Journal of Childhood, Education & Society

Factors affecting first-grade pupils' physical activity during the school day: A pilot study

Dita Culkova — 2025-07-16

Physical activity is essential for the healthy development of children, yet many do not achieve the recommended levels. This study investigates the influence of school environments and educational practices on pupils' PA during the school day, emphasizing the importance of supportive school conditions and structured activities. This pilot study involved 43 children from three primary schools in the Olomouc region of the Czech Republic. PA was measured using digital pedometers. Data on school conditions and family lifestyle were collected via two questionnaires. The analysis employed variance inflation factor analysis, principal component analysis (PCA), multiple linear regression, and Spearman’s correlation coefficient to identify key predictors of PA. The results show that the most influential factors on PA were passive conditions of the school environment, particularly school size and access to sports facilities. Active conditions, such as organized PA breaks and outdoor learning, also had a positive effect on PA levels. However, family lifestyle did not show a significant direct impact on school-day PA. The findings underscore the crucial role of school environments and educational practice in maintaining children's PA. There is a significant need for policies and initiatives that promote active school environments. Schools should implement comprehensive PA programs to support children’s overall health and well-being.

Critical reflections on care and dyadic relationships in a toddler group

Concepción Sánchez Blanco — 2025-07-16

Authors explore role and status of care in a toddler classroom and ways dyadic relationships between children and their educator mirror care processes. Specifically, they investigated the care, and the characteristics of the dyadic relationships established by the educators with the children, with the aim to understand the values of care being played out in the practices that sustained them and their role in the development of the children's emancipation, here understood as the process of growing in autonomy and power over their lives. The case study was conducted in a class of children aged two to three years old. Class was part of a nursery school located in the Greek municipality of Ioannina. Data was collected through non-participant observation, using field notes. Results have revealed that care experiences offered by early childhood educators to toddlers represent important contexts for children´s early affective and autonomy development. Educators become a figure of subsidiary secure attachment, particularly during stressful situations and these care experiences. The dyads established between the child and the educator in care situations strengthen safe attachments if the adult respects the children´s bodies, rhythms, necessities, and interests. These safe relationships benefit all children, including those who experience social problems at home. Children could develop negative expectations and fear about interpersonal relationships and conflictive behaviors of all kinds if established relationships with them are hostile. Results indicate that secure attachments are formed only when educators empower children. In that sense, results highlight that education and care are strongly interrelated.

Exploring gendered professions in nursery rhymes: Implications for learning and social interaction

Batul Kakkai — 2025-07-16

The significance of early childhood literature in development and perpetuation of ideas and concepts in the minds of toddlers and preschoolers is well-established. A large body of work talks about the impact and role of children's literature in the process of child development but very less or negligible importance is given to the way stereotypes are formed based on the reading and recital by children. Stereotypes generally serve as an underlying justification for prejudice. The formation and development of stereotypes and prejudices is based on the process of social categorization which is majorly related to personal experience and social learning. The paper argues that the language of early childhood literature, nursery rhymes in particular, plays a pivotal role in the perpetuation of stereotypes relating to gendered roles and therefore a reassessment of nursery rhymes is crucial to promote gender equality, the focal point being the professional roles. The Method of Critical Discourse Analysis is used to analyze the nursery rhymes taught at preschools and primary schools in the city of Ahmedabad. The analysis reflects a need for re-imagining rhymes for fostering a more inclusive and equitable society.

Activities of musical expression and creation in the context of the integrated curriculum for early childhood education and care

Blaženka Bačlija Sušić — 2025-07-16

Adhering to the principles of social constructivism, as well as understanding the child’s personality and respecting the child as a social being in a certain context, the National Curriculum for Early Childhood Education and Care offers a new paradigm of childhood. Recognizing the child’s holistic image and the integrated and exploratory nature of the child’s learning, musical learning activities are organized as part of a whole within a project topic. To better understand and improve the representation of musical activities in educational practice, this research aimed to describe how musical activities are implemented from the aspect of integrated curriculum and project-based learning. Participatory ethnography as a type of practice-based research was applied to present and describe various forms and ways of implementing and connecting musical activities with other methodological areas within project-based learning. A total of 18 children aged 4 to 6 years participated in the activities. To gain a deeper understanding of the children's culture, experiences and development, while building trust and supporting their holistic wellbeing, the research used ethnographic methods, including participant observation with a focus on reflexivity and descriptive writing. It is concluded that educators can effectively integrate musical activities into project-based learning in line with the national curriculum, which supports holistic child development and enriches children's competencies by creatively combining music with other areas of development.

