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Critical literacy in early childhood education: Questions that prompt critical conversations

Shu-yen law new zealand tertiary college, practitioner research： vol 6, no 3 - may 2020.

This article proposes the use of questioning as a strategy to foster and provoke children’s critical thinking through the medium of literacy. The art of questioning includes adults both asking questions in purposeful ways and eliciting children’s responses and questions. This strategy prompts children to make connections to prior knowledge and experiences, share perspectives, reflect on ideas and explore possible responses. This article is informed by both the author’s own research and a range of literature. Examples of questions and conversations are provided to demonstrate how critical thinking can be fostered in early childhood education settings. In this article, picture books are viewed as a valuable resource for teachers to nurture critical thinking as they can portray concepts and ideas that are meaningful and relevant for children.

Introduction

When children engage in shared reading with educators, they develop an understanding of the story and meaning of the world around them. This understanding can be deepened by supporting children to develop a critical stance so that they become confident to engage in critical discussions on current and meaningful topics that touch their lives. Picture book reading is not just about what children can see and hear, but also how it makes them feel, think and how these ideas might be applied to their lives. This comprises engagement in critical literacy: a learning journey where children are encouraged to think critically and reflect on meanings presented in texts. This article draws on findings from my own studies in China (Law & Zheng, 2013) and New Zealand (Law, 2012) to explore the ways in which teachers can use picture books to support the development of children’s critical thinking.

What is critical literacy and why is it important in early childhood education?

The origins of critical literacy can be traced to domains such as feminism, multiculturalism, critical theory, anti-racism, and post-structuralism, each presenting different perspectives on the influence of power dynamics in society (Janks, 2000). Comber (1999) clarifies that despite the different orientations, the starting point of these viewpoints are:

…about shaping young people who can analyse what is going on; who will ask why things are the way they are; who will question who benefits from the ways things are and who can imagine how things might be different and who can act to make things more equitable (p. 4).

Based on a literature review spanning thirty years, Lewison, Flint and van Sluys (2002) found that critical literacy provides educators with the opportunity to explore social issues and discuss ways children can contribute to positive change in the community (cited in Norris, Lucas, & Prudhoe, 2012). It is vital to encourage children to be open to different perspectives and explore challenging concepts presented in texts, such as diversity, divorce, stereotypes, bullying, disability, and poverty as these are issues relevant to people of all ages, including children in the early years (Lewison et el., 2002; Mankiw & Strasser, 2013). The objective of the discussion therefore does not stop at the analysis of text but includes reflection on one’s own experiences, which promotes social awareness and positive actions.

One might question how relevant social issues are to children in early childhood education. Ayers, Connolly, Harper and Bonnano (cited in Hawkins, 2014) point out that “children as young as three have the capability to develop negative attitudes and prejudices towards particular groups” (p. 725). The New Zealand Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa (Te Whāriki) (MoE, 2017) supports the cultivation of social justice. The strand contribution voices the aspiration that children will demonstrate “confidence to stand up for themselves and others against biased ideas and discriminatory behaviour” (p. 37). Teachers can achieve this through creating opportunities for children to “discuss bias and to challenge prejudice and discriminatory attitudes” (p. 39). Therefore, young children can be involved in critical literacy through meaning making, perspective sharing, and reflecting on the social justice concepts presented in picture books.

Picture book reading

Picture book reading is an interactive, sociocultural experience, where adults and children can engage in collaborative learning (Helming & Reid, 2017; Norris et al., 2012). Picture books make great teaching tools as they bring in fresh perspectives on social issues, prompting children to explore concepts and  consider how this might influence their actions (Robertson, 2018). When children’s perspectives broaden through critical discussions, positive attitudes towards others in society are also likely to take shape (Kim, 2016). Picture book reading also supports the development of oral language needed for critical thinking and discussion (Education Review Office [ERO], 2017). Shared picture book reading enables meaningful, shared conversations and the introduction of a wide vocabulary, while children ask questions and share their understandings and experiences (ERO, 2017). An example of this was evident in my study when children were asked during a reading session using the children’s book Don’t Panic Annika (Bell & Morris, 2011):

“What does that mean when you say ‘panic’? When did you feel scared?” to which a child responded: “When I was four or even three, every morning, I was scared and I could not even see my mum or my dad; I thought it was a monster”, while another expressed, “When I was trying to peel the potatoes, I thought I was going to hit my finger. I know what panicky means. You scream, crying and like stomping your feet” (Law, 2012, p. 66).

This question supported the children to connect a new word to their real life experiences, which helped them “make sense of learning, literacy, life and themselves” (MoE, 2009, p. 23). When teachers support children to learn new words through making connections to prior knowledge and experiences, children will then have the vocabulary needed to engage in further conversations around the topic.

