argumentative essay topics on early childhood education

Early Childhood Education - List of Free Essay Examples And Topic Ideas

Early childhood education (ECE) plays a crucial role in laying the foundation for lifelong learning and development. Essays could explore the key principles of ECE, its benefits, and the different pedagogical approaches used. The discussion might also delve into the accessibility and quality of early childhood education across different socioeconomic groups, exploring the long-term implications on educational attainment and social mobility. An analysis of policy frameworks governing ECE, the investment in early childhood education infrastructure, and the training and professional development of ECE educators could be discussed. Moreover, a comparative analysis of early childhood education models across different countries and cultures can provide insights into the varied approaches and their outcomes, contributing to a comprehensive understanding of early childhood education and its significant impact on individuals and society. A substantial compilation of free essay instances related to Early Childhood Education you can find in Papersowl database. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Benefits of Early Childhood Education

“If school is about learning, and learning starts at birth, then the idea that we expect Kindergarteners to meet their first teachers at age five is all wrong (English, 2018)”. There is increasing research being facilitated on early education with specific emphasis on the overall benefits it has on children. The range of benefits discussed in recent research include academic achievement, behavior, educational progression and attainment, delinquency and crime, and labor market success, among other domains (RAND, 2005). While much […]

What is Early Childhood Education?

In early childhood education, diversity supports in a two-dimensional process which helps children to like themselves, their families, and their communities, and furthermore presenting kids to contrasts, things that are new, and encounters past their immediate lives. As in doing such, we should ensure these encounters are genuine and concrete, and that they consistently challenge young children’s cliché thinking. We should demand resistance and regard toward all who are extraordinary. Finally, this procedure must be constant and progressing, not just […]

Early Childhood Language and Literacy Development

Early childhood language and literacy development for the children aged 0-8 years old is strongly influenced by the linguistic environment of the child. ""Many educators and researchers have attempted to address the literacy skills that children will need to succeed in the 21st century and, in doing so, have discovered something of a paradox. Young children these days are so immersed into Ipads and smart phones, (which their little hands can easily hold and navigate by swiping) that they learn […]

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About the Early Childhood Education

The inspiration to join early childhood education is the children. They are unique in certain ways. Children are God best gift. I believe that we can cultivate many wonderful skills in children. Before this, I went to Culinary arts programme. My initial plan was to do cooking classes for children. I finally realize that it is important for me to join this BCE because I have to learn child psychology and development first. The cooking skills I can easily acquire […]

How does Poverty Impact a Child’s Education?

Poverty can mold a child's development in result of a child's health and nutrition, parental mental and physical involvement, stimulating home environment and child care, also neighborhood and school conditions. These factors can cause a child to become self-doubting, uninterested and unable to maintain a healthy education. So how can we begin to provide an outreach for these stunted children? There are complex factors that result in the stunting in education for low-income student, require several solutions. To reduce or […]

Adverse Childhood Experiences and their Effects on High School Graduation Rates

Introduction The startling effect adverse childhood experiences (ACEs) have on children and adults came to light in a groundbreaking study first published twenty years ago. Andra et al. reported a strong link between exposure to abuse, divorce, substance abuse, and more to several health risk factors in adults (1998). The Adverse Childhood Experiences (ACE) Study opened our eyes to the long-term impact of direct and indirect abuse and how child did not have to be abused themselves to suffer serious […]

Early Childhood Providers as Adult Learners

Early childcare providers can be a child's first teacher. The quality of early childcare depends on the education and skills of the childcare provider. Multiple research studies link positive outcomes for young children with higher levels of teacher education (Garavuso, 2016, p. 182). A college degree is usually not a requirement to care for young children, yet when childcare providers show evidence of a college degree, the result can be two fold, quality early care for children and higher pay. […]

What is CW-FIT?

Caldarella, Hansen, Williams and Wills (2014) conducted a study to investigate the effects of CW-FIT implemented in early elementary school classrooms. Participants in the study included five teachers and 76 students. 17 of the 76 students were at risk of developing EBD. The researchers used a quasi-experimental non-equivalent control group design. The dependent variables for this study were student and teacher behaviors that included teacher praise, teacher reprimands, disruptive student behavior, group on task and student engagement. Teacher praise and […]

The Field of Early Childhood

A Mission Statement for the Field of Early Childhood The early childhoodfield consists of five sectors. ""The sectors are Head Start, Chid Care, Health and Well Being of Children and Families, Research and Academia in the Early Childhood Field and Public Early Childhood Education, Each sectors talks about the goals and accomplishment, history, contributors, history and current issues"" (Laureate Education). Summary of five sctors goals Head Start is a program that is funded by the federal government to serve children […]

Mental Representation of 3-year-old Male Child

At an early age of 3-5, the majority of students are enrolled in either Pre-Kindergarten or Kindergarten. At this point in time, these years are critical for growth in reading. Primarily, at this age, students will know the names of their favorite books, be capable of holding the book, and recall familiar words and phrases. Some might even be readily prepared to predict what happens next in the book or retell a familiar story. However, at this age, children are […]

Understanding Prepubescence: a Journey through Early Childhood Education

Prepubescence, often overshadowed by its more dramatic successor, adolescence, is a fascinating and crucial stage in human development. Typically covering the years from about six to twelve, this phase is more than just a prelude to teenage angst and hormonal surges. It's a period of profound growth, learning, and exploration, where the foundations of a person's character and abilities are laid down. Let’s delve into this less-discussed but equally important stage of life, exploring what makes it so unique and […]

Ethical Foundations in Early Childhood Education: the Role of NAEYC Code

Let's chat about something that's the heartbeat of early childhood education – the NAEYC Code of Ethical Conduct. This isn't just another set of rules. It's a compass that guides educators through the joyful yet challenging journey of teaching little ones. Think of it as the secret sauce that makes a great early childhood educator. First off, why do we even need a specific ethical code for teaching tots? Well, when you're shaping young minds, every decision, every action can […]

120 Education Essay Topics

Education essay topics: how to choose the perfect one, education argumentative essay topics:.

The impact of standardized testing on students’ learning outcomes
The effectiveness of online learning compared to traditional classroom education
The role of technology in enhancing education
The importance of teaching critical thinking skills in schools
The benefits and drawbacks of homeschooling
The impact of school uniforms on students’ academic performance and self-expression
The necessity of teaching financial literacy in schools
The influence of social media on students’ academic performance
The pros and cons of single-sex education
The significance of arts education in fostering creativity and innovation
The role of physical education in promoting a healthy lifestyle among students
The impact of inclusive education on students with disabilities
The effectiveness of sex education programs in schools
The importance of teaching cultural diversity in schools
The role of standardized curriculum in preparing students for future careers

Education Persuasive Essay Topics:

The importance of implementing comprehensive sex education in schools
The benefits of incorporating technology in the classroom
The advantages of year-round schooling
The need for inclusive education for students with disabilities
The benefits of arts education in fostering creativity and critical thinking
The importance of teaching media literacy to combat fake news
The necessity of implementing mandatory physical education classes
The advantages of teaching coding and computer programming in schools
The need for comprehensive mental health education in schools
The benefits of implementing bilingual education programs
The importance of teaching environmental education to promote sustainability
The necessity of incorporating mindfulness and meditation practices in schools
The advantages of teaching conflict resolution and empathy skills in schools
The need for comprehensive and inclusive LGBTQ+ education in schools

Education Compare and Contrast Essay Topics:

Traditional Education vs Online Education
Public Schools vs Private Schools
Homeschooling vs Traditional Schooling
Standardized Testing vs Alternative Assessment Methods
Single-Sex Education vs Co-education
Vocational Education vs Academic Education
Montessori Education vs Traditional Education
In-person Learning vs Distance Learning
Charter Schools vs Public Schools
Early Childhood Education vs Primary Education
Special Education Inclusion vs Special Education Separate Classes
Education in Developed Countries vs Education in Developing Countries
Education in Urban Areas vs Education in Rural Areas
Education in Public Universities vs Education in Private Universities
Education in the Past vs Education in the Present

Education Informative Essay Topics:

The impact of technology on education: Advantages and disadvantages
The importance of early childhood education in cognitive development
The benefits of inclusive education for students with special needs
The role of standardized testing in evaluating student performance
The effects of homeschooling on children’s social and academic development
The significance of financial literacy education in preparing students for the future
The impact of teacher-student relationships on academic achievement
The benefits of bilingual education in a globalized world
The role of arts education in fostering creativity and critical thinking skills
The challenges and benefits of online learning in higher education
The importance of sex education in schools for promoting healthy relationships and preventing teenage pregnancy
The impact of socioeconomic status on educational opportunities and outcomes
The benefits of physical education in promoting overall health and well-being
The role of character education in developing ethical and responsible citizens
The effects of school bullying on students’ mental health and academic performance

Education Cause Effect Essay Topics:

The impact of technology on student learning outcomes
The effects of standardized testing on student motivation and performance
The influence of parental involvement on student academic achievement
The consequences of inadequate funding for schools on educational quality
The relationship between teacher-student relationships and student engagement
The effects of early childhood education on long-term academic success
The impact of school bullying on student mental health and academic performance
The consequences of high student-to-teacher ratios on classroom learning
The relationship between socioeconomic status and educational attainment
The effects of inclusive education on students with disabilities
The influence of teacher quality on student achievement
The consequences of school dropout rates on future employment opportunities
The impact of school nutrition programs on student health and academic performance
The effects of school violence on student well-being and educational outcomes
The relationship between access to educational resources and educational inequality

Education Narrative Essay Topics:

The transformative power of education: A personal journey
Overcoming obstacles in pursuit of education: My story of resilience
The role of teachers in shaping my educational experience
Learning beyond the classroom: Lessons from real-life experiences
The impact of technology on education: A personal perspective
The importance of cultural diversity in education: A personal reflection
The influence of family on my educational journey
The challenges and rewards of homeschooling: A personal narrative
The power of mentorship in shaping my educational goals
The role of extracurricular activities in my overall education
The impact of studying abroad on my personal growth and education
The significance of inclusive education: A personal narrative
The value of lifelong learning: My continuous educational journey
The impact of standardized testing on my educational experience
The role of education in shaping my career aspirations

Education Opinion Essay Topics:

The benefits and drawbacks of online learning in the modern education system
The role of technology in enhancing classroom instruction
The effectiveness of homework in promoting student learning
The benefits and challenges of inclusive education for students with disabilities
The role of arts education in fostering creativity and innovation
The influence of socioeconomic status on educational opportunities and outcomes
The importance of teaching financial literacy in schools
The impact of social media on students’ mental health and academic performance
The benefits and drawbacks of single-sex education
The role of standardized curriculum in promoting educational equity
The effectiveness of early childhood education in preparing children for school
The importance of teaching cultural diversity and inclusivity in schools

Education Evaluation Essay Topics:

The effectiveness of online learning in comparison to traditional classroom education
Evaluating the impact of standardized testing on student learning outcomes
Assessing the effectiveness of inclusive education for students with special needs
The role of technology in enhancing educational experiences
Evaluating the effectiveness of teacher training programs in improving classroom instruction
Assessing the impact of homework on student achievement
The effectiveness of school vouchers in improving educational opportunities
Evaluating the influence of parental involvement on student academic performance
Assessing the effectiveness of early childhood education programs in preparing children for school
The impact of class size on student engagement and learning outcomes
Evaluating the effectiveness of bilingual education in promoting language acquisition
Assessing the impact of school uniforms on student behavior and academic performance
The effectiveness of character education programs in fostering positive values and ethics
Evaluating the influence of socioeconomic status on educational attainment
Assessing the effectiveness of alternative education models, such as Montessori or Waldorf, in meeting student needs

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Research Paper

Early childhood education.

Early childhood education (ECE) is a controversial and contested field. Since the Progressive Era, debate has existed over what role federal, state, and local government agencies should play in providing families and their young children with access to ECE programs. Within the field itself, there are disputes over issues such as what type of care should be provided to children and their families, what type of training early childhood educators should possess, and what type of instruction should take place and at what age.

Even with a majority of mothers within the United States in the workforce and numerous scientific studies demonstrating the importance of the early years of a child’s life on later development and academic performance, society has yet to accept the idea that access to high-quality ECE programs should be a basic right for all children. A key reason for this is the patriarchal norms that dominate the American psyche. In general, society still defines the role of the mother as the primary caregiver of the child, and thus it is her responsibility to ensure that the child is cared for and ready to enter elementary school. Ideally, the mother is married and has husband who is able to support her and her child. While these images have been contested across numerous fronts, the nuclear family is still a key construct in federal policy and is used by many who oppose an expanding role of government into early childhood education.

I. A Definition of Early Childhood Education

II. The Status of Early Childhood Education within the United States

III. Government Support

IV. Making the Case for Further Government Support of ECE

V. Making the Case for Less Government Support of ECE

VI. Early Childhood Education from the Progressive Era to Today

A. Kindergarten

B. Day Nurseries

C. Nursery Schools

D. The Federal Government Becomes Part of Early Childhood Education

E. Project Head Start

F. Standards for Early Childhood Education

VII. Conclusion

A Definition of Early Childhood Education

The National Association for the Education of Young Children (NAEYC), the largest professional organization for early childhood educators, defines the early childhood years as those from birth through third grade, and thus this field of practice balances between systems of compulsory and noncompulsory schooling. This entry focuses on early childhood programs that serve children from birth through age five, including kindergarten.

The Status of Early Childhood Education within the United States

For children from birth through age five, early childhood services are offered through a patchwork system of care that includes public and private nonprofit agencies, religious organizations, corporations, for-profit enterprises, family child care providers, and public schools. Programs serve a range of ages, offer various types of services, and instill a range of curricula. For the most part, the early childhood community represents a fractured group of practitioners who are loosely coupled by licensure requirements that emphasize health, safety, and teacher and staff issues rather than academic expectations or curricula.

Government Support

While the debate over the role of government support for ECE continues, federal, state, and local governments do provide some funding for early childhood services and programs. Federal support for ECE exists through three main funding sources: (1) providing funding for child care services as an incentive to mothers who receive public assistance and are trying to enter the labor force; (2) providing funding for or access to services such as Head Start to children whom governmental agencies deem to be at risk due to factors such as poverty, language status, developmental delays, psychological issues, or a combination of these factors; and (3) providing financial support to families and corporations through tax credits.

The passage of the Personal Responsibility and Work Opportunity Reconciliation Act in 1996 altered previous federal social services by mandating recipients to achieve particular goals and reducing the length of time they could receive support, which increased the need for early childhood services for these families. For instance, the Temporary Assistance for Needy Families block grant replaced programs such as Aid to Families with Dependent Children, provides states with funds that they are to use to assist families in taking care of their children at home, and provides child care for parents so that they can participate in job training. The Child Care and Development block grant provides funds to states to subsidize the child care expenses of low-income working parents, parents who are receiving training for work, and parents in school.

The most well known federally funded early childhood program is Head Start, which operates through the Department of Health and Human Services (DHHS). The DHHS directly funds local grantees to provide Head Start programs to promote children’s school readiness by enhancing their social and cognitive development. Head Start grantees are to offer children and their families’ educational, health, nutritional, social, and other services.

Finally, the federal government offers two types of tax credits: (1) the dependent care tax credit for families who use out-of-home ECE services (which began as the child care tax deduction in 1954 and converted to a child care tax credit in 1972) and (2) tax credits for employers who establish or provide access for their employees to child care services (which began in 1962).

At the state and local level, funding is more eclectic. The availability of programs and services that extend beyond federal funding depends on the individual state or local community. Some (but not all) state governments supplement these federal funds, create their own programs for targeted populations, and encourage local participation in the process.