Assessing social studies competencies of 5-year-olds across different early childhood education programs in Slovenia

Marta Licardo — 2025-07-16

The main objective of the research was to analyse the differences in children's competencies in social studies among the various kindergarten programs in Slovenia. The assessment of competencies of five-year-old children enrolled in full-day, half-day, and shorter (240-hour) early childhood education programs were compared. The study included teachers’ assessments of 955 five-year-old children, with a balanced distribution by gender and homogeneous age group, with a special focus on evaluating children's competencies in shorter programs. The results regarding the differences at the beginning and end of the shorter programs for the social studies competencies show statistically significant improvements in competencies, even though the duration of the program is only 240 hours. Comparisons between programs revealed significant differences on all items for the social studies between children in shorter programs and those in full-day or half-day programs, with children in shorter programs scoring lower compared to children in full-day or half-day programs. No significant differences in social studies competencies were found between children in full-day and half-day programs. The study results are crucial for developing teaching and learning strategies in early childhood education as they highlight the need for an approach that considers both the quality and duration of early childhood education programs.

Policy reform in Israel: Perceptions of Arab Palestinian kindergarten teachers

Kussai Haj-Yehia — 2025-07-16

The research investigated the perceptions of kindergarten teachers in Arab Palestinian society concerning the contribution of the latest Israeli government education reform entitled the "New Horizons" reform to provide additional material enabling assessment of the reform's efficacy and attainment of its goals in Arab Palestinian kindergartens. Previous studies have shown inconsistent results concerning the benefits of the reform and indicated that educators had both positive and negative views concerning its different elements. A qualitative research study gathered data from semi-structured interviews with 16 Arab Palestinian kindergarten teachers. The findings indicated that the teachers were dissatisfied with the reform, indicating different negative aspects of the reform: burdensome work, intensive work, and lack of autonomy for the teachers, unsuitability of the programs for the kindergarten's workday and its structure. Although teachers indicated that the reform had a positive influence on the children's achievements and their progress, it also generated pressure on the teachers. The research findings clarify the way in which the reform is seen by these Arab Palestinian kindergarten teachers and points to the need for further studies, which will investigate kindergarten teachers' work in the local and global context.

Climate anxiety in early childhood: A state-of-the-art review

Jane Spiteri — 2025-07-16

As the climate crisis intensifies, young children are increasingly exposed to psychological stress linked to environmental change, manifesting in emerging forms of anxiety, sadness, and guilt. Although climate anxiety in children is gaining international recognition as a legitimate mental health concern, little is known about how these emotions specifically develop in children under the age of eight. This paper presents the first comprehensive state-of-the-art (SotA) review of research on climate anxiety in early childhood, systematically mapping current knowledge, identifying key conceptual and methodological gaps, and proposing priorities for future inquiry. Findings reveal that empirical studies in this area remain scarce, are often adapted from adult-centered frameworks, and predominantly situated within Euro-Western contexts. The review argues for developmentally appropriate, culturally responsive, and interdisciplinary approaches that seriously engage with both the emotional experiences and agentic capacities of young children. By highlighting critical gaps and outlining future research directions, this review lays the foundation for a more inclusive, child-sensitive, and globally relevant research agenda on climate anxiety in early childhood.

Organizing digital competence development in preschools: Professionals’ insights from three Swedish municipalities

Marianne Gallardo — 2025-07-16

This article contributes to the understanding of how digital competence development (DCD) for preschool educators is organized across three Swedish municipalities, focusing on communal preschools and drawing on participants’ experiences. With a case study approach, the research addresses the growing need for DCD to integrate digital technology into pedagogy in preschool. Continuing professional development like this can be initiated and shaped through various methods, including formal education, courses, and programs. Another often more efficient approach is to support and enhance continuous, day-to-day learning in the workplace. However, in-depth research on such workplace learning and practice is lacking despite ongoing debates on digital tool use in early childhood education. Fifteen interviews with operational developers, development leaders, principals, and information and communication technology (ICT) educators serve as the basis for this study. Billet's theories on workplace learning frame the analysis, studying the organizing of DCD through the interdependence between possible learning opportunities (affordances) and the influences it has on individuals’ agency (engagement) within the cases. Findings highlight that ICT educators played a pivotal role in coaching and shaping professional development, suggesting that the learning opportunities available to staff were significantly influenced by the motivation and engagement of self-driven individuals, along with principal prioritization and municipal vision. This study also shows the availability of DCD through collegial cooperation, dedicated support groups and networks. The study underscores the importance of workplace learning for enhancing preschool educators' digital competence and proposes practical strategies to facilitate staff support.

The difference childhood makes: Uniqueness, accommodation, and the ethics of otherness

Ellouise Van Berkel — 2025-07-16

This article examines how the concept of childhood shapes understandings of social difference in education, with a focus on the intersections of ability, disability, and pedagogy. Through an exploration of childhood objects, teacher candidates' reflections revealed three recurring ways to approach difference: as an expression of individual uniqueness, as requiring accommodation, and as an irreconcilable disruption. We draw on Lauren Berlant to show how narratives of uniqueness and accommodation tended to reaffirm the ‘cruel optimism’ of normative developmental frameworks and ideals of assimilation. We further show how moments of disruptive difference unsettled and inconvenienced these paradigms, creating openings to reflect on educators’ own ways of embodying alterity to create a space for criticality. By centering the ethical possibilities inherent in disruptive differences, this work invites educators to imagine education not as a site of management or resolution, but as a space of relational interdependence, where coexistence depends on valuing the inconvenience of difference. Our findings call for a reimagining of pedagogy as an ethical encounter that embraces the complexity of living with and through difference.

