Introduction
Early childhood education, care, and development play a crucial role in shaping human life by fostering learning and enhancing individual capabilities This critical stage of development witnesses rapid changes across social, emotional, physical, cognitive, and brain development, establishing a strong foundation for future growth and potential.
Early childhood, particularly from birth to age 5, is a critical period marked by significant intellectual, emotional, and physical development, which has lasting impacts on individuals and society (Fabian & Dunlop, 2007; Barnett, 2002; Brazelton & Greenspan, 2001; Shonkoff & Phillips, 2000) This phase is characterized by remarkable transformation and heightened vulnerability, underscoring the importance of early experiences in shaping future outcomes.
Over the past two decades, extensive research has demonstrated the significant positive effects of early childhood education, care, and development programs on various aspects of child growth, academic success, community culture, and decision-making that benefits children's lives Studies indicate that the economic and social advantages of these programs for individuals, families, and society far outweigh the initial investment costs Consequently, it is crucial for educators to comprehend how children flourish and to select appropriate pedagogical approaches that support their learning, making this understanding a vital investment globally.
A study involving ten countries from the Asia and Pacific region aimed to transition education from traditional methods to innovative approaches, addressing the evolving challenges of the 21st-century globalized world There is increasing concern that education systems prioritize cognitive skills over essential non-academic competencies, referred to as transversal competencies, which were highlighted at the ERI-Net 2013 annual meeting Participating countries reported significant reforms to integrate these competencies into their education systems The ERI-Net 2013 report emphasizes the need for additional competencies relevant to today's global landscape Research underscores the importance of pre-primary and early primary programs, indicating that children who engage in these programs tend to perform better academically, are healthier, and exhibit greater economic and social responsibility as adults Furthermore, positive emotional relationships between teachers and students are crucial for fostering motivation, self-confidence, and academic success, with effective pedagogy playing a vital role in this development.
Methodology
The collection of literature has been guided by the following research questions
1 What are the common current pedagogies used in pre-primary and early grade primary classrooms in the Asia-Pacific region as well as among the international community?
2 What makes a pedagogy innovative rather than conventional? What does the literature say about past, current, and future pedagogies for pre-primary and early grade primary classrooms?
Over the past 30 years, pedagogical elements in pre-primary and early grade primary classrooms have evolved significantly to align with transversal competencies outlined by UNESCO in 2013 These elements include a focus on interactive learning, integration of technology, and the promotion of critical thinking and collaboration among students Educators are increasingly adopting child-centered approaches that emphasize hands-on experiences and social-emotional development, ensuring that teaching methods not only impart knowledge but also equip children with essential life skills As a result, there is a notable shift towards creating inclusive and adaptive learning environments that cater to the diverse needs of young learners.
4 How to define innovative pedagogy upholding and respecting the abundance of diversity?
5 What are the new innovations, ideas, and elements that are being brought into pre- primary and early grade primary classrooms?
The literature emphasizes the importance of enhancing pedagogy in pre-primary and early grade primary classrooms by integrating innovative teaching methods that foster 21st-century skills, such as critical thinking, collaboration, and creativity Effective professional development for educators is crucial, focusing on modern pedagogical strategies that promote active learning and engagement Additionally, incorporating technology and interdisciplinary approaches can significantly improve educational outcomes, ensuring that young learners develop essential competencies for future success.
7 What are the contributions and constraints teachers face in pre-primary and early grade primary classrooms that impact their choice and development of pedagogy?
The following list illuminates the process of literature review
● Gather the relevant literature, including academic and grey literature, where available
● Analyse the collected literature on existing innovative pedagogies in early grade and pre-primary education
● Synthesise the collected literature in conceptual frameworks, policies and relevant practices, programmes, models, in the Asia and Pacific region
● Finally, identify the gaps, needs and recommendations for further research in a concise summary of the findings
Universities can enhance their research on early childhood education by utilizing electronic library catalogues and educational databases such as ELDIS, ERIC, JSTOR, ProQuest Education Journals, and PsycINFO By employing targeted keywords like pedagogy, innovation, ECCE, and early grades in primary education, researchers can access a wealth of resources Additionally, specialized websites like the Pacific Early Childhood Education Research Association (PECERA) and the National Association for the Education of Young Children (NAEYC) provide valuable insights Searching through relevant educational journals focused on contemporary issues, comparative education, and early education development will further enrich the understanding of the subject, particularly in the context of the Asia and Pacific region.