The most common form of state involvement in ECE is kindergarten, and the fastest growing program area among the states is prekindergarten (pre-K) for four- and sometimes three-year-olds. As of 2009, only 8 states require children to attend kindergarten, while the remaining 42 states require school districts to offer kindergarten. Forty states offer some form of pre-K funding to local school districts and community organizations, and three states—Oklahoma, Georgia, and Florida—offer all four-year-old children in their states access to prekindergarten, typically referred to as universal prekindergarten (UPK). Many states, such as New York, Illinois, Louisiana, and Iowa, are taking steps toward UPK. Other states, such as Maine, Oklahoma, Wisconsin, and West Virginia, offer pre-K for all through their school funding formulas.

Making the Case for Further Government Support of ECE

Those who support the expansion of federal, state, and local early childhood services typically make their case through two interconnected lines of reasoning. The first frames ECE as an investment. The second sees ECE as a necessary step to ready children for the increasing demands of elementary school.

The investment argument emerges from a collection of longitudinal studies that examine the effects of specific early childhood programs on a child’s life. This research demonstrates that children who participate in high-quality early childhood programs are less likely as students to be retained or to require special education service and are more likely to graduate from high school. As adults, these children are more likely to be employed and not require social services and are less likely to be incarcerated (e.g., Reynolds, Ou, and Topitzes’s 2004 analysis of the effects of the Chicago Child-Parent Centers). As a result, every dollar that is invested in high-quality ECE programs will save taxpayers from having to spend additional monies on supplemental education and social services for children through their lifetimes.

The readiness argument, which follows a similar line of reasoning as the investment argument, states that, in order to have students ready for the increasing demands of elementary school, government agencies need to provide families with access to high-quality early education services to ensure that their children are ready to learn.

Making the Case for Less Government Support of ECE

Those who oppose expanding the role of government also frame their argument through two lines of reasoning. The first, which takes a libertarian approach, contends that the government should limit its social responsibilities in taking care of children, except in the direst circumstances, and allow the market to deem the need and role of ECE (e.g., the Cato Institute). The second, which takes a more conservative approach, argues that the government should implement policies that encourage family members to stay home and care for their children, such as tax credits for stay-at-home family members or incentives for corporations to encourage part-time employment.

Early Childhood Education from the Progressive Era to Today

As the Progressive Era took shape, ECE emerged along two streams of care: the kindergarten movement and the day nursery movement. Within these two movements, issues of gender, class, and cultural affiliation not only affected the goals of each program but also which children and their families had access to these care and education services.

Kindergarten

The U.S. kindergarten movement began in 1854, when Margarethe Meyer Schurz founded the first kindergarten in Watertown, Wisconsin. These early kindergartens were supplemental programs that were designed to foster a child’s growth and development and to provide mothers with a break from their children. (See Beatty 1995 for a detailed history of the development of kindergarten in the United States.)

Public kindergarten emerged in the 1870s through the work of individuals such as Susan Blow in St. Louis and spread across numerous cities. As these programs became part of education systems across the United States, stakeholders implemented them to achieve many goals—all of which framed kindergarten as a necessary and not supplemental service. For instance, some supporters saw these programs as a form of child rescue; others saw it as means to Americanize the influx of immigrants who were arriving in the United States; and many viewed these programs as form of preparation for elementary school. These programs steadily grew, because education and community stakeholders began to see more children as being unprepared for elementary school, and, thus, this construct of the deficient child infuses itself within the need for an expansion of early childhood services.

The idea of children following a normal developmental path emerged out of the work of child psychologists such as G. Stanley Hall, who began his child study experiments in Pauline Shaw’s charity kindergartens in Boston. Hall’s studies led him as well as many other psychologists to question what type of experiences should be taking place in kindergarten as well as in the home to prepare children for a successful life.

Day Nurseries

Prior to kindergarten or elementary school entry, the dominant understanding of children’s early childhood experiences was that their mothers were to raise them in their homes. The day nursery movement emerged as an intervention for mothers who had to seek employment to take care of their families so that they would not have to institutionalize their children. These nurseries emerged as the philanthropic projects of wealthy women who wanted to assist working poor and immigrant mothers in getting back on their feet so that they could take their rightful place in the home. Day nurseries emphasized patriotism and hygiene as part of their instruction and only sought governmental assistance for regulatory purposes to improve nursery program conditions. Even though these programs had less-than-appealing reputations, the need for their services far outstripped their availability. In most instances—particularly in the South, rural areas, and for African American families—kith and kin provided the majority of care for these families. Ironically, many of these working mothers struggled to find care for their own children while working for wealthier families as the caretakers of their children. (See Michel 1999 for a detailed history of the day nursery movement and the positioning of mothers and women in general within this and other debates over the role of government in child rearing and education.)

Nursery Schools

Academically, the increased interest in understanding child development by the work of theorists and researchers such as Hall, Gesell, Freud, Piaget, and others led to the growing child study movement among universities. For instance, the Laura Spelman Rockefeller Memorial Foundation awarded significant sums of money to several colleges and universities to establish child study institutes. The institutes’ lab schools began the nursery school movement, and middle-class families became attracted to the notion that science can enhance their child’s development. Furthermore, this scientific emphasis on child development extended the view of ECE beyond the traditional academic notion of cognitive development that dominates elementary education. Early education included the child’s social, emotional, physical, and cognitive development. This expanded view of learning caused conflict between early childhood educators and their elementary school colleagues as these programs became part of the elementary school environment.

The Federal Government Becomes Part of Early Childhood Education

The onset of the Great Depression resulted in a collapse of the day nursery movement for working mothers, and a majority of the ECE programs that remained were supplemental nursery programs used by middle-class families. In 1933, the Federal Emergency Relief Administration (FERA) changed this by starting a federally funded nursery school program as a means of employing schoolteachers and school staff . The custodial care of children was a secondary goal. The program was incorporated into the Works Progress Administration in 1934, when FERA was terminated.

As the Great Depression ended and World War II began, the funding for this program dwindled. However, the need for women’s labor to support the war industry led to the Lanham Act, which funded over 3,000 child care centers to care for children whose mothers worked in defense-related industries.

When the Depression and the war ended, federal support for these custodial programs subsided, and mothers were to return home to care for their children. However, the kindergarten movement had come to be seen by education stakeholders as a muchneeded vehicle for preparing children for school. Kindergarten survived these two national crises, and, by the 1940s, it became a permanent fixture of many school systems across the United States.

Project Head Start

For the next 20 years, the federal government abstained from funding ECE programs until the implementation of Project Head Start in 1965. This project emerged from the Economic Opportunity Act and the Elementary and Secondary Education Act as a part of the Johnson Administration’s war on poverty.

This legislation shifted the role of the federal government in developing ECE and K–12 policy within the United States. Federal policymakers created legislation that defined the role of the federal government in ECE as a provider of intervention services that could alter the academic trajectory of particular populations of children. These policies identified the root cause of academic failure, which leads to economic failure, in the child’s home environment. By identifying educational attainment as the means by which this cycle of poverty can be broken, policymakers defined the central role of ECE as readying students for school. ECE became a tool for intervention.

As soon as the federal government took on these roles in ECE and K–12 education, controversy arose. For instance, the Nixon administration responded to Johnson’s Great Society education policies by creating the National Institute of Education, which investigated the return that society received for its investment in education. Furthermore, Nixon vetoed the Comprehensive Child Development Act of 1971, which was to expand the federal government’s funding of child care and education while creating a framework for child services. Additionally, studies such as the Westinghouse Learning House’s evaluation of Head Start in 1969 suggested that any gains in the IQs of students who participated in the program quickly faded, which raised concerns over the effectiveness of these government-funded programs.

Researchers responded to these critiques of Head Start by arguing that, while increases in IQ might not be sustainable, students who participated in such programs were more successful academically and socially as they continued through school than those students who did not receive these services. These longitudinal studies, which examined a number of early childhood programs other than Head Start, spawned the investment argument, which is outlined above.

This argument shifts the premise for funding ECE programs slightly. Rather than break the cycle of poverty for others, funding programs will save taxpayers money. Thus, this argument for ECE deemphasizes assisting families to be able to take care of their children at home, and, rather, it contends that experts in ECE can design and implement programs that prepare the child, and in some cases the family, for success in compulsory schooling and later life.

Standards for Early Childhood Education

The emphasis on student performance that emerged during the Reagan administration put pressure on early childhood educators to align their practices with K–12 education. While such pressure on ECE programs has been around since the 1920s, particularly for kindergarten programs (see Beatty 1995), organizations such as NAEYC began to produce position statements and documents that defined what empirical research identified to be appropriate teaching, learning, and assessment experiences for young children.

Although these empirically based responses deflected the pressures of accountability for children until later in their academic careers, recent federal and state standards-based accountability reforms have caused education stakeholders to again scrutinize what types of experiences students are having prior to their entry to elementary school. For instance, policymakers and early childhood stakeholders are debating the role of early learning standards, readiness assessments, and literacy and math instruction in early childhood programs.

Additional reforms that stakeholders are considering to improve children’s preparation for elementary schooling include requiring student participation in full-day kindergarten programs, expanding prekindergarten services, improving the quality of early childhood programs, increasing training requirements for ECE teachers, and aligning early childhood programs across the field as well as with the K–12 education system. (See Cryer and Clifford 2003 for discussions surrounding ECE policy.)

Whatever policies emerge, the recent history of education reform demonstrates that these reforms will be linked to increased accountability expectations, making the expansion of the field dependent on the ability of ECE programs to improve student performance.

An added question that is somewhat unique to ECE is who should be providing these services. For-profit centers have a long history in ECE and provide care for a significant population of children and their families. These providers include national and international companies (e.g., the Australian-based publicly traded for-profit child care corporation ABC Learning, which is the world’s largest provider of child care services and operates over 1,100 centers in the United States). Additionally, nonprofit and church-based centers provide a large portion of infant and toddler care for families. Thus, expanding or reforming early childhood services involves numerous stakeholders, and simply adding programs to the nation’s public schools or implementing unfunded mandates has the ability to upset many who support as well as provide care for young children and their families.

ECE has a long and unique history in the United States. Those who support the field have framed its need in numerous ways. Current advocates argue that ECE is a necessity for families in which the primary caregiver works outside the home, is a smart investment of public resources, or is a basic right for all children. Those who oppose its expansion contend that the government agencies should not be involved in child rearing, should not pay for additional social services, or should implement policies that encourage families to stay at home and take care of their children. Either way, the battle over ECE boils down to how stakeholders perceive the role of government agencies in financing the care and education of young children, and thus the debate will continue as long as there are children and families who need or desire out-of-home care.

Also check the list of 100 most popular argumentative research paper topics .

Bibliography:

Beatty, Barbara, Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present. New Haven, CT: Yale University Press, 1995.
Cryer, Debby, and Richard M. Cliff ord, eds., Early Education and Care in the USA. Baltimore: Brookes Publishing, 2003.
Farquhar, Sandy, and Peter Fitzsimmons, eds., Philosophy of Early Childhood Education: Transforming Narratives. New York: Wiley-Blackwell, 2008.
Fuller, Bruce, et al., Standardized Childhood: The Political and Cultural Struggle over Early Education. Stanford. CA: Stanford University Press, 2007.
Goffi n, Stacie G., and Valora Washington, Ready or Not: Leadership Choices in Early Care and Education. New York: Teachers College Press, 2007.
Michel, Sonya, Children’s Interests/Mothers’ Rights: The Shaping of America’s Child Care Policy. New Haven, CT: Yale University Press, 1999.
Reynolds, A. J., S. Ou, and J. Topitzes, “Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers.” Child Development 75 (2004): 1299–1328.
Siegel, Charles, What’s Wrong with Day Care? Freeing Parents To Raise Their Own Children. New York: Teachers College Press, 2000.

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255 Education Argumentative Essay Topics & Ideas

18 January 2024

last updated

Education, a cornerstone of societal development, is a fertile field for writing papers. In this case, education argumentative essay topics can range widely, from debates over traditional vs. digital classrooms, the effectiveness of standardized testing, and the necessity of college education in the 21st century to the balance between academics and character development. Arguments can consider whether current school curriculums cater adequately to the needs of all students or primarily reinforce societal inequalities. Examining education policies at the local, national, or international levels can provide further insights. In turn, exploring the role of educational institutions in preparing students for the future workforce, including discussions on vocational training and entrepreneurial education, is another promising direction for developing argumentative essay topics in education.

Best Education Argumentative Essay Topics

Balancing School Curriculum: Is Art Education as Important as Science?
Roles of Technology in Enhancing Educational Outcomes
The Ethics of Using Animals for School Biology Experiments
Parental Influence on a Child’s Academic Success
University Tuition Fees: Necessary Expense or Excessive Burden?
Should Physical Education Be Mandatory in Schools?
Importance of Teaching Life Skills alongside Traditional Subjects
Grading System: Helping Students Learn or Adding Undue Pressure?
Incorporating Meditation in Schools for Improved Mental Health
Homeschooling vs. Traditional Schooling: Which Prepares Students Better?
Examining the Role of Sex Education in Preventing Teenage Pregnancy
Importance of Introducing Multicultural Education in Schools
Mandatory Community Service as Part of the Curriculum: Pros and Cons
Cyberbullying: Should Schools Take Responsibility?
Unraveling the Effects of School Uniforms on Student Behavior
Gender-Separated Classes: Beneficial or Discriminatory?
Are College Degrees Worth the Financial Investment?
The Role of Teachers’ Salaries in Ensuring Quality Education
Digital Textbooks vs. Traditional Books: Which Is More Effective?
Evaluating the Effectiveness of Homework in Enhancing Learning
The Pros and Cons of Year-Round Schooling
Roles of Parent-Teacher Communication in Enhancing Students’ Performance
Effectiveness of Distance Learning: Is It Comparable to Traditional Learning?
Should Controversial Topics Be Discussed in School?

Easy Education Essay Topics

Exploring the Impact of School Lunch Programs on Student Health
Is Cursive Writing Necessary in Today’s Digital Age?
Teaching Consent in Schools: A Necessity or Overstepping Bounds?
Gifted Programs: Are They Unfair to Other Students?
Bilingual Education: Key to Global Competency or Detrimental to Native Culture?
Implementing Zero Tolerance Policies in Schools: Beneficial or Harmful?
Should Teachers Be Allowed to Carry Firearms for Classroom Protection?
Influence of School Infrastructure on Student Learning Outcomes
Incorporating Climate Change Education in School Curriculums
Should Students Be Grouped by Ability in Classrooms?
Effectiveness of Anti-Bullying Campaigns in Schools
The Right to Privacy: Should Schools Monitor Student’s Online Activities?
Evaluating the Role of Extracurricular Activities in Student Development
The Need for Financial Literacy Education in Schools
Freedom of Speech: Should Students Be Allowed to Express Controversial Opinions in School?
Potential Benefits of Single-Sex Schools
Relevance of History Education in Modern Times
The Influence of Religious Beliefs on Education
Foreign Language Requirements: Necessity or Unnecessary Burden?
Are Teachers’ Unions Beneficial or Detrimental to Education Quality?
Impacts of Parental Educational Background on Children’s Academic Achievement
Does Grade Inflation Devalue a College Degree?
Does Early Childhood Education Have Long-Term Benefits?
Are College Admissions Processes Fair?

