儿童教育

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Game-based learning has gained popularity in recent years as a tool for enhancing learning outcomes in children. This approach uses games to teach various subjects and skills, promoting engagement, motivation, and fun. In early childhood education, game-based learning has the potential to promote cognitive, social, and emotional development. This systematic review and meta-analysis aim to summarize the existing literature on the effectiveness of game-based learning in early childhood education This systematic review and meta-analysis examine the effectiveness of game-based learning in early childhood education. The results show that game-based learning has a moderate to large effect on cognitive, social, emotional, motivation, and engagement outcomes. The findings suggest that game-based learning can be a promising tool for early childhood educators to promote children’s learning and development. However, further research is needed to address the remaining gaps in the literature. The study’s findings have implications for educators, policymakers, and game developers who aim to promote positive child development and enhance learning outcomes in early childhood education.

This paper describes the process of integrating local cultural values into Early Childhood Education (ECE), focusing on character development. Employing the systematic literature review (SLR) method following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this case study was conducted in several steps: article identification, screening, eligibility, inclusion, and analysis presentation using tools such as Publish or Perish version 7 and VOSviewer. The initial selection resulted in 235 articles, which were meticulously screened down to 30 selected papers. The research findings highlight that incorporating local cultural values into ECE significantly enhances character development. These values, deeply rooted in local culture, also bear relevance to universal aspects of character building, such as cooperation, tolerance, and social responsibility. The use of learning methods, with emphasis on direct experience and active participation of children in local cultural activities, manifests a significant positive impact. This research offers valuable insights into the enduring effects that integrating local cultural values has on children’s character development. Future studies would benefit from adopting an interdisciplinary approach, fostering collaboration among experts in education, developmental psychology, and cultural anthropology. Additionally, exploring the integration of educational technology could optimize children’s learning experiences within local cultural contexts.

This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families of kindergarten children and evaluate the project’s effective practices. We utilized a qualitative approach using interviews with parents and feedback from teachers and employed the Following a Thread approach alongside inductive thematic analysis. The results highlight the crucial role of Finland’s socio-cultural context, including the emphasis on free play in natural settings and the encouragement of exploration under gentle guidance, in fostering sustainable behaviors among children. Additionally, the parents’ strong environmental sensitivity was manifested in their will to engage with their surrounding community to promote sustainability. The results underscore the importance of collaboration between parents and educators in promoting environmental awareness from an early age. The study advocates for policy changes to ensure that children and teachers have access to natural environments during day care, suggesting that integrating free play in nature with hands-on recycling activities can significantly contribute to sustainable education. Moreover, this topic should be further investigated in different living environments.

Developing children’s abilities to act safely, respectfully, and responsibly in digital environments has been an essential component of educational systems for all ages. This study aims to explore what adequate digital competence is in early childhood education and how preschool teachers characterise young children’s adequate digital competence. The research seeks to address these questions by conducting in-depth interviews with 13 preschool teachers at three preschools in Sweden. The collected data were analysed using thematic analysis in accordance with the Grounded Theory perspective. Preschool teachers characterize adequate digital competence in early childhood education as more than just a skillful and safe use of digital technologies. The study reveals seven key themes in which preschool teachers characterise children’s adequate digital competence: (a) to become familiar with digital technologies; (b) to dare try digital technologies; (c) to use digital technologies; (d) to have a critical approach toward digital technologies; (e) to have ethical media competence, which includes moral, formal, and legal responsibilities; (f) to have problem-solving skills; (g) and to be producer, not just a consumer of digital technologies. By framing and exemplifying children’s adequate digital competence, the findings of this study offer a potential framework for preschools and preschool teachers to foster children’s digital competences at an appropriate level.

ABSTRACT Background More and more research has recently focused on STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, especially early childhood education. To the best of our knowledge, no review studies have focused on theoretical frameworks, the details of learning activities, assessment methods, outcomes, and challenges that educators encounter in early childhood education (ECE) settings. Purpose This study reports a scoping review of the literature on the characteristics of STEAM in early childhood education, synthesizing empirical studies on STEAM in ECE to understand how STEAM has been taught at the ECE level and to inform future STEAM curriculum development. Methods The electronic databases used for the literature search included Scopus and Web of Science. A total of 26 articles on STEAM in early childhood education published from 2017 to 2023. Results and Conclusion This study analysed 26 articles and found that (1) most studies adopted the frameworks provided by global educational initiatives or more local educational policy frameworks to inform their research purpose and design for promoting STEAM to develop student’s learning skills; (2) most studies used technologically enhanced learning, followed by inquiry project-based learning; (3) the learning outcomes included knowledge gain, skill acquisition by children, and attitude changes by teachers and parents; (4) mixed-research designs were most commonly used, followed by qualitative designs; and (5) the significant challenges of STEAM education in ECE settings include limited pedagogical content knowledge, negative attitudes towards teaching STEAM, and insufficient teaching guidelines and resources. This study also provides recommendations for educators and future research directions for researchers.

This article highlights the important role of education in the early stages of a child's development in shaping positive values, attitudes, and behaviours. Formation of a Solid Foundation: The Role of Early Childhood Education in Character Development is an in-depth topic on the significance of early childhood education in forming strong and ethical character through an interdisciplinary approach method, this article combines the concepts of developmental psychology, education, and ethics to explore how early childhood education can provide a solid foundation for good character development. Conduct a thorough literature review of research related to character formation in early childhood, theories of child development, and practices of character education at the preschool level. By emphasizing the importance of value-oriented parenting, positive social interaction, and appropriate intellectual stimulation, this article considers how early childhood education practices can help children become responsible, caring, and contributing individuals in society. Summarize the conclusions of the research and develop practical recommendations for early childhood education institutions in improving the effectiveness of character education practices. Thus, a better understanding of the role of early childhood education in character development can provide a strong foundation for empowered human development efforts in the future.

ABSTRACT Background Studies indicate that access to nature may increase general human health and wellbeing. As a learning environment, the outdoors can also positively influence children’s personal and social growth, healthy development, wellbeing and learning abilities. To maximise the potential offered by outdoor learning, it is necessary to gain deeper understanding of its implementation, particularly in early childhood education and care (ECEC) settings. Purpose This review study sought to explore a small subset of relevant literature in detail, in order to identify and describe the noted benefits and challenges of implementing outdoor learning in early childhood. Method A narrative synthesis was undertaken. In total, 20 studies from 10 different countries on learning outdoors during ECEC were selected for in-depth analysis and synthesis. The benefits and challenges of outdoor learning implementation in ECEC were identified and categorised using thematic analysis. Findings The analysis yielded a detailed description of the opportunities, preconditions and resources for outdoor learning. Six data-driven categories emerged (i) children’s holistic development; (ii) health and wellbeing; (iii) multimodal, hands-on learning opportunities; (iv) experiences in and of nature; (v) teachers as mediators; and (vi) the organisation of outdoor learning. Overall, these categories suggested that three main elements need to be considered when planning and implementing outdoor learning: as well as providing experiences in and of nature for children, outdoor learning may benefit the holistic wellbeing and well-rounded development of children and can offer multimodal, hands-on learning opportunities. According to the analysis, one of the main challenges related to teachers’ understanding and knowledge around organising and implementing outdoor learning opportunities for young children. Conclusion In addition to highlighting the compelling potential benefits of outdoor learning in ECEC, the study findings draw attention to the need for teachers to be supported in developing the required competences to implement outdoor learning. In particular, introducing multimodal outdoor learning into educational practice necessitates pre- and in-service teacher education and professional development.

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Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the ‘empathy gap’ that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.

