Journal articles on the topic 'Education, Preschool – Namibia – Case studies'

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

The article highlights the problems of preschool education in the municipal district, which is the initial link in the system of continuing education and the basis for the full-fledged growth of an individual. Analysis of the influence of various conditions of the economic and social life reveals the problems that impede the development of preschool education. There have been analyzed the factors characterizing the coverage of children by preschool educational organizations and the availability of preschool education at the regional level. The methodological basis of the study was the economic and statistical analysis of indicators that determine the development of preschool education. The main characteristics of preschool educational activities in Republic of Bashkortostan (a study of municipal districts) are given. It has been stated that for the period from 2010 to 2018 in Republic of Bashkortostan, the number of independent preschool educational organizations decreased by 41.3%, while the number of pupils increased by 42.4%. The studies have revealed the relationship between the level of economic development of the municipal district, its specialization and the involvement of children in preschool educational activities. It has been established that in the municipal areas with well-developed industrial production the coverage of children by preschool educational organizations is high, and vice versa - in the municipal areas with a low level of industrial development the coverage of children by preschool educational organizations is poor. In the municipal areas oriented to the production of agricultural products the involvement of children in preschool education is low. The analysis results can serve as the basis for further research on the development of preschool education and be of practical importance in the development of strategic documents on the regional development.

This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.

This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

In this paper, the authors explore the methodical approach in Catholic religious education in kindergartens in Bosnia and Herzegovina. The theoretical framework is represented by the concept of holistic education. It also includes spiritual education, in the case of this study, religious education. The aim of the empirical part of the research is to determine the methodical elements of religious education in preschool institutions in Bosnia and Herzegovina (types of religious educational activities in religious education of preschool children and their representation, religious climate) and to compare public kindergartens with Catholic kindergartens. The results indicate that practical and spontaneous religious activities are often used in the introduction of children to faith, while artistic activities are moderately used that religious activities are more often realized with the whole group, and average individualization, and that there is no statistically significant difference in the investigated elements of religious education between public and Catholic kindergartens.

Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers' understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies.

Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

Sociocultural transformation of society, its digitalization dictate certain requirements to the system of education. Adaptation of education processes both in kindergartens and universities is related with readiness of teachers for implementation of digital technologies into education process. The significance of their use in education is accompanied by numerous questions regarding elimination of negative influence of digital content on a forming developing person, on their rational and reasonable application at early stages of social and personal development of preschool children. The conceptual field of pedagogy is supplemented by new categories: digital education, digital education environment, digital competence. This article presents results of teachers’ surveying on the issue of readiness to designing information environment and attitude to the digital technologies implemented into education. On the one hand, the teachers highlighted advantages of the applied information technologies: individual education, possibility to master the program by preschool children and to consolidate knowledge and skills in the case of prolonged absence from studies, time saving, mobility and flexibility of education. On the other hand, the teachers mentioned the main drawbacks of the use of digital technologies: possible harm for health of children, inability of full development of speech, communication skills, development of gaming activity. The main problems preventing active use of modern technologies are comprised of low digital competence of university graduates and working teachers; age features of preschool children, which do not allow to study material without assistance by adults; the lack of opportunities of pupil’s parents to actively participate in educational activity of preschool entity.

Children's Mathematical Thinking is an excellent book for preservice or in-service preschool, primary, and special education teachers. Much recent research on children's mathematics learning is presented in an interesting and assimilable manner. Two features used throughout the book contribute to its effectiveness with its intended audience: Short case studies are described, and two general theories of learning, absorption theory and cognitive theory, are contrasted.

