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Early Childhood Education

Volume 9-Issue 1: June 2015

The design of a Maltese Literacy Programme for the Early Years

This paper explains the process of developing a Maltese reading scheme which also involved the implementation of a teaching programme. The scheme is intended for five to six-year old children at Year One Primary school level, that is, at the stage when they are introduced to literacy. Until this project came into being there had never been any scientific studies that provided a sound linguistic basis for the development of reading schemes in Maltese. On the other hand, there were a couple of psycholinguistic investigations and classroom observation studies that gave us basic background information about the acquisition of literacy in Maltese. In the Maltese context this research study is unique and provides a road-map for the further elaboration of initial reading material. It brings together two fundamental strands: approaches to literacy; and the choice of vocabulary that is most suitable for this purpose. This article describes the linguistic spade work that was necessary for the structured build-up of syllabification, word and sentence reading, and illustrates the pedagogical approaches to literacy, such as storytelling and multi-sensory activities, all of them being an integral part of the reading programme.
Volume 9-Issue 2: December 2015

The Influence of Teacher Behaviours on Pupils’ Mathematical Attainment at Age 6

Teachers’ instructional behaviours are proximal to pupil learning but not isolated from the broader setting of education. The overall aim of this paper is to explore the influence of teaching on pupil attainment. Utilising a large national sample of pupils’ standardised outcomes, this paper revisits and reanalyses data from a 2005 study called ‘Mathematics in Maltese Primary Schools’ (MIMPS). The study employed random stratified sampling methods to sample pupils (n = 1,628), in Year 2 classrooms (n = 89) in primary schools (n = 41). Pupils were administered Maths 6 (NFER). Results from multilevel analyses reveal, that after adjusting for the contribution of pupil, classroom and school level factors, pupil ability, curriculum coverage, teacher behaviour and head teacher age were elicited as significant and influential predictors of pupil attainment at age 6. The findings highlight the importance of quality teaching and instruction for pupil attainment. The author concludes by recommending the implementation of a system to monitor pupils’ baseline and later attainment outcomes in tandem with the contexts and processes associated with classrooms and schools.
Volume 13-Issue 1: June 2019

Postcolonialism and Early Childhood Education in Small Island States

The impact of postcolonialism on primary, secondary and tertiary education in small island states (SIS), is well documented. This study explores the origins and character of colonial lingering in the pedagogy and practice of early childhood education (ECE) in SIS, with special reference to Malta and Grenada, both former British colonies. Interviews, observations and focus groups have been conducted in both countries. An online questionnaire was completed by 64 individuals residing in the world’s 27 small island states, (and of which 20 secured independence from Britain). The research findings suggest a colonial lingering in ECE in small island states. Manifestations of this include: the preference for school uniforms; the widespread use of standard English as the language of instruction; top-down pedagogy that obliges an early start to schooling; a strong focus on literacy and numeracy in the early years; restrictions in play-based learning; and story books, weather and alphabet charts that are not necessarily relevant to the country’s culture and tradition and written in the English language, even though both countries have their own vernacular. The findings encourage a sober and critical reflection of the policies and practices governing ECE in SIS.
Volume 14-Issue 2: December 2020

Assessing the usefulness of outdoor learning in the early years during the COVID-19 pandemic in Malta

The infectious potential of the SARS-CoV-2 virus (COVID-19) has demanded radical responses from world leaders in attempt to minimise the outbreak. One such measure has been school closure, which impacted children and adults globally. Schools in Malta have closed on March 13th, 2020. Physical distancing has become a key component in determining a safe reopening of schools. This paper focuses on early childhood education and care (ECEC) within the context of COVID-19 and outdoor learning as a potential response for the reopening of schools amidst the pandemic. Any study released prior to mid-October 2020 that reported on literature related to outdoor learning and COVID-19 was systematically reviewed using the PRISMA (Preferred Reporting Items for Systemic review and Meta-Analysis) statement. This paper suggests outdoor learning as a tentative plan to help with the implementation of the curriculum in ECEC while reducing the risk of virus transmission via physical distancing in outdoor spaces. As a result, some suggestions are made. It concludes with offering potential directions for future research.
Volume 19-Issue 1: June 2025

From textbooks to an emergent curriculum: One school’s experience of reforming the Early Childhood mathematics curriculum

Early Childhood education in Malta is presently going through a reform. The recently published policy document entitled Learning Outcomes Framework proposes a significant shift for Grades 1 and 2 (ages 5 – 7 years), namely, moving away from subject specific syllabi to a more flexible ‘emergent’ curriculum based on children’s experiences and interests. Through this approach, learning areas, such as mathematics, are targeted – directly or indirectly - as part of ongoing projects of inquiry, rather than in a structured way and as a stand-alone subject. This paper presents a case study of one school. The four Early Childhood educators therein were interviewed with regard to the change in the approach to addressing mathematics. While the teachers articulated clearly the purpose of an emergent curriculum, they expressed a number of concerns, which related to issues of collaboration, content coverage and progression, a tension with the traditional use of textbooks, and the need for training. The data illustrates the complexity of educational reform, and the importance of educators embracing the why, the what and the how of reform. I argue that school-based reflections and an ongoing in-house interpretation of the reform, might help schools embrace the change.