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Education Sciences
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Early Childhood Care and Education (ECCE 2020)
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Early Childhood Care and Education (ECCE 2020)

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

Deadline for manuscript submissions: closed (1 December 2021) | Viewed by 16238

Special Issue Editors

Dr. Ingrid Engdahl

E-Mail Website
Guest Editor
Department of Child and Youth Studies, Stockholm University, 106 91 Stockholm, Sweden
Interests: child education; sustainable development
Dr. Aleksander N. Veraksa

E-Mail Website
Guest Editor
Faculty of Psychology, Lomonosov Moscow State University, Moscow 119991, Russia
Interests: cultural-historical psychology; child cognitive and emotional development; executive functions
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue is devoted to research in psychology and education aimed at understanding current changes in early childhood care and education from an international perspective. The issue seeks to present the main results of the 10th Annual International Conference on “Early Childhood Care and Education” (ECCE 2020) that will take place in Moscow, Russia and gather teachers, psychologists, sociologists, and policymakers. The organizers of the ECCE are the International Academy of Preschool Education, Moscow (IAPE), Lomonosov Moscow State University, Faculty of Psychology, and the Russian Psychological Society. The conference is held annually under the patronage of UNESCO and supported by international educational and psychological professional societies.

Theoretical and empirical articles on the problems in education and the development of children that address the issues of sustainable development, digitalization, social changes, teachers’ education, parents’ views on education, and regional experience of educational practice are welcomed.

Papers in the following subjects could also be considered:

Early Childhood Care and Education

UNESCO projects on Early Childhood Education

Best practices in Early Childhood Education

Economy of Early Childhood Education

Social entrepreneurship in Early Childhood Education

Children with special educational needs

Giftedness development in Early Childhood Education system

Kindergarten and family

Personality development

Global challenges in Early Childhood Education

Pandemic’s impact on the emotional world of children and adults

Digitalization in today’s childhood: Cultural and historical approach

Play in today’s childhood — A leading activity?

Dr. Ingrid Engdahl
Dr. Aleksander N. Veraksa
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

  • early childhood
  • care and education
  • developmental psychology
  • sustainable development

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Published Papers (4 papers)

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Research

8 pages, 454 KiB  
Article
“Complete the Drawing!”: The Relationship between Imagination and Executive Functions in Children
by Nikolay Veraksa, Margarita Gavrilova and Aleksander Veraksa
Educ. Sci. 2022, 12(2), 103; https://doi.org/10.3390/educsci12020103 - 2 Feb 2022
Cited by 3 | Viewed by 3683
Abstract
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6–7 years were assessed with main executive [...] Read more.
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6–7 years were assessed with main executive functions (working memory, inhibition, and cognitive flexibility) and nonverbal imagination (imagination flexibility, image detailedness, image creation strategy, and originality coefficient). Three General Linear Models were built to examine the relationship between executive functions and imagination among children, controlling for age and gender. The obtained results indicate a positive correlation between such characteristics of imagination as originality and flexibility with visual-spatial working memory and cognitive flexibility. However, the data also show that the children who creatively approach the production of new images often experience difficulties with inhibition tasks. The results are interpreted in the context of the educational system and cultural specificities. Full article
(This article belongs to the Special Issue Early Childhood Care and Education (ECCE 2020))
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13 pages, 4243 KiB  
Article
Russian and Indian Preschool Educators’ Beliefs about Distance Education for Preschoolers
by Aleksander Veraksa, Purnima Singh, Margarita Gavrilova, Nishtha Jain and Nickolay Veraksa
Educ. Sci. 2021, 11(12), 814; https://doi.org/10.3390/educsci11120814 - 15 Dec 2021
Cited by 3 | Viewed by 3278
Abstract
Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about [...] Read more.
Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about distance education for preschool children in Russia and India, given their professional education and cultural background. These two countries were chosen to explore how the education system has dealt with emergency remote teaching in countries with social and economic diversity. The study involved 909 preschool educators (623 from Russia and 286 from India). An exploratory factor analysis of educators’ responses to the Educators’ Beliefs about Distance Education for Preschoolers Questionnaire identified three factors. The first factor reflects the degree of positive or negative beliefs about the promotion potential of distance education for preschool children’s development. The second represents educators’ beliefs about the effectiveness of distance education depending on different teacher, child, and environmental conditions. The third is manifested in the belief among educators that distance education is ineffective in preschool education. The findings suggest that the years of professional education in early childhood pedagogy impacts educators’ beliefs about distance education for preschool children. Regardless of the number of years of education training, educators in India were more likely to believe in the high promotion potential of distance education in early childhood. Full article
(This article belongs to the Special Issue Early Childhood Care and Education (ECCE 2020))
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14 pages, 253 KiB  
Article
The Effect of Distance Teaching Experiences on Educators’ Attitudes toward Distance Education for Preschoolers
by Alexander Veraksa, Apollinaria Chursina and Margarita Gavrilova
Educ. Sci. 2021, 11(10), 650; https://doi.org/10.3390/educsci11100650 - 18 Oct 2021
Cited by 2 | Viewed by 3230
Abstract
The aim of the study was to explore and highlight the challenges and benefits of distance education that educators found in their practice of online teaching with preschool children during the first wave of the pandemic. An electronic questionnaire was used to collect [...] Read more.
The aim of the study was to explore and highlight the challenges and benefits of distance education that educators found in their practice of online teaching with preschool children during the first wave of the pandemic. An electronic questionnaire was used to collect teachers’ perceptions of (1) their own success in facilitating online sessions; (2) attitudes towards online sessions among teachers with and without experience; (3) factors that, according to teachers with and without experience, determine the effectiveness of online sessions; (4) effectiveness of online sessions for individual mental development goals among teachers with and without such experience. A total of 623 educators participated in the study. Online sessions were of particular benefit to educators who had experience of working remotely with preschool children during the first wave of the pandemic. The results of this study indicate that the capacity of the children and the effectiveness of the online sessions themselves exceeded teachers’ expectations in many ways. Full article
(This article belongs to the Special Issue Early Childhood Care and Education (ECCE 2020))
10 pages, 224 KiB  
Article
Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers
by Daria Bukhalenkova, Margarita Gavrilova and Natalia Kartushina
Educ. Sci. 2021, 11(1), 15; https://doi.org/10.3390/educsci11010015 - 1 Jan 2021
Cited by 3 | Viewed by 4969
Abstract
Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to [...] Read more.
Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to their child’s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills this gap in the literature and examines the links between children’s ability to understand emotions and their parents’ intuitive theories of parenting. The sample was 171 5- to 6-year-old children and their parents. Analyses revealed a significant relation between intuitive theories of parenting and children’s emotion understanding. In particular, the intuitive attitude of uninvolved parenting was associated with the understanding of mental causes of emotions and the overall level of emotion understanding in preschool children. Integrating these results will allow us to reach more informed conclusions about the role of parental beliefs in the development of emotion comprehension in preschool children. Full article
(This article belongs to the Special Issue Early Childhood Care and Education (ECCE 2020))
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