EARLY CHILDHOOD DIGITAL EDUCATION FOR A SUSTAINABLE FUTURE

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Abstract
 
 The study identified the scientific play-learn activities practiced in early childhood education centres in Delta state and investigated the academic qualifications of the early childhood educators. It also assessed the scientific play-learn skills of the early childhood educators and examined the relationship between early childhood educators’ qualifications and scientific play-learn activities facilitation skills in the study area. These were with a view to providing succinct information about early childhood educators’ competence in facilitating scientific play-learn activities in early childhood centres in the State. The study adopted a descriptive survey research design. The population of the study comprised all early childhood educators in the State. The sample for the study consisted of 360 early childhood educators drawn from the three senatorial districts in the state using multistage sampling procedure. One self-designed instrument titled ‘‘Early Childhood Educators’ Competence in Science Play-learn Activities Questionnaire’’ (ECECSPAQ) was used for data collection. The data collected were analysed using frequency count, percentage, and regression analysis. The results of the study showed that 29.5% of early childhood educators in all the centres practised gravity, 22.3% practised motion, 16.4% practised electricity, 46.4% practised sound, and 24.2% practised air and wind. The results further showed that 16.1 % of the early childhood educators had senior school certificate, 11.4% had ND certificate, 20.6% had TC11 and NCE, 14.4% had HND, 4.7% had certificate in Nursery and Primary education while 10.5% also had certificate in science areas. The results also showed that early childhood educators possessed very low level of scientific play-learn skills (21.90%). The results finally showed a significant relationship of early childhood educators’ qualifications on scientific play-learn activities facilitation skills (F = 2.547, p < 0.05). The study concluded that early childhood educators possessed low competence in embarking on rich scientific play-learn activities necessary to promote science learning in children.

This research shows an audience of fellow computer science teachers that there is benefit in testing college student's scientific reasoning skills and that the students increase their logical thinking skills in computer science classes when they are presented with real world problems, engaged in group activities, and given hands-on experiments.Students' scientific reasoning skills from several different computer science courses are analyzed and tested before and after taking the computer science course to measure their improvement in logical thinking. The higher order thinking skills test results are compared, and the overall class and individual student improvement between the classes that use different teaching strategies are analyzed. Also, the test results are compared with students' ability to perform adequately in a computer science course. This information is valuable to advisors when placing students in computer science courses.In the assessments of students' entering knowledge and evaluations of students' thinking improvement, the students' individual higher order thinking skills as well as their overall level of cognitive development are analyzed. Through the analysis of their individual skills and level of thinking, one can expand conclusions about the students' and teacher's performance over time.

This study aims to examine the development of pedagogy research for early childhood and computer science using the bibliometric mapping analysis method with VOSviewer. Data collected from this research are articles that have been published and indexed by Google Scholar. Keywords such as “pedagogy”, “early childhood”, and “computer science” are used in performing data collection through the Publish or Perish (PoP) software application. 996 articles were obtained, ranging from 2012 to 2021 (10 year-time). The result of this research shows that the theme of pedagogy for early childhood and computer science fluctuated from 2012 to 2015. Meanwhile, it experienced a drastic decline in the past 6 years (2016-2021). From these results, there are three main research themes obtained, namely pedagogy (290 links, total link strength of 2444, and 377 occurrences), early childhood (228 links, total link strength of 752, and 102 occurrences), and computer science (254 links, total link strength of 1403, and 213 occurrences). Topics that tend to be frequently researched are pedagogy, science, technology, teacher, education, child, play, use, early childhood education, skills, school, and computer science. Hence, there are numerous research topics that should be explored, developed, and conducted. Therefore, the study of pedagogy for early childhood and computer science is possible to be developed in parallel with other research topics.