Objectives The effectiveness of early childhood education and care (ECEC) programs for children’s development in various domains is well documented. Adding to existing meta-analyses on associations between the quality of ECEC services and children’s developmental outcomes, the present meta-analysis synthesizes the global literature on structural characteristics and indicators of process quality to test direct and moderated effects of ECEC quality on children’s outcomes across a range of domains. Design A systematic review of the literature published over a 10-year period, between January 2010 and June 2020 was conducted, using the databases PsychInfo, Eric, EbscoHost, and Pubmed. In addition, a call for unpublished research or research published in the grey literature was sent out through the authors’ professional network. The search yielded 8,932 articles. After removing duplicates, 4,880 unique articles were identified. To select articles for inclusion, it was determined whether studies met eligibility criteria: (1) study assessed indicators of quality in center-based ECEC programs catering to children ages 0–6 years; and (2) study assessed child outcomes. Inclusion criteria were: (1) a copy of the full article was available in English; (2) article reported effect size measure of at least one quality indicator-child outcome association; and (3) measures of ECEC quality and child outcomes were collected within the same school year. A total of 1,044 effect sizes reported from 185 articles were included. Results The averaged effects, pooled within each of the child outcomes suggest that higher levels of ECEC quality were significantly related to higher levels of academic outcomes (literacy, n = 99: 0.08, 95% C.I. 0.02, 0.13; math, n = 56: 0.07, 95% C.I. 0.03, 0.10), behavioral skills (n = 64: 0.12, 95% C.I. 0.07, 0.17), social competence (n = 58: 0.13, 95% C.I. 0.07, 0.19), and motor skills (n = 2: 0.09, 95% C.I. 0.04, 0.13), and lower levels of behavioral (n = 60: -0.12, 95% C.I. -0.19, -0.05) and social-emotional problems (n = 26: -0.09, 95% C.I. -0.15, -0.03). When a global assessment of child outcomes was reported, the association with ECEC quality was not significant (n = 13: 0.02, 95% C.I. -0.07, 0.11). Overall, effect sizes were small. When structural and process quality indicators were tested separately, structural characteristics alone did not significantly relate to child outcomes whereas associations between process quality indicators and most child outcomes were significant, albeit small. A comparison of the indicators, however, did not yield significant differences in effect sizes for most child outcomes. Results did not provide evidence for moderated associations. We also did not find evidence that ECEC quality-child outcome associations differed by ethnic minority or socioeconomic family background. Conclusions Despite the attempt to provide a synthesis of the global literature on ECEC quality-child outcome associations, the majority of studies included samples from the U.S. In addition, studies with large samples were also predominately from the U.S. Together, the results might have been biased towards patterns prevalent in the U.S. that might not apply to other, non-U.S. ECEC contexts. The findings align with previous meta-analyses, suggesting that ECEC quality plays an important role for children’s development during the early childhood years. Implications for research and ECEC policy are discussed.

This article attempts to address the challenge that preschool teachers face, when integrating a specific content area, science, with play. The study builds on the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC), in which teaching, and play are understood as a mutual activity. In this mutual activity, teachers and children signal their participation by shifting between as if (fantasy and fictional worlds) and as is (acquiring knowledge of the world as it is) (Pramling et al., 2019 ). The empirical data consists of video-observations of a preschool teacher and 1-4-year-old children who participate in activities that incorporate play and scientific content. The video-observations were analysed through studying how and why shifts between as is and as if were made by the preschool teacher. The results show that the preschool teacher made the play shift between as if and as is through different types of actions (voice change and bodily expression). Further, shifts seemed to be made with two aims in sight: science learning and socialisation. In conclusion, the preschool teacher (as a more knowledgeable adult) has an important role in creating a responsive environment and in introducing science content, which does not arise by itself. Implications for preschool teachers and preschool practice are discussed.

ABSTRACT Research Findings: This study aims to explore the optimal roles, pressing challenges, and future developments of ChatGPT in early childhood education (ECE) by interviewing six expert professors from China and the United States. A content analysis approach that combined inductive and deductive coding was employed to analyze the transcribed interviews. The findings of this study revealed two primary roles of ChatGPT in ECE: (1) conversational agent for young children and (2) on-call facilitator for educators and caregivers. The challenges and risks associated with ChatGPT were categorized using the ”3A2S” framework, which includes Accessibility, Affordability, Accountability, Sustainability, and Social Justice. The participants suggest that as knowledge, information retrieval, and integration skills become less critical, human agency and inquiry ability become more important. As a result, they predict that ChatGPT's future trajectory should be as a resource for Intelligence Augmentation (IA) rather than as a replacement for the actions of educators and caregivers. Furthermore, AI opens new domains in ECE, such as AI literacy and AI social interaction, paving the way for novel opportunities and challenges in the field. Practice or Policy: This study contributes to the ongoing discourse on integrating AI technologies in ECE and offers valuable suggestions for policymakers, educators, and caregivers.

Online learning is an educational process which takes place over the Internet as a form of distance education. Distance education became ubiquitous as a result of the COVID-19 pandemic during 2020. Because of these circumstances, online teaching and learning had an indispensable role in early childhood education programs, even though debates continue on whether or not it is beneficial for young children to be exposed extensively to Information and Communication Technology (ICT). This descriptive study demonstrates how a preservice teacher education course in early childhood education was redesigned to provide student teachers with opportunities to learn and teach online. It reports experiences and reflections from a practicum course offered in the Spring Semester of 2020, in the USA. It describes three phases of the online student teachers’ experiences–Preparation, Implementation, and Reflection. Tasks accomplished in each phase are reported. Online teaching experiences provided these preservice teachers with opportunities to interact with children, as well as to encourage reflection on how best to promote young children’s development and learning with online communication tools.

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ABSTRACT Disagreement exists about how to best spark young children’s motivation to learn natural science. Both curiosity and wonder are considered important motivational factors for learning during early childhood (0–8 years). This systematic literature review explores research about scientific curiosity and wonder in early childhood education and care published from 2010–2020. The review outlines the population of interest (participants in the study, age of children, study location), methodological trends, and how curiosity and/or wonder are included in the research. The search yielded 300 peer-reviewed articles, of which 33 were included for analysis based on eligibility criteria. The main results showed that: (a) the term “curiosity” was more commonly used than the term “wonder,” (b) few studies elaborated on their understanding of the two terms beyond them being naturally present in children, and (c) curiosity and/or wonder were emphasized as means to learn natural science or considered as stimulated by it, although few studies discussed how children’s curiosity and wonder can be observed and nurtured. With a better understanding of what defines the terms curiosity and wonder and how to foster these qualities in early childhood education and care, we can learn to better support children’s intrinsic motivation for science learning.

Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion criteria, with 12 ECEC center-based trauma-informed interventions evaluated. Types and components of trauma-informed interventions, outcomes, and measures are presented. Findings suggest that trauma-informed interventions in ECEC settings are nascent but growing. Increasingly, programs are adopting multi-tiered system of support to address early childhood trauma, with these models suggesting promising results. The predominant focus of ECEC center-based trauma-informed interventions was upskilling teachers through training and coaching, with studies focused on assessment of teacher-level outcomes. Child, organization, and caregiver-level outcomes are not explored to the same extent, with evaluation of organizational outcomes relying predominately on qualitative methods. Whilst the short-term outcomes of trauma-informed approaches in ECEC have been examined, longer-term impacts and the causal mechanistic pathways of such programs have yet to be explored.

ABSTRACT Background The technological age of the twenty-first century has witnessed an upsurge in the demand for STEM education. Early childhood STEM learning and teaching has sparked attention among researchers. Purpose This study aims to provide a holistic review of current STEM research in Early Childhood Education (ECE). Sample We conducted a bibliometric analysis of 129 articles on early STEM education published in educational journals via Web of Science. Design and methods This study used VOSviewer to analyze and conduct a bibliometric analysis. Statistical analyses on publications included annual trends, grants, journals, publishers, research topic, publishing source, institutions, keywords, categories and classification, and researchers. Results The review found that (1) The majority of early childhood STEM research was conducted in developed countries such as the United States, Turkey, and Australia. (2) Key STEM literature in ECE studies tended to fall into major clusters such as STEM education, Robotics, and Mindstorms. (3) STEM in ECE studies were frequently associated with psychology in ECE. Conclusion The findings suggest a need for more multidisciplinary and cross-disciplinary studies on STEM research in ECE and advocate for the inclusion of the STEM research in ECE from broader geographical contexts.

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ABSTRACT Research Findings: This study examined the associations between early childhood education (ECE) teachers’ pre-service education (PE), professional development (PD) experiences, ECE quality, and child development. The participants included 52 teachers and 706 children from 52 preschool classes in Shanghai and Guizhou. Teacher educational level was associated with classroom interaction quality. The frequency and diversity of PD activities that ECE teachers experienced in the past year were also related to overall ECE quality. Mediational analyses indicated that the diversity and frequency of PD were indirectly associated with child development through ECE quality. Region of residence moderated the associations between PE and child development and between ECE quality and child development. Practice or Policy: Together, the findings highlight the need for policy to support ECE teachers’ professional learning from pre-service education to ongoing professional development.

