Issues Critical to Contemporary Early Childhood Care and Education

This paper provides a critical review of contemporary issues in early childhood care and education. It explores the significance of the wellbeing movement, the integration of technology, and the crucial aspects of children's readiness and transition to school. The paper highlights the evolving landscape of early childhood education, emphasizing the importance of educators' awareness of technology's impact on children's development, and the need for creating supportive environments for children's social and emotional growth, and the importance of family and school readiness in supporting a smooth transition to school life. The review emphasizes the need for educators to make informed decisions about technology use and to promote collaboration between families and schools. The paper underscores the importance of well-being, social and emotional competency, and executive brain function in a child’s development and how these factors impact their capacity to succeed both academically and socially. The paper discusses indicators of positive wellbeing, and strategies for supporting and improving these indicators within the ECEC framework, including creating environments that foster curiosity, confidence, and cooperation. The paper also stresses the importance of striking a balance between the use of technology and traditional learning activities, and the need for educators to be supported with accessible technology, training, and research findings.

Running head: BACHELOR OF EARLY CHILDHOOD LEARNING 1
Issues Critical to Contemporary Early Childhood Care and Education
Author Name(s)
Institution
Author Note

BACHELOR OF EARLY CHILDHOOD LEARNING 2
Abstract
Early childhood education in has overgrown for the past few decades. Even though this
culture has become this complexity, its growth owes to the limited discussion within the
educational mainstream, change of policies, and some investment in the research early childhood
education and care (ECEC) development. This paper will be a critical review of some of the
notable changes in the educational programs that have significantly contributed to this evolution.
In particular, this paper will look at the major issues in the contemporary early childhood
education and care. In overall, these problems will be the well-being movement in early
childhood, technology, and children readiness and transition to school life.
Keywords: Well-being, Transition, Readiness, Technology, Media

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Issues Critical to Contemporary Early Childhood Care and Education
In the past 20 years, most sectors of growth and investment have been partnering with
schools to provide subsidies and promoting care for young children in their early childhood
education. Before then, there was less focus on developmental topics for children, and little
emphasis was given in empowering ECEC.
Wellbeing Movement in Early Childhood
Wellbeing in early years has various meanings. For example, in the health sector, well-
being looks at the child's deficit model. On the side of education, well-being looks at the child's
behavior and skills that a child can demonstrate (Page and Page, 2014). To acquire well-being
growth in children, the educators need a clear concept of well-being. In the (Dodge et al., 2012),
well-being comprises of good health and overall satisfaction. Wellbeing is integral to holistic
development from birth-to-eight-years of life transition. In (Bloomquist, 2013), wellbeing can
also mean both internal and external behaviors which include, trust, happiness, humor, and
satisfaction. It also means a cumulative advancement of skills from birth through eight years
with progressing capacities in self-regulation, prosocial skills, and positive change
From birth, well-being develops a solid basis for attachment and loving relationships
(Page and Page, 2014). After developing a healthy and safe protected relationships with the first
adults around, they then develop confidence in exploring the provided safe environment. As
babies grow, their physical mobility increases and brings increased occasion to interact and
explore their world around. From this point, their well-being starts developing the capacity to
manage emotions and to persist with activities even when they go contrary to their expectations.
As the children progress in developing a sense of achievement in their skills, they start
developing self-esteem, and their well-being grows into preschool ages. After entering a formal

BACHELOR OF EARLY CHILDHOOD LEARNING 4
schooling, they improve flexibility which allows them to accommodate a range of behaviors and
interactions (Bloomquist, 2013). Wellbeing indicators like dispositions and skills are a part of a
child’s learning trajectories. Bloomquist (2013) suggests five social and emotional developments
in children as an organization, getting along, confidence, persistence, and resilience.
The Path of Wellbeing in Early Childhood
In (Bernard, 2012), the work states that children commence their formal schooling with
the essential well-being skills. It is these abilities that empower them in maximizing their full
learning potential. This notion suggests some of the indicators of the trajectories of positive well-
being, which ECEC should assess, support and improve. On the other hand, the study puts it
clear that well-being, social and emotional competency are things that a child develops starting
from the earliest days of life. In this support (Piccolo et al., 2016), states that brain science
teaches that neuroplasticity is at optimum in the early years of child’s development, and
therefore it is during this crucial stage that the society has excellent opportunities of positively
influencing this development.
Another important factor that determines children’s progression of well-being is the
executive brain function. Starting from birth, infants start encountering a continuous stream of
information which requires them to start processing it quickly. At birth, children respond by
trying to connect social and emotional things happening around (Piccolo et al., 2016).
Many of the children skills exhibited in the development of well-being are a result of
executive brain function. It allows children to avoid distractions when they want to concentrate,
and to control responses to things around. In turn, this helps children to remain on task, manage
their time effectively and become productive (Bernard, 2012). Children who have rich
cumulative and repetitive opportunities for developing their executive functioning at their early