Early Childhood Educators and Teachers phenomena in Indonesia today can be said there has been no significant improvement of the quality aspect to profesian and mental readiness in carrying out the functions and duties of the principal. Regulation to improve the quality of the profession with the demands of strata S1 for early childhood educators and teachers not yet fully implemented. There are still many educators and early childhood teachers who have not reached the strata S1 moreover, educators and early childhood teachers similar (non-formal), where for educators and early childhood teachers (non-formal) is still widely managed by the PKK that basic education is still very heterogeneous. This can be confirmed by the findings of the study nearly 50% of educators and teachers have a background in high school education up to S1, even for similar early childhood educators and teachers there who have a background in primary education 6%, secondary 11%. While educators and early childhood teachers who have the educational background that does not comply with the demands of the profession at 38.6%. The above conditions are caused because of the jobs that are considered the easiest and many educators and teachers are becoming even more into early childhood teachers. Ordinary people think so educators and early childhood teachers are very easy it is expressed by 39% of respondents number, origin have a bit of a whim, can sing, clap, invited to play children and nurture and soothe the child when the petulant. Society in general has not been widely realized that early childhood is a very fundamental stage in order to form and mature children. If at this stage the process of formation and maturation of children is not optimal possibility at a later stage the child was not mature so that the process of obtaining the learning experience will be obstacles. Learning outcomes according to standards development as expected the government not be thought of educators and teachers (66.3%). What is certain early childhood educators and teachers in the field are able to make smart kid writing, numeracy and literacy needed for the provision of enrollment in primary school (49%). People still think of early childhood is not so important that the focus on learning experience is not too optimal, early childhood learning course played only later when the child in primary school. Not to mention the cultural factors that shape the mental profession of early childhood educators and teachers are still considered weak. Mental nrimo accepted all the conditions of educators and teachers without any action to change the condition becomes more advanced. That ultimately harmed educators and early childhood teachers and positioned in a weak state. For example there are many educators and early childhood teachers who received honorariums range 300-700 thousand rupiah. This condition they receive as a matter of course and with the pretext for seeking experience as well as a springboard to get the opportunity and the honor of being better but all this is not followed by action to up grade themselves. Back here that so our thinking together how and to what extent the role of government, association and organization for institutions as well as educators and early childhood teachers. What action can be given as a responsibility to alleviate professionalism of educators and early childhood teachers in Indonesia. It is a reality that we also must be able to change the paradigm that exists today.

The present work aims to explore the significance that teachers attribute to psychological approaches in the process of teaching and learning computer science in early formative years in a Public Educational Institution located in Bawana, Delhi. The research methodology employed is descriptive, using a field design. The study sample consisted of fifteen early formative years teachers. Data collection was conducted through interviews and a Likert scale questionnaire. Quantitative analysis of the data was performed using descriptive statistics. Results reveal that 40% of teachers always consider the basics of computers, while 60% consistently base their planning on the programming relevance in the teaching-learning process. Furthermore, 80% of teachers always prioritize lab activities to promote logical or operational thinking in students, while 20% always utilize recreational activities as a strategy for teaching and learning computer science in their classrooms. However, no respondents indicated consistent use of psychological approaches to enhance the teaching and learning of computer science in a world marked by constant transformation. To summarize, this study highlights the importance of shaping a positive outlook on computer science from an early age to develop students' abstract thinking, logic, and critical reasoning abilities. It emphasizes the need for incorporating psychological approaches to effectively teach and learn computer science among early formative years. By fostering a supportive environment, students can better navigate the challenges of Computer science and embrace its potential as they progress through their educational journey.