Education Argumentative Essay Topics & Ideas

Interesting Education Essay Topics

The Consequences of Educational Budget Cuts
Exploring the Role of Sports in Academic Achievement
Effects of Teacher Burnout on Student Learning
Is Educational Equality Achievable in a Capitalist Society?
Are Private Schools Necessarily Better than Public Schools?
Role of Social Media in Education: Distraction or Useful Tool?
Is Traditional Discipline Effective in Modern Schools?
Examining the Effectiveness of Montessori Education
Are Standardized Curriculum Frameworks Limiting Teachers’ Creativity?
Is There a Place for Character Education in Today’s Schools?
Importance of Critical Thinking Skills in the Curriculum
Do Student Evaluations of Teachers Improve Teaching Quality?
Music Education’s Influence on Academic Performance
Impact of Socioeconomic Status on Academic Achievement
Should Children Be Taught Entrepreneurship in Schools?
Educational Benefits of Field Trips in Curriculum
Does School Counseling Effectively Address Students’ Mental Health Needs?
The Role of Games in Enhancing Math Education
Is the Current Emphasis on STEM Education Justified?
The Influence of Family Structure on Children’s Educational Outcomes
Does Multitasking with Technology Hinder Learning?
Should Political Education Be Mandatory in Schools?
Effects of Classroom Diversity on Student Learning and Empathy

Education Essay Topics for High School

Does Standardized Testing Accurately Reflect a Student’s Knowledge?
Should Schools Invest More in Arts Education?
Is a Year-Round School Calendar Beneficial for Learning?
Are School Uniforms Necessary for a Conducive Learning Environment?
Does Homework Actually Benefit Students?
Should Advanced Courses Be Made Available to All High School Students?
Can Online Learning Replace Traditional Classroom Teaching?
How Is Essential Sex Education in High School Curriculum?
The Impact of School Infrastructure on Quality of Education
Are School Sports Essential for Student Development?
Does Bilingual Education Enhance Cognitive Skills?
Does Parental Involvement Improve Academic Performance?
Is There a Need to Reinvent School Discipline Policies?
How Does the Use of Technology in Schools Affect Learning?
The Role of Schools in Promoting Healthy Eating Habits
Are School Field Trips Essential for Practical Learning?
Should Schools Introduce Personal Finance Classes?
Physical Education Classes: Necessity or Luxury?
Effect of Bullying on Academic Performance
The Influence of Peer Pressure on Students’ Performance
Should We Teach Entrepreneurship in High Schools?
Does a Longer School Day Improve Learning Outcomes?
Roles of Moral Education in Character Building

Education Essay Topics for College Students

Incorporating Technology in Classrooms: Necessity or Distraction?
Standardized Testing: An Effective Evaluation Tool or a Hindrance to Creativity?
University Degrees: Essential for Success or Overrated?
Pros and Cons of Single-Sex Education: A Deep Dive
Private vs. Public Schools: Who Provides a Better Education?
Traditional Education vs. Online Learning: Comparing Effectiveness
Impact of Extracurricular Activities on Academic Performance
Bilingual Education: Potential Benefits and Challenges
Vocational Training: Does It Deserve More Emphasis in the Curriculum?
Effects of Class Size on Student Learning Outcomes
Homeschooling vs. Traditional Schooling: Weighing the Outcomes
Mandatory Physical Education: A Boon or Bane?
College Athletes: Should They Be Paid?
Education in Rural vs. Urban Settings: Exploring Disparities
Funding: How Does It Impact the Quality of Education?
Role of Sex Education in Schools: Analyzing the Importance
Uniforms in Schools: Do They Promote Equality?
Plagiarism Policies: Are They Too Strict or Not Enough?
Art Education: Is It Being Neglected in Schools?
Teaching Soft Skills: Should It Be Mandatory in Schools?
Tuition Fees: Do They Restrict Access to Higher Education?
Inclusion of Students With Disabilities: Analyzing Best Practices

Education Argumentative Essay Topics for University

Cyberbullying: Should Schools Have a Greater Responsibility?
STEM vs. Liberal Arts: Which Provides a Better Future?
Impacts of Mental Health Services in Schools
Grade Inflation: Does It Devalue a Degree?
Diversity in Schools: Does It Enhance Learning?
Gap Year: Does It Help or Hinder Students?
Recess: Is It Necessary for Students’ Well-Being?
Early Childhood Education: Does It Contribute to Later Success?
Parental Involvement: How Does It Influence Student Performance?
Value of Internships in Higher Education
Curriculum: Is It Outdated in Today’s Fast-Paced World?
Digital Textbooks vs. Paper Textbooks: Evaluating the Differences
Learning a Second Language: Should It Be Mandatory?
Censorship in School Libraries: Freedom or Protection?
Life Skills Education: Is It Missing From Our Curriculum?
Teachers’ Pay: Does It Reflect Their Value in Society?
College Rankings: Do They Truly Reflect Educational Quality?
Corporal Punishment: Does It Have a Place in Modern Education?
Student Loans: Are They Creating a Debt Crisis?
Learning Styles: Myth or Real Educational Framework?
Grading System: Is It the Best Measure of Students’ Abilities?

Academic Topics Essay

Fostering Creativity: Should Schools Prioritize the Arts?
Student Debt: Consequences and Possible Solutions
Bullying Policies in Schools: Are They Effective?
Teaching Ethics and Values: Whose Responsibility?
Distance Learning: The New Normal Post-Pandemic?
School Censorship: Are There Limits to Freedom of Speech?
College Admissions: Is the Process Fair?
Standardizing Multilingual Education: A Possibility?
Learning Disabilities: How Can Schools Provide Better Support?
Does Class Size Impact the Quality of Education?
Integrating Technology: Are There Potential Risks?
Affirmative Action in College Admissions: Fair or Biased?
The Role of Private Tuition: Supplemental Help or Unfair Advantage?
Military-Style Discipline in Schools: Effective or Harmful?
Should Schools Implement Mental Health Curriculums?
Early Education: Does It Pave the Way for Success?
Grading System: Is it an Accurate Measure of Student Ability?
Career Counseling in Schools: Should It be Mandatory?
Addressing Racial Bias in Educational Materials
The Debate Over Prayer in Schools: Freedom of Religion or Church-State Separation?
The Impact of Zero-Tolerance Policies on the School Environment
Education Funding: The Pros and Cons of School Vouchers
University Rankings: Helpful Guide or Harmful Pressure?
Personal Finance Education: Should It Be Included in the Curriculum?

Argumentative Essay Topics on Education

Impacts of Standardized Testing on Students’ Creativity
Digital Learning Platforms vs. Traditional Classroom Teaching
Effectiveness of the Montessori Education System
Mandatory Foreign Language Education: A Necessity or Luxury?
Single-Sex Schools’ Role in Modern Society
Teachers’ Salaries: A Reflection of Their Value in Society?
Technological Devices in Classrooms: A Boon or Bane?
Inclusion of Life Skills in the Curriculum
Ethical Education: Its Significance and Implementation
Educating Children About Climate Change and Sustainability
Homeschooling vs. Traditional Schooling: Which Yields Better Results?
School Uniforms: Do They Encourage Uniformity Over Individuality?
The Role of Extracurricular Activities in Holistic Education
Importance of Critical Thinking in the Curriculum
Corporate Sponsorship in Schools: Ethical Considerations
Increasing Parental Involvement in Children’s Education
Vocational Training in High School: Is It Necessary?
The Merits and Demerits of Charter Schools
Prioritizing Health Education in the School Curriculum
Diversifying History Lessons: The Impact on Cultural Understanding
Gifted and Talented Programs: Unfair Advantage or Necessary Support?
Implementing Mindfulness Training in Schools
Mandatory Physical Education: Is It Vital for Health?
Advantages and Disadvantages of Year-Round Schooling
The Potential of Virtual Reality in Education

Education Persuasive Essay Topics

Enhancing Creativity: The Importance of Art Education in Schools
Mandatory Coding Lessons: Preparing Students for the Digital Future
Bilingual Education: Encouraging Multilingualism From an Early Age
Parental Involvement: Crucial for Academic Success or an Invasion of Privacy?
Cyberbullying Awareness: Should It Be Part of the School Curriculum?
The Role of Technology in Modern Education: Boon or Bane?
Sex Education: Essential for Reducing Teen Pregnancy and STD Rates
Standardized Tests: Accurate Measure of a Student’s Capabilities or Outdated Practice?
Religious Studies: The Necessity of Teaching World Religions in Public Schools
Homework Overload: Assessing the True Impact on Students’ Mental Health
School Uniforms: Encouraging Discipline or Suppressing Individuality?
Inclusion in Classrooms: The Benefits of Educating Special Needs Students Alongside Their Peers
Teacher Salaries: The Need for Higher Pay to Attract Quality Educators
Educational Video Games: Revolutionizing Learning or Distraction From Studying?
Student Athletes: Balancing Academics and Sports Participation
Year-Round Schooling: Improving Learning Retention or Overloading Students?
Early Education: The Benefits of Pre-School Programs
Social Media: Its Role in Modern Education
Field Trips: Enhancing Learning Outside the Classroom
Classroom Size: The Impact on Learning and Engagement
Vocational Training: Essential for Preparing Students for the Workforce
Distance Learning: Exploring its Advantages and Disadvantages

Education Research Paper Topics

Extracurricular Activities: The Importance in Students’ Holistic Development
Multiple Intelligence Theory: Implementing Diverse Teaching Strategies
Classroom Decor: Its Influence on Student Engagement and Learning
Mindfulness Practices: Promoting Emotional Health in Schools
Sustainability Education: Fostering Environmentally-Conscious Citizens
Cultural Diversity: Promoting Inclusion and Acceptance in Schools
Physical Education: Addressing Childhood Obesity through School Programs
Gifted and Talented Programs: Benefits and Drawbacks
Homeschooling: Advantages Over Traditional Schooling
Alternative Assessment Methods: Moving Beyond Exams and Grades
Bullying Prevention: The Role of Schools and Teachers
College Admissions: The Controversy Around Legacy Preferences
Ethics Education: Instilling Moral Values in Students
Student Loans: The Crisis and Its Impact on Higher Education
Nutrition Education: Promoting Healthy Eating Habits in Schools
Digital Literacy: Essential Skills for the 21st Century
Grade Inflation: The Deterioration of Academic Standards in Higher Education
Climate Change Education: Teaching the Next Generation About Global Warming
Character Education: Building Integrity and Responsibility in Students
Music Education: Its Influence on Cognitive Development
Literacy Programs: Overcoming Reading and Writing Challenges
Mentorship Programs: Enhancing Student Success and Confidence
Financial Literacy: Preparing Students for Real-World Money Management

Strong Education Argumentative Essay Topics

Is Censorship Justified in School Libraries?
The Benefits and Drawbacks of Single-Sex Schools
Is College Preparation in High School Adequate?
Are Teachers’ Salaries Commensurate With Their Job Responsibilities?
Cyberbullying: Should Schools Intervene?
The Importance of Cultural Diversity in Education
Should Mental Health Education Be Mandatory in Schools?
Do School Rankings Reflect the Quality of Education?
The Relevance of Cursive Writing in Today’s Digital World
Should Religious Studies Be Part of the School Curriculum?
Are Students Overburdened with Excessive Schoolwork?
The Implications of Zero Tolerance Policies in Schools
School Safety: Responsibility of Schools or Parents?
Does Grade Inflation Diminish the Value of Education?
Are Life Skills Education Necessary in Schools?
The Debate on Home Schooling vs. Traditional Schooling
Is it Necessary to Teach World Religions in High Schools?
Does a School’s Location Affect the Quality of Education?
The Argument for Teaching Emotional Intelligence in Schools
Should Attendance Be Mandatory in High School?
Could Meditation and Mindfulness Improve Students’ Concentration?
The Role of Music Education in Student Development
Do Students Learn More From Books or Computers?
The Need for Environmental Sustainability Education in Schools

To Learn More, Read Relevant Articles

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Early Childhood Education Essay

If you are writing an early childhood education essay, examples can be very useful to aid you in your research. How did this concept develop? What are the current principles of schooling for children? And what is the importance of early childhood education? The essay on this page aims to answer these questions.

Historical development of Early Childhood Education

Current Principles of Early Childhood Education

Professional organizations, technology in early childhood development, improvements, controversial issues.

The following importance of early childhood education essay will tell you about the significance of learning institutions, organizations, and programs. Also, we’ll look at the key aspects that form the foundation of a child’s development. This sample will make it easier for you to cope with writing your own paper. So, you’ll write a “Why Is Early Childhood Education Important Essay” successfully.

Early Childhood Education is the field of practice, research, and study that deals with children’s experiences during their early stages of life. During childhood education, young children receive formal education and are under the care of professionals who may not be family members. Children receive this kind of education outside their homes. The term early childhood is used to refer to children below the age of regular schooling, which, according to many nations, is five years. However, this is not always true. For instance, in the U.S., it includes children below the age of eight years.

The educator should be aware of the physical, social, and cognitive development stages of preschoolers, toddlers, and babies. He/she must also cooperate with their parents to bring the child up in a good way.

According to Blenkin and Kelly (1996), the study of early childhood is important because it is the time during which the body and brain of a child are undergoing rapid development. During this stage, children develop skills and abilities like motor skills, language, psychosocial cognition, and learning.

Exogenous factors like the environment to which children are exposed from birth to eight years are said to affect the psychosocial, cognitive, and learning of the child (Cascio, 2021). Early childhood education builds a strong foundation for academic success in children. Its studies prepare the child for primary school education, contributing to the academic excellence of the child later in life.

Studies have shown that the readiness that children get from early childhood education has positive social and economic impacts during their adult life. Such children have limited chances of engaging in criminal behaviors and attaining good results in schools, which secures them good places in employment, resulting in higher earnings. Based on the significant role that childhood education plays, the content of this paper will emphasize the topic.

Historical Development of Early Childhood Education

The philosophy of early childhood education can be traced from the works of scholars like John Locke, Jean Jacques Rousseau, and John Amos Comenius. Sociologists like Jean Piaget, Erik Erikson, and Sigmund Freud concentrated much on the developmental stages of children (Su & Yang, 2022). The scholars approached the discipline in different ways, but they all held the belief that early childhood education played a major role in developing the interests and abilities of children as they grow up.

The first and largest early childhood program was Kindergarten, which was developed in the United States between 1782 and 1852 by Friedrich Froebel. The program was later adopted in Europe and other countries (Cascio, 2021). The movement was accelerated by the Industrial Revolution and the absorption of women in large numbers to work in factories. Between 1870 and 1952, another early childhood program developed by Maria Montessori was also adopted in many countries (Cascio, 2021). However, the role of early education as the first step in the system of education came to the knowledge of many nations after the Second World War.

Blenkin and Kelly argue that Kindergarten was the first training institution to offer training skills for teachers of young children. The first training school was begun in Boston by German kindergarteners Matilda Kriege and her daughter in 1868. The term “kindergartener” was used to refer to children attending school and their teachers.

The kindergartens were started by German immigrants who were running away from the Russian Revolution in which Germany was defeated, and that’s why they were initially German-speaking. Today, the role of early childhood education is recognized worldwide. Public institutions have been established to offer training to these teachers because children at this stage are sensitive, and teachers should know how to deal with them.

To enhance early childhood education, the program is based on various principles aimed at making the system effective for improving the level of education. The program necessitates trained personnel, with teachers acquiring adequate training in early childhood education centers to be equipped with the necessary knowledge and skills to interact and train young children successfully.

Early childhood education serves not only to assist working parents but also to help children acquire physical, cognitive, social, and emotional experiences away from their homes (Jalongo, 2021). During this period, children learn skills such as counting, playing, interacting, and socializing with others. Parents should understand that the purpose of sending their children to school is to gain the required knowledge and skills. According to Beneke and Helm (2003), the program is based on the principle that all childhood education programs should be licensed, and the teaching methodologies used should align with the interests and developmental needs of children.

Licensing ensures security and addresses the health needs of children. Teachers should ensure that the environment in which children live is secure and healthy, as children learn best when they feel free and secure (Macrides et al., 2021). Therefore, it is important for teachers to ensure that children are comfortable with enhancing their learning. Resources and programs needed in education centers should be coordinated by the government to prepare children for elementary and secondary education. The government should fund these institutions so that they can purchase materials and cover all expenses necessary for the successful learning of children.

