Education and Early Childhood Development

This study was motivated by the low level of early literacy among young children, often influenced by the limited availability of attractive, suitable learning media. Literacy in children aged 5–6 years is an important foundation for the development of reading, writing, and critical thinking skills in subsequent levels of education. This study aims to determine the effect of using smart windmill media on the literacy skills of 5-6-year-old children at Adilika Makassar Kindergarten. The research method is quantitative, using a quasi-experimental one-group pretest-posttest design. The research subjects were 30 children in group B at Adilika Makassar Kindergarten. The data collection instrument was an observation sheet on literacy skills that included letter recognition, simple reading, and basic writing. The data were analyzed using a paired-samples t-test to assess the difference between the pretest and posttest results. The results showed that the use of smart wheel media significantly improved children's literacy skills. The average posttest score was higher than the pretest score, with a statistically significant difference (p < 0.05), indicating an increase in literacy skills after the children learned to use this medium. Thus, it can be concluded that smart windmill media is an effective, innovative learning tool for improving early childhood literacy.

HRMARS - This study aims to identify the levels of teacher attitudes, motivation, and the implementation of play-based approaches in the teaching and learning (T&L) of the Malay language, with a primary focus on its practical application. The research is motivated by the necessity to comprehend the actual implementation of play-based strategies as mandated by the National Preschool Standard Curriculum (KSPK), given its proven efficacy in fostering children's potential within a stimulating, autonomous, and meaningful learning environment. Utilizing a quantitative research design, the study involved a population of 220 private kindergarten educators, with a final sample size of 140 respondents. Data collection was conducted via Google Forms using a structured questionnaire, and subsequent descriptive analysis was performed using SPSS Version 27. A pilot study confirmed the instrument's high reliability, yielding a Cronbach’s Alpha value of 0.840. The findings indicate that teacher attitudes, motivation, and the implementation of play-based approaches are at a satisfactory level. These results suggest that the play-based approach holds significant potential for further integration into Malay language pedagogy within private kindergartens. Consequently, this study offers critical implications for educators, researchers, and policymakers in their efforts to refine engaging and effective instructional strategies. Furthermore, it is recommended that future research delve deeper into the specific challenges encountered during implementation.

This research investigates the pedagogical role of mother tongue instruction in multi ethnic Early Learning Centre (ELC) classrooms in Gauteng Province, South Africa, with particular attention to Setswana as the language of teaching and learning. Adopting a qualitative case study design, the research combined an extensive literature review with empirical evidence gathered from classroom observations, individual interviews, and focus group discussions. Two practitioners from community based centres one rural and one township were purposively selected as participants. Data interpretation was guided by Vygotsky’s sociocultural theory (2020), which provided a framework for analyzing the role of language in learning. Findings underscore the necessity of robust language policies, structured professional development, and mentorship frameworks to strengthen implementation. Teachers were observed using approaches such as storytelling, songs, and code switching to support skill acquisition, although challenges such as limited Setswana resources, uneven teacher preparation, and mixed parental attitudes were identified. On a practical level, the study advances recommendations for teachers, curriculum developers, and policy makers to strengthen Setswana instruction through resource development, bilingual progression, and community engagement. By addressing a notable gap in research on Setswana pedagogy in multi ethnic ELCs, the study offers both theoretical contributions and practical strategies for promoting equity, inclusivity, and learner achievement within South Africa’s multilingual education system.

ABSTRACTBackgroundThis paper reports on the development and validation of the 15‐item Parental Attitudes to Digital Technology Scale (PADTS), a brief, psychometrically validated measure assessing parents' beliefs confidence, and concerns about their very young children's use of digital technologies.MethodDeveloped as part of the UK‐wide Toddlers, Tech and Talk (TTT) study, PADTS addresses a gap in existing research by focusing on children from birth to 3 years, a stage often overlooked in digital parenting literature. Co‐developed with parents and early years experts, the scale was tested with a nationally balanced UK sample (N = 934).ResultsExploratory and confirmatory factor analyses supported a four‐factor structure: perceived risks, perceived learning benefits, parental confidence and technology‐related anxiety. The PADTS showed strong model fit and measurement invariance across parent gender, ethnicity and region, with some variation by child age. Correlational analyses indicated that benefits, perceptions and confidence were associated with supportive digital parenting, while anxiety was more weakly linked.ConclusionPADTS shows potential as a practical tool for researchers, practitioners and policy‐makers and may support a more nuanced understanding of how parental attitudes shape early digital experiences.

The role of folklore play-way in this modern era of science education has been relegated, if not in extinction. With educational problems becoming more diverse and complex, the world now realizes that to deal with some of the challenges at hand which are created by modern-type western education, there is need to tap from and utilize folklore play-way of the indigenous people. Based on this premise, this study investigated the influence of folklore play-way Method (FPWM) and traditional lecture method (TLM) on attitudes of children towards Basic science. Two interlinked methods; the phenomenological and Quasi experimental pretest-posttest control group design was used by the researchers to carry out the study. Primary two pupils obtained from the intact classes of the two selected primary schools in Ondo west local government area of Ondo State participated in the study. A validated instrument named Pupils’ Basic Science Attitude Scale (PBSAS) with a reliability coefficient of 0.85 was the main instrument used to collect data for the study. Descriptive statistics and Analysis of covariance was used to analyze the data collected. The results of this study indicated that there was a significant main effect of methods on attitudes of children using FPWM and TLM, (F = 110.036, p < .05). There was no significant main effect of gender on children’s attitude (F = 0.603, p > .05). Furthermore, there was a significant interaction effect of gender and methods on pupils’ attitude (F = 59.5, p < .05) towards Basic science. The study recommended that folklore song-dance play-way needs to be resuscitated at the primary school level and that curriculum planners should incorporate the usage of folklore song-dance play-way method as part of the approved methods of teaching Basic science in the primary schools.

