Exploring Playful and Technological Strategies

L'etude menee aupres des enfants d'un village rural sur la cote orientale de Dominique montre la relation entre le stress et la composition du groupe domestique (âge, sexe, relation intergenerationnelle, nombre de personnes). Les enfants vivant dans des foyers ou prendre soin d'eux est une attitude frequente et stable ont un niveau de cortisol modere contrairement aux enfants connaissant des evenements familiaux traumatiques

There is no ideal class, but there are many ways to make teaching more interesting and better, putting an emphasis on the student as the main subject in the teaching process. No form of teaching work is perfect, it is very important not to keep the same principle of work and combine teaching and working methods according to the teaching unit (lesson) and class. Electronic social networks support independent learning management, learning through interactive communication, cooperation, knowledge creation and creation of a learning chain of interested and active actors. The Internet relocates the learning process from schools to cafes and other private environments, according to the principle of mobile classrooms. However, at present time of distance learning, due to the COVID-19 pandemic current situation, the student is allowed to be able to plan both the time and place for learning, following its own interests and using the electronic media. In that way, students easily and quickly become more independent for self-education process and preparation for lifelong learning, which becomes a lifestyle in new technological conditions. New information society challenges many dimensions of the traditional functioning of the education system. What is indisputable is the role and importance of education, both for the survival and development of society and individuals. Modern technologies have radically changed the physiognomy of modern society, needs and the way of meeting needs, and standards in all levels of social life. There is a constant need for a new education policy and strategy. New technologies create new work organization, the need for new occupations and educational backgrounds. Many problems in the society arise precisely in the field of education. The problem of educational efficiency, unclear competencies acquired through simple reproduction of existing educational profiles, without new educational competencies for the completely new occupations, the traditional way of education, with reproduction of learned, without clear vision of usefulness and usability of knowledge, are just some of the manifest forms of crisis society-education. The application of new educational technology is a requirement of the new education strategy, from which is being expected to increase the efficiency of educational and learning process. A society that is unprepared to implement modern technological achievements is doomed to stagnation, as well as to numerous conflicts and marginalization. On the other hand, investing in education, modernizing the premises in education, content and educational technology, has a reciprocal impact on the development of society. In the conditions of the COVID-19 pandemic, the information age proved to be appropriate and much needed by proving to be adequate to change traditional notions about matter, space, time, energy, and even about education. In these conditions, the role of teachers, schools, education, the nature of learning, and the methodology of teaching has changed. The new living conditions imposed by the COVID-19 pandemic have fundamentally changed the way teaching, business, entertainment, war technology, and educational technology. Educational technology consists of knowledge and achievements in various scientific fields: pedagogy, didactics, methodology, psychology, cybernetics, communication, etc. In these conditions, teaching methodology must rely on modern educational technology, on a systematic and organized process of applying modern techniques and technology in improving the quality of the teaching process in the field of efficiency, optimality, applicability and acquisition of knowledge. Knowledge, use and application of modern information technologies, in these conditions, is the content of modern literacy and cultural pattern. All of these are challenges for the methodology in teaching social sciences and humanities. The methodology of teaching social sciences and humanities is, more than the methodology of any other science field, facing important challenges. All the changes caused by the COVID-19 pandemic in society and life, through the teaching social sciences and humanities, should be approximated, explained, and interpreted in a way that will not distance these sciences from high school students, who will not create a repulsive attitude, "bogy" incomprehensible reading, as boring classes to be avoided. Precisely through the use of the possibilities of modern technologies, the teaching work should be refreshed, innovated and activated, so that the knowledge is updated both in the content and in the teaching-methodological sense. Finally, our hypothesis set at the beginning of this theoretical study is confirmed, modern forms of work and innovative approaches in the educational process are the future of the educational process. Expert authors agree that there are no good results without the application of educational technology, new methods and forms of work in the teaching process. Developed societies have long used this method and we can say that this is one of the reasons for their development and progress. However, appreciating all the above, the recommendation and conclusion of this paper is that with the use of new benefits and advantages in teaching, as well as the current need for distance learning, which is only feasible due to the COVID-19 pandemic, do not forget to use traditional teaching style as reliable support for performing and adequately placing educational tasks today and in the future. Spoken word is in any case an irreplaceable variant to which we should return according to the social crisis caused by the mentioned problems.