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IZA DP No. 13819 OCTOBER 2020 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown* School closures, forced by the COVID-19 crisis in many countries, impacted on children’s lives and their learning process. There will likely be substantial and persistent disparities between families in terms of educational outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children’s learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy, we estimate child fixed effects models to analyze how the lockdown has affected children’s emotional wellbeing and their home learning process. The analysis also focuses on the role played by online classes or other interactive methods on children’s home learning and emotional status. We find that the lockdown had a stronger negative effect on boys, on kids attending kindergarten (in Italy) or secondary school (in France), and on children whose parents have a lower education level. We also find that the increase in the time spent in front of screen is correlated to a worse learning achievement and emotional status, while the opposite is true for the time spent reading. The use of interactive distance learning methodologies, that has been much more common in Italy than in France, appears to significantly attenuate the negative impact on lockdown on the learning progresses of both Italian and French kids. JEL Classification: I24, J13, J24

This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

Abstract In a scoping study on the role of local faith communities in relation to child development and learning in low- and middle-income countries, we note the need for more scholarly attention on this topic, especially in the areas of ECD and primary and secondary education. We find very little literature that explores the current contributions of these faith communities or the impact of interventions. Most literature focuses on interventions driven by international actors that engage faith-actors in instrumentalist ways. We argue for an approach that seeks to recognize and support faith-communities as existing systems that support child development and learning, and believe such an approach will be more sustainable, respectful, and effective.

This study examined whether there were family SES-related gaps in early development and considered whether parental engagement in early learning activities at home served as a protective factor in low- and middle-income countries in East Asia and the Pacific using the validation data of the East Asia–Pacific Early Child Development Scales (EAP-ECDS). Participants were 7583 children (including 3772 girls), ranging in age from 36 to 59 months, and their mothers or fathers. Participants lived in six countries (Cambodia, China, Mongolia, Papua New Guinea, Timor-Leste and Vanuatu) in the Asia-Pacific region. SES was indexed by parental education, occupation and family wealth; engagement in learning activities was determined based on reports of mothers' and fathers' engagement in six typical cognitive and socio-emotional caregiving activities; and early child development was assessed using the EAP-ECDS. Results indicated the existence of SES gradients in early development in multiple domains in China, Mongolia, Papua New Guinea, Timor-Leste, and Vanuatu. In addition, maternal and paternal engagement were found to moderate the relationship between family SES and early child development in particular domains across countries, suggesting interventions that promote increased parental engagement with children at home could be effective in mitigating SES-related development gaps in low- and middle-income countries.

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Learning Analytics is a new field of research that appears as a link between educator data and students. The Learning Analytics is also able to provide information about decision making to understand and optimise the learning process. Early childhood education is believed to be very important because the learner is open and always tries new things and is considered very meaningful for future processes in the development of all aspects of their personality. In this study, we aimed at investigating the application of learning analytics and how the learning process on child development in early childhood education. The Article Search Process is carried out on two databases, ScienceDirect and IEEE. In this study, the most important keywords are Learning Analytics and early childhood. The results of the search are 45 articles: (31/45) ScienceDirect and (14/45) IEEE, from 2012 to 2017. They are thoroughly explored in the Learning Analytics process, data collection and pre-processing, analysis and action, and post- processing. The process of data collection is done by implementing Online Systems or Game-Based Learning: 58% e-Learning systems, 27% Learning Analytics systems, and 15% Game-based learning. Many research was conducted on samples from Post graduate, High school and Elementary school. The results showed that early childhood education had the advantage of the use of the new technology and in enchancing the child’s knowledge and skills. Such as creativity and logical intelligence in the introduction of shapes and numbers. In the further study, the concept of Learning Analytics in the form of assessment and feedback that is given to support the improvement of the objectivity in the learning process by collaborating with educational games which can be another beneficial to the early childhood education. Objective assessment and feedback may be the monitor and prediction which will also be analised for the efficiency and effectiveness in the learning proces through the use ofthe technology.

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Children's heavy reliance on screen media has raised serious public health issues since it might harm their cognitive, linguistic, and social-emotional growth. This study examines the effects of screen time on many developmental domains and covers management and limitation techniques for kids' screen usage. Screen media has a wide range of cognitive consequences, with both beneficial and detrimental effects noted. Screens can improve education and learning; however, too much time spent in front of a screen and multitasking with other media has been related to worse executive functioning and academic performance. As screen time reduces the amount and quality of interactions between children and their caregivers, it can also have an impact on language development. Contextual elements like co-viewing and topic appropriateness are key in determining how language development is impacted. Additionally, excessive screen usage has detrimental effects on social and emotional growth, including a rise in the likelihood of obesity, sleep disorders, and mental health conditions including depression and anxiety. It can obstruct the ability to interpret emotions, fuel aggressive conduct, and harm one's psychological health in general. Setting boundaries, utilizing parental controls, and demonstrating good screen behavior are all techniques that parents may use to manage children's screen usage. We can reduce the possible negative impacts of excessive screen time and promote children's healthy development and well-being by increasing knowledge and encouraging alternative activities that stimulate development.

Background Parents are the primary caregivers of young children. Responsive parent–child relationships and parental support for learning during the earliest years of life are crucial for promoting early child development (ECD). We conducted a global systematic review and meta-analysis to evaluate the effectiveness of parenting interventions on ECD and parenting outcomes. Methods and findings We searched MEDLINE, Embase, PsycINFO, CINAHL, Web of Science, and Global Health Library for peer-reviewed, published articles from database inception until November 15, 2020. We included randomized controlled trials (RCTs) of parenting interventions delivered during the first 3 years of life that evaluated at least 1 ECD outcome. At least 2 reviewers independently screened, extracted data, and assessed study quality from eligible studies. ECD outcomes included cognitive, language, motor, and socioemotional development, behavior problems, and attachment. Parenting outcomes included parenting knowledge, parenting practices, parent–child interactions, and parental depressive symptoms. We calculated intervention effect sizes as the standardized mean difference (SMD) and estimated pooled effect sizes for each outcome separately using robust variance estimation meta-analytic approaches. We used random-effects meta-regression models to assess potential effect modification by country-income level, child age, intervention content, duration, delivery, setting, and study quality. This review was registered with PROSPERO (CRD42018092458 and CRD42018092461). Of the 11,920 articles identified, we included 111 articles representing 102 unique RCTs. Pooled effect sizes indicated positive benefits of parenting interventions on child cognitive development (SMD = 0.32, 95% CI [confidence interval]: 0.23, 0.40, P < 0.001), language development (SMD = 0.28, 95% CI: 0.18 to 0.37, P < 0.001), motor development (SMD = 0.24, 95% CI: 0.15 to 0.32, P < 0.001), socioemotional development (SMD = 0.19, 95% CI: 0.10 to 0.28, P < 0.001), and attachment (SMD = 0.29, 95% CI: 0.18 to 0.40, P < 0.001) and reductions in behavior problems (SMD = −0.13, 95% CI: −0.18 to −0.08, P < 0.001). Positive benefits were also found on parenting knowledge (SMD = 0.56, 95% CI: 0.33 to 0.79, P < 0.001), parenting practices (SMD = 0.33, 95% CI: 0.22 to 0.44, P < 0.001), and parent–child interactions (SMD = 0.39, 95% CI: 0.24 to 0.53, P < 0.001). However, there was no significant reduction in parental depressive symptoms (SMD = −0.07, 95% CI: −0.16 to 0.02, P = 0.08). Subgroup analyses revealed significantly greater effects on child cognitive, language, and motor development, and parenting practices in low- and middle-income countries compared to high-income countries; and significantly greater effects on child cognitive development, parenting knowledge, parenting practices, and parent–child interactions for programs that focused on responsive caregiving compared to those that did not. On the other hand, there was no clear evidence of effect modification by child age, intervention duration, delivery, setting, or study risk of bias. Study limitations include considerable unexplained heterogeneity, inadequate reporting of intervention content and implementation, and varying quality of evidence in terms of the conduct of trials and robustness of outcome measures used across studies. Conclusions Parenting interventions for children during the first 3 years of life are effective for improving ECD outcomes and enhancing parenting outcomes across low-, middle-, and high-income countries. Increasing implementation of effective and high-quality parenting interventions is needed globally and at scale in order to support parents and enable young children to achieve their full developmental potential.