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learning trajectories have the best well-being capacities which enable them to succeed both
academically and socially (Bernard, 2012)
Learning environments and Wellbeing development
A favorable climate of well-being encourages not only a caring and nurturing
atmospheres for kids, but also brings support and values the practitioners (Page and Page, 2014).
Environments provide key well-being characters such as curiosity, confidence, cooperation,
confidence, creativity, enthusiasm, commitment, imagination, persistence, and reflexivity. The
interrelation of these principles mirrors what ECEC professionals need to provide so that well-
being reinforces the children's pedagogical practice (Bloomquist, 2013). As children develop the
ability to play with their friends, professionals can provide them with cumulative learning
activities to promote their social and emotional well-being characters. That is why it is important
to teach children how to cooperate and coexist with each other.
Technology and Young Children
Technology is a tool that can support productive learning and development of early
childhood. Children’s encounters with technology are increasingly part of the meaning of their
lives, and the education system should consider it in the context of the developmentally relevant
framework (Kaye, 2016). ECEC should be a system that strives to make sound decisions
regarding the use of technology in ways that promote children’s learning and growth (Burnett,
2010). In this effort, the early childhood educators require awareness on the nature of technology
tools and their implications when used by children (Guo, Piasta, & Bowles, 2015). In this regard,
educators should utilize developmentally relevant methods with technology and interactive
media. Besides, it is the work of the educator to come up with sound, intentional, and regulatory
choices regarding the use of technology (Guo, Piasta, & Bowles, 2015).. They should also make

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informed decisions about the utilization of technology and media within the context of early
childhood from birth through age
Secondly, technology tools and interactive media should be harmless to children. There is
a need to recognize that healthy cognitive, emotional, social, linguistic, and physical
development of the child is relevant to the digital age (Blake and Izumi-Taylor, 2010). The
society should prevent technology and interactive media usage from excluding, diminishing or
interfering with the kids' social interactions, communication, play, in addition to other
developmentally relevant activities with friends, teachers, and family members (Tami H Wyatt,
2015). On this part, it is the duty of the educators to strike a balance between the necessary
activities in children's programs, and technology and media practice. Even though technology
can be helpful in away, teachers should recognize it as one tool that can be dangerous to children
if misused.
Furthermore, ECEC should prevent technology and media from physically and
emotionally damaging children development (Shimray, Keerti and Ramaiah, 2015). Just as
ECEC focuses on monitoring the children’s in the areas of health and development, they should
do the same with the emerging issues of technology, like TVs, eye health, 3D vision, radiation
from cellular phones and exposure to electromagnetic fields among others (Click et al., 2013).
This part calls the educators to employ their professional judgment in assessing and handling
technology and media. The main agenda should always be striking and maintaining a balance
between the IT programs and the standard classrooms programs. The educators should consider
the values of media and technology, then balance it with other learning activities. They should
also examine the benefits of digital and electronic resources and compare them with the use of
traditional or natural materials and objects.

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Supporting early childhood specialists is critically a necessity to the entire ECEC.
Educators require accessible, affordable, and available technology and media help. They also
need online materials and links, information on research findings, and community made of
professions (Blake and Izumi-Taylor, 2010). Other requirements are pre-service, and chances of
professional developments which should include hands-on technology skills and ongoing
support. Besides all these, they would also need access to the advanced technology tools and
interactive media opportunities.
There are few methods that ECEC can take to improve and heighten the effectiveness of
technology and interactive media within early childhood programs (Shimray, Keerti and
Ramaiah, 2015). For example, educators need concrete and practical examples of successful use
of technology, its integration, and its evaluation in early childhood programs and even in the
classrooms. Also, there is much need for further research so that educators can understand better
the different ways that young children can incorporate technology and interactive media in their
learning (Shimray, Keerti and Ramaiah, 2015). More than that, educators must understand the
short-term and long-term effects of technology in ECEC (Blake and Izumi-Taylor, 2010). By
looking at all these requirements, it is clear that there is a significant need for research and
supports evidence-based activities on the application of technology and interactive media as
vehicles for development in early childhood environment.
Readiness and Transition
There are various definitions of school readiness and transition. However, all the
definitions accept that school readiness involves key players like the family readiness, the school
readiness, and the child readiness for the new environment (Majzub and Rashid, 2012).
Similarly, (Pekdogan and Akgul, 2016) agrees that school readiness constitutes of various

