991 and 2011. The study aims to address a gap in early childhood education (ECE) research by examining how the quality of ECE has changed in international settings over the past decades, thus expanding comprehension of the diversity within the ECE phenomena and its culture-specific nature. With a focus on the quality of ECE, this study examines the parents’ and teachers’ perspectives on key elements of the implementation of ECE in childcare centres: programme structure, curriculum goals, the role of parents and teachers as partners in children’s lives, as well as children’s satisfaction with their childcare. The results indicate that there have been differences in ECE quality between the studied societies both in structural aspects as well as in process and effect factors in all data collection cohorts. It seems that ECE quality and the changes within it may be connected to ECE policy based on the societal values. The results suggest that to understand ECE and its pedagogy, one has to be aware of the value-laden cultural contexts in a society

During the last century, the human way of life has begun to transgress many of the Earth’s biophysical boundaries in an alarming way. The consequences of this are more dramatic and long lasting than ever before. Many researchers even argue that humanity has created a new geological epoch, which they call Anthropocene. Education, even in early childhood (EC), is often presented as a remedy for these complex problems. Yet, how can anyone prepare young children to deal with such tremendous changes? The primary aim of our study is to define and outline what the mission of early childhood education (ECE) might be in the epoch of the Anthropocene. Through a comprehensive review of the literature, we have tried to find answers about how the Anthropocene could be addressed in ECE. We have searched for answers in the natural science literature, policy documents, educational research articles and philosophy, and discuss the various standpoints we have identified. We argue that the Anthropocene demands a new, more authentic education; a change towards a more holistic, transformative, sustainability-oriented approach. At the same time, children, as always, have a right to a safe, positive and encouraging childhood.

This study examined the relationship between investment of financial resources in early childhood education (ECE) and student academic outcomes using survey and observational data from 59 classrooms in Guangdong Province, China ( N = 589, 50% girls, and M age = 5.1 ± 0.42 years). We conceptualized the mediating role of teacher-child interaction as an important mechanism that can explain the effects of financial resources. Three types of interactions were considered under the Classroom Assessment Scoring System (CLASS) framework: emotional support, classroom organization, and instructional support. Our multilevel structural equation models indicated that investing in teacher training has a direct positive effect on student vocabulary development, and that neither teacher salary nor school facility has a direct effect on child vocabulary, math, or science outcomes. Giving higher pay to teachers has an indirect effect through increased quality of teacher-child interactions. In particular, the effect of instructional support is most salient for all three outcomes. We discuss our results in light of the recent push by the Chinese government to invest in ECE. We argue for prioritizing support for raising teacher pay to attract more capable talent to the teaching pool, expanding teacher development programs to increase instructional quality, and spending less on equipment. [ABSTRACT FROM AUTHOR]

Moving from early childhood education (ECE) to primary education is considered a critical moment both in the life of a child and in their educational trajectory. Commonly utilised digital technologies such as television, videos and computers can be used to support children and their families to make a more successful transition from ECE to primary school (Radich, 2013). Both the transition from ECE to school and the use of digital technologies in education have been little explored in Saudi Arabia. While I planned to use a sequential exploratory strategy for the data collection phase (Ivankova, Creswell, & Stick, 2006), to explore these two areas, I found that constraints in my context meant that I could only carry a survey of ECE teachers. Nonetheless, this was useful primary data for exploring the perceptions, ideas and experiences of the teachers in Saudi Arabia. This data helped me to draw out many interesting responses from the teachers. Teachers in Saudi Arabia's kindergartens generally recognise the importance of transition for children and do identify the many benefits of digital technology for transition purposes. However, many teachers also feel that a lack of clear curriculum guidelines, inefficiency of teachers and non-cooperation by parents create impediments for successful transitioning of children in kindergartens to primary school. [ABSTRACT FROM AUTHOR]

As emerging literature reflects,praxisis an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory research involving both infants and educators. I argue that research with infants necessitates particular ethical and transformational thinking and action. Research with infants and early childhood educators adds further complexity, and requires a balancing of ethical considerations for all those involved in the research. Using the theory of practice architectures as both a conceptual and analytical framework, I reflect on how particular cultural-discursive, material-economic, and social-political arrangements shaped (and were shaped by) my research practices while undertaking my doctoral study. I discuss how the practice architectures that prefigured the project enabled opportunities for praxis, and propose theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Longitudinal cohort studies have significant potential to inform policy across a range of child and family areas, including early childhood education and care. Here we describe the relationship between policy-makers and New Zealand's contemporary pre-birth cohort study. We outline a model for policy interaction that highlights the relationship between Growing Up and policy across study design, implementation and analysis. We then describe key policy-relevant questions in the early childhood education and care area that Growing Up has addressed when children were age 2. We used parent-report data for 6242 children to consider: whether socio-economic factors and ethnicity are related to the type, amount and quality of care children receive, and changes in this care across the early years; whether families are intending to utilise '20 Hours ECE' when their children reach age 3, and if not, why not; and whether differences in intentions to use '20 Hours ECE' are based on socio-economic factors, ethnicity and the type of childcare children are receiving at age 2. Results indicated clear differences in non-parental care at age 2 as a function of maternal ethnicity, income, area deprivation and household structure. Several child care proxy quality indicators were lower for children of Māori, Pacific and Asian mothers compared with children of European mothers, and for children living in higher deprivation areas. While 88 % of mothers were intending to utilise the Government's '20 Hours ECE' funding, Asian and Pacific mothers and mothers whose children were cared for by family members were less likely. These findings highlight the importance of continued policy efforts to reduce socio-economic and ethnic disparities in education and care during the preschool years. [ABSTRACT FROM AUTHOR]