2 ARNEC website, ARNEC publications and links to relevant websites
Key websites for information on children's education and welfare include UNESCO, UNICEF, OECD, ACEI, and the World Bank, along with NGOs like Plan International and BRAC that operate in the region Additionally, regional schools and kindergartens known for their exemplary pedagogies also provide valuable resources Most of the relevant publications are from recent years.
Since 2000, several significant sources, including OECD reports and EFA Global Monitoring Reports, have built upon earlier foundational works by influential educators such as Maria Montessori and John Dewey.
4 Conference papers, policy documents, presentation slides
5 The Internet: Google Scholar, Google
Innovative Pedagogy for Pre- ‐Primary and Early Grade Primary Programmes
Field research was conducted through class observations and key-informant interviews with teachers, university faculty, UNICEF staff, and Nepalese politicians This comprehensive study concluded with the Early Childhood Summit, which took place in Kathmandu, Nepal, on January 3, 2015.
7 Personal communication with research practitioners and other professionals in the field.
Scope of Work
TERMS FOR EARLY CHILDHOOD CARE, EDUCATION, AND DEVELOPMENT
Early childhood encompasses the crucial developmental stage from birth to 8 years of age, as defined by UNESCO et al (2012) Various terms are utilized to describe early childhood services and programs, including Early Childhood Development (ECD), Early Childhood Education (ECE), Early Childhood Care and Development (ECCD), Early Childhood Education and Care (ECEC), Early Childhood Care and Education (ECCE), and Early Childhood Education, Care, and Development (ECECD) These terms reflect the diverse approaches and frameworks aimed at supporting the growth and learning of young children.
Achieving a shared understanding of the comprehensive nature of early childhood can enhance the effectiveness of early childhood services and programs worldwide By fostering collaboration among closely related services and initiatives, we can optimize the use of limited resources at global, national, and local levels.
Early Childhood Care and Education (ECCE) as defined by Education for All (UNESCO EFA, 2000)
ECCE programs, whether family-based, community-oriented, or affiliated with schools, should prioritize the comprehensive care and education of children from birth until they enter school These initiatives must enhance the child's overall development—physically, psycho-socially, emotionally, cognitively, and linguistically—while ensuring that approaches are culturally and socially appropriate.
Early Childhood Care and Development (ECCD) as defined by the Consultative Group on Early
Childhood Care and Development (2010) ECCD is a field of endeavour that focuses on supporting young children’s development
Early childhood development (ECCD) spans from prenatal stages to the transition into early primary grades (ages 0-8) and is crucial for a child's cognitive, social, emotional, and physical growth Research highlights the importance of family, community, and national support in fostering this development Guided by the UN Convention on the Rights of the Child (CRC), ECCD is an interdisciplinary field that encompasses health, nutrition, education, social sciences, economics, child protection, and social welfare By promoting the overall wellbeing of young children, ECCD lays the groundwork for nurturing healthy, socially responsible, intellectually capable, and economically productive adults.
Early Childhood Education and Care (ECEC) as recognized by Organization for Economic Cooperation and Development (OECD)
Early Childhood Education and Care (ECEC) offers numerous advantages, such as enhanced child well-being and learning outcomes, improved social equity, and poverty reduction It fosters intergenerational social mobility, boosts female labor market participation, and promotes gender equality Additionally, ECEC contributes to increased fertility rates and supports overall social and economic development within communities.
Early Childhood Care and Education (ECCE) definition provided by UNESCO (UNESCO, 2007) in Education for All (UNESCO EFA, 2000)
Early Childhood Development (ECD), Early Childhood Care and Development (ECCD), and Early Childhood Care and Education (ECCE) refer to a range of interventions designed for children under eight years old and their families, prior to formal schooling These initiatives aim to foster the holistic development of children, ensuring they receive the necessary support during their formative years.
Recent ECD/ECCE policies focus on the age range of 0-8 years, aiming to create a seamless transition from preschool to the early years of primary education Holistic Early Childhood Care and Education (ECCE) emphasizes the importance of health and wellbeing for young children, as outlined in Goal 1 by UNESCO et al (2012).
A holistic approach in Early Childhood Care and Education (ECCE) fosters comprehensive growth and learning in children Key developmental goals for pre-primary and early primary students encompass physical health, motor skills, social and emotional well-being, language and communication abilities, cognitive development, and moral or spiritual growth (Profeta, 2012).
This literature review defines early childhood education, care, and development (ECECD) as a comprehensive term encompassing pre-primary and early primary education programs designed to foster holistic development and learning for children aged 3 to 8 years The following table provides a summary of various definitions related to early childhood care and education.