The urgency of the problem of communicative competence development of preschool teachers is caused by the need for constant improvement of pedagogical approaches, methods and technologies. The development of teachers’ skills in the process of continuing professional activities is crucial for meeting the modern requirements of professional standards, imposed by the society based on the recent studies on a teacher’s role in early childhood education, child-rearing and development. The article is dedicated to providing a rationale for methodological approaches to developing teachers’ communicative competence in the course of methodological work in preschool educational establishments, taking into account the personally-significant and professionally-oriented aspects. The main research technique used to study the problem is the method of participant observation. It made it possible to conduct an authentic evaluation, using the communication project method and analysis of the diagnostic study of 332 preschool teachers who took part in putting the concept of teachers’ communicative competence development in the context of systematic employment in preschools into practice. The article shows how the applied pedagogical approaches, patterns and principles of the educational process, ensure the continuing compliance with the current requirements for teachers’ level of professional training, particularly, the need for the constant development of communicative competence. The relevance of the problem is characterized by the qualitative changes in the composition of students of preschool educational establishments, constantly changing social situations, requiring prompt decision-making, aimed at ensuring the most comfortable, safe and progressive conditions for the younger generation. The article presents the results of the practical application of the proposed theoretical and methodological approaches, based on the pedagogical patterns and principles governing the development of teachers’ communicative competence within the scope of preschool educational establishments. The result of the study is an elaborate set of methodological approaches, pedagogical patterns and principles working towards developing teachers’ communicative competence at the general-theoretical, empirical and methodological-technological levels. The materials of the article can be of practical value for students and instructors of pedagogical and humanities universities, people in charge of curriculum and discipline at preschool educational establishments, whose job is to address the issues that preschool teachers face within the boundaries of continuing vocational education.

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic. Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals. Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

In recent decades, many case studies have been carried out on the ability of preschool children to tell a story. Most studies take place in a kindergarten setting. The present research was conducted on the occasion of an educational program that took place within the framework of the “Open Schools” initiative. This institution offers free recreational and education programs to the children of the Municipality of Athens in neighborhoods facing serious economic problems due to the economic crisis. This program gave the opportunity to 25 preschool children to talk about their neighborhood and create their own book. Even though the conditions were not favorable (time was not enough and the children did not know each other), in the end they were able to tell and illustrate a story by choosing a single element of their environment. In this case study, children were encouraged to create and communicate through play and free expression.

The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.

Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.

Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in bilingual Korean preschool contexts. Based on Freire’s notion that literacy is inherently political, this study focused on six 4-year-old Korean bilingual children’s reading of picture books during a read-aloud session at the Korean Language School in a Midwestern state. The data were collected for 5 months using multiple collection sources such as audio/video recordings, observational field notes, interviews, children’s artifacts, and an informal notebook, including memos and field jottings. Findings suggest that critical literacy helps young bilingual children to explore multiple perspectives and challenge the dominant gender ideologies. For professionals in early childhood education, the study may contribute to our understanding of the significance of critical literacy conversations with bilingual preschool children.

Many studies have reported that there has been a change over time in the physical contact betweeneducators and children. The purpose of this study is to investigate how experienced preschool teachers describe the historical changes that have taken place during their professional lives in terms of the view of physical contact between educators and children. The empirical material consists of semi-structured interviews with 30 qualified preschool teachers. The material has been analyzed on the basis of Beck’s theory of risk society and the concepts “becoming” and “being”. The results show that the participants express that the view has changed within four different areas, which in turn affects how physical contact between educators and children is perceived. These four areas are the view of the child, of the role of preschool teachers, of male educators, and of nudity. It is well known that the view of the preschool teaching profession, as well as the view of children, have changed and the awareness of the historical change is part of the preschool teacher education. The view of male educators from a historical perspective has been investigated in many studies. Changes in the view of nudity, on the other hand, have been discussed to a lesser extent. Overall, changed views in all four areas have led to a more restrictive approach to physical contact. In the worst case, this may mean that children’s need for physical contact and physical closeness is overshadowed in preschool.

Over the last years public attention has focused more and more on preschool playgroups as a means of improving ethnic minority' children's chances for later school success. With regard to literacy development, one of the pillars of the school curriculum, ethnic minority children often appear to lag behind on comprehension literacy skills, rather than on technical literacy skills. Smith & Dickinson (1994) showed that the improvement of comprehension skills is possible in preschool education, provided they are accompanied by cognitively challenging interactions. It can be expected, however, that children whose home language is not the (pre)school language have difficulties participating in such interactions. The two studies presented in this paper seem to confirm this line of thought. The results of Study 1, a quantitative investigation into the relation between preschool playgroup participation and later school success, showed no significant differences on literacy tests in kindergarten, grades 1 and 2, between ethnic minority children who had and had not visited preschool playgroups. Study 2, a multiple case-study of three Turkish boys in a Dutch preschool playgroup, showed that Mehmet, Batuhan, and Yunus were only able to engage in cognitively challenging interactions after more than a year of preschool participation.