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Children are commonly asked by adults “what do you want to be when you grow up?”. Most adults can remember what they, as a child, aspired to be when they grew up. Childhood, the upper age limit for which is widely agreed to be 14 years (Watson & McMahon, 2017), has long been recognised as an important site of career development learning that may provide a foundation for subsequent life stages (e.g. Ginzberg, Ginsburg, Axelrad, & Herma, 1951; Super, 1990). Aspirations develop from a young age in childhood (Flouri et al., 2017). Despite this, career development in childhood has traditionally received less attention in theory, research and practice than career development in adolescence and adulthood (Crause et al., 2017). In recent decades however, there has been an increasing body of literature on children’s career development, culminating in the publication of the first book to solely focus on this lifespan, Career exploration and development in childhood: Perspectives from theory, practice and research (Watson & McMahon, 2017). A guide for educators that focuses on career development learning for children in the early years has also been published (Cahill & Furey, 2017). In addition, recognising the important role that parents play in children’s career development and how childhood experiences can shape their futures, the Australian Government published a set of online resources for parents (Commonwealth of Australia Department of Education, Skills and Employment, 2021). As reflected in the contributions to this special issue, interest in and research on children’s career development has recently taken a more international flavour and contextual and systemic factors that impact children’s career development are receiving more attention in recent research. A better understanding of children’s career development by identifying and assessing core developmental constructs has also been emphasised in recent research (Oliveira et al., 2017). Childhood is an ideal time to foster career development learning through career exploration, specifically as committing to a career choice is not appropriate for this developmental age (Porfeli & Lee, 2012). Evidence points to the relevance of career development learning for this developmental phase of the lifespan, with enhancing career development in childhood providing a strong foundation for career development across the lifespan (Watson et al., 2016). Indeed, limited career exploration in childhood and stereotypical career awareness may impede career development in subsequent life stages (Watson & McMahon, 2008). The need to intentionally assist children with their career development learning has long been recognised (e.g. Super, 1983). A focus on career development learning may encourage a more holistic perspective of the recursive interrelationship of learning, development, and experience in childhood. For example, from children’s incidental observation and interaction with people and the world around them in their everyday experience, they draw conclusions about career development (e.g. they observe jobs people do and form ideas about jobs, gender, and their ability). Unlike this informal unstructured type of learning, children sometimes participate in structured facilitated learning experiences such as career education or career programmes in schools. Thus, career development learning can be either unintentional (informal) or intentional (formal) in nature. To date however, greater emphasis has been placed on unintentional, rather than intentional, career development learning in childhood (Crause et al., 2017), possibly because childhood seems distant from the career decision making of later adolescence and adulthood. Intentional career development learning

A Bayesian framework helps address, in computational terms, what knowledge children start with and how they construct and adapt models of the world during childhood. Within this framework, inference over hierarchies of probabilistic generative programs in particular offers a normative and descriptive account of children's model building. We consider two classic settings in which cognitive development has been framed as model building: ( a) core knowledge in infancy and ( b) the child as scientist. We interpret learning in both of these settings as resource-constrained, hierarchical Bayesian program induction with different primitives and constraints. We examine what mechanisms children could use to meet the algorithmic challenges of navigating large spaces of potential models, in particular the proposal of the child as hacker and how it might be realized by drawing on recent computational advances. We also discuss prospects for a unifying account of model building across scientific theories and intuitive theories, and in biological and cultural evolution more generally.

This article explores preschool principals’ leadership agency when enacting a new curriculum, looking at how they perform their role, how they organise their work and what challenges they face in the process. Drawing on the concept of agency, this case study focuses on the principals’ positions, practices, opportunities and limitations as well as their construction of agentic leadership. The data collection consists of in-depth, semi-structured interviews with 16 preschool principals working in a large Swedish municipality. The analysis of the material has taken place through thematic coding and interpreted through the lens of agency; the results show how the cultural, structural and material aspects of each preschool influence the enactment of the curriculum and shape the principals’ agentic capacity. Both time and context provide a framework for these principals’ enactments of a new curriculum within the specificities of their particular preschools and their own ambitions for the future. The principals’ discursive positionings are both filtered through these aspects and constructed on the basis of values and ideas about their own role and the role of staff. In addition, they underpin how the principals describe themselves as leaders and how they view their opportunities to act in an agentic manner.

This study examined the impact of Collins Educative Solutions’ mathematics curriculum, integrated with technological tools such as PhET simulations, on the mathematical skills of preschoolers in Jordan. The sample comprised 60 preschoolers from Irbid, Jordan, who were randomly assigned to either an experimental group or a control group. The experimental group was taught using the Collins Curriculum alongside animated digital manuals, while the control group received instruction through traditional teaching methods. The primary goal of the intervention was to foster the experimental group’s logical reasoning and critical analytical thinking by incorporating visual aids with structured curriculum content. Post-test results showed that the experimental group significantly outperformed the control group across all assessed mathematical domains (p ≤ 0.05), indicating the effectiveness of the enriched instructional approach. Further analysis by gender revealed no statistically significant differences (p ≥ 0.05), suggesting that the Collins Curriculum supports equitable learning outcomes for both boys and girls. These findings underscore the value of integrating technology-enhanced curricula in early childhood education to strengthen foundational math skills. The findings also highlight the importance of providing targeted professional development to equip educators with effective strategies for implementing technology-based instruction. Overall, the study demonstrates the effectiveness of innovative teaching approaches preschoolers’ mathematics achievement.

Teacher's knowledge, skills and attitudes are important aspects of competence in the implementation of curriculum. These three aspects are interrelated with each other to ensure that the implementation of the curriculum achieves the intention of the NPSC (Revision 2017). The implementation of the national preschool curriculum (NPC) in this context is based on the National Preschool Standards-Based Curriculum (NPSC) (Revised 2017). This concept paper provides reviews on the competence of teachers, and the challenges of implementing NPC among preschool teachers. The results of the survey found that teachers' knowledge and skills about NPC were still at a moderate level. In addition, teachers were also found to be less skilled in the implementation of their special curriculum from the aspect of teaching and learning strategies (TnL). However, from the aspect of attitude, preschool teachers have a positive attitude towards the curriculum implemented. There were three main challenges faced by preschool teachers in the implementation of the preschool curriculum, namely the lack of training related to curriculum exposure, lack of knowledge and skills regarding the curriculum, and lack of experience in the field of early childhood education. In this concept paper, the researcher also put forward some suggestions related to the competence of preschool teachers in the implementation of the NPC to improve the quality of this curriculum implementation.

The aim of this study is to provide a content analysis of the new Swedish preschool curriculum in comparison with the previous preceding curriculum to investigate how sustainability and education for sustainability (EfS) have been described, and whether there have been any changes in terms of the scope of their inclusion in the new curriculum. The study adopts a holistic view of sustainability, meaning that the environmental dimension, social dimension, and economic dimension, along with a pluralistic and transformative view of EfS, form the analytical framework. Using content analysis, the frequency of explicit and implicit descriptive words for sustainability and EfS in both curricula were investigated. A contextual analysis was also conducted that involved an interpretation of the meaning of the implicit words. Two main findings could be identified in the new curriculum in comparison to the previous curriculum. The first was that the term sustainability is now used from an explicit and holistic perspective that includes all three dimensions. The second was that the new curriculum provides guidance as to how to incorporate EfS where such words as investigating, participation, collaborate and develop are used. Together with the context in which these words appear, a picture forms of a pluralistic teaching tradition in preschool curricula. Overall, the analysis provides a picture of change in the Swedish preschool curriculum that is in line with the intentions of international policy and research relating to a need for increased focus on sustainability and EfS.

