Guest post by Maija Kulinska and Liga Aboltina What kind of digital support helps five-year-olds become genuine agents of their own learning — and when does “helpful” technology quietly take the thinking away from the child? A randomised study of 100 children in Latvia offers evidence, and some of it surprised us. The three seconds…
Guest post by Maureen Vandermaas-Peeler, Jen Duncan-Bendix and Ruben Fukkink What does it mean to have a good childhood? In Nordic countries there is a shared ideological framework related to a good childhood (GC), en god barndom in Danish, based on the idea that children have fundamental rights to a high quality of life, including…
Guest post by Lauren Henderson While participation rights apply equally to infants and young children (United Nations 1989; CRC 2009), compared to school-aged children we know relatively little about how babies, toddlers, and young children experience those rights in practice. It was this gap that motivated my doctoral research exploring how children aged 0-5 experience…
Guest post by Jasmiina Leskinen & Sini Kontkanen Figure 1. Children gathering natural materials from the forest to build huts for their Bee-Bots. What happens when a small yellow robot meets pinecones, twigs, and childrens’ imagination? In our project BeeConnected, we set out to discover precisely this — how playful making with Bee-Bot robots and…
Guest post by Vanessa Neves The EnlaCEI research group is all about understanding how babies and toddlers develop culturally when they’re in collective care and education settings. Between 2017 and 2019, we followed a group of infants (aged seven to ten months) as they began their journey at a Brazilian Early Childhood Education Centre, EMEI…
By Anne Marie Villumsen and Katrine Nøhr Young children are increasingly recognised as important contributors to research about their own lives. Yet this recognition raises a fundamental question: how can researchers create opportunities for children to share their perspectives in ways that are meaningful for them? Within the Danish research project TRoLD (Flourishing Through Play),…
Guest post by Lesley Wood and Mariëtte Koen Across the globe, early childhood education (ECE) is widely recognised as the foundation for lifelong learning, well-being, and sustainable development. Yet in many resource-scarce contexts, achieving high-quality and sustainable provision remains a pressing challenge. Our upcoming EECERA presentation offers a different perspective that moves beyond deficit views…
One of a series of short blog posts by presenters who will be sharing their work at the upcoming annual conference in Bratislava, Slovakia. Any views expressed in this post are those of the author(s) and do not necessarily reflect the official stance of their affiliated institution or EECERA. Rethinking Language Support in Early Childhood:…
Lauren Henderson, PhD researcher from Swansea University, reflects upon the ethical considerations present when carrying out research with very young children. This is related to her reflections during her current PhD research which is interested in exploring young children’s (aged 0-5) participation rights within Early Education and Care settings in Wales. *The following guest post…