Table 1 Definitions of early childhood care and education
EC (Early Childhood) EC refers to a period between birth and eight years of age
ECC (Early Childhood Care) ECC typically refers to the care of children under primary school age
ECCD (Early Childhood Care and Development) ECCD refers to children below three and school readiness programmes for children under six who have had no preschool experience
ECCE (Early Childhood Care and Education) The ECCE term refers to a range of processes in the holistic development of children, from birth to age 8 years
ECD (Early Childhood Development) ECD covers the period 0-8 years, so as to pursue a continuum between infancy, the pre-school experiences, and the first years of primary school
It sometimes refers to the process of development during the early years
Early Childhood Education (ECE) encompasses the educational experiences that children receive from birth to six years old In certain countries, however, ECE specifically pertains to the education of children aged three and above.
ECEC (Early Childhood Education and Care) ECEC includes both care services as well as educational programmes
ECECD (Early Childhood Education, Care and
Development) ECECD refers to holistic programmes that include care services and educational services that promote healthy development of young children
Innovative Pedagogy for Pre- ‐Primary and Early Grade Primary Programmes
ECED (Early Childhood Education and
ECED refers to educational programmes that promote healthy development of young children
Pedagogy is a multifaceted concept that evolves over time, influenced by historical, political, economic, and cultural contexts, as well as the interactions among students, teachers, and their communities (Gupta, 2008) In France, where pedagogy has been studied since 1883, its meaning has shifted under various pressures (Best, 1988) Researchers, including Watkins and Mortimore (1999), emphasize that a teacher's style is significantly shaped by the complexities of the classroom environment They define pedagogy as any deliberate action aimed at enhancing another's learning Siraj-Blatchford expands this definition to encompass instructional techniques that foster knowledge, skills, and attitudes within a specific social and material context, highlighting the interactive nature of the teacher-learner relationship (Siraj-Blatchford et al., 2002) Furthermore, pedagogy is described as the practice or art of teaching (Siraj-Blatchford & Sylva, 2004), focusing on the "in-between space" where learning occurs, shaped by social, cultural, and cognitive factors (Papatheodorou, 2009) This space is characterized by dynamic interactions involving language, movement, and emotions, whether in physical or virtual settings, where intentional teaching takes place.
There is a growing recognition both nationally and internationally of early childhood as a unique developmental stage that requires tailored curricular and pedagogical approaches (OECD, 2001; Goouch, 2008) When selecting appropriate pedagogy for pre-primary and early primary children, it is crucial to consider their distinctive qualities Young children thrive in an environment enriched by positive relationships, which are essential for their holistic development and active participation in the world around them As noted by Profesta (2012), “Young children experience their world as an environment of relationships, and these relationships affect virtually all aspects of their development.”
Traditional definitions of pedagogy often oversimplified the role of teachers by categorizing their approaches as either good or bad However, as our understanding of pedagogy evolves, it recognizes the intricate interplay between classroom activities, management, goals, and outcomes, viewing them as interconnected rather than isolated elements This holistic perspective highlights how these factors shape the teacher-student relationship Additionally, a teacher's beliefs about learning and teaching, along with their priorities in the educational process, significantly influence their pedagogical approach For example, a teacher who prioritizes knowledge transfer over fostering understanding is likely to adopt a more teacher-directed pedagogy, in contrast to a child-centered approach.
Innovative pedagogy is the art of teaching that critically evaluates student relationships to enhance teaching and learning processes It is influenced by ongoing changes in technology, economics, and the socio-political landscape This approach fosters collaboration, communication, and the co-construction of knowledge, providing a dynamic framework suitable for the 21st century's post-industrial context.
Table no 2 A conventional pedagogical education framework involves into an innovative pedagogical education framework
Conventional Evolving into 21 st Century Framework
Cognitive and intellect Social-emotional learning
Conformity: Maintain status quo Creativity: experimentation and willingness for change
Learning takes place in classroom Outdoors in nature becomes a classroom for learning
Rote learning/ passive learning Responsiveness/ active learning
Teacher is responsible for child’s education Community partnerships extend responsibility for child’s education
Uniformity / Assimilation Diversity / Cultural Preservation
Innovative Pedagogy for Pre- ‐Primary and Early Grade Primary Programmes
Pre-primary programmes encompass a wide range of options, including formal public and private initiatives, licensed accredited programmes, and community-based non-formal care The terminology for the adults overseeing these programmes varies, reflecting the diversity within the early childhood field In this literature review, the term "teacher" is used to refer to early childhood providers and professionals who work with children aged 3 to 8 years in both pre-primary and early grade primary classrooms.