This study explores the characteristics of child-friendly learning environments in Sri Lankan preschools by examining how the key dimensions of the Child-Friendly School (CFS) framework are reflected in preschool settings in the Batticaloa District in Sri Lanka. Employing a mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of current preschool practices. Quantitative data were collected through structured questionnaires administered to preschool teachers, while qualitative insights were obtained through in-depth interviews and systematic observations conducted at selected preschool sites. Descriptive statistical analysis was used to examine quantitative data, and narrative analysis was applied to interpret qualitative findings. From the 99 preschools in the Batticaloa zone, a 10% sample (13 preschools) was selected using stratified random sampling. Purposive sampling was applied to select 5% of teachers, 10% of principals, and 10% of preschools to ensure the inclusion of key informants relevant to the study’s objectives. The findings reveal several critical challenges in establishing child-friendly learning environments. Teachers demonstrated limited awareness of child-friendly pedagogical principles and insufficient training in addressing the needs of children with disabilities or special learning requirements. Furthermore, the characteristics of child-friendly learning environments recommended by UNICEF were not consistently incorporated into preschool practices. These gaps highlight significant areas for improvement and indicate the need for systematic capacity-building, targeted professional development, and strengthened policy implementation. Overall, the study contributes valuable insights into the current status of preschool learning environments in Sri Lanka and underscores the need for enhanced alignment between policy expectations and on-the-ground practices. Strengthening child-friendly environments in preschools will require coordinated efforts among educators, administrators, policymakers, and community stakeholders to ensure that early learning spaces fully support the holistic development and rights of young children.

Phonics-based instruction is widely regarded as an effective method for improving reading skills among early learners. This study assesses the effectiveness of phonics-based instruction in enhancing reading skills among early learners in Afijio Local Government. Using a descriptive survey research design, 100 pupils between the ages of 5 and 8 from five public primary schools were randomly selected. Data were collected using a validated questionnaire (r = 0.78), which measured learners’ decoding skills, comprehension ability, and exposure to phonics instruction, and analyzed using one-way ANOVA. Results indicated a significant relationship between phonics-based instruction and improved reading skills (F(2,97) = 8.93, p = 0.0003), with frequent phonics use—defined as daily classroom exposure—showing greater enhancement in decoding and comprehension abilities (F(3,96) = 12.45, p = 0.0001). Challenges included inconsistent implementation and limited instructional resources. The study concludes that systematic phonics instruction significantly enhances early literacy development in rural Nigerian contexts. Based on these findings, it is recommended that teachers integrate phonics-based instruction into their teaching practices and that stakeholders provide adequate training and resources to support this pedagogical approach.

The article presents a historical and comparative analysis of gender aspects of teachers’ professional burnout from the 19th century to the present day. The transformation of theoretical ideas about burnout in the context of feminisation of pedagogical profession, evolution of scientific approaches from biodeterministic to socio-cultural models, specifics of manifestation and risk factors of burnout in teachers of different genders are studied. Special attention is paid to the analysis of historical forms of structural discrimination and their influence on professional burnout. Stable gender differences in symptomatology are revealed: predominance of emotional exhaustion in women and depersonalisation in men. On the basis of historical and theoretical analysis, the authors substantiate the necessity of intersectional approach to burnout prevention, which takes into account the mutual influence of gender, professional and sociocultural factors. Recommendations for the development of gender-sensitive programmes for the prevention of professional burnout of teachers are proposed.

This study was conducted to identify teachers’ perspectives on the role of play activities in enhancing the socioemotional development of children in private kindergartens around Kuala Selangor. The objectives of this study are to determine teachers’ perceptions of the importance of play activities in children's socioemotional development, to analyze the types of play activities that can help improve socioemotional skills, and to assess the extent to which play activities contribute to such development. This study employed a quantitative approach using a questionnaire instrument based on the Likert Scale and involved 80 respondents. Section B (play activities) consisted of 10 items, while Section C (socioemotional development) comprised 5 social items and 5 emotional items. Data were collected through questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS) version 27. The findings revealed a significant positive relationship between play activities and the socioemotional development of children. Play activities were found to play an important role in supporting development. This study provides significant implications for teachers, students, researchers, and the field of Early Childhood Education. It is recommended that further research be conducted to explore the role of play activities in other areas of development, such as children's physical development.

Early Childhood Education and Care (ECEC) environments play a crucial role in fostering young children’s well-being, yet limited research has explored well-being from children’s perspectives, especially in countries outside of WEIRD (Western, Educated, Industrialized, Rich, and Democratic) contexts. This study aims to fill this gap by capturing the experiences of 316 children (ages 4–7 years) from public and private kindergartens in Kazakhstan using the Draw, Write, and Tell (DWT) technique. Thematic analysis, guided by the PERMA-H framework, identified key dimensions shaping children’s well-being, including Positive Emotions (e.g., nature, play, toys), Engagement (e.g., imaginative play, artistic activities, learning), and Relationships (e.g., peers, teachers, family). While Meaning, Accomplishment, and Health were mentioned less frequently, they provided insight into how children derive well-being from celebrations, achievements, and physical activities. The findings suggest that the PERMA-H model usefully translates the broad concept of well-being into tangible and educationally meaningful dimensions. However, it does not fully align with young children’s lived realities that favour the “here-and-now” as well as the joyful, engaging, and socially supportive experiences as central to their well-being. The study contributes to the global discourse on early childhood well-being by amplifying young children’s voices from a non-WEIRD context. We present contextually grounded insights for educators and policymakers to enhance children’s positive experiences and holistic development in early learning settings.