Institutions should be provided with reading and writing materials, as well as good feeding programs for children (Redondo et al., 2019). Recreational facilities are also crucial, as playing is vital for young children. Coordination between parents, teachers, and the government is important.

Finally, the system is based on the principle that all children have the opportunity to access early childhood education, and parents are encouraged to enroll their children in the program as it creates a strong academic foundation.

Intensive research has been conducted concerning early childhood education because of its importance. It is argued that if interference in the fundamental development of skills and abilities of a child occurs during the early stages, this is likely to affect their learning potentiality in the future, and the damage may be long-lasting.

Various organizations have been established worldwide advocating the role played by early childhood education. Professional organizations support early childhood professionals by providing them with guidance and resources needed to better educate young children.

Examples of such organizations include The New York City Association for the Education of Young Children (NYCAEYC), the World Organization for Early Childhood Education, and the National Association for Childhood Education International (ACEI), among others (Jalongo, 2021). World Organization for Early Childhood Education is a worldwide non-profit and non-governmental organization operating in more than 60 countries. The organization includes parents, teachers, health officers, activists, researchers, social workers, and students. The goal of the organization is to ensure that children between the ages of zero and eight years access their rights to education in all the member countries.

The NYCAEYC advocates for and promotes the quality of education offered to children below the age of eight years and their larger families, as well as enhancing their well-being by supporting professional development. The ACEI is a global organization whose aim is to support and promote optimal education and children’s development from birth till puberty. In addition, the organization encourages people to train and become professionals who would then bring change to society by passing acquired knowledge to children. The organization sees to it that all children access quality education.

In the modern world, some of the best practices employed by teachers in childhood education centers include play, songs, and dances that form the basic form of entertainment (Macrides et al., 2021). Play is crucial for young children because their brains are not fully developed, so they cannot retain large volumes of information. It is, therefore, essential for the teacher to allocate enough time for children to relax their minds.

Since they cannot concentrate for a long period of time, the teacher should have several breaks in between the classes during which children should go to the field and play. The teacher should accompany them and be in charge. The teacher directs the children during the activity (Su & Yang, 2022). In addition to plays, children can also engage in dances and songs, mainly aimed at refreshing the mind.

Children should be taught how to conduct the songs themselves. Finally, other forms of entertainment, like watching television, can be of great help. The teacher should ensure that the programs enhance the academic work of the children.

In the modern world, people are always striving to find solutions to their problems. Technology is a major problem-solving tool in education, increasing academic skills, reducing the number of school dropouts, and discouraging racial discrimination in schools. Improvements in technology have made it easier for teachers to execute their duties.

Studies have shown that children in the modern world know much more than children of their age some time ago. Current generations are more advanced than the previous ones (Su & Yang, 2022). For instance, children can easily access books of all kinds whenever they need them in libraries, helping in the rapid and easy expansion of knowledge.

The use of computers, tablets, laptops, and smartphones has increased rapidly in childhood education programs. Through technology, the qualities of educational programs have been modified in interesting ways. Computers are used by teachers to teach children and keep records of class performance. Children between the ages of three and eight effectively use computers today. Now that children know how to make use of the above electronics, they have a lot of information at their fingertips. For instance, they only need to “Google” on the computer and search for answers to their questions.

For children whose parents own computers at home, they have a greater advantage because they can access computer services at home. Some mobile phones can also be networked and provide similar services. The media has improved early childhood education. Modern television channels offer more quality programs than traditional ones (Timmons et al., 2021). There are many educational programs displayed on different channels for children to watch. There are so many that children can never watch them all. The radio offers educational programs for children in which children are allowed to answer questions.

For instance, the questions are asked by the radio presenter, and children answer through a phone call. The presenter then says whether the child is right, and if not, he provides the correct answer (Macrides et al., 2021). The knowledge is passed to all children who happen to be listening, making this a way of enhancing education. Other technological advancements that have eased early childhood education include the use of printers, scanners, digital cameras, and video recorders.

Blake and Taylor argue that the application of technology in early childhood education will increase even in the future. However, less fortunate children from poor families will be disadvantaged (Macrides et al., 2021). These electronics are very expensive, and accessing and using them will be difficult for children from poor families. Improvement in technology is likely to increase immorality rates among school children.

The more children know how to operate computers, the more they will get in touch with sites not fit for their stage. Research has shown that many children visit pornographic sites on computers. As much as technology is going to affect early childhood education positively, it will also have its side effects.

There are many challenges that children encounter during their studies, which should be well-known to their teachers and other educational employees who interact with them directly. These individuals are the right people to determine the areas that require improvements. In order for children to learn well, their physical, social, emotional, and learning needs should be met. Failure to satisfy one of these needs makes it hard for the child to study effectively. The performance of children improves when they are encouraged and supported by adults. Teachers should ensure that they make the necessary improvements to help children succeed in their studies whenever they identify points of weakness among students.

Among the challenges facing early childhood education is the lack of enough funds. Early childhood education is mainly offered in the private sector at very high costs. Lack of finance makes it hard for some parents to enroll their children in schools. Accessibility of such institutions may be a challenge. People may have to travel for long distances before getting to the learning institution.

Other challenges include lateness at school, a lot of homework given to children that cannot be completed overnight, competition in class, lack of enough playing grounds, competition with neighboring schools, and lack of enough sleep for children.

The list of controversial issues in early childhood education is long. Some of the debatable issues include whether young children should use computers, whether viewing television leads to violent behavior among children, whether homework improves the performance of children, and finally, the correct age at which young children should join kindergarten, among other issues.

The study of developmental stages of young children is a vital topic. I personally chose the topic because I like interacting with young children and helping them whenever it’s necessary.

My desire is to see children live comfortably and succeed in their studies, and that’s why I have chosen to pursue a course in early childhood education, which will help me understand the concept better. My goal is to see that I help children pursue and succeed in their studies once I become a professional in the field.

Cascio, E. U. (2021). Early childhood education in the united states: What, when, where, who, how, and why . NBER.

Jalongo, M. R. (2021). The effects of COVID-19 on early childhood education and care: Research and resources for children, families, teachers, and teacher educators . Early Childhood Education Journal, 49 .

Macrides, E., Miliou, O., & Angeli, C. (2021). Programming in early childhood education: A systematic review . International Journal of Child-Computer Interaction , 100396.

Redondo, B., Cózar-Gutiérrez, R., González-Calero, J. A., & Sánchez Ruiz, R. (2019). Integration of augmented reality in the teaching of English as a foreign language in early childhood education . Early Childhood Education Journal .

Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review . Computers and Education: Artificial Intelligence, 3 , 100049.

Timmons, K., Cooper, A., Bozek, E., & Braund, H. (2021). The impacts of COVID-19 on early childhood education: Capturing the unique challenges associated with remote teaching and learning in K-2 . Early Childhood Education Journal, 49 (5).

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Argumentation in Early Childhood: A Systematic Review

Theoretical grounding, broad features of the reviewed sample of studies, main findings, summarizing discussion, concluding remarks, acknowledgments, statement of ethics, conflict of interest statement, author contributions, data availability statement.

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Jarmila Bubikova-Moan , Margareth Sandvik; Argumentation in Early Childhood: A Systematic Review. Human Development 28 December 2022; 66 (6): 397–413. https://doi.org/10.1159/000527293

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While scientific evidence on argumentation among preschool children is on the rise, it is dispersed over a number of different fields, which may obfuscate its visibility, merit, and potential. The aim of this systematic review was to synthesize the existing research and, as such, shed more concerted theoretical and empirical light on the origins as well as early development of the human capacity to argue. Based on 57 included studies, we show that it has been approached from numerous theoretical perspectives, with the dialogic view of argumentation and a productive eclecticism between argumentation, developmental, learning, and linguistic theories as the main theoretical denominators. The review also documents that young children’s argumentation displays a range of structural-discursive, socio-interactional, and developmental features, positioning them as argumentative agents in their own right. We discuss the implications of our findings in terms of further theory building and their practical significance.

Argumentation and reasoning skills development in educational contexts has in recent years become a top education policy priority. The US framework for K-12 science education, for example, promotes the skill of argument from evidence as part and parcel of scientific and engineering practices that children are to engage in and develop throughout their schooling (National Research Council, 2012). Likewise, in the Organisation for Economic Co-operation and Development’s Future of Education and Skills 2030 conceptual learning framework, “reconciling tensions and dilemmas,” more specifically defined as weighing multiple opposing, contradictory, and even incompatible standpoints, developing arguments with well-supported positions, and finding viable solutions, is considered as one of the transformative competencies of the future (OECD, 2022, pp. 5–6).

This growing policy emphasis can be seen in parallel to mounting scientific evidence on the merits of engaging in argumentative discourse in educational contexts. Argumentation has been framed as one of the most important learning processes that contributes to an active construction of knowledge from early on (Mirza & Perret-Clermont, 2009; Perry & Dockett, 1998) and as a core ingredient in critical thinking (Davies, 2015; Siegel, 2010), deemed essential for a successful functioning in technologically advanced, information-dense, late modern democracies (Murphy et al., 2016).

Grounded in socio-constructivist and socio-cultural approaches to learning and development (Vygotsky, 1978; Wertsch et al., 1995), much research on argumentation in the educational field has focused on school-aged children’s dialogic, collaborative knowledge construction during classroom learning activities (e.g., Driver et al., 2000; Mirza & Perret-Clermont, 2009; Rapanta & Felton, 2022; Schwarz & Baker, 2017). This is particularly true of older age groups, attending upper primary and secondary grades (e.g., Gillies & Khan, 2009; Kuhn et al., 2016; Kuhn & Crowell, 2011).

There is generally less research on the youngest age groups of preschool children who may not have been exposed to systematic instructional approaches aimed at honing their argumentative competence in a more targeted fashion. This may be for a variety of reasons of both conceptual and methodological nature (Schwarz & Baker, 2017). Furthermore, the existing research does not form a well-delineated body of scholarship. Rather, it seems dispersed across different scholastic fields, including argumentation theory and rhetoric, developmental psychology, linguistics as well as education, among others. This may obfuscate the visibility of the current status of knowledge and, by extension, also its theoretical and practical merit and potential. The aim of this systematic review was, therefore, to synthesize international empirical research on argumentation in preschool children and, as such, shed more concerted theoretical and empirical light on the origins as well as early development of the human capacity to argue. It is, however, of note that, rather than offering a historic panorama of developmental trends in children’s argumentation, we aim at providing a coherent conceptual description of the phenomenon across the set time frame in the form of a viable taxonomy, facilitated here by the adoption of meta-synthesis as our methodological approach. By implication, we also aim to contribute to further theory and practice building in the field. The two main research questions guiding this study were as follows: (a) how is argumentation in preschool children conceptually framed in international research literature? and (b) what characterizes argumentation in preschool children across different interactional settings?

In what follows, we will first ground the study theoretically by reviewing different definitions of argumentation and by providing an overview of the taxonomies that have been proposed to conceptualize this broad field. Upon providing details on our methodological choices, we will delve into presenting our findings based on a meta-synthesis of 57 individual studies identified in our search and deemed as within the set eligibility criteria. We will discuss the identified patterns against the broader canvas of research on young children’s development in formal and informal contexts, draw some theoretical and practical implications thereof, and suggest avenues for further research.

Conceptualizing Argumentation

Argumentation is a diffuse and multifaceted concept with numerous conceptualizations in circulation. Tseronis and Forceville (2017) provide a succinct review of some of the main distinctions made in research on argumentation, including O’Keefe’s (1977) distinction between argumentation as a product and as a process. The former refers to the actual act of communication between parties during which a disagreement or a conflict about an issue arises. In its simplest form, it consists of a claim and a reason for the claim. In fact, as the authors point out, the terms argument and claim are often used interchangeably. Argumentation as a process, on the other hand, is the interactional and communicative act that parties enter into about the argument that is being put forward and defended. As Tseronis and Forceville note, while this broad conceptualization is far from undisputed, it is commonly used in research, not least because of its apparent simplicity. It also underscores a long-established point in scholarship on argumentation in that disagreement, opposition, or conflict are at the core of argumentative discourse and can be regarded as the very minimum for a discursive act to merit the label argumentative (see on this, e.g., Gilbert, 2009). However, as Maynard (1985) points out with a specific reference to children’s arguments, the concept of initial opposition, framed as a multimodal antecedent arguable event, does not, in itself, necessarily constitute an argument and can be seen mostly as a necessary but not sufficient condition for an argument to arise.

In contemporary definitions, much emphasis is placed on the centrality of dialogue in argumentation. Here, argumentative discourse is seen as firmly planted in the situated context of exchange between parties (Schwarz & Baker, 2017; van Eemeren, 2018). Drawing on previous scholarship within argumentation studies and education, Schwarz and Baker (2017), for example, propose a dialogic theory of argumentation in education at the heart of which is the so-called deliberative argumentation. This is defined as “a kind of dialogue that integrates rigorous reasoning and accountability towards the other” (p. 230). It is seen as dialectic and dialogic in that it assumes both collaboration and inter-subjectivity. It is also productive in terms of learning outcomes it may stimulate.

A recent systematic review of research on instructional approaches to learning to argue (LTA) via dialogue (Rapanta & Felton, 2022) sheds light on the broader patterns in which dialogue across educational classroom settings and levels may foster children’s and young people’s ability to formulate and defend their points of view and structure their argumentation in scientifically valid ways. In the review, an argumentative dialogue is conceptualized as a classroom activity either specifically targeting argumentation skills or leading to argumentation nonintentionally through the promotion of “dialogic norms” (Rapanta & Felton, 2022, p. 481). These two distinct dialogue forms are labeled high- or low-structured, respectively. When mapped onto this analytical distinction, studies identified and systematized in the review are shown to represent a continuum: the low-structured end includes studies targeting mostly whole-class, student-driven, or student-dominant sensemaking, with dialogue being the primary goal and argumentation the nonintentional value added of the dialogic activity; the other, high-structured end comprises studies focusing on mostly small group or one-to-one deliberative dialogue, understood as a dialectic, discursive exchange of differences of opinion with “persuasive deliberation” as a distinct goal. As the authors point out, this latter form may be seen as corresponding to Schwarz and Baker’s (2017) concept of deliberative argumentation. As this suggests, in Rapanta and Felton’s (2022) review, argumentation and dialogue are closely bound, with (argumentative or LTA) dialogue as a tool to promote argumentation in classroom settings, intentionally or nonintentionally, featuring as the focal concept.

There is also a host of related concepts which complicate the theoretical landscape further. One of the most closely related ones is reasoning which can be seen as part of, and is sometimes used interchangeably with, argumentation. Different definitions of reasoning exist. For example, Walton (1990) sees reasoning as something that may or may not occur in the context of a purposive or nonpurposive argument. This again may or may not occur in a larger context of exchange which can be both dialogic and nondialogic and where reasoning represents an essentially inferential endeavor or “the (actual) process of inferring conclusions from statements” (Walton, 1990, p. 401). Inference, reasoning, and argumentation are on this view closely bound.

Relatedly, emphasizing its social dimension, Mercier and Sperber (2011) have developed an argumentative theory of reasoning where reasoning is seen as being of an evolutionary nature and as serving primarily, though not exclusively, argumentative ends. Like Walton, they too see reasoning as an essentially inferential process. At the center, there is a conscious, as opposed to intuitive, reflective effort at providing and assessing reasons for conclusions that are being drawn and that are meant to be persuasive. They propose further that reasoning is meant to aid in the process of constructing one’s own arguments and in evaluating those of others in different interactional settings and across different age groups. As such, reasoning and, by implication, argumentation are not reserved to adult discourse only but extended to children’s discourse as well. Drawing on evidence from developmental psychology and related fields, Mercier (2011) argues that children display emerging reasoning and argumentation competence, engage in as well as benefit from social reasoning and commit similar argumentation fallacies as adults.