This paper reflects on a number of different ways by which comparative research in technology education has been undertaken across countries. The history of comparative research in technology education demonstrates that it is possible to identify three major periods in the process of its development. When technology education was established a comparison had been made at the level of curriculum documents, syllabi and State Orders. People involved in the development of technology education were looking around the world for ideas. During this first stage, approaches to the analysis were not very systematic. The second stage in the development of comparative research in technology education could be characterised by a great number of published or presented papers that describe the situation in a particular country. Even though comparison, as such, was not used in this research the underlying assumption was that it should inform the research community about different approaches towards technology education and that it would be beneficial for the field. The third stage involved comparison between two or more countries about one or more specific aspects of technology education. These include for example, the meaning of the major concepts, teaching methods, comparison of goals, comparison of the balance between the global trends and local specificities. In this paper it is argued that it is essential to move towards the next stage - a comparison on the basis of two ideological beliefs about the purposes of general education. These beliefs are: whether education is designed to broaden minds and develop all students in the creation of a better society or is it really about training students to live and work in a market-oriented state, to be 'productive' in seizing the opportunities of the market. These two beliefs and the approaches derived from them have been chosen because they summarize an important issue that divides different social theories in their views on the role of education in society. They can provide a useful framework for analysing historical influences, curriculum theories, documents, and school practices in technology education in different countries.

Regional anaesthesia has experienced a global resurgence over recent decades alongside increasing demand for anaesthetists to be competent in its delivery. This was reflected in a recent UK anaesthetic curriculum update, which mandates a wide range of specific regional anaesthesia competencies. Despite this, regional anaesthesia education remains ad hoc and inconsistent. Innovative technologies (artificial intelligence, virtual reality, and augmented reality) are increasingly integrated within medical education, and have the potential to transform training practices. This scoping review aimed to explore the ways in which innovative technologies are currently used in regional anaesthesia, and to consider their role in education and training. This review was conducted using established frameworks for scoping reviews, and included searches of three major databases, alongside targeted citation searching. Data were analysed numerically, followed by reflexive thematic analysis. In total, 855 citations were identified. After removal of duplicates and abstract eligibility screening, 106 full-text articles were assessed and 38 met the criteria for inclusion. The majority of studies were published in the last 2 yr and a lack of high-quality evidence, particularly focussing on educational outcomes, was noted. A wide range of applications for innovative technologies in regional anaesthesia education were described including roles in anatomy education, accelerated skill acquisition, simulation-based medical education, and assessment. Innovative technologies were associated with benefits such as provision of reliable learning experiences, reduced supervisory requirements, and enhanced educational outcomes. Future educators should consider their utility and provide structured evaluation. Significant heterogeneity was noted in the literature base and further research is recommended, specifically studying primary educational outcomes.

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

Background. Today's science and technology play an important role in education. However, it resulted in many changes in the social and moral order. Students are required to catch up and master increasingly sophisticated science and technology. So the process of forgetting religious and moral values because they are considered ancient, stylish things are considered advanced and modern. The influence of advances in science and technology can be countered by means of education, especially Islamic Religious Education. Purpose. The role of Islamic Religious Education helps to restore morals and ethics in the pursuit of science and technology. This role is explained in the Koran that humans are created with eyes to see, ears to hear and hearts to consider what is pursued in gaining knowledge. The aim of this research is to determine the role of Islamic Religious Education on science and technology. Method. This research involves students to get the desired results. The method used in the research is a quantitative method by distributing questionnaires to students via Google Form Results. The research results show that the role of Islamic religious education in science and technology has a big influence on the educational process. Conclusion. The conclusion from the research is that the role of Islamic Religious Education must be increased further in following developments in science and technology. Therefore, the limitation of the research is that the researcher did not undertake to look at the role of Islamic Religious Education in the world of science and technology in the 21st century. The researcher hopes that future researchers will carry out the same research in order to obtain in-depth and comprehensive research results so that the results are maximum.

Technology plays a crucial role in education and many other sectors of the economy. The national lockdown caused by the Covid-19 pandemic has made apparent the importance of technology in education, with schools that adopted technologies continuing with teaching and learning using remote means, while other schools had to wait for physical classes to resume. The benefits of technology can only be realized if technology is adopted and accepted by the users. Educators are the key players in the success or failure of technology in education. We used an interpretivist approach to explore educator perceptions on the use of technology in South African public schools. The Motivation-Opportunity-Ability model guided the development of our data collection instruments and data analysis. Purposive sampling was used to select a public high school in an underprivileged Cape Flats community. Participants were randomly selected from the school and focus group discussions and interviews were conducted. A survey was administered to triangulate qualitative data. Results show that educators are interested in using user-friendly and effective technology. This paper comes as part of a broad study on technology in education.