This article examines the vital role of preschool and primary school teachers in curriculum development and highlights their multiple roles as designers, implementers, evaluators and localisers of educational content. Although policymakers and curriculum planners typically establish curriculum frameworks, it is teachers who transform these frameworks into relevant, contextually appropriate and engaging learning experiences in the classroom. This article explores how teachers use their practical knowledge and pedagogical expertise to modify curricula to meet the diverse needs of young learners and how they provide feedback that informs continuous improvement. However, the article also highlights the significant challenges teachers face in curriculum development, such as a lack of time, inadequate professional development opportunities, and administrative barriers that restrict their participation in decision-making processes. These challenges are often shaped by the specific demands of early childhood and primary education, where teachers must balance structured curriculum goals with the dynamic needs of young learners. By addressing these issues and supporting teachers through targeted professional development, educational institutions can empower teachers to actively contribute to meaningful curricula. This collaborative approach encourages the development of dynamic, inclusive and culturally relevant curricula to improve student engagement and learning outcomes. Ultimately, this article advocates acknowledging and appreciating preschool and primary school teachers as key stakeholders in the curriculum development process, as their participation is vital to fostering effective and responsive learning environments.

Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.

This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.

Preschool education program Bloom’s revised taxonomy Cognitive process Knowledge level Learning goals and indicators The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children. Article Info: Received Accepted Published : 05-12-2020 : 08-03-2021 : 15-06-2021

Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student’s developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong’s early childhood settings.

The purpose of this study was to investigate the practice of preschool curriculum implementation in selected woredas of South West Shoa Zone. For this study, descriptive survey research design was used. Data were gathered from 49 O-Class, 9 kindergartens, 192 teachers, 58 principals, 12 cluster supervisors and 4 woreda education experts. The findings of the study revealed that the objectives of the curriculum were unable to address all domains of children’s development, the contents lack relevance to prepare children for life and learning ahead. In addition, appropriate instructional methods, materials, assessment and record keeping systems that guarantee the proper implementation of the curriculum were not employed. On the other hand, the major factors that can affect the implementation of preschool education in schools are generally related to lack of textbooks, teacher’s guides, syllabuses, policy documents and manuals, and lack of uniformity on the implementation of the program. Key words: Curriculum implementation, Ethiopia, practice, preschool.

IN KATHY’S PRESCHOOL CLASSROOM, DRAWING REIGNS SUPREME. In addition to weekly voluntary drawing in sketchbooks, the children are encouraged to use drawing in every aspect of the curriculum. On any ...

This study used a static-group pretest–posttest design to investigate how the social–emotional skill development of 36 Turkish children aged 48–66 months was affected by the integration of field-trip activities with other activities in their preschool curriculum. It was carried out in two preschool institutions in Ağrı Provincial Directorate for National Education over 12 weeks during the 2015–2016 school year. The experimental group (n = 18) was taken on field trips tailored to activities in the existing preschool curriculum, while for the control group (n = 18), no such interventions were made. The Preschool Social Skill Evaluation Scale—Teacher Form and the Emotional Skill Evaluation Test were used to gather data, and one-way analysis of covariance and paired-samples t-tests was used for data analysis. The pretest scores of the experimental and control groups were not significantly different, whereas their posttest scores indicated a significant positive effect of field-trip activities on the social–emotional skills of children in the experimental group. A follow-up test administered 12 weeks after the posttest found that these positive effects persisted.

The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual children.

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The researcher investigated how the teachers at the preschool integrated the vision of the preschool, educational goals, and community resources to develop and implement the local culture curriculum as well as what problems they encountered in the process. Thereafter, the researcher developed strategies that can be used to solve such problems. The researcher discovered that the most important aspects of the local culture curriculum were (1) its ability to pique the children’s interest in history and the humanities through the lens of the children’s experiences at the market, and (2) its integration of local culture and the community, specifically through interactions between young children and adults at a vegetable market. The implementation of the local culture curriculum involved the following steps: (1) establishing a thematic network; (2) planning the activities, including exploring the children’s previous experiences and adjusting the curriculum and teaching methods accordingly; (3) conducting the activities, including visiting and participating in work at the market; (4) evaluating the activities; and (5) creating thank you cards and formulating plans for store renovation. Some of the obstacles the teachers encountered in the development and implementation of the vegetable-market-themed local culture curriculum were (1) shortages of preschool teachers willing to teach outdoor courses, (2) concerns about young children’s safety, and (3) young children’s lack of experience. Finally, on the basis of my conclusion, the researcher developed the following culturally responsive education strategies: (1) integrating aspects of local culture and the community into courses, (2) situating local culture courses in learning areas, (3) developing local culture curriculum that are rich in humanities, and (4) developing local culture curriculum based on parent–teacher cooperation to overcome teacher shortages at preschools. The results of this study may serve as a reference in the development of a local culture curriculum and other strategies to cultivate young children’s cultural identities.

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This study aims to determine the effect of concentration on the learning outcomes of early childhood students, specifically in physical education. Using the Causal Comparative Research method, this study compares two groups of students with different concentration levels to observe the differences in their learning outcomes. The data collected were analyzed using statistics, including the t-test, with a significance level 0.05. The results show that students with higher levels of concentration showed significant improvement in learning outcomes compared to students with lower levels of concentration. The coefficient of determination of 25.1% indicates that learning concentration contributes to sports learning outcomes, while 74.9% is influenced by other variables not examined in this study.  These findings emphasize the importance of concentration in supporting the development of physical and cognitive skills in young children. The implications of this study suggest the need for teaching strategies that can enhance students' concentration, such as structured physical activities and more interactive learning. This research provides insights for educators to develop more effective teaching methods to improve concentration and learning outcomes in early childhood education.

Abstract Teachers’ well-being and a conducive home learning environment play a pivotal role in improving children learning outcomes, but little is known about this in a humanitarian setting. This article assesses the role of teachers’ well-being and home learning environment on children learning outcomes in Afghanistan. A cross section endline survey was conducted among 1407 primary school children, 1407 parents and 315 teachers in seven provinces of Afghanistan. Population-based two stage-cluster sampling was used. Children taught by teacher’s who received professional development support were 3.19 and 4.0 times more likely to attain higher literacy and numeracy levels. Children taught by teachers with adequate teaching and learning materials were 1.60 and 1.83 times more likely to achieve higher literacy and numeracy levels. Children from teachers with ability to voice up and be consulted by school management attained higher social-emotional learning competencies. Children experiencing violent home learning environment had lower odds of achieving higher literacy, numeracy, and social-emotional learning competencies. Children with parents that helped them with learning were 1.85 and 1.94 times more likely to have higher literacy and numeracy levels. There is scope for public sector and development partners to promote a package of interventions aimed at promoting teacher’s professional development, provision of teaching and learning materials, teacher recognition and voice to improve children’s literacy, numeracy, social and emotional learning skills. Parents need to ensure a safe and conducive home learning environment. Parent should be actively involved in children’s learning activities to nurture strong parental-child bond and parental-school partnership.

In the view of increasing preference of private schooling in India, this article assesses its impact on learning outcomes for rural children from 8 to 11 years. Despite earlier attempts to study the issue, this article stands out in two ways. Firstly, it addresses the problems arising because of non-random selection of children attending private schools. Secondly, it also presents an all-India estimate unlike most studies which have dealt largely with few states. Our results show the performance of children attending private school to be significantly better than those from public schools. This difference is evident among ‘low-fee’ private schools as well. However the private schooling premium differ across regions and groups, and there are several other concerns regarding affordability, access and segregation which require further deliberation and debate. JEL: I2, I21, I28

Introduction Science teaching belief-practice alignment is critical for ensuring high-quality, effective instruction that supports young children’s learning and engagement in science. The goal of this study is to examine the alignment between preschool and kindergarten teachers’ self-reported science teaching beliefs and observed practices before and after a science teaching professional development (PD) program and to explore whether the alignment is associated with children’s science learning outcomes. The research questions are: (1) Whether and to what extent do science teaching beliefs and practices align before and after the PD program? (2) Whether and to what extent are science teaching beliefs associated with children’s inquiry skills before and after the PD program? Methods A total of 22 preschool and kindergarten teachers and 159 children (Mage = 47.78 months) from a Northwest state in the U.S. participated in a science teaching PD program. Teachers’ self-reported science teaching efficacy and observed teaching practices and children’s directly assessed science inquiry skills were measured before and after a one-year science PD program. Results Multilevel regression results revealed that science teaching beliefs were not correlated with practice before the PD but were significantly aligned following its completion. Further, while teachers’ science teaching beliefs were not associated with children’s inquiry skills before the PD, a positive correlation emerged after the PD. Discussion Our findings suggest the potential of targeted PD programs in fostering early childhood teachers’ science teaching belief-practice alignment. The results also indicate that teachers’ science teaching beliefs may not be a robust predictor of children’s science learning outcomes unless they are aligned with teaching practices.

