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Early Childhood Education and Care Lays the Foundations for Learning...
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Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing

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

Deadline for manuscript submissions: 20 September 2025 | Viewed by 5267

Special Issue Editor

Prof. Dr. Ingrid Pramling Samuelsson

E-Mail Website
Guest Editor
Department of Education, Communication and Learning, Goteborgs Universitet, 405 30 Gothenburg, Sweden
Interests: early childhood education; early child development; children’s learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Children’s first years in life and the childhood they become a part of lay the foundations for children’s learning, development, and wellbeing. Children grow up in an unequal world where experiences related to their family or other humans around them can provide children with strength or limited efforts to become engaged and interested in the world around them, despite the UN Convention’s statement that all children have a right to quality education, care, and play. Often, Early Childhood Education and Care (ECEC) is overlooked, not regarded as an important aspect of children’s lives. ECEC starts at birth, and family members are children’s first teachers. However, most children across the globe also become participants of some kind of early education or care outside the home. This education is the first step to becoming a citizen, since it is a collective arena that provides children with many opportunities to socialize and come into contact with people of different values and behaviors. ECEC in different countries has a large variety of staff members, and this variety can result in a higher-quality program for children. To make ECEC and its role in children’s lives more visible, we aim, in this Special Issue, to focus on young children’s learning, development, and wellbeing in a broad sense.

You may choose our Joint Special Issue in Children.

Prof. Dr. Ingrid Pramling Samuelsson
Guest Editor

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

  • early childhood education and care
  • childhood
  • quality education
  • children's rights and equality

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Published Papers (7 papers)