PREPRIMARY AND EARLY GRADE PRIMARY EDUCATION
Pedagogies
Collaborative learning pedagogy, rooted in Vygotsky’s theories, highlights the significance of social and cultural context in education Teachers facilitate active participation among students by guiding them through assisted discovery, utilizing explanations, demonstrations, and verbal prompts tailored to each child's zone of proximal development This approach fosters peer collaboration, as children work in pairs and groups, teaching and supporting one another in their learning journey.
Play is an essential component of collaborative learning, allowing children to engage in culturally significant activities For example, 4 and 5-year-olds often take on caregiving roles for their younger siblings, actively guiding them through tasks and providing feedback In early childhood programs, multi-age groupings enhance learning, as older, more experienced children support younger peers, fostering achievement and boosting self-esteem, particularly for marginalized students (Ginsburg-Block, Rohrbeck, & Fantuzzo, 2006; Vygotsky, 1978).
Vygotsky (1978) emphasizes that both children's verbalizations and those of others play a crucial role in guiding learning through internalization Brain research highlights the importance of implicit memory, explicit memory, and working memory in facilitating complex thinking Additionally, metacognition—defined as the ability to reflect on and regulate one's own learning processes—is vital for children in pre-primary and early grade levels (Kei, 2013; Robson, 2010).
Innovative pedagogy for pre-primary and early grade primary programs emphasizes the importance of collaboration and verbal expression in young children's development According to research by Dignath, Buettner, and Langfeldt (2008), children learn the art of conversation through direct social interactions Bruffee (1984) highlights that early developmental stages involve thinking out loud and engaging with others As children initiate these exchanges, they refine their conversational skills through imaginative play, role-playing with peers and teachers, and engaging in dialogue by adopting various roles.
During the early primary years, children's self-perceptions and relationships undergo significant changes as they begin to compare themselves with peers and assess their own abilities Their sense of acceptance, decision-making power, and moral self-worth are influenced by how others view them Children evaluate themselves based on their accomplishments, independence, and the moral values instilled by their families and communities Their identities are shaped by their understanding of relationships, roles, values, competencies, and group affiliations Research suggests that collaborative learning approaches, where children work together towards common goals, are more effective than traditional methods that emphasize quiet listening, fostering essential skills for the 21st century and enhancing academic performance.
Collaborative learning can be challenging for teachers concerned about classroom management, but there are effective strategies to alleviate these worries By planning projects that involve students working in pairs or groups while teachers actively guide them, educators can maintain control Incorporating activities based on children's books or cooking, along with visual and auditory cues, allows for differentiation by pairing students with varying abilities Utilizing Gardner’s multiple intelligence framework enables teachers to design activities that cater to diverse strengths, such as musical or interpersonal skills, ensuring every child has the opportunity to lead with their unique talents To address timing issues when students complete tasks at different rates, flexible scheduling and extended learning periods with advanced activities can be beneficial Additionally, employing targeted questioning strategies fosters higher-order thinking and encourages cognitive development among students at various levels Schools aim to promote intercultural dialogue through these interactive and inclusive educational practices.
Elements: child’s interest, curiosity and creativity, play, problem- ‐based, nurturing relationships
Many governments struggle to provide adequate funding and support for early childhood development (ECD) programs, leading to a reliance on non-governmental organizations (NGOs) that have shifted from top-down assistance to community-based programs (CBPs) These CBPs, often managed by community-based organizations (CBOs), involve local communities defined by social ties and shared goals, working together to address local challenges While some CBPs maintain connections with government entities and may have reporting duties, they have shown increased participation from target groups, leading to greater empowerment and effectiveness within communities.
Holistic programs rooted in local childrearing practices foster ownership and empower decision-making regarding processes and resources These initiatives often intersect with health, nutrition, children's rights, and other national services Various community-based programs (CBPs) include home visitation programs that address caregivers' concerns through regular visits, playgroups that connect early childhood educators with caregivers and children aged 18 months to four years, nurseries that provide structured care and learning for children aged three to four, preschools designed to enhance readiness for formal education for children aged three to six, and home-based programs that offer primary caregivers of infants to five-year-olds essential training in childcare and development.