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3–6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes (by completing a three-item Learning outcomes measure). When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be significantly associated with the preschool children’s learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers’ academic learning in their teachers’ evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes.

The aim of this research is to describe: (1) To find out how the role of parents influences efforts to increase the competence of children's learning outcomes during the Covid-19 pandemic, (2) The obstacles experienced by parents in efforts to increase the competence of children's learning outcomes during the pandemic covid-19. This research is described as qualitative research with data collection through questionnaires and interviews. which delved deeper between researchers and informants to obtain specific data and also used other data collection techniques that were supported to obtain information, namely, the technical tools of the use of cameras and voice recorders, as well as the use of literary studies. The results of this research show that the role of "parents" in efforts to increase the competence of children's learning outcomes during the COVID-19 pandemic is very important and there are different ways to accompany children when they study. at home. Children who study at home with their parents will feel motivated to study because the child helps their parents. Children who are with their parents feel safer, have more energy, and listen to their parents' advice so that the child can direct themselves better.

ABSTRACT This study uses comprehensive household data from Ghana to examine the link between financial inclusion and children’s learning outcomes and late school enrolment. After resolving endogeneity, we find that a standard deviation increase in financial inclusion is associated with 0.7882 to 0.9504 standard deviations increase in children’s learning outcomes. It also reduces late school enrolment by 0.9493 standard deviation. Financial inclusion enhances learning and schooling outcomes more for girls and urban children. These findings are robust to different indicators of learning outcomes and alternative approaches to addressing endogeneity. Parents’ ability to spend on extra classes and on books and other school-related supplies serve as possible channels through which financial inclusion affects children’s educational outcomes.

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In the context of globalization and younger education, the issue of multilingual teaching for preschool children has received widespread attention. However, there are still significant shortcomings in the systematic and scientific practice of multilingual teaching in China. This article aims to explore the impact of multilingual teaching strategies on the learning outcomes of preschool children aged 3-6. Research analysis shows that their learning effectiveness is mainly constrained by three factors: first, the child’s own neural plasticity and personality traits; second, the quantity, frequency, and quality of language environment input; and third, the teacher’s language proficiency, teaching level, and classroom design. Based on this, this article proposes the following suggestions: first, deepen gamification and situational classroom design to enable language to be naturally acquired in real environments; second, promote differentiated and scaffolding based teaching, respect individual differences and provide precise support; third, advocate multi-sensor coordinated learning, deepen memory and understanding, and systematically improve the multilingual effectiveness of preschool children.

This research is motivated by the existence of an online learning process in early childhood so that it impacts on children's learning outcomes. This study aims to determine the effect of online learning on early childhood learning outcomes at Raudhatul Athfal Islam Bakti 99 Nairatul Jannah Padang. This study uses quantitative and qualitative research techniques, namely the mixed method. The subjects in this study amounted to five people. Data collection techniques are in the form of interviews and questionnaires. This study uses quantitative data analysis techniques using level categorization, while qualitative data analysis uses coding approaches. And the outcomes of this study meant that there is an effect of online learning on early childhood learning outcomes. Quantitative and qualitative data supports these results. Quantitative data shows the impact of online education on learning outcomes in the moderate category. In contrast, while the results from qualitative data show that online learning partially affects children's learning outcomes so that learning outcomes tend to be less stable.  

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BACKGROUND Individuals with autism spectrum disorder (ASD) tend to show deficits in engaging with humans. Previous findings have shown that robot-based training improves the gestural recognition and production of children with ASD. It is not known whether social robots perform better than human therapists in teaching children with ASD. AIMS The present study aims to compare the learning outcomes in children with ASD and intellectual disabilities from robot-based intervention on gestural use to those from human-based intervention. METHODS AND PROCEDURES Children aged six to 12 with low-functioning autism were randomly assigned to the robot group (N = 12) and human group (N = 11). In both groups, human experimenters or social robots engaged in daily life conversations and demonstrated to children 14 intransitive gestures in a highly-structured and standardized intervention protocol. OUTCOMES AND RESULTS Children with ASD in the human group were as likely to recognize gestures and produce them accurately as those in the robot group in both training and new conversations. Their learning outcomes maintained for at least two weeks. CONCLUSIONS AND IMPLICATIONS The social cues found in the human-based intervention might not influence gestural learning. It does not matter who serves as teaching agents when the lessons are highly structured.

Abstract Children in Sub-Saharan Africa spend a non-trivial amount of their time cooking and collecting fuel for domestic use. This is particularly the case in rural areas where access to efficient energy is low, and children's academic performance is poor. This paper argues that households' use of cooking gas could reduce the time spent doing domestic chores, increase learning time, and improve children's school performance. We investigate this proposition using the Ghana Living Standards Survey data. We employ different instrumental variable estimations techniques to deal with the possible endogeneity problem. The results show that cooking with gas marginally improves the learning outcome of children in rural Ghana. Our results imply that the adoption of cooking gas could enhance human capital development in developing countries.

To investigate how a robot's use of feedback can influence children's engagement and support second language learning, we conducted an experiment in which 72 children of 5 years old learned 18 English animal names from a humanoid robot tutor in three different sessions. During each session, children played 24 rounds in an “I spy with my little eye” game with the robot, and in each session the robot provided them with a different type of feedback. These feedback types were based on a questionnaire study that we conducted with student teachers and the outcome of this questionnaire was translated to three within-design conditions: (teacher) preferred feedback, (teacher) dispreferred feedback and no feedback. During the preferred feedback session, among others, the robot varied his feedback and gave children the opportunity to try again (e.g., “Well done! You clicked on the horse.”, “Too bad, you pressed the bird. Try again. Please click on the horse.”); during the dispreferred feedback the robot did not vary the feedback (“Well done!”, “Too bad.”) and children did not receive an extra attempt to try again; and during no feedback the robot did not comment on the children's performances at all. We measured the children's engagement with the task and with the robot as well as their learning gain, as a function of condition. Results show that children tended to be more engaged with the robot and task when the robot used preferred feedback than in the two other conditions. However, preferred or dispreferred feedback did not have an influence on learning gain. Children learned on average the same number of words in all conditions. These findings are especially interesting for long-term interactions where engagement of children often drops. Moreover, feedback can become more important for learning when children need to rely more on feedback, for example, when words or language constructions are more complex than in our experiment. The experiment's method, measurements and main hypotheses were preregistered.

There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development.

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The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

No abstract available

BACKGROUND Chronically ill children are at increased risk of poor learning outcomes. Knowledge of the predictors of learning outcomes for this group of people is important to inform the development of education supports that stand the best chance of being effective. This study explored the child, family, and school risk and protective factors during the child's transition to elementary school (aged 6-7 years) that were associated with learning outcomes when children were aged 10-11 years for both children with and without a chronic illness. METHODS Data from the Longitudinal Study of Australian Children were used. Predictor variables were entered into separate multivariate regression models for children with and without a chronic illness. RESULTS The strongest predictors of learning outcomes were the child's approach to learning, a consistent parenting style, and family socioeconomic position and were common for both children with and without a chronic illness but strongest for children with a chronic illness. CONCLUSION A child's approach to learning and a consistent parenting style during the period of the child's transition to elementary school are important and potentially modifiable factors that are predictive of academic performance in later childhood. These factors are particularly relevant for children with a chronic illness, their parents/caregivers, teachers both hospital and school based, and pediatricians and can be used to inform interventions.

Self-regulated learning (SRL) involves processes by which learners purposefully direct their cognitions, emotions, and behaviors towards the achievement of personal learning goals. Research has shown that young learners often struggle with SRL. Educational technology could be useful to support their SRL. However, it remains unclear how support mechanisms can be best adapted to the needs of children. Adopting a participatory design (PD) approach involving an intergenerational design team of six children (ages 10–12) and three adult facilitators, we explored children’s perspectives on factors that facilitate or hinder their SRL, and what kinds of support they desire. The study consisted of three in-person co-design sessions (one per week) lasting about 90 min each over three weeks. The sessions centered on brainstorming needs, evaluating existing technology, ideating and designing paper prototypes of study-planner apps. Our findings indicate that children primarily voice the need for support to better organize their study and to keep focused on the learning task at hand. They also make it clear that SRL support systems must be designed to be attractive and fun. Children’s subsequent evaluation of app features and the prototypes which they designed were consistent with these needs. Taken together, our study indicates that children can voice clear and consistent preferences for SRL support with educational technology. By including children in the design process, we can ensure that educational technologies effectively meet their needs, enhance their learning experiences, and promote self-regulation and academic success.