The art of questioning

Questioning is defined by how adults ask questions meaningfully and how adults elicit children’s questions through strategies such as probing, listening, commenting, and modelling thinking out loud. Open-ended questions foster a good balance between a hands-on and hands-off approach to teaching as they provoke thinking while accepting individual unique perspectives. Open-ended questions promote open-mindedness and endless possibilities. A child-centred approach allows children to bring their own cultural perspectives and understanding of the world to the table, enabling them to make connections and form their own working theories (Peters & Kelly, 2011). These abilities to make meanings and connections, ask questions, consider multiple perspectives, and make predictions are also learning dispositions beneficial for success in reading (Whyte, 2019). 

In addition to teacher questioning, children should be encouraged to be proactive at asking questions as well. It is vital to strike a balance between teacher questioning and child questioning where both engage in active listening and exchanging of thoughts, opinions, and wonderings based on personal experiences and feelings (Mackey & de Vocht-van Alphen, 2016). This can be achieved by moving away from the commonly used ‘teacher-question, student-answer, and teacher-reaction‘ pattern which can inhibit learning if used improperly, as it can cause excessive attention to guessing what is in the teacher’s mind rather than being creative in exploring more in-depth about the texts  (MoE, 2003). Levy (2016) supports this noting the importance of creating learning environments where children are encouraged to ask questions and explore dominant discourses in texts, while teachers’ open-ended questions welcome individual opinions and model critical thinking. Te Whāriki (MoE, 2017)aspires for children to be active questioners and thinkers on issues in life that are relevant to them. Supporting this goal, children should be encouraged to inquire, reflect, challenge ideas and make meanings, which support engagement in critical literacy. These opportunities for children to express opinions and ask questions are a way to advocate for their own and others’ rights (Luff, Kanyal, Shehu, & Brewis, 2016), contributing both to social justice and creating an equitable learning environment. 

Examples of questions

Some examples of questions will be shared and discussed in this section to show how they can be used in purposeful ways to promote engagement in critical literacy. This includes making connections to prior knowledge and experiences; sharing perspectives and reflecting on ideas in the story to explore possible responses. It is worth noting that the proposed practices are not hierarchical in importance or sequential, but rather implemented according to both the content and storyline of the books, and the children’s sociocultural context. This includes taking into consideration factors such as families’ beliefs and values, development appropriateness, and the intended outcomes for the children.

Prompts for making connections to prior knowledge and experiences

What happened in the story? What does this [picture/word] say? How do you know? Have you [done/seen] this before? Tell me about it. Can you remember …? What happened? How is [the character] feeling? Why is [the character] feeling this way?

When teachers actively support children to make meaning through connecting to their prior knowledge experiences, children are supported in developing a critical stance towards text (Mackey & de Vocht-van Alphen, 2016). When being read a story about Alfie and the Big Boys (Hughes, 2007) a group of five-year-old children were asked, “Why is Ian [a big boy in the story] not talking to the little kids?” Although the story portrays Ian as happy playing with another little girl, the children offered their own interpretations suggesting; “He may be angry at them” and “He doesn’t know their names”. This story was purposefully selected for the children who had just transitioned from early childhood centres into new entrant classrooms. By eliciting the children’s voice, the teacher was able to understand the challenges the children were facing and the thoughts that were guiding their actions, and was able to introduce strategies to support their sense of belonging and social competence (Law, 2012).

Books such as Mum and Dad Glue (Gray, 2009) and No Ordinary Family (Krause, 2013) convey messages around the different family structures; the first a narrative about a child’s feelings over his parents’ separation and the latter looking at children’s experience of being in a blended family. These books resonate with many children nowadays and present opportunities for teachers to use them as a tool to support children to help clarify misconceptions or provide reassurance for the anxiety they may be feeling. Questions like “Who do you live with now?”, “What do you do when you are with [Mum/Dad]?” or “Do you like sharing your room with your [half/step siblings]? Why?” provokes children to talk about their own experience or opinions which could then lead to further discussions around fairness and family diversity.

Prompts for sharing perspectives

What do you think [the character] could do? What else?  What is going to happen next? Are these pictures the same or different? Teachers need to also allow time for children to respond to images before starting to read. Prompt or model thinking out loud if needed, for example: “What can you see?”, “I wonder how [the character] is feeling?”

Empowerment is one of the principles that drives the vision for children at the heart of Te Whāriki (MoE, 2017). Effective questioning and giving time for children to respond to what they see, can empower them to create stories in different ways according to their own views and interests. Questions like “What is going to happen next?” prompt children to make predictions about the story and form questions based on their knowledge of the world, understanding that their voice and opinion are valid while realising that others can bring in their own perspectives too.

