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Education Sciences
Special Issues
Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives
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Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: 15 August 2025 | Viewed by 6266

Special Issue Editors

Prof. Dr. Archana Vasudeva Hegde

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Guest Editor
Department of Human Development and Family Science, College of Health and Human Performance, East Carolina University, Greenville, NC 27858, USA
Interests: diversity and early childhood care and education; teacher professional development; issues related to quality child care and early childhood mental health
Dr. Jessica Resor

E-Mail Website
Guest Editor
Department of Human Development and Family Science, College of Health and Human Performance, East Carolina University, Greenville, NC 27858, USA
Interests: head start; early learning; nutrition education in early childhood; family engagement

Special Issue Information

Dear Colleagues,

We know that children are reared in unique socio-cultural, political, and historical contexts. Their development, care and schooling experiences, parenting and upbringing are significantly influenced by their culture. In some cultures, the understanding of care and education is distinguishable, while in others, these terms are merged and treated as one entity. We respect these differences and would like to highlight issues and perspectives regarding care and the educational context of young children (0-8 years), specifically from global and cultural perspectives.

In this Special Issue, we give scholars an opportunity to discuss, critique, and highlight the differing and culture-specific contexts of early childhood care and education, and state its influence on children. How do teachers and parents, guided by culture, influence children between the ages of 0 – 8 years? Scholars can choose to address teacher and parenting practices within certain or multiple cultural contexts, and cross-cultural or culture-specific studies are welcome. Studies employing qualitative, quantitative, or mixed-method strategies are also welcome. Non-empirical studies, such as theoretical pieces reflecting the theme of this Special Issue, are encouraged. In addition, scholars from around the world are encouraged to submit their manuscripts. Let us showcase early childhood education globally.

Prof. Dr. Archana Vasudeva Hegde
Dr. Jessica Resor
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • diversity in early childhood care and education
  • teacher education
  • parenting and early childhood years
  • global perspective on early childhood care and education
  • teacher beliefs and practices in early childhood care and education.

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

17 pages, 268 KiB  
Article
Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience
by Kristin Severinsen Spieler, Anne Karin Vikstøl Olsen and Randi Engtrø
Educ. Sci. 2025, 15(5), 615; https://doi.org/10.3390/educsci15050615 - 17 May 2025
Viewed by 250
Abstract
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. [...] Read more.
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts. Full article
(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)
21 pages, 847 KiB  
Article
Parental Expectation, Attitudes, and Home Numeracy Environment in Korea and in the U.S.: Potential Sources of Asian Math Advantages
by Kyong-Ah Kwon, Haesung Im and Amber Beisly
Educ. Sci. 2024, 14(10), 1133; https://doi.org/10.3390/educsci14101133 - 18 Oct 2024
Viewed by 1222
Abstract
This present study examined relations among parental math attitudes, expectations, and practice, and preschool children’s math achievement (i.e., parental math practice as a mediator) that may differ between Korean and U.S. samples. We examined measurement invariance to minimize the bias and inaccurate estimates [...] Read more.
This present study examined relations among parental math attitudes, expectations, and practice, and preschool children’s math achievement (i.e., parental math practice as a mediator) that may differ between Korean and U.S. samples. We examined measurement invariance to minimize the bias and inaccurate estimates in scores in two samples, which is a common barrier in cross-cultural studies. The Korean sample comprised 232 children (mean age = 54.58 months) and their parents from large urban cities and two other provinces. The U.S. sample included 146 preschool children (mean age = 52.49 months) and their parents in an urban area. We utilized measurement invariance to investigate whether the parental math practice has the same meaning across the two samples, along with mediation group comparisons. U.S. parents tended to have more positive math attitudes and higher expectations, while Korean parents were likely to be more involved in math practice with children at home. Korean children scored significantly higher on math achievement than the U.S. children. Among the Korean sample, higher parental math expectations were associated with higher levels of parental math practice, which was, in turn, associated with higher levels of child math outcomes after controlling for child age and SES. On the contrary, parental math expectations were unrelated to their math practice or child math outcomes in the U.S. sample. Parent math attitudes were not associated with any variables in both samples. These findings explain Asian math advantages that emerge early and offer insights into cultural processes (i.e., the importance of parental math practice) that may play a different role in children’s math outcomes. Full article
(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)
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30 pages, 12593 KiB  
Article
The Impact of COVID-19 on ‘Spanish-Speaking’ Children’s Phonological Development
by Marían Acero-Ferrero, Raquel Lozano-Blasco, María Jesus Cardoso Moreno and Sandra Benaque Giner
Educ. Sci. 2024, 14(8), 807; https://doi.org/10.3390/educsci14080807 - 24 Jul 2024
Viewed by 1536
Abstract
Communication and social interaction have been limited during the COVID-19 pandemic. The aim of this study was to check if 3-, 4-, and 5-year-old children manifest alterations in oral language according to their stage of language development. To carry it out, the Induced [...] Read more.
Communication and social interaction have been limited during the COVID-19 pandemic. The aim of this study was to check if 3-, 4-, and 5-year-old children manifest alterations in oral language according to their stage of language development. To carry it out, the Induced Phonological Register developed by Monfort and Juárez was applied to analyze 150 participants (77 boys and 73 girls) with an average age of 4 years and 6 months. Children who experienced the COVID-19 pandemic for an extended period show a delay in the acquisition of some phonemes compared to children who undergo typical phonological development as specified by Laura Bosch (2003) regarding language development for Spanish children. Likewise, they present a higher number of erroneous words and phonemes than expected for their age. Full article
(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)
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12 pages, 237 KiB  
Article
Early Childhood Educators’ Fear of Injury Risks Limits Movement and Physical Activity for Children—A Risk in Itself!
by Ann-Christin Sollerhed
Educ. Sci. 2024, 14(7), 755; https://doi.org/10.3390/educsci14070755 - 11 Jul 2024
Viewed by 1748
Abstract
Many children spend a large proportion of their waking hours in early childhood education and care (ECEC). Movement and physical activity (PA) are crucial for children’s development and sustainable health. The competence to manage and assess risks starts early in life and can [...] Read more.
Many children spend a large proportion of their waking hours in early childhood education and care (ECEC). Movement and physical activity (PA) are crucial for children’s development and sustainable health. The competence to manage and assess risks starts early in life and can be improved through opportunities for challenging PA. The aim of this study was to investigate ECEC educators’ experiences and perceptions of injury risks in ECEC and examine their reasoning about teaching movement and PA, and experiences of any restrictions and prohibitions of movement and PA. Eighteen ECEC educators were interviewed. The qualitative content analysis revealed three themes with adherent sub-themes: Responsibility for the children (Caretaking and Empathy); Fear of being accused (Fear of being exposed and Fear of being irresponsible in the work team); Low competence in movement (Low expectations of children and Perceived poor personal movement skills). The study concluded that educators’ fear of injury risks limits the children’s movement and PA occasions. The educators’ perceived poor personal motor skills and low fitness combined with their perceived low competence to teach movement limit the possibility for the children to develop their motor skills, which in turn might affect the children’s physical literacy for sustainable health. Full article
(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)
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