Gross motor development in early childhood plays an important role in supporting their physical abilities, balance, and motor coordination. One method that can be used to improve gross motor skills is through traditional games. This study aims to analyze the application of traditional engklek games in improving gross motor skills in early childhood at RA Az Zahra Sukahaji. This study uses a classroom action research (CAR) method with a qualitative and quantitative approach. Data were collected through observation, interviews, and documentation to measure the effectiveness of implementing engklek games in learning. The results showed that engklek games made a significant contribution to improving children's balance, coordination, agility, and leg muscle strength. In addition, this game also encourages children to be more active in social interactions and increases their independence and confidence in playing. Thus, the application of engklek games in learning activities can be an effective alternative method in developing gross motor skills in early childhood. This study recommends the integration of traditional games into the early childhood education curriculum to improve children's physical and social development as a whole.

Modern education relies heavily on educational technology, which provides students with unique learning opportunities and enhances their ability to learn. For many years now, computers and other technological tools have been an integral part of education. However, compared to other educational levels, the incorporation of educational technology in early childhood education is a more recent trend. It is because of this that materials and procedures tailored to young children must be created, implemented, and studied. The use of artificial intelligence techniques in educational technology resources has resulted in better engagement for students. Early childhood special education students' academic achievement is predicted using a Modified Fuzzy Neural Network (MFNN). Before constructing the classifier, the dataset had to be preprocessed to remove any extraneous information. As a follow-up, this study will put to the test an organized approach to the implementation of customized fuzzy neural networks for the prediction of academic achievement in early childhood settings. Considerations for the analysis of academic achievement in early childhood education are discussed in this article, including recommendations for the implementation of proposed modified fuzzy neural networks. In terms of evaluation metrics such as Precision, recall, accuracy, and the F1 coefficient, the proposed model outperforms conventional machine-learning (ML) techniques.

Information technology penetrates into education field continuously with development of information technology. Information technology is playing an increasingly important role in education. Information technology has changed traditional mode of education, and created a brand-new learning environment for educatees. In-depth integration of information technology and basic education is one of important approaches to improve basic education teaching quality and promote basic education reform. It is innovative development of basic education. In the paper, method of strengthening in-depth integration of information technology and basic education is mainly discussed. Traditional education mode is compared with the in-depth integration teaching mode of information technology and education for discovering their difference. The teaching development trend of information technology and education teaching deeply integrated with basic education is analyzed for discovering problems in in-depth integration of information technology and basic education. Methods of strengthening information technology and basic education in-depth integration are proposed for driving in-depth integration of information technology and basic education.

In the light of rapid technological advancements, there are the growing concerns about the presence of AI technologies in early childhood education. This article outlines popular and professional discourses around children’s engagement with AI technology in shifting socio-cultural contexts. It shows that the combination of the changing conditions of childhood with fast technological advancements provides to the emergence of techno-solutionism. The rise of AI technologies in education comes as a consequence of socio-technical imaginaries about future. Children perceived as agents of future changes thus play a critical role in such visions. However, childhood is also seen as a very vulnerable and fragile period in the development and change through life. As it is, it merits careful attention to the ethical implications for children’s wellbeing when an interaction with AI is sometimes just a matter of one click. The aim of the article is to offer critical ethical reflection on AI technologies in the field of early childhood education and care.

This study explored sustainable tourism practices in the Municipality of Alabat, Quezon, aiming to balance economic growth with environmental preservation and cultural heritage conservation. Recognizing tourism’s role in economic development, the study highlighted the significant challenges posed by unplanned tourism, including resource depletion, waste management issues, and the risk of cultural erosion. By employing a mixed-methods research design, data were gathered from local government officials, business owners, tourists, and community members to assess the state of tourism and identify gaps in sustainability. The findings revealed a critical need for a comprehensive tourism framework that prioritizes conservation, waste management, and community engagement. Additionally, the study identified opportunities for sustainable tourism initiatives, such as eco-friendly accommodations, guided nature tours, and local artisan markets, which could align economic benefits with environmental and cultural preservation. This study concluded with the development of a proposed Sustainable Tourism Development Framework, emphasizing inclusive governance, community participation, and sustainable infrastructure. By implementing these recommendations, Alabat can promote long-term sustainable tourism that benefits both the local community and the environment.