This paper presents initial findings from a project that explored the use of digital cameras by preschool children in classroom science investigations. Children’s science experience was viewed through a multimodal, social semiotic lens. A qualitative approach to data analysis was used to track and codify the visual choices made by the child photographers. This paper characterizes the precise visual choice-making in which the children engaged to compose their photographs. Focusing on one investigation of mixture and separation, the paper contrasts case studies of two of the focal children, arguing that a series of child-composed photographs can be viewed as a visual structuring of perceptual experience. In fact, the photographs provided visual evidence of the children’s relationships to the investigation. These photographs are also compared with the children’s post-investigation drawings to demonstrate differences in the use of image-as-photograph and image-as-drawing to visually characterize their roles in the science investigation.

Objectives: Breast cancer contributes substantially to morbidity and mortality in Namibia as is the case in most countries in Sub-Saharan Africa (SSA). However, there is a dearth of nationally representative studies that examine the odds of screening for breast cancer in Namibia and SSA at large. This paper aims to fill this gap by examining the determinants of breast cancer screening guided by the Health Belief Model. Methods: We applied hierarchical binary logit regression models to explore the determinants of breast cancer screening using the 2013 Namibia Demography and Health Survey (NDHS). We accounted for the effect of unobserved heterogeneity that may affect breast cancer, testing behaviours among women cluster level. The NDHS is a nationally representative dataset that has recently started to collect information on cancer screening. Results: The results show that women who have health insurance coverage (odds ratio (OR) = 1.62, p ≤ 0.01), maintain contact with health professionals (OR = 1.47, p = 0.01), and who have secondary (OR = 1.38, p = 0.01) and higher (OR = 1.77, p ≤ 0.01) education were more likely to be screened for breast cancer. Factors that influence women’s perception of their susceptibility to breast cancer such as birthing experience, age, region and place of residence were associated with screening in this context. Conclusions: Overall, the health belief model predicted women’s testing behaviours and also revealed the absence of relevant risk factors in the NDHS data that might influence screening. Overall, our results show that strategies for early diagnosis of breast cancer should be given major priority by cancer control boards as well as ministries of health in SSA. These strategies should centre on early screening and may involve reducing or eliminating barriers to health care, access to relevant health information and encouraging breast self-examination.

Although not entirely neglected, the history of preschool reform and child study in Canada is understudied. Historians have documented the fate of “progressivism” in Canadian schooling through the 1930s along with postwar reforms that shaped the school system through the 1960s. But there are few case studies of child study centers and laboratory schools in Canada, despite their popularity in the latter half of the twentieth century. Histories of child study and child development tend to focus on the well-known Institute of Child Study directed by the renowned William E. Blatz in the Department of Psychology at the University of Toronto (U of T). Yet there were over twenty other child study centers established in Canadian universities during the 1960s and 1970s directed by little-known figures such as Alice Borden and Grace Bredin at the University of British Columbia (UBC).

Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students from 12 different schools. Results showed a high level of prevalence in the different types of truancy (Active and Passive). Among these behaviours, 46.86% of students skipped entire days without a valid excuse and 42.51% did not usually do their homework. Overall, 60% showed underachievement and great rates of curricular gap. In 6th grade, the last year of primary school, 74.42% of students had repeated one grade and 27.91% more than one. Moreover, significant correlations were found between truancy and school performance. The detection and early action against truancy in primary education with this type of student will reduce early dropouts and make school a key actor for the development of these students.

Conceptualizations of the home have changed, particularly in respect to children’s rearing and development. An increased awareness of early intervention in meeting a child’s learning needs has filtered down into the organization of space in homes. Maximizing learning opportunities by creating ‘literacy nooks’, which involves carving out interactive domains in the home, has become a way of asserting parental agency in their children’s development. The Parents’ Networks project is an Australian Research Council (ARC) funded project that focuses on how specific locales, such as commercial retail outlets, playgroups, libraries, health services and home spaces, have become networks of information sourcing and learning. This paper refers to a sub-project derived from this larger study that focuses specifically on the home space. We suggest that within the home space, parents construct learning environments for preschool children based on concepts of ‘good’ parenting. Four case studies of family homes in the US town of Greystone (pseudonym) are presented, exploring how space is arranged to produce an environment conducive to learning and development. In this article, we locate interview and observational data within space theory to posit how learning is mobilized within and across home environments.

Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions conducted in school, preschool, and home-based settings were included; 53 articles were reviewed. In these articles utilizing single case research or group designs ( n = 2,262 participants), most articles reported gender and disability. Slightly fewer than half of the studies reported participants’ race/ethnicity. Socioeconomic status and language were infrequently reported. Analyses of participant characteristics in studies that reported children’s gender and race/ethnicity found that boys and Black and Latino children were overrepresented. Implications are discussed, including the field’s use of research standards regarding the reporting of participant characteristics, suggestions for inclusive recruitment and retention strategies, and the importance of identifying culturally responsive interventions for challenging behavior.

AbstractAlthough there is a body of work investigating code-switching (alternation between two languages in production) in the preschool period, it largely relies on case studies or very small samples. The current work seeks to extend extant research by exploring the development of code-switching longitudinally from 31 to 39 months of age in two distinct groups of bilingual children: Spanish–English children in San Diego and French–English children in Montréal. In two studies, consistent with previous research, children code-switched more often between than within utterances and code-switched more content than function words. Additionally, children code-switched more from Spanish or French to English than the reverse. Importantly, the factors driving the rate of code-switching differed across samples such that exposure was the most important predictor of code-switching in Spanish–English children whereas proficiency was the more important predictor in French–English children.

The present article explores how situated queerness takes place in relation to the construction of child and childhood. Lee Edelman (2004) argues that the child is opposed to, and in need of protection from contact with, homosexuality, which means that the queer cannot be part of the political fantasies of the future in which the child is central. In view of this, but unlike Edelman, I argue in this article that the child is part of different future fantasies, where the child is not necessarily separated from queerness. Here, I present contemporary connections between the child and queerness and analyze how possibilities and limitations appear in relation to this. Through two case studies, the article takes on a multi-sited approach (Marcus 1995), following when queerness is introduced on arenas where childhood is constructed. The first case is located to a preschool where the staff recently carried out hbtq-education and -certification and the analyzed data is one group interview with five preschool teachers and their principle. The second case is located in social media and consists of reactions on the presence of lesbian characters in the children’s comic Bamse, where 326 commentary posts around this topic are analyzed. Based on critical perspectives on age and sexuality, this article discuss what normalizations about childhood and heterosexuality are being made, and how these normalizations condition how queer sexuality can be present within the two childhood arenas represented in the material. Conclusions drawn are that both in the preschool and in the adults’ reactions to children’s culture, heterosexuality passes unnoticed, while queerness is made something remarkable. The relationship between queer and childhood can here be understood as both requested and questioned, which I present as conditioned queerness, and the child and childhood as spaces where different discourses about the child’s best and desirable future are negotiated.

Healthy nutritional habits are of vital importance for good health and quality of life for all individuals in all life stages. Nutritional habits shaped in early childhood set the foundation for future dietary practices applied through lifespan, hence informing risk towards chronic diseases. A key contributor to child health is maternal impact. A healthy childhood status translates into increased lifespan, health, and life-quality, as well as better family and social interactions and improved academic performance. These conditions can contribute to a healthier and more vibrant workforce, and thus extend positive impact on the economic and overall development of a country. Evidence related to maternal impact on childhood dietary habits is limited in Turkey, an emerging economy with notable disparities and a significant segment (approximately one third) of its 83 million population under the age of 30. Hence, the aim of this study was to investigate the relationship between the socioeconomic status (SES) of mothers on the dietary habits of their preschool children. A pilot cross-sectional observational study was conducted involving the mothers of 109 preschool children aged 4–6 years. Data on the nutritional status of children were collected through a food frequency questionnaire and a 24-h recall interview, while sociodemographic information was also collected, and statistical analyses conducted. An unexpected finding regarding the lack of association between the socioeconomic and employment status of mothers and the nutritional intakes of their children was observed. Interestingly, it appears that more traditional societal and nutritional practices typically undertaken in the case of lower SES, especially in more traditional settings like the case of Turkey, appear to extend a protective effect as per the nutritional habits and ensuing obesity risk in the case of children of women with lower SES. Another way to interpret our finding is that the difference in education and SES is not adequate to produce a significant effect in terms of children dietary intake. This is an interesting finding that warrants further study. Additionally, such studies serve to increase awareness about the importance of healthy nutritional practices in preschool children and the critical role of the mother on their nutritional status, particularly in the Turkish idiosyncratic setting.