It is equally important that teachers take time to listen to children, allowing them to share their ideas and ask questions, thereby recognising that they are active participants (Peters & Kelly, 2011). This facilitation of social interactions amongst children prompts them to be open-minded and become aware that people give meaning to texts in different ways (Bailin, Case, Coombs, & Daniels, 2010). This is crucial to critical literacy as perspective-taking and empathy are two social competencies that enhance the attributes of sharing and caring (Robertson, 2018). The digital book Oat the Goat (MoE, 2018) is a great teaching tool for encouraging perspective-taking and empathy as children are given opportunities to make choices and justify their opinions. This can be done by asking “What would you do if you were the Goat? Why?” in the scene where Amos, a mossy, green, hairy creature, was laughed at and criticised by a few sheep for how he looks, calling him “a weirdo” and “mossy head”. Further probing concepts of bullying or discrimination can be done by modelling thinking out loud, “Look at Amos, I wonder how he’s feeling when the sheep laugh at him?” With this, children are encouraged to reflect on the situation, share their perspectives, while respecting that their peers may hold differing views from their own.

Wordless picture books like Bee & Me (Jay, 2016) is one that facilitates children to use their own unique imagination and prior knowledge to fill in the details, taking away different meanings with them (Law & Zheng, 2013). Throughout the text, children are presented with images that leave them room to question or add their own voice to it. Simple probing questions like, “What can you see?”, “What do you think this picture means?” encourage children’s voice and input, which supports the strand of contribution in Te Whāriki (MoE, 2017) where children become increasingly capable of “recognising and appreciating their own ability to learn” (p. 37).

Prompts to reflect on concepts and exploring actions

What would happen if…?  Is it good or bad to…? Is it ok if/when…? Why or why not? What would you do/feel if you are [a character]? Who do you like in this story? Why?

It is imperative that children recognise how a particular text may affect their feelings, thoughts, or perceptions in order to be active citizens who are able to think about their responsibilities in the environment they live in. The Selfish Crocodile (Charles, 2010) illustrates a self-centered crocodile who initially refuses to share the forest with the other animals but eventually becomes friendly and considerate after being helped by a mouse. Children can be invited to share their thoughts through questions such as “Is it ok to have the whole space to yourself? What will happen if you do that?” or “What can you say to your friends so they play with you?” These questions prompt children to use their comprehension of the story and the images to reflect on issues of equality and inclusion and through a collaborative reading experience, they can develop an awareness of certain positive behaviours in life that promotes social justice.

One example from the book Zoobots (Whatley & Whatley, 2010) shows how children are supported to not only identify key message of the story but also further reflect on their own thoughts about friendship.

Teacher: What do you think this story is about? Child A: Making friends . Teacher: What about making friends? Child A: Like they build a friend and that‘s kind of like people finding friends. At this time, another child, B, added his own point of view about friendship. Child B: You cannot have too many friends. Teacher: But was it ok they (the characters) found another friend? Child B: Yes. Teacher: Did it matter in the end what the friend looked like? Child B: No. (Law, 2012, p. 64)

In this example, the teacher ensures that the main concept in the story connects to the children’s lives and that Child B can form an inclusive view about making friends. Similarly, other social justice issues such as bullying and discrimination can be explored by using books such as Isaac and His Amazing Asperger Superpowers (Walsh, 2016) or Julian Is A Mermaid (Love, 2018) engaging children in further discussions around the message, leading to prompts that support their application to their own experiences. The first book illustrates how a child with Asperger’s syndrome would perceive the world and the second book is about a boy who wants to be a mermaid. Questions such as “If you are Isaac’s [character] friend, what will you do to play with him?” or “Is it okay for boys to play with dolls?” and “Is it okay for girls to be firemen?” can foster positive attitudes in children to matters relevant to their lives and with the growing awareness of equality, empower them to act with kindness and empathy.

Critical literacy in early childhood education is warranted with the increased complexity and diversity of society and the need for children to be socially responsible individuals who can take the lead and make good decisions and actions in life. Critical literacy helps address real life issues through empowering children to make connections, share perspectives, and reflect on ideas and explore possible responses.   This article advocates for the purposeful use of questioning in promoting critical literacy through picture book reading experiences, where there is a balance between teacher questioning and children questioning to promote critical, creative, and reflective conversations. A sociocultural approach has been applied, where children’s prior knowledge and experience are activated and where picture book choices are relevant to matters relating to their lives in order for the learning to be meaningful and impactful. This can be practiced by having reflective teachers who are critical and conscious of their own beliefs, assumptions, and biases, and an environment that ensures children’s views and feelings are valued and that their voices are listened to.

