Early Childhood Teacher Assessment and Competence: A Systematic Review Analysis
Keywords:
Early Childhood, Teacher, Competence, Assessment
Abstract
Competence of early childhood education teachers will be able to enhance early childhood development according to their needs and basic principles. Children who develop well will become a superior generation in the future. This study explores research trends and patterns in early childhood education, focusing on the competencies that early childhood teachers must possess. A systematic literature review (SLR) was the methodology used. Data was collected from the Scopus database using keywords such as Early Childhood, Education, Teachers, Competence, and Assessment. Over a 50-year period from 1975 to 2025, 664 research articles were identified, with 460 meeting the analysis criteria. Of these, 15 articles were selected for detailed analysis based on inclusion and exclusion criteria. The findings show a fluctuating trend in the number of articles published each year, reflecting the changing relevance and focus of teacher competencies in the early childhood education sector. The main topics of the SLR include children, early childhood teacher competencies, early childhood teacher assessment, and early childhood development. The data demonstrate the importance of preparing competent early childhood teachers before they begin teaching in schools. These competencies include leadership, professional, social, and problem-solving skills. Furthermore, various training programs can improve the quality of early childhood education (PAUD) teachers and keep up with evolving trends. This study provides a comprehensive overview of research trends in PAUD teacher competencies.
References
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Azarmandi, M., Delaune, A., Surtees, N., & Te Rongopatahi, K. M. (2024). Anti-racism commitment in early childhood education: The limits of cultural competency. Contemporary Issues in Early Childhood, 25(2), 240–255. https://doi.org/10.1177/14639491231220363
Brunsek, A., Perlman, M., McMullen, E., Falenchuk, O., Fletcher, B., Nocita, G., Kamkar, N., & Shah, P. S. (2020). A meta-analysis and systematic review of the associations between professional development of early childhood educators and children’s outcomes. Early Childhood Research Quarterly, 53, 217–248. https://doi. org/10.1016/j.ecresq.2020.03.003
Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/10.1080/02619768.2019.1681393
de Haro, R., Arnaiz, P., & de Perdomo, C. R. (2020). Competencias docentes en Educación Infantil e inclusión educativa: diseño y validación de un cuestionario. Revista Electronica Interuniversitaria de Formacion Del Profesorado, 23(1), 1–20. https://revistas.um.es/reifop/article/view/407111/278131
Dian Pertiwi, Syafrudin, U., & Drupadi, R. (2021). Persepsi Orangtua terhadap Pentingnya CALISTUNG untuk Anak Usia 5-6 tahun. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini 4(02), 62–69. https://doi.org/10.31849/paud-lectura.v4i02.5875
Dong, C., & Mertala, P. (2021). Preservice teachers’ beliefs about young children’s technology use at home. Teaching and Teacher Education, 102(March). https://doi.org/10.1016/j.tate.2021.103325
Eadie, P., Page, J., Levickis, P., Elek, C., Murray, L., Wang, L., & Lloyd-Johnsen, C. (2022). Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review, 1–30. https://doi.org/10.1080/00131911.2022.2077704
Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88, 401–433. https://doi. org/10.3102/0034654317751918
Fonsén, E., & Ukkonen-Mikkola, T. (2019). Early childhood education teachers’ professional development towards pedagogical leadership. Educational Research, 61(2), 181–196. https://doi.org/10.1080/00131881.2019.1600377
Fonsén, E., L. Lahtinen, M. Sillman, and J. Reunamo. 2022. “Pedagogical Leadership and Children’s Well-Being in Finnish Early Education.” Educational Management Administration and Leadership 50 (6): 979–994. doi:10.1177/1741143220962105
Gibson, M., A. McFadden, K. Williams, L. Zollo, A. Winter, and J. Lunn. 2020. “Imbalances Between Workforce Policy and Employment for Early Childhood Graduate Teachers: Complexities and Considerations.” Australasian Journal of Early Childhood 45 (1): 82–94. doi:10.1177/18369391198853088
Gimbert, B. G. D., Miller, E., Herman, M., and Breedlove, C. E. (2021). Social emotional learning in schools: the importance of educator competence. J. Res. Leadersh. Educ. 18, 3–39. doi: 10.1177/19427751211014920
Heikkinen, K. M., Ahtiainen, R., Fonsén, E., & Kallioniemi, A. (2024). Leadership as a profession in early childhood education and care. Educational Research, 66(3), 347–363. https://doi.org/10.1080/00131881.2024.2371352
Huda, M. N. (2018). Peran Kompetensi Sosial Guru dalam Pendidikan. Ta’dibi: Jurnal Prodi Manajemen Pendidikan Islam, 6(2), 42–62. https://doi.org/10.1056/nejmoa1407279
Husain, R., Harefa, A. O., Cakranegara, P. A., Nugraha, M. S., & Hernaeny, U. (2022). The Effect of Teacher Professional Competence and Learning Facilities on Student Achievement. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2489–2498. https://doi.org/10.35445/alishlah.v14i2.1060
Kahila, S., Kuutti, T., Kahila, J., & Sajaniemi, N. (2024). The significance of practicum work communities for students’ professional development–Perceptions of Finnish ECE teacher students. Journal of Early Childhood Teacher Education, 45(1), 38–55. https://doi.org/10.1080/10901027.2023.2223145
Kamola, M., Granone, F., Grøsvik, K., & Reikerås, E. (2024). High-quality strategies for supporting children’s problem-solving skills: A study on coding toy activities in Norwegian ECECs. European Early Childhood Education Research Journal, 32(6), 814–833. https://doi.org/10.1080/1350293X.2024.2319783
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele: Software Engineering Group Department of Computer Science Keele University Keele.