Creative learning in final year students in computer engineering: A case study of the University of Matanzas

<p>There have been rapid economic and social demands that have continued to challenge the traditional teacher, child and parent interactions in early child education programs. Many developed countries have strategized several approaches to counter these challenges. However, third world countries are still formulating policies which can be sustainable in their present economic statuses. The Reggio Emilia (RE) Early Childhood Education (ECE) approaches has been instrumental in increasing the levels of interactions between teacher, child and the parent in developed countries. Nevertheless, a more dynamic and comprehensive approach is needed to cater for the economic and multiethnic social needs of early childhood education in developing countries. This study investigated the level of teacher, child and parent interaction in China and Tanzania with the aim of establishing the workability of Reggio Emilia (RE) in these two diverse countries. Carefully designed questionnaires based on the core values of Reggio Emilia approach has been used to obtain data from a sample of 60 early childhood teachers from China and 60 early child hood teachers from Tanzania making total of 120 early childhood teachers. Both private and public early childhood schools of China and Tanzania were involved in this study whereby from China a total of 8 schools were involved and Tanzania a total of 12 schools were involved. Both quantitative and qualitative design has been employed in this study with the use of questionnaire and interview methods in data collection from the field while social statistical software (SPSS 15) and Origin 7.0 has been used to analyze data and making of charts and graphs for visualization of the results. Result obtained from this study revealed that, Reggio Emilia interactive approach was applicable and welcomed by significant number of teachers and policy approaches; However on the other side, the findings revealed poor relationship between parents and the role of emergent curriculum to its fully meaning was not well fulfilled as most of early childhood schools in China and Tanzania found to practising the whole class teaching where by teacher knows everything. It was concluded that, the way children’s are being taught in one country will be totally different from another country although the basic outcome of the learners should be similar. The important aspect to put into consideration is people’s culture, environment, and their economic status accordingly. Hence there is a need for both countries of study to review their early childhood education policies in order to create better learning opportunities for all children.</p>

The early learning action plan 2019–2029, He Taonga te Tamaiti / Every Child a Taonga, ushers in a new era of thinking about the governance of early childhood education (ECE). The policy language has changed, with a shift from “early childhood education” to the “early learning system”. This article starts from the concern that if a teacher was to search through the action plan and note where the phrases “early childhood”, “early childhood education”, or “early childhood care and education”, “early learning”, “early learning services”, “early learning provision”, and “early learning system” occur, they would begin to paint a landscape of the way in which the language of governance has been changing in ECE. In this article we ask: What does this shift in language mean for the early childhood sector? To interrogate this question, we will explore elements of the language of the plan, and question the discourse of several key changes. We begin with a turn to the theorisation of government through language via the work of George Orwell, which align with Michel Foucault’s concept of governmentality, which informs ECE theory for policy, research, and practice, and how particular ways of thinking are produced in and by the dominant discourses of ECE.

There is a large consensus among international organisations (e.g., United Nations and the World Bank) in considering Early Childhood Care and Education a prominent policy to equalise opportunities. Moreover, it is common opinion that interventions in early childhood aiming at equalising ‘opportunities’ rather than ‘outcomes’ will overcome political dissent. These two claims draw upon a particular interpretation of the work of contemporary egalitarian philosophers, as well as a number of studies in both developed and developing countries, finding higher benefits for disadvantaged children. Despite the tradition of analysing welfare provision from an equality perspective, the shift towards early childhood education as an equality policy has not yet fully been analysed. We critically examine the consensus advocated by international organisations regarding Early Childhood Care and Education as key to ‘levelling the playing field’ and suggest that the first claim (early childhood as greatest equaliser) should be considered with caution. We also argue that the alleged consensus on this claim may lead to a depoliticisation of social policy.

Cultural identity is a crucial foundation for children’s self development from an early age, especially amid globalization and technological change. This study investigates the relationship between exposure to Malay culture-based education in Early Childhood Education (ECE) and the cultural identity formation of children aged 5-6 years in Pekanbaru City. A quantitative correlational design was applied, using questionnaires distributed to teachers and parents from four ECE institutions. The sample was selected through purposive sampling, involving respondents directly engaged in Malay culture-based learning. Data were analyzed using Pearson correlation. The results show a significant positive relationship between Malay cultural exposure and cultural identity (r = 0.62; p < 0.01). These findings highlight the theoretical importance of integrating sociocultural perspectives in early childhood education and the practical implication of embedding local culture through language, folklore, pantun, and traditional games to strengthen cultural identity.