Other theoretical constructs applied in early childhood education and development research, such as inferential thinking (Collins, 2016) or sustained shared thinking (Siraj et al., 2015), can also be regarded as related to argumentation and reasoning, in that they either take as a vantage point the process of inferring a conclusion from a statement or by acknowledging educationally productive dialogues around different and potentially opposing views as central in children’s language and cognitive development. Nonetheless, exactly how they map onto argumentation as a theoretical construct has, to our knowledge, not been interrogated in research in any depth.

Approaches to Studying Argumentation

Much like argumentation itself, there have been numerous attempts at conceptualizing the various approaches to studying argumentation. Gilbert (2009), for example, draws attention to the distinction between dialectic and rhetoric approaches which corresponds to what the author refers to as the “ convince/persuade dichotomy” (p. 4). Gilbert argues that to convince is often equated with the use of reason and logic while to persuade suggests an appeal to emotions vis-à-vis an audience. Linking this distinction to the Aristotelian subdivision of rhetoric into logos , ethos , and pathos , Gilbert argues further that these have developed into distinct fields with traditionally little cross-fertilization: (a) formal logic (logos) with its emphasis on the structures of argumentation, the concept of formal validity and syllogism as an ideal form of argument; (b) informal logic, which integrated the concept of ethos in its study of fallacious argumentation, and (c) rhetoric with a focus on pathos or emotionality, deserving traditionally the least attention by argumentation scholars.

In subsequent scholarship, one finds variations of this typology. Tseronis and Forceville (2017), for example, offer a model based on a three-pronged distinction between: (a) logical approaches , focused primarily on logical relations between propositions; (b) dialectic approaches where argumentation is studied as an exchange adjudicated against an ideal (normative) standard of argumentative reasonableness; and (c) rhetorical approaches where attention is directed at the effectiveness of argumentation.

Based on a comprehensive historical overview over major contemporary theoretical models on argumentation, Schwarz and Baker (2017) propose a slightly altered taxonomy with relevance for educational contexts. It is framed in terms of two sets of approaches functioning on a two-dimensional plane. The first dimension distinguishes between discursive and structural approaches, with the former being primarily concerned with the descriptive workings of language and other semiotic modalities in argumentative interactions, and the latter focusing on how argumentative discourse functions in terms of a set of pre-defined structural elements which may or may not have a normative foundation. The second dimension makes a crucial distinction between monologic and dialogic approaches. In the former, the focus is primarily on one single party in the act of argumentation, even though other parties may be present or their presence may at least be assumed, as is the case with speeches or written texts. In the latter, argumentation is conceived of as being of a quintessentially interactional nature that always involves and is shaped by more than just one single voice in “a multiparty process of negotiation of meaning ” (Schwarz & Baker, 2017, p. 74). On our understanding of the model, this distinction is then of an analytical rather than theoretical nature, given that argumentation is presented as always predicated on the explicit or implicit expression of an opposition or a counter-standpoint. Importantly also, Schwarz and Baker (2017) briefly note that the axes should not be seen as exclusionary but rather as gradual.

Combined cross-dimensionally, the model is exemplified by four approaches, representing major contributions to contemporary argumentation theory. While any detailed treatment is beyond the scope of this paper, they can be summarized as follows: on the monological-structural plane, Schwarz and Baker (2017) place Toulmin’s model of argument (1958), given its primary focus on a single arguer and the distinctly structural workings of their argumentation in terms of a set of pre-defined elements. The monological-discursive plane is represented by Perelman and Olbrechts-Tyteca’s (1973) New Rhetoric, as it targets the discursive techniques of structuring argumentative discourse rather than the structure of that discourse itself. Given its primary interest in the audience at which this discourse is directed by the speaker and the efficiency with which the utilized technique may or may not persuade the audience to accept the speaker’s standpoint, it is placed on the monological plane. The dialogical plane is represented by Plantin’s (2005) theorizing and van Eemeren and Grootendorst’s pragma-dialectic model of argumentation (van Eemeren & Grootendorst, 1984, 1992; van Eemeren, 2018) with Plantin occupying the discursive and pragma-dialectics the structural position. As Schwarz and Baker (2017) point out, Plantin’s discursive theory of argumentation is predicated on the idea of a “confrontation of discourses” (p. 74) and how a question that arises thereof is debated through justificatory discourse and counter-discourse. While having a distinctly dialectic vantage point, the pragma-dialectic approach, on the other hand, sees argumentation as a set of argumentative moves that discursive parties conduct as part of a critical discussion in a series of stages in order to resolve a difference of opinion on the merit (Table 1 ).

Approaches to argumentation (reproduced from Schwarz & Baker, 2017, p. 68)

In this review, we have taken the reviewed theorizing on argumentation and approaches to argumentation, particularly as conceptualized in educational contexts by Schwarz and Baker (2017), as a vantage point to see its potential fit with the current body of knowledge on argumentation in early childhood but also as a springboard to further theorizing in this emerging field.

We adopted meta-synthesis as our methodological approach. It belongs to the broader family of qualitative systematic syntheses and has as its overarching purpose to provide a description of a given phenomenon, here argumentation in early childhood, based on a systematic and transparent review of an existing body of research (Saini & Shlonsky, 2012). In conducting a meta-synthesis, one aims at the extractions of central themes and concepts which are compared and contrasted across studies and at offering a synthesis of key outcomes in the form of conceptual taxonomies. Importantly, a meta-synthesis is neither aggregative nor interpretative, but rather integrative. This means that one attempts to work with concepts and findings as they are being used in the identified primary studies, interrogating their similarities and differences critically and synthesizing them into an integrated body of new knowledge (Saini & Shlonsky, 2012).

Central in the approach is a rigorous application of specific methodological steps which include a selection of relevant research databases, specification of a search strategy, inclusion/exclusion criteria as well as a strategy for synthesizing identified studies. As with systematic reviews in general, systematicity and transparency are imperative. However, unlike in quantitative reviews, aiming at comprehensiveness of primary source coverage is not necessarily appropriate in qualitative reviews (Petticrew & Roberts, 2006). Instead, much like in qualitative methodology in general, the principle of saturation is key. As such, a search strategy in a qualitative literature review is often guided by and demonstrates the following three principles: (a) identifying major schools of thought while being alert to dissenting and minority views, (b) searching broadly across relevant disciplines, and (c) combining electronic and hand searches to ensure that key work is not excluded due to deficiencies in bibliographic indexing or coverage gaps in individual databases (Petticrew & Roberts, 2006). Below we therefore detail each of these steps as well as necessary methodological considerations and decisions made along the way.

Search Strategy

Given the transdisciplinary nature of argumentation, as argued above, we have opted to perform our search by pursuing several search channels. First, we selected two international research databases that assemble social scientific research within education, psychology, and related fields and conducted searches therein. These were (a) ERIC – Educational Resources Information Center and (b) PsychINFO. To validate these searches, we conducted an additional relevance-based search in Google Scholar following the same procedure as applied in ERIC and PsychINFO as well as individual searches for the work of key authors. To ensure relevance, we also selected and reviewed four journals we considered as thematically central through an electronic search function offered on their digital platforms. These were (a) Argumentation: An International Journal of Reasoning , (b) Argumentation in Context , (c) Argumentation and Advocacy , and (d) Informal Logic .

While it is also a common practice to review reference lists of thematically relevant systematic reviews, no such review was located. During each search, we applied the two following truncated keywords combined through the Boolean operator AND as follows: (argument* AND child*). We also reviewed combinations based on what we saw as either synonyms or closely related concepts. For “argument,” these were “reasoning” and “inference,” while for “child” these were “preschooler” and “toddler.” While, as laid out above, there is a host of other concepts which could be regarded as potentially related to or overlapping with argumentation in early childhood, such as Siraj and colleagues’ (2015) sustained shared thinking, Rapanta and Felton’s (2022) (low-structured) sensemaking, or the concept of (educational) dialogue, our aim was to map out the use of the concept of argumentation per se and, hence, we did not search for studies based on these related concepts.

Inclusion Criteria

We started off targeting studies of children in the age group 0–6 years. We expected that most studies would be located in either home or preschool as institutional contexts. However, age at compulsory school entry can vary between countries. Additionally, a number of the identified studies had a longitudinal and/or comparative design. As such, they were located in both home/preschool and early grades of school. Vigilant to the potential importance of such studies in capturing developmental trends in the early years and in need of a cut-off point, we therefore set the upper age limit at 8 which complies with UNESCO’s (2022) definition of early childhood education. Studies with samples of school children only were excluded, while studies targeting mixed age groups were assessed for inclusion on a case-by-case basis. This resulted in a handful of studies where the oldest participating children, in most cases older siblings, were 9 or, in school settings, grade 4, if age was not specified by the authors.

Publication Period

While we expected that most studies would be published within roughly the last two decades, all studies published since 1970 and up to the present were included so as to capture potential historical research trends.

We set no restrictions on the geographical location of studies.

Language of Reporting

We included only studies in English. While this decision was partly due to our shared linguistic competence and may potentially have led to an exclusion of important publications in other languages, we considered it justifiable given our aim of thematic and conceptual saturation rather than comprehensiveness.

Study Design

We included only peer-reviewed qualitative and quantitative empirical studies published in digitally available scientific journals. Books, book chapters, scientific reports, conference papers, as well as master and PhD thesis were excluded. This decision was partly guided by pragmatic reasons related to issues of digital access, and while it may have led to the exclusion of important innovations in the field, we assumed that recent key findings would simultaneously be disseminated through peer-reviewed journal publications, potentially captured through our search.

Study Quality

While the issue of scientific quality of studies included in systematic reviews is an important one, it is also far from controversial (see on this, Bubikova-Moan et al., 2019). Given our decision to include peer-reviewed studies only, guaranteeing a certain degree of quality assurance in itself, we considered it sufficient for our purposes to assess an overall coherence between research aims, methods employed, and reported findings in each study. While qualitative assessment rubrics are available (see, e.g., CASP, 2019), we did not consider their employment as imperative for reasons given above.

Review Strategy

The database search, described above, led to the identification of altogether 1,051 individual studies. Our ensuing review strategy consisted of primarily three steps: (a) an initial systematic screening of all study titles and abstracts, leading to the exclusion of 853 studies that did not meet our eligibility criteria, primarily that of thematic focus and/or children’s age; (b) a full-text review of 180 studies that remained upon the removal of 18 duplicates; this included an extended data extraction and a quality appraisal of methodological soundness according to the set criteria, as described above, leading to the exclusion of further 123 studies, first and foremost due to a misfit with the age criterion; and, finally, (c) an in-depth analysis of all 57 included studies. The last step included a content analysis that allowed us to identify major themes and outcomes, systematize these, and arrive at conceptual taxonomies. Aiming at an in-depth data extraction, steps (b) and (c) were conducted with the aid of an Excel spreadsheet, considered essential for keeping a detailed, transparent, and easily accessible record trail of all key information and decisions made along the way. By coding major themes vis-à-vis both of our research questions across the included studies, we could trace patterns in the data corpus in a rigorous and systematic manner upon the completion of step (c). The first author coded the entire sample of included studies, arriving at a preliminary conceptual taxonomy. At this stage of the analytical process, the first author conducted a validation coding on a random 15% of the sample with the second author. In line with validation procedures pursued in qualitative research (Creswell & Miller, 2000), rather than aiming at calculating interrater agreement, the validation coding round provided an opportunity for peer debriefing and reflexivity that led to further refinement and a finalization of our conceptual taxonomy. In addition to keeping a detailed audit of all our steps, as described here, we considered this satisfactory in ensuring analytical soundness. The entire review process is visualized in Figure 1 . It is of note that one additional study was identified by hand search upon the completion of all steps in the review round, as described above. It was assessed following the same review strategy and, since it met our eligibility criteria, added to the sample. Rather than necessitating an adjustment of our conceptual taxonomy, this additional step validated it. In the figure, this study appears as part of the process and is included in the total of 1,051 studies.

Flowchart of the review strategy.

Methodological Design and Publication-Related Features

The identified sample of studies bears witness to a wide range of methodological approaches that have been employed in studying argumentation in the youngest age groups. There is a clear preference for applying qualitative methodological designs, with more than a half of the sample falling into this category. In these studies, video observations were the most frequently adopted data collection method. Furthermore, about a third of the sample adopted quantitative methodological designs, including experimental, quasi-experimental, or, in a few cases, longitudinal designs. The remaining studies adopted mixed methods designs, combining mostly, but not exclusively, longitudinal qualitative observational methods with other methods such as interviews as well as cross-sectional data collections on specific argumentation-related outcome measures.

In terms of the publication period, an overwhelming majority of the sample was published after the year 2000 with a significant publication activity increase in roughly the last decade. Based on the provided information on the geographical setting of the data collection, most studies were conducted in European countries, followed by North and South American countries, middle- and far-eastern Asian countries, or in a cross-continental combination of geographical locations. See Table 2 for a numerical overview.

Adopted methodological designs, publication period, and geographical location of the included studies

Participant Features and Structures

In terms of the participating children’s age, the included studies range from involving children as young as 1 month and up to 9 years of age. The majority of studies have participants in mixed age groups or in the age bracket 3–6 years. A few studies do not provide specific information on children’s age but, given the study setting, it can be assumed that in all cases they involved children in kindergarten and/or early school grades.

The sample as a whole has looked into a range of settings, with the home environment and its close neighborhood as well as experimental and quasi-experimental study settings as the most prevalent ones. Kindergartens were represented in a quarter of studies. The remaining studies combined home and kindergarten or kindergarten and early school settings.

Lastly, we were interested to see what participant structures were interrogated, focusing in particular on the choice of adult and peer involvement. We note that in the majority of the included studies, there was adult involvement either in the form of active participation in play or other child-adult activities or, alternatively, as a function of the experimental or quasi-experimental methodological designs of the study. The studies pursued mostly group participant structures, here defined as larger than dyads, followed by dyadic structures or combinations of dyads and groups. In one case, the study focus was on individual child writing. See Table 3 for a numerical overview.

Children’s age, study settings, participant structures and adult involvement

Framing Argumentation

Our analysis shows that, when it comes to framing argumentation as a theoretical concept, there are several common denominators of the corpus as a whole. First, the sample displays a variable degree of specificity in the way argumentation is conceptualized or theorized, ranging from highly specific and theoretically elaborated positions to more diffuse and less theoretically specific positions. Following Schwarz and Baker’s (2017) overarching, two-pronged discursive-structural dimension, our analysis revealed the following more detailed patterns.

In studies where children’s argumentation was analyzed with the aid of pre-defined structural elements and/or relations between these and hence meriting Schwarz and Baker’s (2017) label structural, we identified four distinct approaches. The majority of studies adopted as their main theoretical lens either the pragma-dialectic theory of argumentation (e.g., Bova, 2015a–c; Bova & Arcidiacono, 2013b, 2014, 2018; Convertini, 2021a,b; Greco et al., 2018) or, with a variable degree of elaboration, Mercier and Sperber’s argumentative theory of reasoning (e.g., Domberg et al., 2018; Köymen et al., 2014, 2020a,b; Mammen et al., 2019; Mascaro et al., 2019; Mercier et al., 2014, 2018). A handful of studies drew also on Toulmin’s (1958) theorizing (e.g., Kosko & Zimmerman, 2019; Köymen et al., 2016; Mammen et al., 2018). The last subcategory comprised studies where theoretical positions were not elaborated beyond a specific interest in identifying the basic building blocks of arguments and their characteristics, such as distinctions between types of initial oppositions and types of justifications (e.g., Dunn & Munn, 1987; Tesla & Dunn, 1992). It is of note that studies in our sample may also represent more nuanced theoretical positions within these broader categories, as is, for example, the case with several studies working within the pragma-dialectic tradition and specifically applying Rigotti and Greco’s (2019) Argumentum Model of Topics, an approach developed to aid with the reconstruction of implicit inferential reasoning (e.g., Convertini, 2021a; Greco et al., 2018).