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How to cite this article

Shu-Yen, L. (2020). Critical literacy in early childhood education: Questions that prompt critical conversations. He Kupu, 6 (3), 26-33.

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176 Childhood Education Research Topics & Essay Examples

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• Stress in Early Childhood Education Early childhood education is crucial to the child's mental development, and the movie "No Small Matter" reveals curious insights into the topic.
• Developing Emergent Literacy in Children Emergent literacy is the basis for the further development of abilities; therefore, it should be given proper attention.
• Characteristics of Effective Early Childhood Teachers “Twelve Characteristics of Effective Early Childhood Teachers” explains the phenomenological attributes of each quality, ranging from passion to a sense of humor.
• Discussing Child Learning Strategies The article analyzes two videos reviewed are the "Visually Impaired" and "Understanding Hearing Impairments" clips.
• Praise and Encouragement in Early Childhood Education The article discusses approaching the children in school-based activities in class, which includes giving credit where it deserves by improving a child's potential.
• Early Childhood Education in India Today's preschool education system in India is designed so that parents can rest assured of their children who have been trained in such groups.
• Quality Physical Education and Obesity in US Children For the public and often the students themselves, physical education in schools is rarely taken seriously, viewed as largely a ‘filler’ subject to meet government requirements.
• Comparison of the Two Early Childhood Educational Institutions in Hong Kong This paper examines the educational and administrative management aspects of two kindergartens in Hong Kong: HKYWCA Athena and The Salvation Army Shui Chuen O Kindergarten.
• Importance of Early Childhood Study Early childhood is a great determiner of a person's future character and behavior, as children learn a lot because they can easily understand each other through games.
• Research in the Field of Childhood Literacy This paper contains an annotated bibliography of the two articles devoted to the topics of childhood literacy and education.
• Children's Skills Development and Education Decent behavior, operational interaction with others, and articulating individual needs are essential constituents of children's skills.
• Teaching Strategies for Middle Childhood Development Stages Tutors have the most significant part to play in the middle childhood development stage. They should choose and practice relevant strategies.
• Best Practices in Early Childhood Education This paper discusses best practices in the field of early childhood education, which are based on developmentally appropriate practice (DAP).
• “The Kindergarten Program”: Visible Learning in Early Childhood Education Visible learning is particularly significant since children learn from experience and should be exposed to real-life situations.
• How Fun and Playing Helps Kids Learn The topic of childhood development via playing will be examined in depth in this study, which will cover various aspects of the topic.
• Early Childhood Education Programs Comparison Relying on the two videos on Early Childhood Education Programs, this paper compares various programs that are critical for the proper development of children.
• Early Childhood Education: Pedagogical Skills Understanding each child as a unique individual with their own psychological characteristics and structure of thinking seems to be a necessary competence of any children's teacher.
• Stages of Learning to Spell in Children Learning conventional spelling goes beyond the dry memorization of thousands of words, it is best attained by pragmatic activities.
• Family-Centered Programs in Early Childhood Classroom Family-centered programs for early childhood education have become popular across the United States due to their inherent benefits.
• Indigenous Early Learning and Child Care Framework Community-level indigenous governments have participated in framework development, resulting in the identification of service gaps these communities find important.
• Montessori Education System, Its History, Pros and Cons For decades, the Montessori method has revolutionized education within various institutions in more than one hundred countries worldwide.
• Educational Practices for Attention Deficit Hyperactivity Disorder This paper aims to analyze Attention Deficit Hyperactivity Disorder and find ways to change educational practices to meet the needs of students with ADHD.
• K-12 Education Change in Educating Young People During the COVID-19 Pandemic This paper is an annotated bibliography of the articles devoted to the K-12 education change in light of the experience of educating young people during the COVID-19 pandemic.
• Learning in Special Education Needs School This paper will explore four important areas of development in SEN and the importance of inclusion, diversity, and accessibility in SEN schools.
• Role of Adults and Educators in the Education Process Adults and educators play a central role in the education process. They direct the process of inquiry and the desire to learn everything around children.
• The Montessori Method and Its Benefits The Montessori Method of education is an influential teaching method to ensure that students are equipped with the best practical skills in the learning process.
• Integrating Children Into Society: The Role of Education As a social institution, the school is responsible for integrating children into society. Higher education is also very important for a person to shape their role in society.