There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.

The development of science and technology in the 21st century is currently digital-based. In line with technological progress and innovation, it also impacts the world of education, such as changes in pedagogy and approaches to facilitating and delivering learning content. The advantages and ease of use of technology in education also have great potential to modernize the methodology of traditional teaching and learning systems. Early Childhood Education is vital in becoming the foundation for children's growth and development towards a successful and highly competitive future so that they continue to develop. Educational technology is an inseparable component in supporting the learning process of early childhood. This research uses Systematic Literature Review (SLR) analysis. This research aims to thoroughly explore how technology is used in Early Childhood Education and what aspects of development occur in children who use EdTech in Early Childhood Education. The data source in this research is the Scopus database of 174 documents published in 2018-2022, screened by applying inclusion and exclusion criteria in three different rounds, 13 articles were analyzed in complete text form. This research shows that technology is used in early childhood education to improve cognitive aspects, language, arts, students' interest in learning, and preschool preparation for children. Types of technology that can be applied include PowerPoint, video, digital storytelling, drawing, digital stories, and so on. This research also explains that the use of technology must be adjusted to the age, education level and targets of students. Improper use of technology can cause problems such as children losing their ability to mingle with society and tend to be comfortable with online life. Aspects of development in children that make good use of technology are cognitive aspects, language, art, and increasing knowledge in children, as well as motivation to learn.

Purpose: The purpose of this study is to identify the ethical issues created by educational technology from the perspective of children and youth and to develop recommendations for addressing the ethical problems they face in educational technology based on ethical evaluations. Design/Methodology/Approach: This study utilizes the "Narrative Review" method. Findings: This study reveals scientific findings on the inequalities created among students by educational technology, its impact on the child's privacy, values, and world of meaning, its effects on students' learning, cognitive functions, and creativity, its influence on students' emotional development and human relationships, as well as the negative effects of virtual reality and gamification, and the impact of technology on children's fundamental academic and physical skills. Highlights: This research emphasizes the significant responsibilities that educational managers, decision-makers, policymakers, and teachers, especially those concerning "minors" under the age of 18, need to take on regarding the responsible, safe, and ethical use of technology in educational processes. The study delves into protecting children from potential harm and negative effects resulting from their use of educational technology.

No abstract available

In accordance with the 2030 Sustainable Development Goal for Education, to promote equitable access and inclusive education for all, it is critical to explore if educational technologies can be used effectively by children with Special Educational Needs and Disabilities (SEND). It has been argued that educational technologies need to be tailored to the individual needs of children with SEND, otherwise they can create new layers of exclusion at school. The aim of this study was to examine the suitability of an interactive, personalised, educational technology, designed to support the learning of foundational skills, that is being introduced in several countries worldwide, for use by children with SEND. A participatory formative evaluation was conducted with ten academic experts in SEND. Each expert interacted with the technology individually, then gave written feedback through a semi-structured review form, before engaging with the other experts in an online group discussion. Qualitative data were analysed by reflexive thematic analysis. Six themes emerged pertaining to the strengths of the educational technology and areas of weakness where improvements are needed to support children with vision impairment, hearing, and functional difficulties through recommended hardware, and software updates, and by considering how the technology could be used to boost children’s motivation, and the role of the teacher in supporting children with SEND to use the technology effectively. Implications for instructional design decisions, based on research evidence, are considered for promoting equitable access and inclusive education for children with SEND through technology-supported personalised learning platforms.

Advancing learners’ agency is a key educational goal. The advent of personalized EdTech, which automatically tailor learning environments to individual learners, gives renewed relevance to the topic. EdTech researchers and practitioners are confronted with the same basic question: What is the right amount of agency to give to learners during their interactions with EdTech? This question is even more relevant for younger learners. Our aim in this paper is twofold: First, we outline and synthesize the ways in which agency is conceptualized in three key learning disciplines (philosophy, education, and psychology). We show that there are different types and levels of agency and various prerequisites for the effective exercise of agency and that these undergo developmental change. Second, we provide guiding principles for how agency can be designed for in EdTech for children. We propose an agency personalization loop in which the level of agency provided by the EdTech is assigned in an adaptive manner to strike a balance between allowing children to freely choose learning content and assigning optimal content to them. Finally, we highlight some examples from practice.

Robotics technology has been increasingly used as an educational and intervention tool for children with autism spectrum disorder (ASD). However, there remain research issues and challenges that need to be addressed to fully realize the potential benefits of robot-assisted therapy. This systematic review categorizes and summarizes the literature related to robot educational/training interventions and provides a conceptual framework for collecting and classifying these articles. The challenges identified in this review are classified into four levels: robot-level, algorithm-level, experimental-research-level, and application-level challenges. The review highlights possible future research directions and offers crucial insights for researchers interested in using robots in therapy. The most relevant findings suggest that robot-assisted therapy has the potential to improve social interaction, communication, and emotional regulation skills in children with ASD. Addressing these challenges and seeking new research avenues will be critical to advancing the field of robot-assisted therapy and improving outcomes for children with ASD. This study serves as a roadmap for future research in this important area.

The worldwide rising trend of autism spectrum disorder (ASD) calls for innovative and efficacious techniques for assessment and treatment. Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry, as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training, including social and interaction skills. This review article offers a summary of current perspectives and evidence-based VR applications for children with ASD, with a primary focus on social communication, including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations, as well as disputes over the application of VR to autism research and therapy, are discussed, and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, linguistic diversity, and the development of theoretical models and brain-based research.

No abstract available

Abstract Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness.

To cultivate children’s imagination, observation, thinking ability, and aesthetic consciousness, the questionnaire survey is adopted to analyze the design strategies and principles of children’s picture books based on augmented reality (AR). Primarily, the related concepts and theories are expounded for the research content. Children in preschool aged 4–5 years are invited as primary participants in this work, and the psychological characteristics of the invited children are analyzed in depth. Then, a study is carried out on the existing AR children’s picture books. The problems existing in the design of AR children’s picture books are found, and then, related solutions are put forward based on the results of the questionnaire survey. Besides, a design is made on the strategies and interactive design principles of AR children’s picture books on mobile terminals that are more in line with the needs of children. The results show that 41.07% of parents do not understand AR technology, and 37.5% of preschool children indicate that they do not operate mobile devices independently. However, they need the assistance of parents to use this kind of picture book. A total of 44.64% of parents believe that the main problem of AR picture books in the current market is the lack of interesting interaction. Given the above problems, five principles are proposed for the design of AR children’s picture books based on mobile terminals, namely, easy operation principle, interesting principle, guiding principle, timely feedback principle, and safety principle. A set of universally applicable design methods are proposed for AR children’s picture books based on mobile terminals, which provides certain theoretical guidance for the development of related types of products.

No abstract available

One of the long-term lessons from the school closures due to the global pandemic COVID 19, is that technology and parental engagement are the best levers to access education so as to bridge the achievement gap between socially disadvantaged children and their peers. However, using technology is not as simple as bringing equipment into the school and home and initiating its usage; these are just the first steps into a more complex and ambitious achievement of using technology as a catalyst for a shift toward new learning models in remote and hybrid settings. A theoretical framework based on the theory of acceptance and use of technology and social cognitive learning theory was used to analyse data from a survey completed by 4,600 parents from 19 countries during the national lockdowns in 2020. Regression models and thematic analysis of open-ended responses were employed to identify factors that contribute to parental acceptance and use of technology in support of their children’s learning. Our results show that parents are more engaged in children’s learning when well-structured technological tools are provided or suggested by schools, and when parents are socially influenced by the opinions of other parents, teachers, children, the general public, relatives, etc. Conversely, they are less engaged when they perceive the technological tools to be challenging and beyond their knowledge or skills. The study’s findings have practical implications for governments and school leaders, who need to be aware of the factors likely to determine the use of technology at home and take action to meet parents’ needs when using technology to support learning.