Purpose The purpose of this paper is to explore the parental sensitivity and self-protective strategies of parents with attention deficit hyperactivity disorder (ADHD) and those of their children. Design/methodology/approach Six parents with ADHD and their under 3-years-old children participated. One parent took part with her both children. The data included seven parent-child dyads. The parents were interviewed with the modified Adult Attachment Interview. Parental sensitivity was assessed using the CARE-Index. The self-protective strategies of the children were assessed with The Strange Situation Procedure or the Preschool Assessment of Attachment. Findings The study showed a variety of the self-protective strategies of parents with ADHD as well as those of their children. Three subgroups were formed on the basis of risk as indicated by Crittenden’s gradient of transformation of information. Parents displayed complex self-protective strategies as well as unresolved traumas, which impaired their sensitivity and ability to engage in mutual regulation of arousal and emotion. The parents’ needs of self-protection compromised their ability to protect and comfort their child that is their sensitivity. The children’s protective strategies matched those of their parents in regard to complexity as mediated by parental sensitivity. Originality/value This multiple-case study demonstrates new ideas to be tested with quantitative methods in larger samples. There are no previous studies which have examined both the attachment strategies and sensitivity of parents with ADHD connecting these with the evolving attachment strategies of their children.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample.
 Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media
 References
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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
 Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
 References:
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AbstractGermany is an important destination for migrants from other European countries. That is particularly true of the Danube region, a European Union (EU) macroregion with deep economic and historical interconnections. Immigrants tend to be younger than the average of the German population, with children accounting for 15% of all migrants. The authors start with a short overview of the theoretical and empirical literature on preschool and early education as a tool for acquisition by immigrant children of the host country’s language. The focus is then shifted to the policy sphere, with the example of Germany and in particular the federal state of Bavaria, in the context of the challenges and best practices used to tackle the integration of such children. The article considers Regensburg, the fourth-largest city in the State of Bavaria, and the Landkreis (district) Kelheim to the southwest of Regensburg as case studies to illustrate the similarities and differences of their municipal approaches to the promotion of German language acquisition by immigrant children and their parents.

