Children’s Perception and Learning Skills: Implications in Kindergarten Architecture

The family is the first and foremost environment that provides children with social and linguistic experiences. Parents and other family members serve as the child's first language model, significantly influencing their language development in the future. This literature study aims to analyze the impact of the family environment on the language skills of elementary school students. The study employs a literature review method by referencing previous research journals relevant to the topic.Through journal searches, five relevant studies were identified. The majority of these studies applied a descriptive method design with a qualitative approach, while some also incorporated ex-post facto quantitative methods. Despite variations in research findings, all studies consistently indicate that the family environment plays a crucial role in shaping children's language skills. Factors such as parental involvement, the frequency of verbal interactions at home, and the availability of reading materials contribute significantly to children's linguistic development. Additionally, supportive family environments, where parents actively engage in conversations and storytelling, positively impact children's vocabulary acquisition and reading abilities.Based on the literature review results, it can be concluded that the family environment influences children's language skills. While the findings of each study may differ, they share a common conclusion regarding the significance of family interactions in shaping children's reading and communication abilities. These findings highlight the importance of fostering a language-rich home environment to support children's linguistic growth. Future research is suggested to further explore strategies that enhance parental involvement in children's language development.

This study reports the questionnaire results obtained from 974 Korean elementary school students. Their visual, auditory, and kinesthetic styles were compared with their ability to imagine their future, ideal L2 self, and motivated behavior. The students were mainly visually oriented and this orientation was significantly correlated with their ideal L2 self and motivated behavior, as was the students’ auditory orientation. In one gender differentiated finding, females preferred both visual and auditory learning styles, while males preferred the kinesthetic learning style. Regression analysis indicated that the students’ ideal L2 self is the most stable factor for predicting their motivated behavior, but that learning style preference also exerts a significant influence on students’ motivated behavior. These study results imply that Dornyei’s L2 motivational self-system can be expanded by incorporating various types of perceptual learning styles. Both visual and auditory styles positively affect students’ English learning motivation by creating and maintaining their ideal L2 self.

It is a well-known fact that the family environment plays a key role in shaping children’scorrect social attitudes. Therefore, the family environment is the most commonsource of demoralization among minors. However, during the forty years of the Act ofOctober 26, 1982 on proceedings in juvenile cases, the potential of this Act to influencethe family environment of minors was not used. In turn, the Act of June 9, 2022on the support and social rehabilitation of minors does not change much in terms oflegal possibilities of simultaneous influence on minors and their family environment.However, the opportunities it offers in this regard should be recognized and exploited.

Schoenfeld and Sloane argued that the main task of mathematics education is to explain students’ thought processes in order to improve the quality of mathematics learning. Many students make errors in answering maths tests. It turns out that various types of errors depend on students’ learning styles. The focus of this research was to analyze students’ errors in solving mathematics problems based on differences in students’ learning styles according to David Kolb’s theory of experiential learning. The study was conducted at Vocational Middle School in Cirebon-Indonesia. The research used a qualitative research case study approach. The instrument used in this study was the Kolb Learning Style Inventory (KLSI version 3.1), and math tests. For data analysis, this study used triangulation techniques. The four categories of learning orientations were found among 24 students who participated in this study, namely converging, accommodating, assimilating, and diverging. The difference with other studies is that this study focuses on discussing student errors based on learning styles. Each type of learning style was associated with its unique errors. Errors made by divergers were procedural errors and misunderstandings; the assimilators’ types of error were procedural and conceptual errors; the convergers’ error type was a procedural error; the type of error made by accommodators was a theoretical error. Conceptual errors were caused by a misunderstanding of existing concepts, leading the students to make errors in the answer to math tests. Strategy errors can be encountered by students when they were stuck in the answer to a math test. A procedural error occurred when students used a non-systematic method in completing the test.