• The Rationale for Completion of a Bachelor’s Degree in Education Studies "Educational Studies" is a course designed to earn a non-license teaching degree while majoring and minoring in education.
• Interview: Physical and Cognitive Development in Middle-Late Childhood The teacher was willing to provide additional insights about physical, socioemotional, and cognitive development during middle to late childhood.
• Formal Education and Child Benchmarks This paper looks to dissect a child's cognitive, behavioral, and relational benchmarks at 18 years and relate them to the story of Success academy.
• Language Rationale: Montessori Education Curriculum An analysis of the language rationale in the Montessori education curriculum shows that learning occurs through spoken language, writing, and reading.
• Parental Engagement into Children’s Education Parental engagement in children’s studies has a positive impact on the children’s academic achievements and contributes to higher results in school.
• An Inquiry Into Form and Its Importance in Early Childhood Education The creative process uses various tools to help students better understand the world around them and how they perceive it.
• Early Childhood Education Aspects Early childhood is considered the most crucial time of child development because it is a period of fast physical and mental development.
• The Outdoor Learning Benefits and Effectiveness The work aims to show that outdoor learning, when used correctly, has great potential towards improving the children's educational experience as a whole.
• Outdoor Learning Influence on Young Children Outdoor learning and the incorporation of more open approaches to early education are highly beneficial to the development of young children.
• Early Childhood Education: Teaching Methods Early childhood educators rely on different teaching methods and solutions to delivering learning instructions, some of which might not produce the best results.
• Student Behaviour in Early Childhood Settings In the development of children, problems often occur in the form of deviations from generally accepted social age expectations.
• No Homework Policy in Primary Schools of Abu Dhabi In the UAE, debates regarding the ban on homework are emerging after a ministry decision to scrap homework at several public schools in Abu Dhabi and Dubai.
• Twenty-First Century Childhood Education Personal Philosophy
• Early Childhood Education: Impact on Cognitive and Social Development
• Past Origins and Philosophical Concepts of Childhood Education
• Newzealand Childhood Education Services
• Childhood Education and Parental Involvement Enhancement
• Autonomy Within the Childhood Education Field
• Analysing the Popular Problems in Child Education
• Factors That Influence Childhood Education Programs
• High-Quality Program for Childhood Education
• Proper Childhood Education and Racism
• Childhood Education for Children From Low Income
• Health, Safety, and Nutrition in Childhood Education
• Sex Roles and Gender Bias in Childhood Education
• Childhood Education and Multicultural Literature
• Early Childhood Education: Improving Listening Skills
• Childhood Education: Vision, Mission, and Philosophy
• Early Childhood Education, Literacy Development
• Childhood Education: Impact on Cognitive and Social Development
• Teacher: Childhood Education and Family Involvement
• Childhood Education and Development Act of 1989
• Classroom Management for Childhood Education
• Nursing and Childhood Education
• Childhood Education and Special Education
• Social Work and Childhood Education
• Childhood Education, Economic Development, and the Business Community
• Integrating Art Into Childhood Education
• Social Equity and Childhood Education
• Workplace, Childcare and Childhood Education
• Childhood Education, Delinquency, and Life
• Learning Through Structured Play During Childhood Education
• Playful Learning and Pedagogies Within Childhood Education
• Childhood Education and Social Inequalities
• Brain Development and Childhood Education
• China Child Development: Childhood Education in Yunnan
• Good Communication Skills Are Essential for Childhood Education
• Early Childhood Education: Development of Manipulative Skills
• Childhood Education and Developmental Delays
• Leadership and Administration in Child Education
• Comprehensive Proposal for Development of a Childhood Education
• What Are the Benefits Of Childhood Education?
• How Does Childhood Education Set the Stage for the Future of Academic Education?
• What Are the Basic Concepts of Child Education?
• What Are the Current Issues and Trends in Child Education Assessment?
• How the Prevailing National Political Situation Is Affecting Childhood Education?
• What Are the Children’s Education and Curriculum Standards?
• How Has Children’s Education Changed in the Past and the Present?
• What Is the Relationship Between the Economy and Children’s Education?
• What Are the Popular Technologies in Children’s Education?
• What Is the Most Popular Childhood Education Curriculum?
• Does the Turkish Childhood Education Program Is Cultural?
• What Is the Philosophy of Child Education?
• How To Improve Boys’ Achievement in Children’s Education?
• What Is the Importance of Music and Movement in Children’s Education?
• Education for Sustainability Within Childhood Education in Aotearoa New Zealand?
• What Is the Difference Between Multicultural Education and Children’s Education?
• Famous Child Education Theorists and What Are Their Theories?
• Fending off Fadeout: How Do We Sustain the Gains of Childhood Education?
• Why Is Childhood Education Important?
• What Are the Indicators of Education and Child Care?
• How Does the Demographic Fluctuation Affect Children’s Education in Iran?
• Who Bears the Cost of Childhood Education and How Does It Affect Enrolment?
• What Are the Education Programs for Children and Youth?