This article explores early childhood curriculum reform in Australia and Singapore in order to identify international trends in early childhood education (ECE), similarities in curriculum reform initiatives and implementation strategies adopted. We have observed the existence of many shared ideas across the two contexts that may influence educational experience. In both countries teachers in early childhood services have been identified as having a major role to play in curriculum reform. In this article we explore the role of teachers in the reform process and question the reliance on one stakeholder group to ensure planned changes to the ECE reform agenda occur. Data from teacher interviews are presented. Historical events that have impacted on the development of ECE services and government policies in Australia and Singapore are described and obstacles that have potentially hampered the reform process in both countries are acknowledged. [ABSTRACT FROM PUBLISHER]

Because professionalism in early childhood education and care (ECEC) is measured by standards relating to caring, men in the field are often held to expectations associated with female behaviors. This research examines the tensions arising from this encounter and explores alternative solutions which male ECEC workers around the world have generated when facing of their challenged masculinity. This study employed observations and narrative interviews of men in six countries, relying on grounded theory to thematically analyse the data. Findings show multiple components of teachers’ masculine identities: charisma, initiative, daring, and playfulness combined with attention to the children's needs. Their commitment to teaching, combined with an intense interest in children's well-being, enabled them to incorporate a strong masculine identity with appropriate professional goals. This study suggests that early childhood leaders re-examine gender roles by reconsidering the traditional gender dichotomy paradigm. [ABSTRACT FROM PUBLISHER]

Male teachers are rare in early childhood education (ECE). Interest in increasing the number of male ECE teachers is often driven by essentialist assumptions about male teachers bringing something unique to classroom teaching by virtue of being men. To explore this assumption, the author conducted an instrumental case study of a team of Head Start teachers: one female, one male. Differences were found, but similarities between the two teachers were determined to be of much greater importance. Reasons for the findings are explored, and a brief argument is made for greater male teacher involvement in ECE classrooms based on other than essentialist grounds. [ABSTRACT FROM AUTHOR]

• A novel approach to comparing ECE financing systems across Ethiopia, Liberia, and Mainland Tanzania. • While ECE is a policy priority in these three countries, this commitment is not aligned with the allocation of funding. • Moreover, government, schools, and households are not aligned on which children should be prioritised for ECE. • This has led to more children being enrolled than planned for by government, further exacerbated underfunding. • Systems based approach can help to anticipate outcomes of ECE underfunding. This article assesses the financing of early childhood education (ECE) in three resource-constrained contexts: Ethiopia, Liberia, and Mainland Tanzania. Based on an analysis of policy documents and education administrative data, as well as surveys with key policymakers, school principals, and parents, it identifies that ECE is seen as a national priority in government policies across the three countries. However, this commitment is not aligned with the allocation of sufficient financial resources by each of the governments, which are extremely low in all three countries. This misalignment is associated with inequitable resource allocation, further reinforcing gaps in access to quality ECE between more advantaged and disadvantaged populations within the countries. [ABSTRACT FROM AUTHOR]

During the last century, the human way of life has begun to transgress many of the Earth's biophysical boundaries in an alarming way. The consequences of this are more dramatic and long lasting than ever before. Many researchers even argue that humanity has created a new geological epoch, which they call Anthropocene. Education, even in early childhood (EC), is often presented as a remedy for these complex problems. Yet, how can anyone prepare young children to deal with such tremendous changes? The primary aim of our study is to define and outline what the mission of early childhood education (ECE) might be in the epoch of the Anthropocene. Through a comprehensive review of the literature, we have tried to find answers about how the Anthropocene could be addressed in ECE. We have searched for answers in the natural science literature, policy documents, educational research articles and philosophy, and discuss the various standpoints we have identified. We argue that the Anthropocene demands a new, more authentic education; a change towards a more holistic, transformative, sustainability-oriented approach. At the same time, children, as always, have a right to a safe, positive and encouraging childhood. [ABSTRACT FROM AUTHOR]

Throughout the past decade, the Argentinean government has lowered the starting age of compulsory education and early childhood education enrollment has been growing steadily. However, ECE services have evolved in a fragmented manner, leading to an unequal and inequitable scenario: while private education supports the largest part of the growth, children from low-income families are less likely to attend preschool and more likely to receive low-quality service. Through a newspaper coverage analysis, I explore how these problems are addressed in the public debate on universal preschool. Results show that the voices of policy-makers and “experts” are prominent while teachers’ and parents’ views are ignored; I found a widespread consensus for universal preschool and a scarcity of arguments against. I suggest the need to draw on research findings in ECE more critically and posit that the need to ensure high quality preschool for all children should be central in the debate. [ABSTRACT FROM AUTHOR]