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Research

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19 pages, 418 KiB  
Article
Through Their Eyes: Children’s Perspectives on Quality in Early Childhood Education
by Maryanne Theobald, Chrystal Whiteford and Amanda McFadden
Educ. Sci. 2025, 15(7), 836; https://doi.org/10.3390/educsci15070836 - 1 Jul 2025
Viewed by 347
Abstract
The quality of children’s early childhood education (ECE) experiences significantly impacts their long-term outcomes and wellbeing. While extensive research has explored quality from the perspectives of adult stakeholders, including educators and authorities, there remains a paucity of studies prioritizing the viewpoint of children, [...] Read more.
The quality of children’s early childhood education (ECE) experiences significantly impacts their long-term outcomes and wellbeing. While extensive research has explored quality from the perspectives of adult stakeholders, including educators and authorities, there remains a paucity of studies prioritizing the viewpoint of children, the main beneficiaries of ECE. This study sought to address this gap by investigating children’s preschool experiences at an Australian inner-city preschool center. Using child-friendly interview techniques, researchers engaged 32 children aged 3–4 years in discussions about their likes, dislikes, and desired changes in their preschool settings. Open-ended questions such as “What do you love about preschool?” and “What do you think makes a good preschool?” were used to encourage reflection and storytelling. To complement verbal responses, children were invited to illustrate their thoughts through drawings, offering a visual dimension to their perspectives. Deductive thematic analysis identified eight themes within the dimensions of structural and process quality. The findings highlight the unique and insightful ways young children interpret their experiences, shedding light on aspects of preschool life they value most. By amplifying children’s voices, this study highlights the importance of integrating their perspectives into the design and evaluation of ECE environments, promoting practices that better align with their needs and support their wellbeing. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
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18 pages, 264 KiB  
Article
Belonging in Preschool—An Existential and Political Concern for Children
by Anette Cecilia Emilson and Eva Marianne Johansson
Educ. Sci. 2025, 15(7), 808; https://doi.org/10.3390/educsci15070808 - 24 Jun 2025
Viewed by 456
Abstract
Preschool as a place of learning consists of various communities and belongings created in the intersection between children, teachers, and policy. The very essence of a good life in preschool is characterised by the sort of communities and the opportunities for belonging available [...] Read more.
Preschool as a place of learning consists of various communities and belongings created in the intersection between children, teachers, and policy. The very essence of a good life in preschool is characterised by the sort of communities and the opportunities for belonging available to children. Being able to participate in various communities and to experience belonging is central to the wellbeing of every child in preschool. The aim of this study is to gain knowledge about processes of belonging in preschool peer communities. The following research questions guide the study: What categorisations, positionings, and identifications appear in the interactions between the children? What ethical and political value preferences are at stake? The study applies Nira Yuval-Davis’s theory about the politics of belonging and her analytical framework is used to interpret and understand data, including analytical concepts such as categorisation and social positioning, identifications, and ethical and political value systems. A case study has been used to explore processes of belonging in rich detail. Data consist of video observations of interactions between children in a Swedish Early Childhood Education (ECE) institution. Findings reveal how the children’s categorisations lead to various positions, identifications, and opportunities for belonging. We show how a grounded position is established, and how categorisations are used to justify exclusion. The study also illustrates various approaches used by the children to gain a sense of belonging in peer communities, here conceptualised as confrontation, adaptation, and defence. A conclusion is that children’s categorisations are deeply embedded in the social structures of preschool and that the work with belonging needs to be on every teacher’s agenda. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
19 pages, 718 KiB  
Article
Changes in Support Intervention Practices in Mathematics for 5-Year-Old Preschool Education: The Importance of a Collaborative and Reflective Process
by Isabelle Deshaies
Educ. Sci. 2025, 15(6), 741; https://doi.org/10.3390/educsci15060741 - 13 Jun 2025
Viewed by 353
Abstract
Preschool mathematics support remains insufficient, which can limit children’s skill development and impact their long-term academic success. This study explores how collaboration between researchers and teachers can enhance these practices. It is based on the Classroom Assessment Scoring System (CLASS) model, which examines [...] Read more.
Preschool mathematics support remains insufficient, which can limit children’s skill development and impact their long-term academic success. This study explores how collaboration between researchers and teachers can enhance these practices. It is based on the Classroom Assessment Scoring System (CLASS) model, which examines three key dimensions: concept development, language modeling, and the quality of feedback. This theoretical framework highlights the importance of pedagogical interactions in supporting early mathematical learning. A mixed-methods, longitudinal approach was adopted. Over three years, six teachers participated in five collaborative sessions per year. Systematic CLASS observations, questionnaires, interviews, and reflective journals were used to assess the evolution of teaching practices. The results reveal a significant improvement in the quality of mathematics support, particularly in concept development. However, feedback and language modeling progressed more slowly. Integrating mathematics into spontaneous situations, such as free play, remains a challenge. The discussion emphasizes the importance of continuous pedagogical support to further strengthen these practices and promote more interactive and contextualized learning experiences. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
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20 pages, 298 KiB  
Article
Developing Inclusive Preschool Education for Children with Autism Applying Universal Learning Design Strategy
by Inese Tīģere, Dina Bethere, Pāvels Jurs and Velta Ļubkina
Educ. Sci. 2025, 15(6), 638; https://doi.org/10.3390/educsci15060638 - 22 May 2025
Viewed by 1269
Abstract
The study investigates the universal design for learning (UDL) framework, utilizing neuroscience-based principles to support all children, particularly those with autism spectrum disorder (ASD), within inclusive preschool environments. Highlighting the critical nature of early childhood for cognitive and social development, it examines practical [...] Read more.
The study investigates the universal design for learning (UDL) framework, utilizing neuroscience-based principles to support all children, particularly those with autism spectrum disorder (ASD), within inclusive preschool environments. Highlighting the critical nature of early childhood for cognitive and social development, it examines practical UDL strategies implemented through a case study of five preschoolers, aged between 4 and 8 years, conducted from September 2023 to May 2024. The research employs observation aligned with UDL guidelines version 3.0., focusing on skill development in communication and social interaction. In the study, children’s skill development has been assessed using Vygotsky’s Zone of Proximal Development as the measurement framework. This concept underscores the importance of providing appropriate support and scaffolding to facilitate learning within a child’s optimal development zone. By integrating Vygotsky’s principles, the research highlights how tailored, supportive strategies—aligned with UDL’s emphasis on flexible, individualized support—can effectively bridge the gap between current abilities and potential, fostering meaningful skill acquisition and social growth. Findings affirm the effectiveness of UDL principles in facilitating inclusion and growth, emphasizing the importance of teacher competence in successful implementation. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
15 pages, 247 KiB  
Article
Supporting Young Children’s Social–Emotional Wellbeing in Early Childhood Education and Care: Perspectives from the Sector
by Lisa Murray, Penny Levickis, Laura McFarland, Patricia Eadie, Lynn Lee-Pang, Jon Quach and Jane Page
Educ. Sci. 2025, 15(5), 569; https://doi.org/10.3390/educsci15050569 - 2 May 2025
Viewed by 1500
Abstract
Child wellbeing and mental health continues to be a significant public health issue, particularly in the wake of the COVID-19 pandemic. Early childhood education and care (ECEC) professionals are uniquely positioned to monitor and support young children’s wellbeing and can thus provide important [...] Read more.
Child wellbeing and mental health continues to be a significant public health issue, particularly in the wake of the COVID-19 pandemic. Early childhood education and care (ECEC) professionals are uniquely positioned to monitor and support young children’s wellbeing and can thus provide important insights to inform early interventions and support. This qualitative study sought to explore Australian ECEC professionals’ perspectives about supporting young children’s social–emotional wellbeing in early learning settings. Twenty participants participated in six online focus groups, with five key themes conceptualised from the data: (1) escalation in child and educator wellbeing needs; (2) discrepancies in educator experience and skills; (3) access to high-quality professional development; (4) prioritising relationships and continuity of care; and (5) nurturing children’s agency, identity, and belonging. The findings encompass concerns about children’s wellbeing and educators’ capacity to support it, as well as suggested strategies to strengthen the support for children’s wellbeing in early learning settings. The implications of the study findings are discussed. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
21 pages, 631 KiB  
Article
“You Could Sit and Think, I’m Not Alone with This”: A Multi-Agency Early Years Creative Arts Parent Project
by Jessica Tongue, Pamela Qualter and Caroline Bond
Educ. Sci. 2025, 15(4), 495; https://doi.org/10.3390/educsci15040495 - 15 Apr 2025
Viewed by 524
Abstract
Challenges relating to children and families are often complex; however, solutions can be creative. An arts organisation consulted with a multi-professional group on introducing the arts and culture to families from birth. This action research details and evaluates an innovative multi-professional creative project [...] Read more.
Challenges relating to children and families are often complex; however, solutions can be creative. An arts organisation consulted with a multi-professional group on introducing the arts and culture to families from birth. This action research details and evaluates an innovative multi-professional creative project designed to support families in the North of England. Multi-professional stakeholder planning meetings decided the outcome of the project should be to create parental workshops. Evaluative data were collected from six parent semi-structured interviews to discuss their experience. Stakeholders also reflected on the parents’ data and evaluated the research project. Both datasets were analysed using inductive content analysis. Categories from the parents’ data described positive perceived effects on themselves and their families, emphasising the importance of community. Findings highlight the potential of the arts and parent groups for early intervention. Facilitators of and barriers to multi-agency working were also identified from the stakeholder data. The unique experience created using the arts as well as access to professionals contributed to the parental buy-in of the families. Parental commitment and a sense of community are essential for continued engagement in any parent project. Governments should invest in the early years population using parents and multi-agency working groups as an early intervention and proactive response. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
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Review