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New Early Childhood Education Research Project Topics and Materials

All the current Early Childhood Research Project topics and materials are available here. The Early Childhood Research Project (ECE Ed)Topics are all available for N5K, irrespective of the one you want (No level discrimination for postgraduate and undergraduate students).  The Early Childhood Education (ECCE) Materials are well research. It will serve as a useful  guide  in your research. The compete research project goes for N3000. Each ECE Project contain chapter 1-5.  All current lists of Early Childhood Education has been indicated on this page.

Kindly note that all the early childhood project topics and materials are in PDF and MS Word format. You can also request for your choice format and it will be granted with ease.

Feel free to CLICK ON THE EARLY CHILDHOOD EDUCATION PROJECT OF YOUR CHOICE BELOW AND CALL 07087083227 TO GET THE PROJECT IN LESS THAN 15 MINUTES

SEE THE CURRENT LISTS OF EARLY CHILDHOOD EDUCATION RESEARCH PROJECT TOPICS

Effect of child labour on school attendance and academic performance in yaba lagos state, effect of classroom management on children education in pre-nursery schools in lagos, impact of motivational factors on career choice among senior secondary school students, impact of psycho-social factors on school adjustments among secondary schools students, teachers perception of children with attention deficit disorder in pre-schools in yaba local government lagos, the effects of information and communication technology (ict) in early childhood classroom, impact of early marriage on girl child education in shomolu local government area lagos state, effect of learning corners on the pre-schoolers learning outcomes in early childhood education, influence of parental care on preschool pupils learning outcomes in district iii ikoyi lagos, effects of observational strategy on preschool pupils social skills and cooperation during play in educational district iv lagos state, complete project – effect of learning corners on the pre-schoolers academic performance in early childhood education, full project – impact of undergraduates students attitudes towards the study of early childhood education, full project – assessment of the quality of outdoor play in primary school, effectiveness of hands-on activities on selected public school pupils performance in shomolu local government area of lagos state, the use of play as learning strategy for skills development in early childhood education, teachers’ attitude on academic performance of pupils in early childhood education, effects of visual therapy on expressive art performance of autistic children in yaba local council development area in lagos state, the effectiveness of teaching styles in early childhood education in lagos state primary schools, associating animation with concrete models in reducing vulnerability of early childhood pupils to environmental hazards in agege lagos state, teacher’s creativity on early childhood development in mushin lg, attitude of students towards the study of early childhood education, influence of violent television programme on the aggressive behaviour of children in public primary school in mushin local government area of lagos state, full project – influence of government, community and private sector on early childhood education in ondo south local government area, ondo state, full project – influence of parenting styles on bullying behaviour of in-school adolescents in surulere metropolis, full project – impact of parental support on preschool pupils learning outcomes in district iii ikoyi lagos, full project – impact of early childhood play equipment on the physical development of pre-nursery school children in local education district, shomolu, lagos, full project – impact of play equipment on the physical development of pre-nursery pupils in local education district, surulere, lagos, full project – influence of play and play equipment on the physical development of pre-primary pupils in local education district, surulere, lagos, full project – effects of corona virus on the education of preschool child, full project – appraisal of child labour on student academic performance in shomolu lagos state, project -effects of information and communication technology (ict) gadget in teaching nursery schools (a study of five selected pre-schools in hong lga, adamawa state), full project – the attitude of parents towards the primary education of their children, full project – perception of parents on over-schooling of children at the pre-primary education, full project – factors responsible for poor nursery/primary education in nigeria, full project – the standard of primary education and its effect on educational development, full project – the community participation in financing primary education, full project – challenges and prospects of primary education in nigeria, full project – the effect of pre-primary school education on the speech development of the primary school child, full project – introduction of teaching sex education in primary school in egor local government area of edo state, full project – the factors responsible for primary school pupils poor academic performances in primary science and computer science (a case study of enugu education zone), full project – an assessment of pre-primary school education on primary school pupils’ performance in some selected primary schools in benin city, full project – problems and prospects of primary education in nigeria, full project – assessment of early childhood care education providers’ adherence to the provisions of national minimum standard on earlychildhood education, full project – effects of early childhood education in academic achievement of primary four science in uyo local government area of akwa ibom state, full project – effects of early childhood education on academic achievement in primary school in uyo local government area of akwa ibom state, full project – long-term effects of early childhood education on academic achievement in primary pupils in uyo local government area of akwa ibom state, full project – quality assurance unit involvement in early childhood education in nigeria, full project – effect of overtime on early child education in some selected private schools in jarlingo, full project – assessment of challenges of gifted children, full project – imo state government extent of implementation of the national objectives for the establishment of pre-primary education, full project – relationship between parenting practices and attachment styles among early childhood education pupils nigeria, full project – relationship between parental role, early childhood education and its development, full project – impact of parents educational background on the academic performance of their children, full project – the perception of early childhood education pre-service teachers on sustainable development goal, full project – early childhood education and the importance of play in the development of children between 1 to 6 years case study gashua in yobe state, full project – the impact of absentee parenthood on child development, full project – the impact of orphanage home on child personality development in nigeria, chapter 1-5: strategies for improving early childhood education programme in federal college of education (technical) umunze. anambra state., full project – impact of learning corners on the pre-schoolers’ academic performance in early childhood education, full project – effect of learning centres on the pre-schoolers’ academic performance in early childhood education, full project – teachers’ attitude towards inclusion of children with special needs, full project 1-5 -teacher’s creativity on early childhood development in abuja, nigeria, download the full project – impact of family life and sex education on the prevention of teenage pregnancy among secondary school student in lagos state, full project – influence of classroom management in early childhood care and education in pre-nursery schools in lagos plus questionnaire, full project – appraisal of child labour on the punctuality and study habits among selected primary schools in eti-osa, lagos state, full project – patterns and incidence of child abuse among primary school pupils in lagos metropolis, full project – factors motivating career choice among senior secondary school students, full project – leadership styles of principals and school organizational performance, full project-sexual activity and level of education as determinants of high increase of hbv among pregnant women in lagos metropolitan city, full project- school plant planning on students’ academic performance in senior secondary schools in education district ii lagos state, project-influence of parents scientific background on students’ achievement and career aspiration in basic science, project-sexual activity and level of education as determinants of high increase of hbv among pregnant women in lagos metropolitan city, the influence of information and communication technology on child’s education in nigeria.