In studies with a distinct focus on the interactional, situated, and, often, sequential patterning of children’s argumentative discourse, categorized as Schwarz and Baker’s (2017) discursive approaches, we detected as the common vantage point an interest in the oppositional nature of children’s argumentation in most studies. A notable nuancing in this regard was provided by Hannken-Illjes & Bose (2018, 2019) who specifically broadened the argumentative vantage point to include both opposition/dissent and cooperativity. Also, in many of these studies, the oppositional nature of argumentation was not further elaborated explicitly but was explored in depth in line with sequential, interactional, or conversation-analytic approaches (e.g., Arcidiacono & Perret-Clermont, 2009; Arendt, 2019; Arendt & Ehrlich, 2020; Bova & Arcidiacono, 2013a; Dovigo, 2016; Ehrlich, 2011, 2019; Eisenberg & Garvey, 1981; Howe & McWilliam, 2001; Shiro et al., 2019). In some cases, more specific argumentation-theoretical and rhetorical positions were adopted (e.g., Bose & Hannken-Illjes, 2020; Hannken-Illjes & Bose, 2018, 2019).

Second, in terms of Schwarz and Baker’s (2017) monologic-dialogic dimension, we note a near-exclusive reliance on the dialogic view of argumentation. In most studies, this was made explicitly clear in the way study authors presented their theoretical and analytical grounding, including studies that drew on discursive approaches to argumentation (e.g., Arendt, 2019; Ehrlich, 2019; Hannken-Illjes & Bose, 2018, 2019; Shiro et al., 2019) as well as studies that pursued structural ends in line with established dialogic theories of argumentation, such as pragma-dialectics (e.g., Bova, 2015a–c; Bova & Arcidiacono, 2013b, 2018; Convertini, 2021a,b; Greco et al., 2018). However, the sample also comprises studies, where the dialogic view was not explicitly thematized or laid out. These were studies where the oppositional nature of argumentation was taken as a vantage point and where an a priori orchestration of more than a single voice in an argumentative exchange could only be assumed. Although these studies could be seen as having the dialogic perspective, at least in part, implicitly weaved in their theoretical texture, they may be described as oscillating between a monologic and dialogic view of argumentation at best. This subcategory is represented primarily by some of the earlier studies in our sample, conducted primarily in the 1970s through to the 1990s (e.g., Dunn & Munn, 1987; Przetacznikowa, 1971; Slomkowski & Dunn, 1992; Tesla & Dunn, 1992).

Third, the included studies displayed a productive eclecticism between argumentation theory and other theorizing, primarily within developmental psychology, the learning sciences, and linguistics. Furthermore, the theoretical pool was represented by different levels of theorizing, including more overarching, meta-theoretical perspectives as well as more specific, lower level theorizing within and across the above subfields. The former, meta-level theories most often included Piagetian and neo-Piagetian theorizing, particularly Piaget’s work on the role of conflict in development and his work on the development of moral reasoning (e.g., Howe & McWilliam, 2001; Mammen et al., 2019) as well as socio-cultural developmental perspectives, rooted in Vygotskian theorizing, most notably his work on the role of language in cognitive development (e.g., Arendt, 2019; Ehrlich, 2019; Ehrlich & Blum-Kulka, 2010) and in Dewey’s experiential learning (Arendt, 2019). The latter, lower level theorizing, was represented by scholarship on issues such as learning designs within science, technology, engineering and mathematics (STEM) research (e.g., Convertini, 2021a, 2021b). A number of studies drew also on language socialization perspectives, more specifically in terms of family interactional research (e.g., Bova, 2015c; Bova & Arcidiacono, 2013a,b, 2015, 2018). Another, more specifically pronounced theoretical dimension was linguistic and discourse-theoretical, particularly as applied to child language development. It was represented by conceptual grounding in as diverse perspectives as systemic-functional grammar in combination with Peircean semiotics (Kosko & Zimmerman, 2019), interactional scholarship on peer talk and child-adult talk (e.g., Ehrlich, 2011, 2019), exploratory talk and sustained shared thinking (Dovigo, 2016), and the more overarching Bakhtinian lens on language acquisition (de Vasconcelos & Leitão, 2016).

Features of Children’s Argumentation

The identified studies bear witness to a wide range of distinct features of young children’s argumentative discourse. We have categorized these as either (a) structural-discursive features, (b) features relating specifically to socio-interactional aspects of children’s argumentation, and (c) developmental features reported in studies with a comparative, longitudinal, or cross-sectional design on different aspects of the first two categories. As this suggests, the categories and subcategories are not discreet, since one and the same study may have pursued more than one single analytical end and, as such, may have been placed under several headings and subheadings, such as structural-discursive and developmental. We elaborate on and exemplify each category, with their corresponding subcategories, below. For additional clarity, the entire taxonomy is also visualized in Figure 2 .

Taxonomy of features of children’s argumentation.

Structural-Discursive Features

More than a half of the identified studies reported on various structural-discursive features, further subcategorized as relating to one of the following three dimensions: (a) children’s argument construction, (b) children’s argument evaluation, and (c) other meta-features, concerning primarily sources and functions of children’s argumentation. In general, the sample showcases a broad range of these features, attesting to the versatility and heterogeneity of children’s argumentation as well as to children’s capacities as arguers and argumentative agents.

The first dimension predominates in the sample. It comprises findings on children’s use of various linguistic, discursive and argumentative elements, reasoning strategies as well as specific patterns of their use. Przetacznikowa’s study (1971), for example, drew early attention to the dominance of situational and functional reasoning in preschool children’s argumentative discourse concerning manipulative and constructional tasks. Pontecorvo & Arcidiacono (2010) on the other hand, document children’s variable use of different argumentative strategies, such as contrafactual reasoning, hypothesizing, and categorization, when they engage in disputes about narratives. The study shows that some of these strategies, such as rhetorical ones, can be transferred across different interactional contexts. Several other studies have interrogated specific types of argumentation schemes in children’s argumentative discourse. Convertini & Arcidiacono (2021) for example, provide empirical evidence on the predominance of causal argumentation in children’s play-based activities with scientific content. Interrogating arguments from authority, Bova’s (2015a, 2015b, 2015c) studies underscore that in child-adult argumentative discourse, it is adults, rather than other children, that represent sources of expertise. Zooming specifically in on the degree of children’s adaptation of their conflict resolution strategies and how it may affect the outcome of argumentative episodes, Eisenberg & Garvey (1981) show that the least adaptive strategies are likely to result in a termination of argumentative episodes, while insistence and nonresponse be reciprocated as such by their interactional partners. More adaptive strategies of reason-giving may lead to concession. Studies also document that children may draw on multimodal resources to put forward different structural elements of arguments, including standpoints, reasons, and conclusions in order to drive their reasoning forward (Convertini & Arcidiacono, 2021; Sumpter & Hedefalk, 2015).

Several studies in the sample pay specific attention to children’s justifications. They attest to children’s early, nonverbal sensitivity to the role of evidence and opponents’ informational access in argumentation (Mascaro et al., 2019) as well as children’s budding competence to differentiate hypothesis from evidence (Koksal-Tuncer & Sodian, 2018). That children’s use of evidence displays both complexity and variation is underscored by Orsolini (1993) and Dunn & Munn (1987). Looking at 3-year-old children, the latter study, for example, nuances the types of justifications children may use as ranging from emotional justifications, to references to social rules and material consequences of different courses of action.

Researchers have also mapped out the functioning of a range of specific linguistic and discursive elements in children’s argumentative discourse. One such element, explored in several studies, is the use of repetitions as an argumentative resource (Arendt, 2019; Arendt & Ehrlich, 2020) and as, in fact, the most frequent strategy, along with insistence, pursued by children vis-à-vis their opponents (Eisenberg, 1987). Rocci et al.’s (2020) study on children’s employment of adversative connectives ( aber, mais, ma – “but” ) in their counterarguments documents its functional versatility, ranging from connecting previous actions to the propositional content of arguments, refuting but also externalizing inner dialogue. Studies by Ehrlich (2019) as well as Ehrlich & Blum-Kulka (2010) explore the use of oral and paradigmatic features in children’s argumentation, showcasing among other things how they may function in establishing criteria of argument relevance, certainty, and acceptance (Ehrlich, 2019). Bova & Arcidiacono’s (2013a) study on children’s why questions in child-adult discourse shows that these serve mostly explanatory rather than argumentative purposes. Investigating children’s use of evaluative and evidential language markers in their stance-taking in peer confrontational discourse, Shiro et al. (2019) found a high occurrence of references to intention and obligation, in the latter case expressed through the use of various deontic expressions, as well as a high degree of assertiveness expressed by the children through negative polarity.

The second dimension concerns children’s argument evaluation, explored experimentally in only two individual studies in our sample (Castelain et al., 2018; Mercier et al., 2018). Both confirm that children display sensitivity to information that may be provided in arguments by their opponents. Mercier et al.’s (2018) findings also offer evidence that children’s capacity to evaluate their opponent’s weak and strong arguments may be affected by linguistic markers in different languages and, hence, be in part linguistically conditioned.

The third dimension comprises findings on what we have termed as meta-features of children’s argumentation. These branch further into two thematic subcategories. First, several studies were preoccupied with interrogating and reporting on the specific functions argumentation may have in children’s discourse. These ranged from an epistemic function, where the establishment of validity rather than simply conflict resolution was explored through children’s activation of multimodal means of communication (Hannken-Illjes & Bose, 2018) or through the use of paradigmatic discursive resources, such as verification or analogy (Ehrlich & Blum-Kulka, 2010). In addition, children’s argumentation was also shown to have a distinct socialization function, for example, in family mealtime exchanges (Bova & Arcidiacono, 2015). A further nuancing of the social function of children’s argumentation was specifically offered by Rytel (1996) who drew attention to its interactional conflict resolution rather than merely content resolution dimension.

In addition to the functions of children’s argumentation, several studies explored explicitly the sources of disagreement that may unleash children’s argumentative exchanges. Findings confirmed that there are numerous issues that may lead to argumentation, including children’s requests (Bova & Arcidiacono, 2013b, 2015), specific issues such as food and behavioral norms (Bova & Arcidiacono, 2015, 2018), or plans and intentions rather than factual information and truth assertions (Sprott, 1992). Importantly, however, while children may not always be the main initiators of argumentative interactions (Bova & Arcidiacono, 2013b, 2015), they are also shown to display argumentative agency by raising discussion issues that matter to them (Schär & Greco, 2018).

Socio-Interactional Features

Nearly two thirds of the sample reported on findings concerning socio-interactional aspects of children’s argumentation, relating primarily to how different contextual features may affect the analyzed argumentative exchanges. Interrogating their nature and prominence, our analysis led to a more nuanced two-pronged subcategorization into (a) the role of the interactional partners and (b) the role of other contextual features. On the whole, the included studies point clearly toward children’s great sensitivity to interactional aspects of context when they engage in argumentative discourse.

Zooming in on the first, most clearly pronounced dimension, the included studies bear concerted witness to children’s sensitivity to the identity, power, and status of their interactional partners. It also asserts their capacities to adjust and accommodate their argumentative strategies and moves accordingly (Arcidiacono & Perret-Clermont, 2009; Eisenberg & Garvey, 1981; Slomkowski & Dunn, 1992). Studies interrogating specifically child-adult argumentative exchanges report, among other things, on children’s sensitivity to adults’ interactional involvement and leadership (Dovigo, 2016; Vasconcelos & Leitão, 2016), underscoring adults’ crucial role in scaffolding and guiding children’s development. Also, Bova & Arcidiacono’s (2013b, 2015, 2018) studies on family mealtime exchanges confirm that age differences as well as differences in competence and roles affect child-adult argumentative discourse, with the adult often taking the lead role in initiating argumentation and by being seen as an authority therein by the child. These studies also corroborate that the types of adults’ and children’s arguments have a close correspondence, a finding also reported with a specific reference to mothers’ and children’s justifications in an earlier study by Dunn & Munn (1987). Interestingly, Mammen et al.’s (2019) study shows that it is not only children who display great sensitivity in acting and interacting as arguers with adults; adults too adjust the way they may challenge children of different ages in their argumentative exchanges, in this particular study manifested in their mutual discussions about picture book stories on moral dilemmas.

Studies on specifically peer interactions attest to similar sensitivity children display toward other children in argumentation and how their argumentative exchanges may provide a platform for a collaborative construction and negotiation of power and status within children’s peer cultures (Meyer, 1992). Additionally, scholars have underscored the key role argumentative peer exchanges may play in fostering a range of skills, including social, cognitive, and linguistic (Arendt, 2019; Ehrlich & Blum-Kulka, 2010; Köymen et al., 2014; Shiro et al., 2019).

The reported findings also specifically thematize the functional and discursive differences between peer and child-adult argumentation. Eisenberg (1987) points out that in terms of argumentation strategies, children display less adaptability and more aggressive argumentative behavior with peers than in argumentative interactions with adults. Ehrlich (2011) documents that peer argumentation displays a high degree of contextualized talk, offering opportunities for building and nurturing interpersonal relations and solidarity. Child-adult talk, on the other hand, was in Ehrlich’s study characterized as decontextualized talk, displaying features associated with school literacy. Looking specifically at the duration of peer and child-adult argumentative discussions, Mammen et al. (2019) provide scientific evidence on their differences, with peer discussions being of a shorter duration. Importantly, researchers have also thematized the misalignments between children and adults in their mutual argumentative exchanges, for example, in terms of implicit premises (Greco et al., 2018) but also in terms of their interpretative worlds (Iannaccone et al., 2019). As the authors underscore, this may lead to misunderstandings as well as underestimation of children’s capacities and agency as arguers.

Moving on to the second, less clearly pronounced dimension, the sample shows that also other features of context, such as the nature of the instructional task (Kosko & Zimmerman, 2019), the specific type of interactional setting (Ehrlich, 2019; Orsolini, 1993; Pontecorvo & Arcidiacono, 2010) but also methodological aspects concerning the study design and choice of data collection methods (Arcidiacono & Perret-Clermont, 2009) may affect what argumentative resources children may activate and how they will be utilized in their argumentative discussions. Furthermore, studies have also shown that the very nature of the interactional framing of children’s argumentative discourse may result in different argumentative activities. Hannken-Illjes & Bose (2019) underscore this very point in their study of peer argumentation established multimodally as either cooperative or agonistic. They show that cooperative situations display interactional synchronicity while uncooperative ones bear witness to the opposite. A correspondence between the frequency of arguments and the degree of cooperativity is also corroborated in Domberg et al.’s (2018) experimental study. Investigating specifically the influence of group competition on children’s argumentative behavior in a subsequent study, Domberg et al. (2021) offer evidence that it may be inconsistent and subject to the task and its nature.

Developmental Features

Studies in our sample also shed light on a range of structural-discursive and socio-interactional features of children’s argumentation in a comparative light through the employment of comparison age groups. We have subcategorized the relevant findings as either thematizing (a) the developing complexity, variation, and sophistication of children’s argumentation and (b) the frequency of children’s use of argumentation or its specific elements. On the whole, the sample attests to a clear developmental trajectory in terms of both the complexity and frequency with which children engage in argumentative discourse.