Lahtero, T. J., and L. Kuusilehto-Awale. 2015. “Possibility to Engage in Pedagogical Leadership as Experienced by Finnish Newly Appointed Principals.” American Journal of Educational Research 3 (3): 318–329. doi:10.12691/education-3-3-11
Lekha, Ratib et al. 2025. Promoting classroom quality through professional development: Results from the Oslo early education study, a randomized controlled trial. Studies in Educational Evaluation Volume 86, September 2025 https://doi.org/10.1016/j.stueduc.2025.101462
Licardo, M., & Leite, L. O. (2022). Ecological conditions and interpersonal skills leading to ECE teacher competences in working with immigrant children in Slovenia. European Early Childhood Education Research Journal, 30(3), 388–402. https://doi.org/10.1080/1350293X.2021.1980597
Mangkunegara. (2015). Kecerdasan Emosi, Stres Kerja, dan Kinerja Guru SMA. Jurnal Kependidikan 45, 142-155.
Marttila, J., Fukkink, R., & Silvén, M. (2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention. European Early Childhood Education Research Journal, 32(4), 545–561. https://doi.org/10.1080/1350293X.2023.2266782
Mascadri, J., Brownlee, J. L., Walker, S., & Alford, J. (2017). Exploring intercultural competence through the lens of self-authorship. Early Years, 37(2), 217–234. https://doi.org/10.1080/09575146.2016.1174930
Ndlovu, B. N., & Mncube, D. W. (2021). Pre-service mathematics and physical education teachers’ perceptions of using play-based teaching strategy across the foundation phase. International Journal of Learning, Teaching and Educational Research, 20(1), 185–198. https://doi.org/10.26803/ijlter.20.1.10
Nilfyr, K., Aspelin, J., & Lantz-Andersson, A. (2022). To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool. Journal of Early Childhood Research, 20(3), 383–396. https://doi.org/10.1177/1476718X221087073
Passas, I. (2024). Bibliometric Analysis: The Main Steps. Encyclopedia, 4(2), 1014–1025. https://doi.org/10.3390/encyclopedia4020065
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10(1), 13–15. https://doi.org/10.1186/s13643-021-01671-z
Siswanto. (2010). Systematic review sebagai metode penelitian untuk mensintasis hasil-hasil penelitian (sebuah pengantar) (systematic review as a research method to synthesize research results (an introduction). Buletin Penelitian Sistem Kesehatan, 13(4), 326–333. https://doi.org/10.22435/bpsk.v13i4 Okt.2766
Slot, P. L. (2018). Structural characteristics and process quality in early childhood education and care: A literature review. OECD Education Working Papers, No.176. Paris: OECD publishing. https://doi.org/10.1787/Edaf3793-En.
Sunko, E., Rogulj, E., & Živković, A. (2019). Kindergarten teachers’ competences regarding the inclusion of children with autism spectrum disorder in early childhood and preschool education institutions. Croatian Journal of Education, 21(Special Edition 1), 181–197. https://doi.org/10.15516/cje.v21i0.3433
Sylva, K. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Routledge.
