Agnes FLORIN

Professor of Child Psychology and Educational Psychology, University of Nantes (France)

Member of the Scientific Committee of European Review of Applied Psychology, International Journal of Family Education. Consultant for CNESCO, UNICEF France, France Strategy to the French Prime Minister, Organisation internationale de la Francophonie (OIF)... Chevalier de la Légion d'Honneur 2009 (France); Chevalier des Palmes Académiques 2005 (France).

Agnès Florin studied psychology at the universities of Clermont-Ferrand and Paris-Nanterre1. She is a teacher-researcher at the University of Poitiers1, where she defended a state thesis in 1989, entitled “Practices of language in kindergarten: teacher-student conversations”. She was appointed professor of child psychology and education at the University of Nantes in 1990, where she created doctoral training in psychology and the psychology laboratory which she directed until 2004. From 2002 to 2012, she is advisor to the president of the University of Nantes for research in the humanities and social sciences and director of the Nantes Atlantique3 doctoral college. She has been a member of the Nantes Education Research Center (CREN - EA 2661) since 2011 and Emeritus Professor since 2012.

Abstract: "Ensuring the well-being of young children for a harmonious development: how to meet their psychological needs"

Everything is not decided before 6 years, but ...

International research in recent decades in child psychology and neuropsychology teaches us that the first years of life constitute a critical period when the maturation of the brain, which is built from prenatal life, and learning are the most intense, the more effective for the future of children. Hence the importance of the role of adults, first of all parents and then education professionals, in supporting this development and meeting the psychological needs of young children, by building the first bonds of attachment, sharing emotions and affective security conducive to social, cognitive and language learning and to the development of their skills in all areas.

A period of great acquisitions, but also of great vulnerability, early childhood must be recognized as an essential stage for the definition of public policies, in particular those of health, education, support for parenthood, in order to help families create a safe, healthy and nurturing environment that is conducive to the healthy development and well-being of young people.

We know better today the modes of transmission (hereditary, in utero or in family interactions) of certain psychological characteristics, such as the impact of parental stress on the development of babies, the influence of certain traumas blocked in memory or the effect of family poverty on the emotional well-being of children. Early exposure to negative experiences - stress, adversity, malnutrition, abuse, etc. - can lead to developmental delays or disorders later in life.

And it is the most vulnerable (due to disability, illness, precariousness, family difficulties or lack of care) who are the most sensitive to the quality - good or bad - of early childhood education, in the family and in the institutions that welcome them (crèches, nursery schools, etc.).

Duc-Son NGUYEN

Vice President, Hanoi National University of Education (HNUE)

Associate Professor in the Faculty of Psychology

His research interests lie in the area of social psychology, school psychology, personality psychology. He has been involved in studies on Vietnamese students' and teachers' personality.

Abstract: "Parenting Practices and Aggressive Behavior of Preschoolers"

Parents play an important role in the care and education of their children. Parenting behavior will also affect the behavior of children, especially in early childhood. Therefore, the study examined the hypothesis that parenting practices affects the level of aggressive behavior of preschool children. A mixed-methods study that included surveys, interviews and observations is used to investigate 365 parents with children aged 3 - 6 years old in Cau Giay district - Hanoi and My Loc district - Nam Dinh. The results show that: Parenting practices can predict 19.7% aggressive behavior of preschool children. The more supportive parents are, the less likely their children will be aggressive. Conversely, the more controlling parents are, the more likely their children are to exhibit aggressive behavior. Although the findings in this study show that gender of both parents and children are control variables that adjust the impact of parenting practices on children's aggressive behavior, further research is needed to investigate this phenomenon.

Marek TESAR

The University of Auckland, New Zealand

Head of School and Associate Dean International Learning, Development and Professional Practice Education and Social Work. Director,  Centre for Global Childhoods. President,  Philosophy of Education Society of Australasia (PESA). Chair,  Reconceptualising Early Childhood Education (RECE) Steering Committee .

His work focuses on educational policy, philosophy, pedagogy, methodology and curriculum, and draws on his background as a qualified teacher as well as his extensive knowledge of international education systems. He has published over 100 peer-reviewed publications, edited 8 special issues, and written numerous editorials and afterwords. He edits three educational book series with renowned publishers, is Editor of six academic journals, and sits on 20 international editorial boards (see below). In 2016, Marek led a team of international and local experts in Indonesia to establish a research centre of excellence for early childhood education, care and parenting, that serves the South-East Asia region (SEAMEO). While his research is mainly focused on the early years, he has substantial experience and knowledge of educational systems more generally. Marek has conducted consultancy and research work in many countries around the world. Since 2018, Marek has been leading a team of New Zealand early childhood experts to deliver a curriculum framework, and teaching and parenting programmes in China.

Abstract "Early Childhood Education in post-pandemic times: Opportunities for Social Justice Curriculum and Pedagogies in Asia-Pacific "

This paper analyses the key educational outcomes for Early Childhood Education in post-pandemic times, and identifies the key stepping stones towards building new curriculum frameworks in the Asia-Pacific region. They include the outcomes of the Sustainable Development Goals, with a clear focus on both education and care, children’s rights, supporting the holistic development of the child, fostering key relationships with stakeholders, reducing inequalities, and empowering teaching and learning that incorporates broader outcomes. These concepts are supported by key lessons from the pandemic, which address broader concerns of educational issues, such as the importance of inclusive, socially just environments, that enable children and communities with diverse needs, cultures, and languages to thrive. This paper argues that high quality and effective early childhood education needs to closely collaborate with families and communities as a way unleash the full potential of achieving learning outcomes. The lessons from the pandemic that we are encouraged to have stronger belonging to local places and spaces, with a clear focus on wellbeing all around us. The paper also discusses the critical role of parents and parenting in early childhood education, and how they need to be part of the new way of thinking about curriculum and pedagogy. There are many opportunities and possibilities for positive outcomes for children, families and communities, but to achieve this, we need to challenge and disrupt the new normal, and include the voices of teachers, children and the community. The outcomes of this paper speak to the idea that early childhood education requires both philosophical and structural attention, and outlines the possibilities that lead to opportunities for new social justice curriculum and pedagogies in Asia-Pacific.