The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance.
 Keywords: Early gender education, Teacher knowledge about gender education
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The objective of the study is to explore the spiritual and socioemotional potential development of students in the teaching and learning (T&L) of Islamic Studies in preschools. The goals of preschool education are to develop the potential of students in a holistic and integrated manner with fun, creative, and meaningful leaning. As such, teachers need to play proactive roles with knowledge and determination to achieve these goals. This qualitative study, in the form of a case study, used the observation method as the main instrument. Data from the observations were triangulated with those from interviews and document analysis. Using the purposive sampling method, participants were selected among those who have obtained a diploma of education from teaching institutions, attended courses and trainings conducted by the Ministry of Education (MOE), and had more than three years of teaching experience at preschools. The results showed that in the T&L of Islamic Studies in preschools, teachers’ characteristics, knowledge, and creativity played a role in developing the potential of students. It is hoped that this study will contribute to our basic knowledge about T&L of Islamic Studies, particularly towards the efforts in developing the potential of spiritual and socioemotional of children.
 Abstrak
 Objektif kajian adalah meneroka perkembangan potensi rohani dan sosioemosi murid dalam proses pengajaran dan pembelajaran (P&P) Pendidikan Islam prasekolah. Matlamat pendidikan prasekolah adalah untuk memperkembangkan potensi murid secara menyeluruh dan bersepadu dengan pembelajaran yang menyeronokkan, kreatif, dan bermakna. Oleh hal yang demikian, guru-guru perlu memainkan peranan yang proaktif dengan ilmu dan kesungguhan bagi mencapai matlamat ini.Kajiankualitatifberbentuk kajiankes ini menggunakan kaedah pemerhatian sebagai instrumen utama. Data pemerhatian ditriangulasikan pula dengan data temu bual dan analisis dokumen. Pemilihan peserta kajian menggunakan pensampelan bertujuan dengan ciri pemilihan mereka yang memiliki diploma pendidikan dari institusi perguruan, pernah mendapat kursus dan latihan dari Kementerian Pendidikan Malaysia (KPM), serta berpengalaman mengajar prasekolah melebihi tiga tahun. Hasil kajian mendapati bahawa dalam P&P Pendidikan Islam prasekolah terdapat peranan sifat guru, pengetahuan, dan kreativiti guru dalam membangunkan potensi murid. Oleh itu, adalah diharapkan dapatan kajian ini akan menyumbang ke arah pengetahuan asas kita mengenai proses P&P Pendidikan Islam terutama usaha mengembangkan potensi rohani dan sosioemosi kanak-kanak.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education.
 Keywords: Early Childhood Educators, Loose-part, STEAM
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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills.
 Keywords: Parental Perspective; Computer Learning; Early childhood education
 References:
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The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships.
 Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional
 References
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BACKGROUND: In recent decades, the number of patients experiencing food allergies and food anaphylaxis has been increasing worldwide. However, at present, epidemiological data on this problem are unclear. Anaphylaxis is an acute, potentially life-threatening pathological reaction of systemic hypersensitivity with various clinical symptoms, which can be coded under different diagnoses and conditions. Its acute onset and transient nature make it difficult to obtain prospective data. Thus, it appears realistic to conduct retrospective studies using a questionnaire analysis to identify children who have undergone such reactions for further examination and observation.
 AIM: This study aimed to investigate the prevalence of food hypersensitivity and food anaphylaxis in the pediatric population of Ekaterinburg.
 MATERIALS AND METHODS: A total of 5,000 parents with children aged 217 years were surveyed. The children attend preschool or school general educational institutions (childrens education institution (ChEI) of the city. ChEIs were randomized, and the parent survey was anonymous and voluntary. Respective parents were asked to complete the questionnaire, which asks them whether their children have skin lesions, wheezing, and clinical presentations of allergic rhinitis or food allergy. The developed questionnaire was based on the ISAC questionnaire translated into Russian. In the questionnaires, the parents gave only those symptoms that arose in children against the background of somatic health at normal body temperature.
 RESULTS: A total of 2,400 questionnaires were analyzed: 1,196 questionnaires were filled by parents of boys (49.9%) and 1,204 questionnaires by parents of girls (50.1%) aged 217 years (average age 10.31 0.30 years). Data collected from questionnaire revealed that skin rashes in 17% of the children were associated with products: most often, these were obligate allergens and histamine liberators. Additionally, 6.8% of the parents noted that persistent rhinitis in their children was associated with consumption of milk/fish/fruit/nuts. Symptoms of respiratory obstruction after eating fish/cows milk/nuts were described by parents of 2.7% of the children. Association of urticarial manifestations with food was noticed by parents of 194 (8.1%) children. Moreover, 0.96% of children experienced symptoms of anaphylaxis to food, 0.3% to cows milk, 0.12% to chicken eggs and fruit, and 0.08% to wheat, nuts, and fish.
 CONCLUSIONS: Epidemiological studies help understand the spread and nature of allergic diseases in a region. Moreover, identification of children who have had episodes of food-borne anaphylaxis helps prevent recurrent cases by conducting case follow-up of these patients.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources.
 Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning
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Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies.
 Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy
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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model
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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models.
 Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching
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Abstract Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schools have been conducted for decades but have been less frequently examined in early childhood contexts. A recent meta-analysis of multitiered systems of support in preschool settings exclusively synthesized outcomes from group design studies. Our current review extends this review by synthesizing single-case research examining interventions implemented within tiered support system frameworks in preschool settings. Our data indicate that single-case evaluations of tiered support systems do not frequently meet contemporary standards for rigor nor consistently identify functional relations. Recommendations and considerations for future research are discussed. Copies of completed coding tables, syntax, and supplemental tables referenced throughout the manuscript may be obtained via Open Science Framework at https://osf.io/ghptw/ .