Community-based programs (CBPs) in early childhood show promising outcomes, particularly when initiated at the community level, as they tend to be more adaptable to local needs compared to government-led initiatives (Botchway, 2001; Simpson, 2008) These programs are often rooted in grassroots organizations that prioritize local values and customs, fostering greater community engagement (Datta, 2007; Reimann, 2005) Participation in CBPs, despite its limitations, can significantly boost confidence, self-efficacy, and ownership among community members, which are essential for achieving sustainable goals (Gruen et al., 2008; Labonne & Chase, 2009; Schmid, Dolev, & Szabo-Lael, 2010) Effective pre-primary or early grade primary programs should be flexible to address community concerns, involve knowledgeable decision-makers familiar with early childhood education and local child-rearing practices, ensure inclusive participation from all community demographics, build trust and solidarity among stakeholders, maintain ongoing monitoring and assessment with support from reliable agents, and allow the community to control language preferences.
Participation in community-based programs (CBPs) faces several challenges, including power dynamics with foreign NGOs that may limit the focus of community-based organizations (CBOs), the exclusion of certain population groups, and potential biases favoring more elite volunteers Additionally, leveraging indigenous knowledge can be problematic as it often prioritizes the cultural systems of dominant groups While participatory action research can empower communities to identify their own issues and promote equitable processes, its implementation may be hindered by financial constraints, time limitations, and a lack of technical expertise Ultimately, the effectiveness of early childhood programs within CBPs is significantly influenced by the broader social, economic, political, and environmental contexts both locally and externally.
Elements: collaborative learning, community and family involvement, cultural context, hands- ‐on experience, nurturing relationships, relevancy, sustainability
Contemplative education merges Eastern and Western traditions of mindfulness, fostering deeper self-awareness and constructive engagement among students Mindful practices involve structured activities that require individuals to consciously control their mental and physical actions (Davidson et al., 2012) This educational approach challenges the notion that knowledge is solely derived from cognitive processes, encouraging students to connect with their inner experiences to fully integrate their learning (Hart, 2004).
Innovative Pedagogy for Pre- ‐Primary and Early Grade Primary Programmes
Mindfulness awareness practice is a key component of contemplative education, leading to numerous positive outcomes such as increased happiness, self-efficacy, and reduced stress, which is crucial for improving academic performance and preventing future stress in adulthood This approach is linked to better physical health and enhanced well-being, including greater self-esteem and autonomy By fostering concentration and self-awareness, contemplative education enhances academic competence and self-regulation, ultimately promoting school readiness and improved academic performance Mindfulness training for teachers and students has been shown to decrease behavioral issues and aggression while increasing optimism and attentional capacities.
Educational programs play a crucial role in enhancing children's well-being and academic success by promoting self-regulation and social-emotional learning (Duckworth & Carlson, 2013) According to Bodrova & Leong (2008), social-emotional regulation helps children internalize societal behavior rules, enabling them to monitor and apply these rules independently The development of social-emotional skills is complex and hierarchical, with advanced self-regulation and metacognition relying on the foundational self-regulatory skills developed in early childhood (Calkins & Fox, 2002; Kochanska, Coy, & Murray, 2001).
Mindfulness-based practices have been suggested as effective interventions for reducing behavior problems and improving neurophysiological correlates of ADHD symptoms, recognizing the strong link between attention and behavioral issues (Semple et al., 2010; Smalley et al., 2009; Schoenberg et al., 2014) Long-term mindfulness practice is associated with increased cortical thickness in brain regions linked to attention and sensory processing, such as the prefrontal cortex (Lazar et al., 2005) Excessive anxiety hinders a child's academic, social, and emotional development, and is often linked to attention biases, cognitive distortions, and physiological hyper-arousal (Ehrenreich & Gross, 2002; Mineka & Gilboa, 1998; Joiner Jr et al., 1999) Attention plays a crucial role in academic achievement, and academic difficulties can lead to negative self-perceptions and heightened anxiety (Duncan et al., 2007; Bong & Clark, 1999; Mesman & Koot, 2000) Mindfulness-based interventions aim to enhance attention and mitigate harsh self-judgments, offering a promising strategy to disrupt this detrimental cycle (Semple et al.).
Mindfulness training for teachers is key to bringing the practice to children in the classroom (Napoli,
Mindfulness training for teachers fosters a supportive learning environment, enabling collaboration between children and educators (Jennings et al., 2011) Research indicates that teachers who practice mindfulness report reduced symptoms of depression, improved coping skills in the face of teaching challenges, and heightened compassion and empathy (Gold et al., 2010; Greason & Cashwell, 2009) Additionally, mindfulness helps mitigate burnout among teachers (Flook et al., 2013) and enhances their ability to drive positive change within the classroom (Napoli, 2004).