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Attitude of Students towards the Study of Early Childhood Education

The importance of studying early childhood education in school.

FULL PROJECT – EVALUATION OF ATTACHMENT STYLES, COGNITION AND ACADEMIC ACHIEVEMENT OF CHILDREN IN EARLY CHILDHOOD EDUCATION

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Child Care and Early Education Research Connections

Research topics from the national research conference on early childhood (nrcec) 2024.

At NRCEC 2024 we asked conference-goers, “What research topic interests you the most?”

Here are some of the topics they said were top of mind – and some curated searches to get you started on your research journey!

Conference-goers were interested in

• The early care and early education (ECE) workforce , and especially resources on workforce turnover , compensation , and professional development . They were also interested in what motivates the ECE workforce .
• Resources on ECE systems building .
• Resources on maternal health .
• Resources on trauma-informed care .
• Resources on children with special needs and inclusive programs that serve both children with and without special needs .
• Resources on ECE programs that feature nature and spending time outside .
• Resources on family involvement in ECE programs , especially as it relates to race and child outcomes .
• Resources on child care subsidies and subsidy eligibility .

Many conference-goers were interested in finding resources that use data from all states . You can also find resources that use data from any individual state by using the “Location” filter on the left-hand side of the search bar.

If you need assistance using the library or finding the resources you need, please reach out to our librarians at [email protected] .

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Early Childhood Education Institute

Research Topics | Early Childhood Education Institute

Current Birth-to-Three Research

View ECEI research article citations, listed by year and topic.

Published Alumni

View list of Graduate Student Publications

Autumn Smith

Using Social Media to Promote Your Child Care Center

Sarah West Gathreaux

Using Teacher Prompts to Increase Leadership Skills in Preschool Children 

Jillian Prejean Courville

Recess: More Than Just Play Time 

Kamille Watson

Increasing Completion of Classroom Routines Through the Use of Picture Activity Schedules

Lisa Strawn

Action Research/Evidence-Based Practice in Early Childhood

Directorate for Education and Skills

The Education and Skills Directorate is one of twelve substantive departments of the OECD and provides policy analysis and advice on education to help individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion.

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The OECD Directorate for Education and Skills seeks to help individuals and nations to identify and develop the knowledge, skills and values that drive better jobs and better lives, generate prosperity and promote social inclusion. It assists OECD countries and partner economies in designing and managing their education and skills systems, and in implementing reforms, so that citizens can develop the knowledge, skills, attitudes, and values they need throughout their lives.

Andreas Schleicher

Director Directorate for Education and Skills

Yuri Belfali

Head Early Childhood and Schools Division

Paulo Santiago

Head Policy Advice and Implementation Division

Tia Loukkola

Head Innovation and Measuring Progress Division

How we work

The work of the Directorate for Education and Skills is overseen by four bodies, each with its own mandate, membership, and programme of work and budget, to help deliver work under the overall governance of the OECD Council:

• The Education Policy Committee, which also provides strategic oversight of our work
• The Centre for Educational Research and Innovation Governing Board (CERI) 
• The Programme for International Student Assessment Governing Board (PISA)
• The Programme for Teaching and Learning International Survey Governing Board (TALIS)
• The Board of Participating Countries for the Programme for the International Assessment of Adult Competencies (PIAAC) is overseen by both the Education Policy Committee and the Employment, Labour and Social Affairs Committee.