South African education is widely regarded as being in crisis, facing deep and persistent challenges. This reality is starkly reflected in international assessments such as the 2021 Progress in International Reading Literacy Study (PIRLS), where South Africa ranked last among 43 countries and recorded the steepest decline of all participants. This book brings together leading scholars to examine critical issues shaping South African education today. Each chapter focuses on a key topic, offering authoritative insights into the system’s weaknesses and potential pathways for improvement. Employing qualitative research methods, the authors provide in-depth analyses that enrich scholars’ understanding of the country’s educational landscape and point toward solutions for a more equitable and effective system.                                                                ____________________________________________________ Contemporary issues in South African education is a scholarly volume that critically engages with the evolving challenges in South Africa’s education system. Aimed at researchers, academics and postgraduate scholars, the book thoroughly analyses reform imperatives across early childhood, primary, secondary and higher education. Drawing on empirical insights and global perspectives, the authors interrogate the socio‑political, institutional and pedagogical barriers that hinder learner development and the system’s responsiveness. A key theme is the role of parents as educational partners, with a nuanced, research‑based discussion contrasting idealised goals of involvement with fragmented realities. The book explores the uneven progress of inclusive education and positions higher education institutions as central to national transformation agendas, calling for greater responsiveness to societal needs. Technological integration is examined through the lens of Geography education, highlighting both the potential and limitations of information and communications technologies in a developing country’s context. Early childhood education, particularly play‑based learning, is addressed through innovative, research‑informed pedagogy. Chapters on leadership and discipline investigate the realities of under‑resourced schools, promoting servant leadership and positive discipline as alternatives to authoritarian approaches. The tension between authority and democratic values is unpacked through reflections on governance and participatory school cultures. This volume contributes to broader debates on education reform, policy and practice, situating South Africa’s experiences within global frameworks. It is a vital resource for scholars seeking to understand and shape educational change in complex, postcolonial contexts. Dr Mari van Wyk, Comprehensive Online Education Services, Faculty of Education, University of Pretoria, Pretoria, South Africa                                                                ____________________________________________________ Contemporary issues in South African education provides a scholarly platform for critical reflection on the current state of South Africa’s education system. Each chapter contributes to the broader academic discourse by examining a key issue shaping contemporary education. The book emerges at a pivotal moment, offering a retrospective view of progress since 1994 while highlighting the ongoing need for transformation. Grounded in rigorous research and theoretical frameworks, the volume addresses pressing topics such as parental involvement, inclusive education, information and communication technology integration in teaching and learning, the transformative role of universities, early childhood pedagogy, leadership in multiply‑deprived contexts, school discipline and democratic values in school governance. While focused on South Africa, several chapters include comparative insights that position local experiences within the global education landscape, making this a valuable case study in international education research. Rather than merely outlining challenges, the book provides evidence‑informed recommendations and solutions that enrich scholarly and policy debates. This book serves as an invaluable resource for researchers and scholars involved in education studies. Prof. Maria Tsakeni, Department of Mathematics, Natural Sciences and Technology Education, Faculty of Education, University of the Free State, Bloemfontein, South Africa

While Science, Technology, Engineering and Mathematics (STEM) education is increasingly valued in China, there is little research to understand how science, technology, engineering, and math are best integrated into early childhood education. This study aims to examine Chinese educators’ views and perspectives on early technology education – ‘the missing T & E in early childhood’ – in Shanghai, the largest and the most developed city in China. Altogether, 120 educators were surveyed, including kindergarten principals (N1 = 12), administrators (N2 = 11), and teachers (N3 = 97), and three were also interviewed individually. The results indicated that: (1) most of the Shanghai kindergarten teachers were not literate in information technology; (2) children’s development levels, teachers’ technological literacy, and limited resources were widely regarded as obstacles to early technology education; and (3) the technology curriculum and digital technology should be carefully designed to cater to young children’s needs.

In early childhood, the role of educators has a great influence on children's social and emotional development. This is because early childhood tends to imitate what they see, without being able to distinguish between good and bad behavior. Therefore, they easily imitate the attitudes of those around them. One way that can be used to observe a child's social-emotional development is through traditional games such as dakon. The purpose of this study is to find out how the game of dakon can support early childhood social-emotional development. The results of the study show that the dakon game at RA Bahrul Ulum can be an effective medium in training children's social and emotional attitudes in a simpler way. This game helps children understand noble values such as helpfulness, empathy, responsibility for actions taken, and accepting defeat. This research is focused on children aged 5-6 years with the hope of understanding and developing social-emotional attitudes, such as tidying up the game tools after playing dakon, caring for friends who don't understand the rules of the game, and learning to accept defeat with open arms. Keywords: social-emotional development; Early Childhood; Dakon Games.