The post-earthquake pedagogical implementations of the earthquake victim pre-school teachers

Sevim Karaoğlu — 2025-07-16

The main aim of this study is to investigate the pedagogical approaches of earthquake-affected teachers after the earthquake that caused great destruction and loss of life in Kahramanmaras on the February 6. Teachers have crucial roles in revitalising education settings in the post-disaster phase. Based on this point, this study was organised as a qualitative research within the case study. Thirty participant teachers were selected from schools in the areas affected by the deadly earthquake in Osmaniye, Hatay, and Kilis. Semi-structured interviews were employed to gather data, and a descriptive content analysis method was used to analyse the data. The findings were explained through five main themes: activities pre-earthquake, the changes made in the educational settings, indoor activities in post-earthquake, outdoor activities in post-earthquake, and children and teachers' attitudes towards activities in post-earthquake. The teachers placed importance on outdoor activities after the earthquake and stated that they fully understand what children experienced; therefore, they behave more considerately when compared to before and after the earthquake. This research aimed to help shape policies and professional development programmes that equip educators to address post-disaster education challenges.

Parent perspectives on digital play-based early literacy-learning in marginalized communities

Lauri Pynnönen — 2025-07-16

This study examined parent perspectives on digital play-based learning for early literacy development in non-formal educational settings in Pakistan and Bangladesh, where access to quality education remains limited for marginalized communities. Drawing on neo-ecological theory as a guiding framework, we conducted a qualitative focus group study in which we analysed discussions with 40 parents whose children participated in a three-month digital play-based literacy intervention implemented through community learning centres and refugee camps. The parents reported significant improvements in their children's English language capabilities and digital literacies, often describing instances that reversed traditional knowledge hierarchies within families, with children teaching their parents English pronunciation and digital navigation. However, the parents simultaneously expressed concerns about traditional writing skill development and future educational transitions. The intervention affected parent–child engagement in education, with many parents reporting increased school visits and children showing a newfound enthusiasm for attending classes. Notable variations emerged between communities with different levels of prior educational access, with refugee parents in Bangladesh showing greater enthusiasm for digital interventions than those with previous exposure to conventional education. The study demonstrated how parents in marginalized communities carefully evaluated digital play through contextual lenses, and challenged simplistic narratives about technology adoption in resource-constrained environments. The parents’ perspectives highlight both the transformative potential of digital play for early literacy and the importance of contextually responsive approaches to implementing interventions.

Fostering inclusive learning through bilingual drama-based storytime and UDL for young emergent multilinguals with disabilities

Sultan Kilinc — 2025-07-16

This study explores how drama-based storytime lesson activities in two dual-language bilingual education (DLBE) developmental preschool classrooms serving emergent multilinguals with disabilities (EMwDs) align with Universal Design for Learning (UDL) principles. Traditional, one-size-fits-all educational practices often create barriers for diverse learners, including young EMwDs, by designing lessons for an “average” student. Drama-Based Pedagogy (DBP), which integrates drama strategies into academic instruction, has been shown to support young children’s language, literacy, and socioemotional development, particularly in early childhood settings. Similarly, UDL focuses on removing barriers to learning by designing instruction that accounts for learner variability through three key principles: representation, engagement, and action and expression. We argue that DBP and UDL offer complementary approaches that embrace learner diversity and promote inclusive, responsive, and accessible learning environments. This study was conducted as part of a larger professional development program designed to prepare early childhood teachers to integrate drama strategies into literacy instruction in DLBE classrooms. We analyzed drama-based storytime activities led by a drama teaching artist and a preschool educator in morning and afternoon developmental preschool DLBE classrooms, serving ten EMwDs. Using Vosaic software, we deductively analyzed 18 videotaped drama lessons. Findings revealed that drama-based storytime lessons align with UDL’s principles of representation, engagement, and action and expression, while also creating unique opportunities for EMwDs to have their abilities recognized and to actively participate through multiple modalities in English and Spanish storytime lessons.

Ethical leadership: Early childhood center directors’ perspectives and practices in a migrant community

Tunde Szecsi — 2025-07-16

This study explores dimensions of ethical leadership within the context of early childhood education (ECE) centers that serve families with migration experience in Florida, USA. The purpose is to understand what values and ethical principles are prioritized by the ECE center directors and how these principles are implemented. The datasets included interviews with six leaders at three centers about the directors’ leadership, observations of the center’s daily practices and reviews of policy documents. The data in this case study were analyzed by reflective thematic analysis. The findings indicated the directors’ commitment and values regarding quality education to eliminate poverty, and their awareness of the cultural and experiential background of children in migration. However, some misalignments surfaced between the expressed values, ethical principles and the centers’ daily operations, such as the limited presence of culturally responsive teaching. This research contributes to a deeper understanding of how ECE directors balance systemic policies with the holistic understanding of children in migration.