In terms of the first subcategory, the developmental tendency is reported on aspects concerning both argument construction and argument evaluation. Studies interrogating specifically the use of various argumentative strategies show that children’s competence to offer a more varied range of perspectives on conflictual issues, as opposed to solely offering an oppositive standpoint, grows with age (Rytel, 1996). Furthermore, children become more skilled in identifying and producing relevant and valid counterarguments with age, although the skill can be fostered even in very young children through training (Köymen et al., 2020b). With time, children’s argumentative strategies also become more complex (Arcidiacono & Bova, 2015) as well as more varied and more strategically applied (Domberg et al., 2018). Studies looking at children’s mathematical reasoning strategies also attest to an increasing sophistication (Kosko & Zimmerman, 2019; Krummheuer, 2013).

Studies thematizing specifically children’s justifications and their use of evidence report that some aspects may show a developmental tendency, such as children’s capacity to adjudicate the quality of justifications and to apply them more correctly and consistently (Mammen et al., 2018). Also, children’s reasoning based on perceptual and verbal evidence may grow in sophistication and variation with age (Przetacznikowa, 1971). Sprott (1992) reports age differences in children’s use of justifications in different disputes, showing a greater engagement by older children in factual disputes as opposed to more personal disputes. Nonetheless, studies also report no significant age differences in terms of children’s sensitivity to adjusting the informativeness of their justifications based on shared common ground (Köymen et al., 2016) or in their use of direct evidence (Köymen et al., 2020a).

In terms of comparative findings on socio-emotional aspects of children’s argumentation, studies show growing social sensitivity to reasoning, such as children’s increasing persuasion skills in order to reach an agreement (Köymen et al., 2014), older children’s preference to signal dominance when evaluating arguments (Mercier et al., 2014), and their preference to use argumentation for self-interest promotion rather than reaching an agreement (Tesla & Dunn, 1992). However, studies also report no age differences when it comes to constructing more balanced arguments in cooperative settings or when offering different argument positions (Rytel, 1996). Furthermore, children show increasing sensitivity to the quality of their opponents’ argument (Domberg et al., 2019; Mercier et al., 2014), such as in preferring strong (perceptual) rather than weak (circular) arguments as they grow older.

Lastly, the sample also attests to the growing frequency of children’s arguments with age. This concerns both production of reasons to justify claims (Domberg et al., 2021), the use of indirect evidence under certain conditions (Köymen et al., 2020a), the more explicit use of warrants and justifications as well as children’s increasing tendency to reach mutual agreement (Köymen et al., 2014), or express conflicting positions in disputes (Rytel, 1996). That an increasing frequency in children’s argument construction may be a function of context confirm studies investigating argumentation in peer play (e.g., Arendt, 2019) and in specifically cooperative experimental group settings, where a greater rate of arguments was observed across age groups (Domberg et al., 2018). As Mammen et al.’s (2019) study shows, frequency may also be related to the identity of children’s interactional partners rather than children’s increasing age per se.

Based on a meta-synthesis of 57 individual empirical studies, our review offers a systematic insight on a range of aspects concerning argumentation in the youngest age groups. Showcasing a range of methodological designs adopted over the last five decades of research, the study systematically documents an increasing scientific interest in exploring this budding field across different continents, national contexts, interactional settings, and participant structures. While these descriptive features are necessarily a reflection of our methodological choices and, as such, cannot be taken to provide a complete or authoritative picture of the field, the review does, in our view, shed light on a number of salient tendencies and patterns. With necessary caution, we note that the field displays great methodological, thematic, and conceptual heterogeneity that we see as both productive and necessary, particularly if we are to arrive at a comprehensive understanding of what it takes to argue in the early years.

More specifically, with reference to our first research question, we note that the existing scholarship on young children’s argumentation is profoundly interdisciplinary, drawing on different traditions within argumentation theory as well as a range of other scholastic fields, including developmental psychology, education, linguistics, and discourse studies as the most prominent ones. As such, the review brings systematic scientific evidence on board regarding our initial assumption on the dispersion of studies across different scholastic areas. The construction of any overarching conceptual taxonomy of such a broad and heterogeneous field necessitates a certain degree of simplification. In this endeavor, Schwarz and Baker’s (2017) two-dimensional taxonomy offered a productive springboard to a more nuanced exploration of conceptual patterns in the sample.

In terms of the monologic-dialogic dimension, we found the dialogic view explicitly or implicitly present in most of the included studies. In fact, these were in some cases hard to disentangle and positions were found to be oscillating rather than clearly delineated. This in itself underscores the point that argumentation as a specific form of discourse is per definition predicated on the presence of more than one voice. Indeed, as in other meaning-making processes, polyphony or heteroglossia (Bakhtin, 1981) is weaved in its very theoretical texture. Hence, the monologic view represents at best an analytical distinction, not least in the field of argumentation in the early years.

In terms of the structural-discursive dimension, the included studies can be seen as following either more distinctly structural or discursive aims. While some draw on theoretically elaborated positions, on a broad level represented by pragma-dialectics (van Eemeren, 2018), the argumentative theory of reasoning (Mercier & Sperber, 2011) and, to a lesser degree, Toulmin’s (1958) argumentation model, others operate with the basic structural elements of standpoint and justification/reason as inherent in the concept. Moreover, these broader categories may themselves branch into more nuanced approaches to investigate specific features of children’s argumentation, such as children’s implicit reasoning (Convertini, 2021a; Greco et al., 2018) through the application of the Argumentum Model of Topics approach (Rigotti & Greco, 2019). This then bears witness to a considerable theoretical variation within the field. We note further that the common denominator of the sample as a whole is a view of opposition, disagreement, or a difference of opinion as a defining minimal feature of children’s argumentation. We will argue that this is the case even in studies that propose to see cooperativity as representing a possible initial argumentative framing (e.g., Hannken-Illjes & Bose, 2018, 2019), since opposition is, on our reading, not denied but rather presupposed here as well. Hence, given that the structural aspect, subsuming the oppositional antecedent, is inherent in all argumentation, one can argue that, within the field of argumentation in the early years, the structural-discursive dimension of Schwarz and Baker’s (2017) model represents a continuum, stretching from more to less structural specificity along, primarily, the dialogic dimension.

With reference to our second research question, our review provides a systematic meta-synthesis of scientific evidence on a number of distinct features of young children’s argumentative discourse. First, it bears witness to a breadth of capacities and competencies that very young children may activate not only to resolve disagreement but also to arrive at solutions that are commonly shared and valid in their peer cultures. Building on the now long-established insights from within the sociology of childhood (James et al., 1998; James & Prout, 1997), this positions them as productive arguers and argumentative agents in their own right. In addition, our findings also point toward the importance of argumentation in socializing and initiating children into specific ways of thinking across home, kindergarten, and early school contexts. Building on and broadening Ehrlich & Blum-Kulka’s (2010) concept of peer talk as a double-opportunity space , we therefore propose to see children’s argumentation as a multi-opportunity space in which their linguistic, socio-emotional, and cognitive skills as well as their epistemic understanding can be productively nourished and fostered across different settings and participant structures.

Second, the review points consistently toward children’s utmost sensitivity to the interactional context of exchange. It underscores the role of both peer play and peer talk as a key platform for understanding argumentation in the youngest age groups but also the quintessential role of adults, such as teachers and parents, in fostering children’s capacities as arguers and critical thinkers. It also highlights differences between these conditions and underscores their variable significance for continued growth. However, children’s contextual sensitivity does not end with the interactional partner but extends to other contextual features such as the nature of the task they engage in and that may trigger argumentation, the employed methodological design features but also features of the broader contextual setting. While lending further support to a firmly established insight in early childhood scholarship on the key role of context in children’s learning and development (NAYEC, 2022), it also corroborates Arcidiacono and Perret-Clermont’s (2009) observation on the methodological limitations of earlier scholarship that, insufficiently attentive to this essential nature of very young children’s argumentation, may have led to the underestimation of their argumentative capacities. Additionally, it underscores the continued challenge of investigating preschoolers’ argumentation in scientifically valid ways, calling among other things for researcher vigilance and reflexivity throughout all stages of the research process.

Third, the review reveals clear developmental patterns in children’s argumentation in terms of its complexity, sophistication, variability, and frequency. However, once again, rather than inviting a view of children as argumentative becomings on the way to adult competence, we propose to see these findings as key to understanding the very origins and development of the human capacity to argue. Not only is this knowledge essential for a productive bridging between home, preschool, and school communities of practice, it propels to salience the continued need for locating attention and support in young children’s lived worlds (Dyson, 2013) and in line with developmentally appropriate pedagogical approaches (Barbarin & Wasik, 2011; NAYEC, 2022; Samuelsson & Carlsson, 2008).

While this review provides a systematic insight into the growing knowledge foundation on argumentation in the youngest age group, we see a distinct need for further research. One area of much promise is children’s multimodal argumentation, thematized in our sample through a handful of studies only. Given children’s deeply multimodal and situated way of being and participating in social life, it may open not only for important practical insights with implications for early childhood parenting and professional practice, but also new theoretical advances in the field of argumentation in general and multimodal argumentation in particular. Likewise, given the growing presence of digital tools in children’s everyday lives, studying how very young children potentially make use of digital artifacts as they initiate and advance arguments and negotiate standpoints while engaging in digital play-based and other activities seems to be as yet a largely unexplored territory.

By extension, we also call for a continued cross-fertilization between theoretical approaches as well as a scientifically rigorous interrogation of potential connections and overlaps between very young children’s argumentation and related concepts that were not specifically targeted in this review, such as sustained shared thinking (Siraj et al., 2015), inferential thinking (Collins, 2016), or the even broader concepts of exploratory talk (Mercer & Wegerif, 1998) and low-structured sensemaking, employed in Rapanta & Felton’s (2022) review to describe argumentation activity in early school grades. Rather than assuming the logico-rational conceptualization of argumentation as the only valid vantage point, rendering children’s argumentation a priori as mostly fallacious or deficient and hence not meriting the label in any positive sense, such pursuits may add a new layer to the ongoing conceptual debate within argumentation studies on what forms of argument qualify as such and why (see, e.g., Birdsell & Groarke, 1996; Bubikova-Moan, 2021; Tindale, 2017; Tseronis & Forceville, 2017). In our view, a continued exploration of these and other relevant issues through a sustained scientific effort will advance not only our understanding of the multifaceted nature of argumentation as a quintessential form of human communication but also how the early capacities to argue develop and can be nourished in developmentally sensitive ways so that children can grow to become rigorous arguers and critical thinkers of tomorrow.

We would like to thank our colleagues in the international Kinder im Gespräch research network for their inspiring comments and suggestions during an earlier stage of the study production process. We would also like to thank our two anonymous reviewers for their careful reading of our work and their constructive and inspiring suggestions on how to improve the original manuscript.

Given that this study is a meta-synthesis of relevant empirical studies, no ethics approval on research subject participation was required.

The authors declare no conflict of interest.

The first author has led and contributed to all stages of the study design and production, including all database searches, manuscript screening, and full-text review, as well as the analytical and manuscript production process. The second author has contributed in conceptual and methodological discussions, the full-text review, the analytical validation, and final manuscript production process.

The empirical studies included in this review can be accessed online or as hard-copy manuscripts in the relevant journals.

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Preschool instructors receive training in early childhood education and keep up with their education by taking college courses, attending workshops, and attending conferences. One's ability to instruct at St. Mary's Richard Tufenkiam Preschool is strengthened by such experience. Gross motor skills, social skills, artistic abilities, cognitive skills, and linguistic art...

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The shared responsibilities between families and teachers in childhood education have a long history. Each community has an important role to play in the education of a child. The value of relationships with families with teachers, children with teachers and children with parents is explored across three psychological theories. The...

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179 Childhood Education Research Topics & Essay Examples

📝 childhood education research papers examples, 🎓 simple research topics about childhood education, 👍 good childhood education essay topics to write about, ⭐ interesting topics to write about childhood education, 🏆 best childhood education essay titles, ❓ childhood education research questions.