Learning activities within the framework of character development that learners can use as a contextual approach to teaching and learning concepts and help students advance of the material that is taught to associate with real-world situations so that learners are able to make connections knowledge with applicability in their lives. so, through contextual learning more learners have comprehensive results not only on the cognitive level (though the thought), but at the level of affection (heart, though, taste, and intention) and psychomotor (sports). This study intends to examine the implementation of the model of Learning Management Character Education in Early Childhood in TA as the city of Semarang and a pilot study in roommates researchers stacking dissertation will be titled character education management patterns in early childhood the TA as the city of Semarang. Formulation of the problem in this research is: how does Character Education Learning Management modeling Early Childhood in the TAas Semarang? In accordance with the formulation of the research problem, the general objectives to be achieved through this research is to find simultaneously describe the Learning Management Character Education in Early Childhood in the TA as the city of Semarang. Referring to the objectives to be achieved, this research program was designed with a Research and Development, means a course of study followed by the development program for the repair or improvement (Arikunto, 1996:9). To produce a prototype of a Learning Management Character Education in Early Childhood pad in a TA as the city of Semarang, systematic measures were taken in the form of a process of action, reflection, evaluation, and innovation by applying qualitative research methods, descriptive, development, experimentation, and evaluation. How to cite Nurussa’adah, N. (2014). Implementation of Learning Management Model of Character Education in Early Childhood in Tarbiyatul-Athfal (TA) Semarang. Indonesian Journal Of Early Childhood Education Studies , 3(2), 118-126. doi:10.15294/ijeces.v3i2.9485

© 2018, Outdoor Education Australia. Early childhood care and education services in Aotearoa New Zealand drew initially on the Fröbelian model of the kindergarten or ‘children’s garden’. Later models such as the Kōhanga Reo movement, the highly respected curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, and the Enviroschools programme are grounded in te ao Māori, Māori worldviews, that feature a strong connectedness to place, and a deep sense of a spiritual inter-relationship with the land, mountains, rivers, and oceans. This article considers how the imported Scandinavian/European/UK models of ‘forest schools’ might fit within this context. To illustrate early childhood education in the outdoors in Aotearoa (New Zealand) we draw upon research conducted in early childhood settings in this country that illuminates children’s experience in the outdoors. We draw upon critical early childhood scholarship to theorise this situation of forest schools emerging in Aotearoa, along with influences from the forest school movement evident in existing New Zealand early childhood services. The article suggests that traditional Indigenous Māori worldviews and knowledges give meaning and contextualised authenticity to ‘forest schools’ approaches in early childhood education in Aotearoa (New Zealand).

This chapter analyses Vietnam’s policies, laws and documentation on early childhood care and education (ECCE) through the 3A2S framework (Li et al, Int J Chin Educ 3(16):1–170, 2014) and concludes with an evaluation of the progress made in the provision of quality early childhood education throughout the twenty-first century. Early childhood care and education has a long history in Vietnam. As early as the 1900s, ECCE was provided to support women’s work, as Vietnam was an agrarian society. Following independence of France in 1954, Vietnam was involved in war and associated hardship until the 1970s so it was not until the 1980s that large-scale reforms in education became a significant focus of the government. Early childhood care and education was made an official department in 1991. Throughout the 1990s and into the twenty-first century, universal access to ECCE has been a priority with remarkable achievements gained. However, access to ECCE in mountainous areas, amongst ethnic minority groups and for many disadvantaged people, needs improvement. Vietnam has made significant progress in meeting accessibility, affordability, accountability, sustainability and social justice goals in ECCE, ongoing investment, both financial and in terms of human resources, is required to continue strengthening ECCE more uniformly across the country.

In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application. Keywords: gamification, early childhood education, primary education, thematic analysis