Studies have shown that the amount of turn-taking and vocal coordination in mother-child dyads, as well as amount of home music engagement, have important effects on children's language and social development. However, relatively few studies have examined the development of vocal behaviours in mixed-hearing and hearing dyads, and no study to our knowledge has examined the potential effect of amount of home music engagement on dyadic turn-taking and timing in mixed-hearing dyads. This study examined these aspects in 34 mother-child dyads speaking Italian (17 hearing dyads and 17 dyads with children with cochlear implants [CIs]) across two time points, corresponding to before implantation (T1; mean age = 17 months) and to one year after CI activation (T2) for children with CIs. Mother-child interaction was videorecorded and coded offline. For both mothers and children, we extracted the following vocal behaviours: relative frequency of temporally contingent responses and of simultaneous speech, and timing of within- and between-speaker pauses. Amount of home music engagement was assessed using a parent report. Results showed that the amount of turn-taking and degree of coordination between partners changed over time and was influenced by children's hearing impairment. We found reciprocal influences between mothers and children in their pause timing, with mothers seemingly guiding children towards the appropriate interactional timing, while remaining sensitive to their child's vocal behaviour. Finally, we found that greater music engagement at home was associated with more fluid and stable interactional exchanges in mixed-hearing dyads. Our findings highlight how turn-taking and its timing are affected by developmental trends, language skill, and hearing abilities. Importantly, they also show that children with CIs are sensitive and reactive to their mothers' vocal behaviour, and that the timing characteristics of turn-taking in mixed-hearing dyads are predicted by their amount of music engagement at home. These results suggest that everyday musical experiences may support the development of communicative timing in the early interactions of mixed-hearing dyads, and highlight the potential of music-based interventions in supporting language and communicative development for children with CIs. What is already known on this subject Turn-taking and vocal coordination in mother-child interactions are critical for children's language and social development. Home musical engagement has also been linked to improved language outcomes and coordination skills. Children with cochlear implants (CIs) show sensitivity to the timing of early mother-child interactions. However, few studies have compared the development of vocal behaviours in mixed-hearing dyads (hearing parent and child with CI) to those in hearing dyads, and the findings to date have been mixed. To our knowledge, no study has explored whether turn-taking and timing in mixed-hearing dyads are positively influenced by greater amounts of home music engagement. What this study adds to existing knowledge This longitudinal study is the first to investigate turn-taking and timing in Italian-speaking mixed-hearing dyads over time (from before implantation to one year after CI activation) and in relation to home music engagement. This study confirms previous research showing that turn-taking becomes more frequent and temporally stable with age and increasing language proficiency, and that mothers and children influence each other's timing. In addition, it shows that some temporal characteristics of the interaction are negatively affected by children's hearing impairment. Finally, it shows that greater home music engagement is associated with more stable and fluid interactions in mixed-hearing dyads. What are the actual clinical implications of this study? The findings suggest that mothers' vocal behaviour characteristics play a role in shaping children's vocal coordination skill development and that everyday musical activities may enhance communicative timing in children with CIs and their mothers, supporting smoother early interactions. This opens new avenues for music-based interventions targeting language and social development in populations at risk for communicative difficulties, including those with hearing impairments.

This research discusses the role of the family in shaping children's personality in Keli Village, Central Keo District, Nagekeo Regency. The method used is qualitative with primary data collection through observation, interviews, and documentation on three families, one community leader, and one village official. Secondary data were obtained from books, journals, and articles. Interviews were conducted face-to-face to explore information related to the role of the family environment in children's personality development. Data analysis was conducted by reducing, presenting, and drawing conclusions based on field notes. The results showed that family has an important role in shaping children's personality. Children who grow up in harmonious families with sufficient love and attention tend to have positive personalities, such as confidence, responsibility, and courtesy. Conversely, children who receive less attention from their families have the potential to show a closed or aggressive attitude. This research emphasizes the importance of the family environment as the first educational institution that determines a child's future.

Objective: The purpose of this study is to determine the implementation and response to the use of interactive E-Books in early childhood self-safety learning. Personal safety education plays a crucial role in shaping children's attitudes and behaviors, enabling them to maintain their own safety and that of others. However, most PAUD institutions still do not have a structured concept of personal safety learning, so effective and interesting learning media for children are needed. Method: This study used a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving early childhood educators and experts in learning activities using Interactive E-Books in Fostering Personal Safety in Early Childhood Education. Results: The results of the study show that this E-Book has a positive effect on increasing children's understanding of the concept of personal safety. Children show high enthusiasm, actively participate, and can understand safe actions in risky situations such as fires, earthquakes, or meeting strangers. Teachers consider that this media is interesting, communicative, and in accordance with the characteristics of children because it presents concrete, interactive, and fun learning. Novelty: This research strengthens the application of Bandura's Social Learning theory and Mayer's Multimedia Learning theory in the context of digital-based early childhood education. The integration of visual, audio, and character elements as behavioral models not only results in theoretical contributions regarding the effectiveness of interactive media but also makes practical contributions to the development of learning that is in accordance with the child's developmental needs. This innovation is in line with the Sustainable Development Goals (SDGs) points 3, 4, and 16, especially in supporting children's health and safety, providing quality education, and strengthening a safe and character-oriented learning environment.