Learning Fractions Through Gameplay Researchers of the game-based learning offer a framework that evaluates the games’ support of formal studies, focusing on inquiry, communication, construction, and expression.
Child Development and Education: Physical Exercise Human development refers to the process of growing to maturity. A child needs to have good physical activities, in order to develop to a healthy adult.
Environment in Early Childhood Education The paper reviews the history of early education and argues that the context and environment is the key strategy applied to the modern education of young children.
Curricular Issues in Early Childhood Education In the unit, “Curricular Issues,” Paciorek asserts that teachers have a role to inspire, encourage and influence children in the learning process.
Early Childhood Education Standards and Practices The purpose of developmentally appropriate practice in early childhood education is to address the issues of individual ways of children's development.
Child Advocacy in Education Children constitute some of the most vulnerable groups in society. The main aim of this paper is to address child advocacy in relation to education issues that concern children.
Early Childhood Education: Studies Review Studies on early childhood education have been conducted in various countries. This paper reviews three studies that were conducted in Germany, Netherlands and the USA.
Early Childhood Profession in Australia This report analyses the state of early childhood profession in Australia. Numerous features characterise early childhood profession.
Philosophy of Children Education A teacher to be aware of diverse learning styles to establish a style of learning for every learner and devise appropriate instructional strategies.
Educational Leadership for Children's Needs The present issues in early childhood education management and leadership prove that educational leaders need to pay more attention to the quality of leadership.
Intervention for Young Children with Learning Disabilities This paper discusses strategies that teachers could use to educate children with learning disabilities and how the Response to Intervention could support their educational outcomes.
Maria Montessori and Her Three Education Theories Maria Montessori transformed early childhood education through her theories of early childhood education. Scholars consider Montessori to be among the earliest educators.
Quality Early Childhood Program Comprehensive services are the component that improves the care given to the children within the educational facility.
Early Childhood Education: Leadership and Management Being a teacher means taking on a number of diverse roles. A teacher is a leader who should have the ability to manage children's talents and capabilities.
Early Childhood Political and Pedagogical Landscape In New Zealand the government fails to hire qualified teachers in pre-school centres and child minding facilities. This condition can affect the quality of education for children.
Extracurricular Activities for the Middle Childhood Ages Extracurricular activities are essential for children aged 6-10 as they begin to connect more with society, make friends, and enjoy being a part of a group.
The Educational Process in Early Childhood The use of a method including all types of indicators will signify the precise results of the conducted study and contribute to the development of educational strategies.
Ethical Dilemmas in Early Childhood Education One of the core ideas of ethics in early childhood education is that both a child's and a family's interests are essential in children's development.
Maria Montessori: Education as an Aid to Life In the current essay, the question of how education is an aid to life, according to Maria Montessori, is addressed.
The Process of Children’s Education: Parents’ Participation The purpose of this study is to reveal the benefits and disadvantages of the parent’s participation in the process of children’s education.
Literacy Development for Preschoolers The article focuses on the importance of early literacy development in preschoolers and methods that will help teachers in this.
Montessori Method: Human Tendencies and Inner Needs The Montessori method relies on the intrinsic desire to learn that can be encouraged in a purposefully built environment without interference from adults.
The Child Assessment Cycle in Education The purpose of this paper is to describe the child assessment cycle and related teacher responsibilities and explain how the child assessment cycle benefits students.
Early Childhood Education Children growing in proper care and correct guidance in their childhood education are more successful in their interactions with others, popular and more at ease in life.
The Curriculum at the Child Education Center The curriculum at the Child Education Center is both academic and co-curriculum based and this means that we value both the academic performance and talents of the children.
Censorship in Children’s Educational Materials It can be suggested that school materials need to be censored to some extent, and this point of view is going to be analyzed further.
Montessori Method in the Modern Times The Montessori method of education offers an alternative to traditional instructional principles, these days it is returning to the modern scientific scope.
Quality Early Childhood Education Program The educators, supervisors and caregivers involved into work with children are to be properly trained and master the practice of teaching including all techniques and methods.
Adult Education in the United States This paper uses the case of the United States to address the increasing desires and demands of adult education in contemporary times.
Importance of Conducting Effective Child Sex Education This essay will discuss the significance of conducting effective child sex education, and it will also discuss factors that have hampered the effectiveness of child sex education.
Adolescents and Disengagement from Education One out of ten teenagers between sixteen and eighteen years old is either disengaged in education, professional training, or even employment.
The United Arab Emirates Early Education Policy The UAE Early Education Policy will help to update the educational system so that students could acquire the necessary skills in a more efficient manner.
Current Issues in Primary Education. Need for a “Guardian” Through media outlets, such as the “Guardian” and the “Times”, commentators can voice their criticisms of design for the future of education in the United Kingdom.
Aspects of the Child’s Development and Education The paper states that parental involvement can be understood as the family’s participation in different aspects of their child’s development and education.
Play-Based Philosophy for Early Childhood Education Play-based educational programs use games as a context for learning, where preschoolers can explore, discover, solve problems, and experiment in playful and imaginative ways.
Overcoming Stereotypes in Early Childhood Education Overcoming stereotypes in early childhood education is essential for raising children who would recognize all people around them as equals and treat them with respect.
The Meaning of Early Childhood Educator Encouraging early childhood development is vital for assisting a child in gaining the knowledge and skills appropriate for their age at a later stage of their life.
Communication with Children within Education Communication and interaction with all stakeholders are the keys to success in any field of activity. This principle also applies to education, including the teaching of children.
Early Childhood Educator: Pedagogical Mission and Approach An early childhood educator is an important figure in a child’s life. Aside from providing knowledge, one should facilitate child's socialization and transmit universal values.
Early Education in California The outcome of the assessment has a direct influence on the development of programs, their financing, and overall continuation.
Children with Disabilities: Educational Programs Children with disabilities need a special approach to learning that requires equipped classes, teachers who will take into account the physical characteristics of the disabled.
The Concept Map of Childhood Education This paper aims to construct a concept map that provides an overview of the most important theories and approaches in the field of early childhood education.
Ideal Educational Experience: The Role of Primary School Teachers’ Attitudes Primary school is an important stage in the life of every child. In primary school, children begin to learn more consciously to communicate with each other.
Examination of Major Effects of Poverty on Children's Education Quality education is a necessary part of a growing individual’s life, allowing them to obtain access to unique possibilities and secure a successful path.
The Early Childhood Education Early Childhood Education is an internationally recognized research and professional institute for children's development.
Leadership in the Context of Early Childhood Education The teacher played a leadership role in motivating and coordinating a team of colleagues, acquiring information about the community, and researching children's educational needs.
Assessments in Early Childhood Education This essay provides insight into various assessments and methods required to focus on the whole child. The classroom assessments should be organized.
Potential Setting Modifications for Children Education The first setting modification that can be applied is the introduction of visual aids for some tasks. The second would be to introduce equipment aids, most importantly a walker.
Enhancing Vocabulary in Childhood: Article Summary This summary is based on the literature review article “Closing the Vocabulary Gap? A Review of Research on Early Childhood Vocabulary Practices” by Christ and Wang.
Childhood Education: The Montessori Approach and the Reggio Emilia Theory This research paper examines the problem of childhood education, using the Montessori approach and the Reggio Emilia theory.
Special Education for Children with Mental Disorders Problems of learning and school adaptation of children and adolescents with mental disorders are most urgent in modern social psychiatry.
The Osmo Genius Starter Kit: Turkish Early Childhood Education Curriculum The Osmo Genius starter kit is a learning system that integrates physical play with the digital world. This tool is manufactured for elementary school-aged children.
Family Participation in a Child’s Education This paper claims that family participation has positive influences on children’s learning, including boosting academic achievement and better attendance rates.
Personal Code of Ethics for Early Childhood Educator A code of ethics is important for people not only as individuals but as professionals as well. It represents moral, religious, and cultural upbringing.
Planning and Teaching in a Preschool Setting The teacher's job is to plan learning activities that begin with the development of learning objectives and continue through implementation and evaluation in a preschool setting.
Aspects of Childhood Learning The paper states that playful learning activities can help children and teachers exceed standards since they are properly engaged in activities.
Reggio Emilia’s Approaches to Children’s Education The task of educating infants and toddlers is a complex initiative that requires adopting appropriate frameworks for better results.
Diversity in Early Childhood Education The increasing diversity in early childhood education settings requires teachers to become competent in inclusive teaching practice, and challenge biases to promote social justice.
Creating a Personal Philosophy of Early Childhood Education The role of a preschool teacher is to provide intellectual and moral development and encouragement of children’s ideas to reveal potential talents and abilities.
Early Child Education: Developing Effective Learning Methods The paper describes how to develop strong relationships with young learners. It shows how teachers should develop relationships through shared experiences.
The Pedagogical Technique of Montessori This essay is a theoretical synthesis of the critical ideas of Maria Montessori's pedagogical practice and the identification of her philosophy.
Stem Education by Mathematics Teachers in Saudi Primary Schools The paper aims to outline the rationale for assessing STEM in Saudi primary education with a specific focus on mathematics teachers.
Preschool Education in China and Japan Preschool education in China serves several purposes, from child care to educational preparation. Meanwhile, the Japanese preschool system is more directed toward socialization.
Diversity in Early Childhood School Setting In today's multicultural society, classrooms all over the globe are becoming diverse. This means that schools now admit increased numbers of children from diverse cultures.
Early Childhood Educators' Influence on Society This paper is a reflection on Early Childhood educators regarding their societal role, standing, and their influence in society.
Childhood Education and Learning Theory One of the primary purposes that teachers should pursue is to provide the best possible education to one’s students.
Educating the Whole Child Approach Description Educating the Whole Child is a relatively new approach to education that centers on the education environment and its influence on children's overall development.
History of Inclusion in Early Childhood Education Creating schools with special needs was the first step to their inclusion into society, followed by integration: allowing them to visit a regular school.
Childhood Practices and Allowances The purpose of childhood practice is to provide a foundation for kids' cognitive and social growth that will continue throughout their lives.
Dialogue and Its Importance in Children’s Education The most important matter in children’s education is dialogue. Furthermore, communication should be done in a respectful manner.
Early Children’s Development and Learning: Philosophy Statement This paper contains a brief description of the philosophy statement regarding early children’s development and learning.
The College of Early Childhood Educators The importance of the early childhood educator's involvement in the well-being, learning, and development of children cannot be overstated.
Childhood Education Programs and Improvements to Them This paper reviews two articles that examine the data about childhood education programs and suggest improvements to schools.
Development of the Pedagogical Leadership An important aspect of pedagogical leadership is the factor of teacher interaction with the main participants of the educational process.
Stress in Early Childhood Education Early childhood education is crucial to the child's mental development, and the movie "No Small Matter" reveals curious insights into the topic.
Developing Emergent Literacy in Children Emergent literacy is the basis for the further development of abilities; therefore, it should be given proper attention.
Characteristics of Effective Early Childhood Teachers “Twelve Characteristics of Effective Early Childhood Teachers” explains the phenomenological attributes of each quality, ranging from passion to a sense of humor.
Discussing Child Learning Strategies The article analyzes two videos reviewed are the "Visually Impaired" and "Understanding Hearing Impairments" clips.
Praise and Encouragement in Early Childhood Education The article discusses approaching the children in school-based activities in class, which includes giving credit where it deserves by improving a child's potential.
Early Childhood Education in India Today's preschool education system in India is designed so that parents can rest assured of their children who have been trained in such groups.
Quality Physical Education and Obesity in US Children For the public and often the students themselves, physical education in schools is rarely taken seriously, viewed as largely a ‘filler’ subject to meet government requirements.
Comparison of the Two Early Childhood Educational Institutions in Hong Kong This paper examines the educational and administrative management aspects of two kindergartens in Hong Kong: HKYWCA Athena and The Salvation Army Shui Chuen O Kindergarten.
Importance of Early Childhood Study Early childhood is a great determiner of a person's future character and behavior, as children learn a lot because they can easily understand each other through games.
Research in the Field of Childhood Literacy This paper contains an annotated bibliography of the two articles devoted to the topics of childhood literacy and education.
Children's Skills Development and Education Decent behavior, operational interaction with others, and articulating individual needs are essential constituents of children's skills.
Teaching Strategies for Middle Childhood Development Stages Tutors have the most significant part to play in the middle childhood development stage. They should choose and practice relevant strategies.
Best Practices in Early Childhood Education This paper discusses best practices in the field of early childhood education, which are based on developmentally appropriate practice (DAP).
“The Kindergarten Program”: Visible Learning in Early Childhood Education Visible learning is particularly significant since children learn from experience and should be exposed to real-life situations.
How Fun and Playing Helps Kids Learn The topic of childhood development via playing will be examined in depth in this study, which will cover various aspects of the topic.
Early Childhood Education Programs Comparison Relying on the two videos on Early Childhood Education Programs, this paper compares various programs that are critical for the proper development of children.
Early Childhood Education: Pedagogical Skills Understanding each child as a unique individual with their own psychological characteristics and structure of thinking seems to be a necessary competence of any children's teacher.
Stages of Learning to Spell in Children Learning conventional spelling goes beyond the dry memorization of thousands of words, it is best attained by pragmatic activities.
Family-Centered Programs in Early Childhood Classroom Family-centered programs for early childhood education have become popular across the United States due to their inherent benefits.
Indigenous Early Learning and Child Care Framework Community-level indigenous governments have participated in framework development, resulting in the identification of service gaps these communities find important.
Montessori Education System, Its History, Pros and Cons For decades, the Montessori method has revolutionized education within various institutions in more than one hundred countries worldwide.
Educational Practices for Attention Deficit Hyperactivity Disorder This paper aims to analyze Attention Deficit Hyperactivity Disorder and find ways to change educational practices to meet the needs of students with ADHD.
K-12 Education Change in Educating Young People During the COVID-19 Pandemic This paper is an annotated bibliography of the articles devoted to the K-12 education change in light of the experience of educating young people during the COVID-19 pandemic.
Learning in Special Education Needs School This paper will explore four important areas of development in SEN and the importance of inclusion, diversity, and accessibility in SEN schools.
Role of Adults and Educators in the Education Process Adults and educators play a central role in the education process. They direct the process of inquiry and the desire to learn everything around children.
The Montessori Method and Its Benefits The Montessori Method of education is an influential teaching method to ensure that students are equipped with the best practical skills in the learning process.
Integrating Children Into Society: The Role of Education As a social institution, the school is responsible for integrating children into society. Higher education is also very important for a person to shape their role in society.
The Rationale for Completion of a Bachelor’s Degree in Education Studies "Educational Studies" is a course designed to earn a non-license teaching degree while majoring and minoring in education.
Interview: Physical and Cognitive Development in Middle-Late Childhood The teacher was willing to provide additional insights about physical, socioemotional, and cognitive development during middle to late childhood.
Formal Education and Child Benchmarks This paper looks to dissect a child's cognitive, behavioral, and relational benchmarks at 18 years and relate them to the story of Success academy.
Language Rationale: Montessori Education Curriculum An analysis of the language rationale in the Montessori education curriculum shows that learning occurs through spoken language, writing, and reading.
Parental Engagement into Children’s Education Parental engagement in children’s studies has a positive impact on the children’s academic achievements and contributes to higher results in school.
An Inquiry Into Form and Its Importance in Early Childhood Education The creative process uses various tools to help students better understand the world around them and how they perceive it.
Early Childhood Education Aspects Early childhood is considered the most crucial time of child development because it is a period of fast physical and mental development.
The Outdoor Learning Benefits and Effectiveness The work aims to show that outdoor learning, when used correctly, has great potential towards improving the children's educational experience as a whole.
Outdoor Learning Influence on Young Children Outdoor learning and the incorporation of more open approaches to early education are highly beneficial to the development of young children.
Early Childhood Education: Teaching Methods Early childhood educators rely on different teaching methods and solutions to delivering learning instructions, some of which might not produce the best results.
Student Behaviour in Early Childhood Settings In the development of children, problems often occur in the form of deviations from generally accepted social age expectations.
No Homework Policy in Primary Schools of Abu Dhabi In the UAE, debates regarding the ban on homework are emerging after a ministry decision to scrap homework at several public schools in Abu Dhabi and Dubai.
Twenty-First Century Childhood Education Personal Philosophy
Early Childhood Education: Impact on Cognitive and Social Development
Past Origins and Philosophical Concepts of Childhood Education
Newzealand Childhood Education Services
Childhood Education and Parental Involvement Enhancement
Autonomy Within the Childhood Education Field
Analysing the Popular Problems in Child Education
Factors That Influence Childhood Education Programs
How Food Insecurity Affects Children’s Education Food insecurity can also be harmful to academic performance. As a result, a poorly-educated individual has low income and continue suffering from world hunger.
High-Quality Program for Childhood Education
Proper Childhood Education and Racism
Childhood Education for Children From Low Income
Health, Safety, and Nutrition in Childhood Education
Sex Roles and Gender Bias in Childhood Education
Childhood Education and Multicultural Literature
Early Childhood Education: Improving Listening Skills
Childhood Education: Vision, Mission, and Philosophy
Early Childhood Education, Literacy Development
Childhood Education: Impact on Cognitive and Social Development
Technology Benefits in Early Childhood Education Despite the doubts about the use of technology in early education, it should be integrated into the curriculum to provide young students with more opportunities to learn easily.
Teacher: Childhood Education and Family Involvement
Childhood Education and Development Act of 1989
Classroom Management for Childhood Education
Nursing and Childhood Education
Childhood Education and Special Education
Social Work and Childhood Education
Childhood Education, Economic Development, and the Business Community
Integrating Art Into Childhood Education
Social Equity and Childhood Education
Workplace, Childcare and Childhood Education
Childhood Education, Delinquency, and Life
Learning Through Structured Play During Childhood Education
Maria Montessori’s View on Children’s Education Maria Montessori’s view of the child includes the concept of a well-adjusted and complex mind capable of acquiring new knowledge.
Playful Learning and Pedagogies Within Childhood Education
Childhood Education and Social Inequalities
Brain Development and Childhood Education
China Child Development: Childhood Education in Yunnan
Good Communication Skills Are Essential for Childhood Education
Early Childhood Education: Development of Manipulative Skills
Childhood Education and Developmental Delays
Leadership and Administration in Child Education
Comprehensive Proposal for Development of a Childhood Education
What Are the Benefits Of Childhood Education?
How Does Childhood Education Set the Stage for the Future of Academic Education?
What Are the Basic Concepts of Child Education?
What Are the Current Issues and Trends in Child Education Assessment?
How the Prevailing National Political Situation Is Affecting Childhood Education?
What Are the Children’s Education and Curriculum Standards?
How Has Children’s Education Changed in the Past and the Present?
What Is the Relationship Between the Economy and Children’s Education?
What Are the Popular Technologies in Children’s Education?
What Is the Most Popular Childhood Education Curriculum?
Does the Turkish Childhood Education Program Is Cultural?
What Is the Philosophy of Child Education?
How To Improve Boys’ Achievement in Children’s Education?
What Is the Importance of Music and Movement in Children’s Education?
Education for Sustainability Within Childhood Education in Aotearoa New Zealand?
What Is the Difference Between Multicultural Education and Children’s Education?
Famous Child Education Theorists and What Are Their Theories?
Fending off Fadeout: How Do We Sustain the Gains of Childhood Education?
Why Is Childhood Education Important?
What Are the Indicators of Education and Child Care?
How Does the Demographic Fluctuation Affect Children’s Education in Iran?
Who Bears the Cost of Childhood Education and How Does It Affect Enrolment?
What Are the Education Programs for Children and Youth?

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