Most studies suggest that home numeracy is correlated with preschool children’s current mathematical performance, and also predicts their mathematical performance longitudinally. However, this finding is not universal, and some studies do not suggest a close relationship between home numeracy and preschoolers’ mathematical development. There are several possible reasons for the discrepant findings, including the exact nature of numeracy activities provided, and possible unreliability of parental reports of home numeracy. However, parental attitudes might also lead to differing results: because attitudes might influence actual home numeracy provision or the ways in which it is reported; because parental attitudes and beliefs might be transmitted intergenerationally; and because parental mathematics anxiety may interact with home numeracy activities to create early negative emotional associations about mathematics, as some research suggests to be the case with regard to school-age children. There has been a significant amount of research in the first two of these areas, but very little in the third area with regard to preschoolers. It should be seen as an important area for further research.

Show-and-Tell is one of many activities recommended for encouraging children’s oral language production in classrooms across the world, but there is little research on the topic. From existing studies, teacher facilitation is posited as key to shaping children’s oral language production. This paper explores teacher strategies for facilitating children’s oral language production during Show-and-Tell, in the case studies of four Singapore preschool language teachers (English, Chinese, Malay and Tamil) sampled from a larger nationwide longitudinal study, with 47 children observed across the four classrooms. Using a coding scheme with high reliability ( d = 0.80), a total of 1192 teacher utterances and 539 children’s utterances were coded to capture teacher strategies and types of children’s responses across the classrooms. Findings showed that the English teacher employed language modelling most frequently, while all other teachers most frequently facilitated through questioning. The potential of Show-and-Tell in encouraging children’s language output is observed in how self-initiated talk is among the most frequent form of child participation, especially in the English-language classroom, which was expected given the context of English-dominance among bilingual Singapore children. In response to teacher facilitation, children were more likely to respond with verbal responses and gestures, as compared to not responding. It was, however, noted that a lack of wait-time provided by teachers hampered children’s opportunities to express themselves during the activity. Our findings have implications on the need for different types of teacher strategies required to ensure the effectiveness of Show-and-Tell for promoting children’s oral language production.

Purpose: The purpose of the present study was to document the out-of-home exposure to English and Spanish experienced by children from Spanish-speaking homes in the United States during the preschool years. Methodology: Primary caregivers of 149 children from Spanish-speaking homes in South Florida reported on their children’s language exposure. Data and analysis: Descriptive statistics and paired-samples t-tests described and compared children’s exposure to English and Spanish outside the home. Multi-level modeling described trajectories of change and the influence of family characteristics on English and Spanish out-of-home exposure. Findings: Children heard more English than Spanish outside of their homes. Grandparents were the primary out-of-home source of exposure to Spanish. Language exposure in preschool and extracurricular activities was primarily English. From 30 to 60 months, English exposure increased, while Spanish exposure decreased. Within this general pattern, there was variability in children’s out-of-home language exposure as a function of parents’ language backgrounds and maternal education. Originality: Studies of bilingual children’s language exposure have focused on home language use. The present study shows that out-of-home experiences are a significant source of exposure to societal language (SL) for children from language minority homes. Implications: For children in immigrant families, the home and family members outside the home are the primary sources of heritage language exposure. Out-of-home language experience is SL-dominant and increasingly so as children get older, although the degree to which this is the case differs depending on parental characteristics.

The Roma are Europe's largest minority ethnic group, yet too few Roma achieve a level of education that enables them to secure employment or positive life chances. Gaps in their attainment compared to other ethnic groups start to appear in the earliest years, with Roma participating in early education at half the rate of their peers. The European Commission has established expectations to increase participation rates, but change is painfully slow. Institutionalized discrimination and poverty underpin many structural factors, such as shortages of preschool places and unaffordable fees and costs, that are in a large part responsible for the low participation of Roma in early education. Yet multiple reports highlight cultural barriers as an additional significant challenge for Roma families, and recommend employing Roma as teaching assistants to bridge cultural differences. This article presents evidence from two qualitative studies that explore the impact of employing Roma in early childhood settings. The first, a survey conducted in the 21 European countries with the largest Roma populations, establishes current hiring trends and motivations for hiring Roma early childhood education staff, and estimates that at least 40,000 additional Roma staff are needed to ensure their proportionate representation in the workforce. The second uses case study methodology to capture learning from Serbia and the UK, where introducing Roma assistants is helping to bridge cultural barriers to Roma participation in early education. The article concludes with the observation that the social inclusion of Roma will also require interventions that start well before children enter formal education.