Parents have a great responsibility in instilling Christian values, as emphasized in Proverbs 22:6. However, in the modern era, with increasingly busy lifestyles and ever-evolving technology, parents' involvement in religious education often diminishes, leaving this responsibility to the school or Church. This has led to a decline in the application of Christian values at home. To ensure that children grow up with a strong spiritual foundation, it is important for parents to be actively involved in the child's learning process. The approach used in this study is a literature review, with descriptive analysis using data sources from books, journals and the internet. The results show that active parental involvement in children's education greatly influences the way children learn and develop Christian character. A supportive family environment also plays an important role in shaping children's learning styles, as well as how technology can be used to support Christian education. Orang tua memiliki tanggung jawab besar dalam menanamkan nilai-nilai kekristenan, sebagaimana ditekankan dalam Amsal 22:6. Namun, di era modern, dengan gaya hidup yang semakin sibuk dan teknologi yang terus berkembang, keterlibatan orang tua dalam pendidikan agama seringkali berkurang, menyerahkan tanggung jawab ini kepada sekolah atau Gereja. Hal ini menyebabkan penurunan penerapan nilai-nilai Kristen di rumah. Untuk memastikan bahwa anak-anak tumbuh dengan fondasi spiritual yang kuat, penting bagi orang tua untuk aktif terlibat dalam proses belajar anak. Pendekatan yang digunakan dalam kajian ini adalah kajian pustaka, dengan analisis deskriptif menggunakan sumber data dari buku, jurnal, dan internet. Hasil kajian menunjukkan bahwa keterlibatan orang tua secara aktif dalam pendidikan anak sangat mempengaruhi cara anak belajar dan mengembangkan karakter Kristiani. Lingkungan keluarga yang mendukung juga memainkan peran penting dalam membentuk gaya belajar anak, serta bagaimana teknologi dapat digunakan untuk mendukung pendidikan agama Kristen.

Learning styles play a vital role in the learning process and contribute to the overall educational environment. Learning style, as an integral and vital part of a student’s learning process, has been constantly discussed in the field of education and pedagogy. Therefore, the study was conducted in Kolar of Karnataka State. Total sample size of 250 respondents were selected through purposive sampling technique. The results revealed that most of them were from rural areas with good academic performance. It is evident from results that, majority of the respondents fifty six per cent were having visual type of learning style more than half of the population might follow visuals namely reading books, newspapers, posters, maps followed by thirty three per cent of respondents were categorized under auditory type of learning style with recorded lecture notes, hearing from friends during preparation for exam and a small portion only ten per cent of the respondents were having a kinesthetic type of learning style which was very rare learning style who will be more active and follow movement. The findings of the study also revealed that learning styles do not have a significant influence on academic performance and time spent for self-study. Therefore, it can be concluded that Learning styles can be simply understood as the various techniques that respondents prefer to use to perceive and process information and interact with the learning environment.

This study aims to analyze the influence of the family environment on student learning achievement in elementary school. The family environment is an external factor that plays an important role in shaping children's character, motivation, and learning habits. This study uses a literature study method with a descriptive qualitative approach, which examines various academic literature related to the topic. The results of the study show that family harmony, parental attention and assistance, socioeconomic conditions, and parenting style have a real contribution to students' academic achievement. Families who are able to provide a positive and supportive learning environment emotionally and structurally can increase children's mental readiness and motivation in facing the learning process. These findings are also reinforced by developmental ecological theories that place the family as the closest microsystem that most early influences a child's development. Therefore, the active involvement of families in children's education needs to be strengthened as part of efforts to improve the quality of basic education.

Preschool education plays a vital role in shaping children's development and personality. Awareness of its importance continues to grow, reflected in the increasing number of preschool institutions, particularly in South Kuta District. However, this growth has intensified competition among preschools in attracting students. Therefore, research is needed to analyze the factors influencing parents' decisions in selecting a preschool. This study examines the impact of product, price, and place on purchasing decisions, with trust as a mediating variable. The population consists of parents seeking preschool enrollment for their children in South Kuta District. Using a questionnaire, data were collected from 110 respondents and analyzed with Partial Least Square (PLS) inferential analysis. Findings reveal that product and price have a positive and significant effect on purchasing decisions and trust. While place significantly affects trust, its impact on purchasing decisions is positive but not significant. Trust partially mediates the relationship between product and purchasing decisions, as well as between price and purchasing decisions. However, trust fully mediates the relationship between place and purchasing decisions. These results highlight the importance of product quality, pricing strategies, and trust-building efforts in attracting parents to preschool institutions.