van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (2017). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education. Learning and Instruction, 48, 14–22. https://doi.org/10.1016/j.learninstruc.2016.06.001
Visnjic Jevtic, A., & Rogulj, E. (2022). “Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students. International Journal of Mentoring and Coaching in Education, 11(3), 262–273. https://doi.org/10.1108/IJMCE-03-2021-0048
Von Suchodoletz, A., Lee, D. S., Henry, J., Tamang, S., Premachandra, B., & Yoshikawa, H. (2023). Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLOS ONE, 18(5), e0285985. https://doi.org/10.1371/journal.pone.0285985
Araújo, S. B., & Antunes, A. P. (2021). Assessment of workplace-based learning: key findings from an ECE professional master programme in Portugal. International Journal of Early Years Education, 29(3), 268–281. https://doi.org/10.1080/09669760.2021.1952854
Arenas, R. D., Delgado-Llerena, A. A., Pimentel, J. F. F., Delgado-Corazao, N. S., Corazao-Marroquin, N., and Lizandro-Crispín, R. (2023). Emotional competencies, learning styles, and academic performance in university students. Cypriot J. Educ. Sci. 18, 492–505. doi: 10.18844/cjes.v18i2.7973
Azarmandi, M., Delaune, A., Surtees, N., & Te Rongopatahi, K. M. (2024). Anti-racism commitment in early childhood education: The limits of cultural competency. Contemporary Issues in Early Childhood, 25(2), 240–255. https://doi.org/10.1177/14639491231220363
Brunsek, A., Perlman, M., McMullen, E., Falenchuk, O., Fletcher, B., Nocita, G., Kamkar, N., & Shah, P. S. (2020). A meta-analysis and systematic review of the associations between professional development of early childhood educators and children’s outcomes. Early Childhood Research Quarterly, 53, 217–248. https://doi. org/10.1016/j.ecresq.2020.03.003
Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/10.1080/02619768.2019.1681393
de Haro, R., Arnaiz, P., & de Perdomo, C. R. (2020). Competencias docentes en Educación Infantil e inclusión educativa: diseño y validación de un cuestionario. Revista Electronica Interuniversitaria de Formacion Del Profesorado, 23(1), 1–20. https://revistas.um.es/reifop/article/view/407111/278131
Dian Pertiwi, Syafrudin, U., & Drupadi, R. (2021). Persepsi Orangtua terhadap Pentingnya CALISTUNG untuk Anak Usia 5-6 tahun. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini 4(02), 62–69. https://doi.org/10.31849/paud-lectura.v4i02.5875
Dong, C., & Mertala, P. (2021). Preservice teachers’ beliefs about young children’s technology use at home. Teaching and Teacher Education, 102(March). https://doi.org/10.1016/j.tate.2021.103325
Eadie, P., Page, J., Levickis, P., Elek, C., Murray, L., Wang, L., & Lloyd-Johnsen, C. (2022). Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review, 1–30. https://doi.org/10.1080/00131911.2022.2077704
Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88, 401–433. https://doi. org/10.3102/0034654317751918
Fonsén, E., & Ukkonen-Mikkola, T. (2019). Early childhood education teachers’ professional development towards pedagogical leadership. Educational Research, 61(2), 181–196. https://doi.org/10.1080/00131881.2019.1600377
Fonsén, E., L. Lahtinen, M. Sillman, and J. Reunamo. 2022. “Pedagogical Leadership and Children’s Well-Being in Finnish Early Education.” Educational Management Administration and Leadership 50 (6): 979–994. doi:10.1177/1741143220962105
Gibson, M., A. McFadden, K. Williams, L. Zollo, A. Winter, and J. Lunn. 2020. “Imbalances Between Workforce Policy and Employment for Early Childhood Graduate Teachers: Complexities and Considerations.” Australasian Journal of Early Childhood 45 (1): 82–94. doi:10.1177/18369391198853088
Gimbert, B. G. D., Miller, E., Herman, M., and Breedlove, C. E. (2021). Social emotional learning in schools: the importance of educator competence. J. Res. Leadersh. Educ. 18, 3–39. doi: 10.1177/19427751211014920
Heikkinen, K. M., Ahtiainen, R., Fonsén, E., & Kallioniemi, A. (2024). Leadership as a profession in early childhood education and care. Educational Research, 66(3), 347–363. https://doi.org/10.1080/00131881.2024.2371352
Huda, M. N. (2018). Peran Kompetensi Sosial Guru dalam Pendidikan. Ta’dibi: Jurnal Prodi Manajemen Pendidikan Islam, 6(2), 42–62. https://doi.org/10.1056/nejmoa1407279
Husain, R., Harefa, A. O., Cakranegara, P. A., Nugraha, M. S., & Hernaeny, U. (2022). The Effect of Teacher Professional Competence and Learning Facilities on Student Achievement. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2489–2498. https://doi.org/10.35445/alishlah.v14i2.1060
Kahila, S., Kuutti, T., Kahila, J., & Sajaniemi, N. (2024). The significance of practicum work communities for students’ professional development–Perceptions of Finnish ECE teacher students. Journal of Early Childhood Teacher Education, 45(1), 38–55. https://doi.org/10.1080/10901027.2023.2223145
Kamola, M., Granone, F., Grøsvik, K., & Reikerås, E. (2024). High-quality strategies for supporting children’s problem-solving skills: A study on coding toy activities in Norwegian ECECs. European Early Childhood Education Research Journal, 32(6), 814–833. https://doi.org/10.1080/1350293X.2024.2319783
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele: Software Engineering Group Department of Computer Science Keele University Keele.