BACHELOR OF EARLY CHILDHOOD LEARNING 8
fundamental elements like the school capacity to accommodate the child, key program
infrastructure like administration, the child's health or social services, the child's parenting and
family comfort, and the child's early care on education (Pekdogan and Akgul, 2016). These
fundamental elements indicate that successful children's readiness and transition into school is a
social responsibility but not a parent or child’s responsibility.
The families’ readiness approach looks at the parental or the caregiver involvement in
their children’s early learning experience and transition to the school environment (Sheridan et
al., 2010). Parents can start by showing and helping their child to understand the concept of
schooling. Supportive parents and inspiring families are strong determinants of the child’s school
performance. The families’ educational attitudes, beliefs, commitment, and goals do affect the
child’s perception and success in school (Noble et al., 2012). Coupled with that, ready families
provide the child with a learning environment at home. Characteristics of a home learning
involve parents’ engagement in helping the children with learning activities like playing school
games, telling short stories, reading books, and singing school songs. Overall, children require a
supportive and responsive environment for the family (Sheridan et al., 2010). These elements act
as the children's building blocks in their social and emotional growth as needed for a successful
transition to school life.
The other concept is the school readiness to accommodate the child. This dimension
focuses primarily on the academic environment. Blair and Raver (2015) states that school
readiness involves practices that the school should set to foster and support a smooth shift for
children to primary education and beyond. Secondly, a ready school means the school
preparedness to support learning for the children. Characteristically, ready schools create
continuity and provide children with legitimate learning expectations between early education

BACHELOR OF EARLY CHILDHOOD LEARNING 9
and primary school setting. In (Skibbe et al., 2011), the study states that school readiness
attribute includes those methods that schools apply to connect the home environment and school
environment. This social divide is a problem to children who only understands the mother
language instead of the languages used in the academic instruction. Educators can bridge this gap
by working with parents and also integrating cultural practices that have the child's first languag
Blair and Raver (2015) e. This method also promotes equity because it includes the ethnic
minority children. Also, on the side of children with certain disabilities, ready schools should
have inclusive approaches instead of discriminatory attitudes and other exclusion educational
practices.
All in all, the dimensions of prepared schools incorporate the general nature of the school
conditions. In such characteristics, the environment becomes adequate for class time
commitment to learning Blair and Raver,2015). Then the presence of learning materials like
books, effective teaching, ethical teachers, and academic practices forms a sufficient ground for
promoting the children’s intellectual well-being.
The ready child dimension looks at the child’s learning and advancement. It alludes to the
children awareness and the capacity to enter school, and their anticipation to learn. In (Denham
et al., 2014), the study mentions that the children consciousness gives them a smooth and fruitful
shift to a grade school learning environment. In (Pinto et al., 2016) the study states that there are
several behaviors, and abilities determine what would be a successful school transition. These
are the numeracy, literacy, the capacity to follow instructions, interaction with other children as
well as engaging in the school’s learning activities (Pinto et al., 2016). Furthermore, these
behaviors include child’s approach to learning, social and emotional well-being, physical well-
being, social and emotional well-being, language growth, spiritual and moral growth,

BACHELOR OF EARLY CHILDHOOD LEARNING 10
appreciation for the people’s diversity and the national pride. These practices are integral across
the domains of learning development. A child preparedness for school applies to all children
including those from the economically disadvantaged families and the vulnerable.
Conclusion
Many nations are now investing on ECEC to find the best ways for improving it. From
the available facts, ECEC can be very helpful if all the involved key players perform their part.
This paper aimed to look at that the contemporary issues of ECEC. It looked on the matter of
well-being. Here the paper found that the society has to put more effort while working in the
various fields of trajectory in ECEC. The paper also discussed the issue of technology. Here it
found that technology can be helpful in ECEC if used in the right way. Technology is extensive
and has numerous resources for education. However, the same has more materials that are a risk
to children. Readiness and transition are another issue with ECEC. Again, this issue involves
three interrelated players; the child, the families and the school. Educators should understand that
children are different, and they learn and develop in a diverse ways and speeds. Therefore,
various activities from different parents will affect the way each child adapts to the school
environment.

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