Psychoeducation is the involvement of parents in children's education which can be done with mentoring, motivating and guiding in learning. This needs to be done because parents have an important role in shaping children's character in the family environment. However, the role of parents has not been done much by parents. In general, parents of students completely hand over their children's education to teachers in their respective schools. In addition, parents have the assumption that child development in education is the responsibility of teachers at school, not the responsibility of parents. Based on this phenomenon, it is necessary to carry out psychoeducational activities for parents on the importance of learning motivation for children. The method of the activity is carried out through three stages, namely preparation, implementation and evaluation of activities. The result of this activity is an increase in knowledge about the importance of psychoeducation in children's learning. In addition, the improvement of parents' skills in guiding, motivating and accompanying children while studying at home. Practically, parental involvement in children's education can increase achievement, increase motivation in learning and create an atmosphere of affection and parental attention to children.

This study investigates the influence of social media on children from a parental perspective, using Social Cognitive Theory as the guiding framework. Data were collected from 156 parents in Coimbatore, Tamil Nadu, through a structured questionnaire designed to measure perceived changes in children’s personal, behavioral, and environmental domains due to social media use. The findings revealed significant associations between increased social media exposure particularly among adolescents aged 14-19-and changes in attention span, emotional well-being, behavior modeling, and peer influence. Urban children were more affected than their rural and semi-urban counterparts, indicating contextual variability in digital experiences. The study also found that parental beliefs, modeling behaviors, and household digital practices play a key role in shaping children’s online engagement. While the results underscore the growing impact of digital environments on child development, they also highlight the importance of parental involvement and the need for responsible media practices. Limitations include the use of self-reported data, a geographically limited sample, and the exclusion of children’s perspectives. The study concludes with a call for longitudinal and mixed-method research to explore the evolving nature of social media’s impact on children and to inform interventions that promote healthy digital habits.

Technology, learning environment, and e-sources have shifted learners’ learning styles in academic reading courses. The study aimed to explore tertiary Indonesian EFL learners’ learning styles in reading hypermedia material since it benefits teachers in determining teaching approaches, assessments, and tasks in teaching reading courses. This study answered the research questions about tertiary Indonesian EFL learners’ learning styles and gender differences in their learning styles in reading hypermedia material., Seventy-one first-grade learners were selected randomly as the sample from the 141 learners who enrolled in the Academic Reading course. The four types of learning styles, concrete, analytical, communicative, and authority-oriented, were employed as the categories in this study. Descriptive statistics and t-tests were applied for the data analysis. The study revealed that the tertiary EFL learners’ learning styles were concrete and authority-oriented. Concrete and authority-oriented styles were the highest, the communicative style was the second, and the analytical style was the lowest. The t-test result showed no significant difference in learning styles between gender. The successful implementation of this descriptive quantitative research and the design of research instruments for learning styles contribute to expanding the research methodology in this digital era. The research result can help tertiary Indonesian EFL learners understand their learning styles. It also allows teachers to develop classroom activities, tasks, reading material, and media. Specifically, the use of hypermedia material and the changes in the learning environment mode has changed learners’ learning styles in Reading courses, which lead to a change in teachers’ teaching approaches.

Objective. Present study attempted to assess problematic internet use among university students as affectedby parent-adolescent relationships and escape motive; such that, escape motive mediates the relationshipbetween parent-adolescent relationship and problematic internet use. Method. Data were collected through purposive sampling technique from students (N = 585, M = 21.62years) in public and private universities of Islamabad and Rawalpindi, Pakistan. Results. It was conceptualized that secure parent-adolescent relationship negatively associates with escapemotive and problematic internet use, whereas escape motive positively associates with problematic internetuse. Gender was added to the model as a covariate. Mediation analysis demonstrated that escape motivesignificantly mediated association between secure parent-adolescent relationship and problematic internet useirrespective of an individual’s gender (p < .001). Secure parent-adolescent relationship was negativelyassociated with low escape motive and problematic internet use. Implications. Study presented empirical evidence for parents’ role in shaping children’s behaviours.Secure parent-adolescent relationship help reduce development of escape motive which is associated toproblematic internet use among university students. It could help develop an intervention for addressingescape motive and hence reducing the problematic internet use.