What we are working on

The best way for education systems to improve is to learn what works from each other. We deploy large scale surveys and reviews, designing common methodological and analytical frameworks for utmost comparability of empirical evidence from different education systems. We collect data about nearly all aspects of countries’ education systems from key policies, teacher practises, adult proficiency, and early childhood learning and well-being to how 15-year-olds perform in mathematics and what their attitudes are about global issues like climate change.

• The International Early Learning and Child Well-Being Study
• OECD Survey on Social and Emotional Skills
• Survey of Adult Skills
• The OECD Teaching and Learning International Survey
•    Education at a Glance
•   The Education Policy Outlook
•   PISA Global Crisis Module
•   Global Teaching Insights
• Explore by country
• Explore by topic
• Review policies    
•   PISA for schools

Assisting countries with policy development and implementation

We help countries answer important questions facing education policy makers and practitioners alike: how to identify and develop the right skills and turn them into better jobs and better lives; how best to allocate resources in education to support social and economic development; and how to offer everyone the chance to make the most of their abilities at every age and stage of life OECD and partner countries look to our expertise to review their education and skills systems, and assist them in developing and implementing policies to improve them. We conduct reviews ranging from those on individual national education policy to comparative educational policy and thematic peer-analysis. We review and support the development of higher education systems with analysis on resource use and labour market relevance. All of these provide in-depth analyses and advice that draw on OECD data resources, national policy documents and research, and field-based interviewing by OECD review teams. Comparative thematics, covering areas such as ECEC in a digital world, diversity, equity and inclusion in education, teacher policy and transitions in upper secondary education, are based on a common conceptual framework and methodology developed with advice from a group of national experts.

Through tailored implementation support the directorate offers countries assistance in implementing policy, from curriculum reform to helping schools become effective learning organisations. It also brings countries and stakeholders together in a variety of fora to exchange ideas, an important step in the policymaking process.  

Pivoting to tomorrow

What knowledge, skills, attitudes and values will students need in a swiftly evolving world? We develop long-term “leading-edge” thinking that looks beyond the current state of education to what it can become. These multiple-scenario analyses nourish our ground-breaking Education 2030 work on curriculum. They inform international debate and inspire policy processes to shape the future of education. The one certainty about the future of education is that it will be a digital one though we cannot know to what degree. In staying ahead of the EdTech curve, the directorate advises countries on the fast-changing potential of digital tools like robotics, blockchain and artificial intelligence, and how they can be integrated and used to equitably boost teaching, learning and administrative performance. The digitalisation of education is just one of the many strategic foresight areas the OECD’s Centre for Educational Research and Innovation (CERI) focuses on. Its exploration of best practices flagged by international comparisons helps countries move towards the frontiers of education.

Programmes of work

• Education and Skills Policy Programme The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion. Learn more
• CERI The Centre for Educational Research and Innovation (CERI) provides and promotes international comparative research, innovation and key indicators, explores forward-looking and innovative approaches to education and learning, and facilitates bridges between educational research, innovation and policy development. Learn more
• INES The OECD Indicators of Education Systems (INES) programme seeks to gauge the performance of national education systems through internationally comparable data. Learn more
• PISA PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. Learn more
• PIAAC The Survey of Adult Skills, a product of the PIAAC, measures adults’ proficiency in literacy, numeracy and the ability to solve problems in technology-rich environments. Learn more
• TALIS TALIS - the Teaching and Learning International Survey - is the world's largest international survey about teachers and school leaders. Learn more
• Survey on Social and Emotional Skills (SSES) The OECD Survey on Social and Emotional Skills is an international survey that identifies and assesses the conditions and practices that foster or hinder the development of social and emotional skills for 10- and 15-year-old students. Learn more
• Early Childhood Education and Care The Early Childhood Education and Care (ECEC) programme conducts analysis and develops new data to support countries in reviewing and improving their early childhood services and systems. Learn more
• Higher Education Policy The Higher Education Policy Programme carries out analysis on a wide range of higher education systems and policies Learn more

Directorate outputs

Policy and working papers

More facts, key findings and policy recommendations

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Related policy issues

• Education access, participation, and progression
• Education economic and social outcomes
• Education equity
• Education evaluation and quality assurance
• Education financing
• Education leadership
• Education organisation and governance
• Future of education and skills
• Learning environment
• Teachers and educators
• Student performance (PISA)

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