Lahtero, T. J., and L. Kuusilehto-Awale. 2015. “Possibility to Engage in Pedagogical Leadership as Experienced by Finnish Newly Appointed Principals.” American Journal of Educational Research 3 (3): 318–329. doi:10.12691/education-3-3-11
Lekha, Ratib et al. 2025. Promoting classroom quality through professional development: Results from the Oslo early education study, a randomized controlled trial. Studies in Educational Evaluation Volume 86, September 2025 https://doi.org/10.1016/j.stueduc.2025.101462
Licardo, M., & Leite, L. O. (2022). Ecological conditions and interpersonal skills leading to ECE teacher competences in working with immigrant children in Slovenia. European Early Childhood Education Research Journal, 30(3), 388–402. https://doi.org/10.1080/1350293X.2021.1980597
Mangkunegara. (2015). Kecerdasan Emosi, Stres Kerja, dan Kinerja Guru SMA. Jurnal Kependidikan 45, 142-155.
Marttila, J., Fukkink, R., & Silvén, M. (2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention. European Early Childhood Education Research Journal, 32(4), 545–561. https://doi.org/10.1080/1350293X.2023.2266782
Mascadri, J., Brownlee, J. L., Walker, S., & Alford, J. (2017). Exploring intercultural competence through the lens of self-authorship. Early Years, 37(2), 217–234. https://doi.org/10.1080/09575146.2016.1174930
Ndlovu, B. N., & Mncube, D. W. (2021). Pre-service mathematics and physical education teachers’ perceptions of using play-based teaching strategy across the foundation phase. International Journal of Learning, Teaching and Educational Research, 20(1), 185–198. https://doi.org/10.26803/ijlter.20.1.10
Nilfyr, K., Aspelin, J., & Lantz-Andersson, A. (2022). To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool. Journal of Early Childhood Research, 20(3), 383–396. https://doi.org/10.1177/1476718X221087073
Passas, I. (2024). Bibliometric Analysis: The Main Steps. Encyclopedia, 4(2), 1014–1025. https://doi.org/10.3390/encyclopedia4020065
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10(1), 13–15. https://doi.org/10.1186/s13643-021-01671-z
Siswanto. (2010). Systematic review sebagai metode penelitian untuk mensintasis hasil-hasil penelitian (sebuah pengantar) (systematic review as a research method to synthesize research results (an introduction). Buletin Penelitian Sistem Kesehatan, 13(4), 326–333. https://doi.org/10.22435/bpsk.v13i4 Okt.2766
Slot, P. L. (2018). Structural characteristics and process quality in early childhood education and care: A literature review. OECD Education Working Papers, No.176. Paris: OECD publishing. https://doi.org/10.1787/Edaf3793-En.
Sunko, E., Rogulj, E., & Živković, A. (2019). Kindergarten teachers’ competences regarding the inclusion of children with autism spectrum disorder in early childhood and preschool education institutions. Croatian Journal of Education, 21(Special Edition 1), 181–197. https://doi.org/10.15516/cje.v21i0.3433
Sylva, K. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Routledge.
van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (2017). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education. Learning and Instruction, 48, 14–22. https://doi.org/10.1016/j.learninstruc.2016.06.001
Visnjic Jevtic, A., & Rogulj, E. (2022). “Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students. International Journal of Mentoring and Coaching in Education, 11(3), 262–273. https://doi.org/10.1108/IJMCE-03-2021-0048
Von Suchodoletz, A., Lee, D. S., Henry, J., Tamang, S., Premachandra, B., & Yoshikawa, H. (2023). Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLOS ONE, 18(5), e0285985. https://doi.org/10.1371/journal.pone.0285985
Published
2025-12-31
How to Cite
Izzati, K., & Hayati, N. (2025, December 31). Early Childhood Teacher Assessment and Competence: A Systematic Review Analysis. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 9(2), 416-431. https://doi.org/https://doi.org/10.35896/ijecie.v9i2.1170
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Articles
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