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29 pages, 595 KiB  
Review
Characteristics of the Physical Literacy of Preschool Children
by Agnese Kretaine and Helena Vecenane
Educ. Sci. 2025, 15(7), 835; https://doi.org/10.3390/educsci15070835 - 1 Jul 2025
Viewed by 236
Abstract
Recent research in the area of physical literacy has revealed that the early years are a period that has not been well studied. Our research team designed a deductive review with the aim of investigating how preschool children’s physical literacy manifests across affective, [...] Read more.
Recent research in the area of physical literacy has revealed that the early years are a period that has not been well studied. Our research team designed a deductive review with the aim of investigating how preschool children’s physical literacy manifests across affective, physical, cognitive and social domains. The review includes scientific publications from the last four years, which investigate the elements of physical literacy in preschool children: motivation, confidence, motor competence, knowledge, understanding and use of physical activity. The characteristics of the elements were systematised into four domains, affective, physical, cognitive and social, as engagement in physical activities. Results. The majority of the articles explained physical literacy behaviours in 4- to 5-year-old children. The physical domain was most frequently described, mainly including the three basic motor skills of postural stability, object control, and locomotion, as well as physical qualities of movement. The second most frequently described domain was the social domain of the application of physical activities in preschool stages, including the types and amounts of physical activity used in both organised and leisure time. Conclusions. Physical literacy of preschool children is a purposefully organised and guided process, during which a child is given the opportunity to try and apply age-appropriate movement skills, without being limited by the child’s gender, parental attitudes, sporting choices, or the traditions of sport culture. Full article
(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)
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