Our case study explored the role of technology in education among low-income Latino residents living in a mobile park in Silicon Valley. Through surveys and in-person interviews with parents and children, we report qualitative data on home Internet access and availability of technological devices utilized for school-related purposes. The results of this study indicated that despite having a baseline level of access to technology as well as an understanding of its importance in the context of a child’s education, our study population currently faces significant barriers to having adequate access to technology at home due to socioeconomic barriers. The digital divide in educational technology was magnified when schools were abruptly closed in favor of online instruction for all children due to the COVID-19 pandemic. Findings strongly support the recommendation that more attention and systematic improvement are required in order to eliminate disparities and improve student learning and parental involvement with schooling for marginalized communities.

Abstract Objectives: Children with intellectual disabilities struggled to perform basic tasks in the educational platform due to their deferred learning pace and individual challenges. To assist such needs, the child’s individual education program (IEP) team, spearheaded by the school administrators, continues to offer supplementary educational technologies. However, selecting an appropriate technology does not follow an objective system, making the decision process tedious and unreliable. Therefore, this paper provides a new perspective on analyzing the educational technologies for children with intellectual disabilities with respect to design factors that also constitute the technical specifications and ergonomic principles of technology design. Method: To analyze the educational technologies, fuzzy best-worst method (BWM) and fuzzy technique for order of preference by similarity to ideal solution (TOPSIS) method are employed in a case study in the Philippines. Impact: Results reveal that user perception is the most important design factor to be considered when selecting educational technology for children with disabilities. Furthermore, the adaptive educational platform has been found to best fit the needs of children with autism. IMPLICATIONS FOR REHABILITATION The paper provides priority weights to design factors involved in developing educational technologies for children with intellectual disabilities (i.e., ADHD, cerebral palsy, down syndrome, and autism). These priority weights can be utilized by school administrators, technology developers, and parents of children with intellectual disability in designing an educational technology that best fits the individual needs of these children. The suitability of the educational technologies (i.e., sensor-based AI systems, assistive AI robots, and adaptive educational platforms) is assessed according to the design factors. The paper specifically proposed a ranking of alternative educational technologies that can optimize learning and development among children with intellectual disabilities. Furthermore, such results can also overcome the learning limitations among children with intellectual disabilities.

No abstract available

A pedagogical strategy called "play-based learning" was one of the new visions, purposes, and objectives introduced by the kindergarten program. Play-based learning is a child-centered approach that emphasizes play-based learning in the curriculum material. This qualitative study's goal was to investigate the pedagogical methods instructors in full-day kindergarten are employing to encourage play-based learning. Participants in the study were interviewed using semi-structured interviews with open-ended questions. To find new patterns, the data was transcribed, coded, and memorized. This qualitative research study discovered that there are various pedagogical approaches to play-based learning. With some sub-themes, three major themes emerged: the full-day kindergarten teacher's awareness of play-based learning, Strategies for promoting play-based learning in full-day kindergarten and concerns regarding play-based learning in full-day kindergarten through the significant influence that teaching had on a play-based learning environment, teachers realized the critical significance of student outcomes in determining the true effectiveness of the learning environment. This research shows that teachers strongly advocate the importance of providing play-based learning for students. This research had several limitations, most notably that participants lacked a comprehensive grasp of PBL, and the number of uncontrolled factors that affected the study's findings was negligible. The results of this study will provide information to educators about how to provide best support to kindergarten teachers in their pedagogical decision-making.

This study determined the effect of the play-based learning approach on the numeracy appreciation of kindergarten learners in Sabang Elementary School, West District II, Naga City Division, school year 2023-2024. In particular, it answered the numeracy appreciation of the learners before and after implementation of the lesson guide. A lesson guide was developed using a play-based learning approach on the developmental skills of learners and curricular validated. The significant difference between the level of numeracy appreciation of learners and the effect of the developed lesson guide in the level of numeracy appreciation of the learners was also determined. This study employed descriptive-comparative-correlational and research and development methods involving forty-seven kindergarten learners of Sabang Elementary School. Data gathering tools utilized in this study were survey questionnaire and evaluation checklist. While the statistical tools applied were weighted mean t-test for dependent samples, and Cohen’s d effect. The lesson guide using play-based learning approach was entitled Mathematical Games and Recreations Guide (MGRG) and the design was composed of learning objectives, activities, and learning assessments. Moreover, the learners had moderate appreciation in numeracy before the intervention was applied was improved to highly appreciated after the lesson guide was conducted. Additionally, the curricular validity of the designed lesson guide was interpreted very highly valid with a significant difference between the numeracy appreciation levels of learners before and after the conduct of the developed lesson guide and there was a large effect on the level of numeracy appreciation of the learners as the developed lesson guide was applied.

Early childhood is a critical period for holistic development, encompassing cognitive, social, emotional, and behavioral growth that shapes lifelong learning and well-being. Among various approaches to enhance learning during this stage, play-based learning (PBL) has emerged as a developmentally appropriate method that integrates academic skills with social and emotional development. Despite its recognized benefits, its consistent implementation in early childhood classrooms remains a challenge due to rigid curricula, resource limitations, and varying teacher preparedness. This study was conducted to determine the effects of play-based learning on the behavior and academic progress of kindergarten learners, with a particular focus on its extent of implementation in selected public schools in Baybay City, Leyte. Using a descriptive quantitative research design, data were collected through a validated researcher-made questionnaire distributed to kindergarten teachers. Variables included the frequency and type of play activities, integration with learning objectives, and availability of resources. The effects were measured in terms of learners’ behavior (social interaction, attention span, and self-regulation) and academic progress (literacy, numeracy, and cognitive skills). Findings revealed that play-based learning was consistently implemented and had a positive impact on learners. Teachers reported noticeable improvements in pupils’ behavior, especially in social interaction and self-regulation, while also observing substantial gains in literacy, numeracy, and cognitive skills. Statistical analysis confirmed a significant relationship between the level of PBL implementation and improvements in both behavioral and academic outcomes. The study concludes that play-based learning is an effective strategy for fostering holistic child development. It emphasizes the need for continuous teacher training, resource support, and the integration of structured play into the kindergarten curriculum. The proposed intervention program further aims to enhance teacher competencies, optimize classroom environments, and engage families in purposeful play to sustain both academic growth and positive behavior among young learners. Keywords: Academic Progress, Attention Span, Cognitive Skills, Learner’s Behavior, Literacy Skills, Numeracy Skills, Play-based Learning, Self-Regulation, Social Interaction

Masa kanak-kanak awal merupakan fase penting bagi perkembangan bahasa dan interaksi sosial. Meskipun Play-Based Learning (PBL) telah lama diakui mampu mendukung kreativitas dan pertumbuhan emosional, potensinya dalam penguasaan kosakata bahasa kedua masih jarang diteliti. Di RA Anak Emas, pengajaran bahasa Inggris telah diintegrasikan melalui penerapan PBL. Penelitian ini bertujuan mengeksplorasi bagaimana PBL mendukung pembelajaran kosakata anak usia dini. Dengan pendekatan kualitatif deskriptif, penelitian melibatkan 18 anak berusia 4–6 tahun yang diamati selama delapan minggu melalui observasi nonpartisipan terstruktur. Analisis menggunakan tipologi permainan Edwards Open-ended, Modeled Play, dan Purposefully-Framed Play dengan fokus pada penggunaan kosakata dan keterlibatan sosial, seperti giliran berbicara, kerja sama, dan produksi bahasa spontan. Hasil penelitian menunjukkan bahwa ketiga jenis permainan mendorong partisipasi aktif, penggunaan kosakata secara kontekstual, dan kolaborasi antar teman sebaya. Selain itu, muncul perilaku berulang yang mencerminkan empati dan inisiatif kognitif yang tidak tercakup dalam kerangka Edwards. Untuk itu, peneliti mengusulkan kategori baru, yaitu Interpersonal Constructive Play, yang menekankan interaksi kaya emosi dan berbasis ide, yang kerap terabaikan dalam taksonomi permainan tradisional. Kontribusi ini memperluas kerangka teoretis PBL dengan menegaskan pentingnya keseimbangan antara permainan terstruktur dan ruang bagi ekspresi spontan, empati, serta keterlibatan kognitif. Temuan ini memberikan implikasi praktis bagi pendidik dan perancang kurikulum dalam menciptakan pembelajaran bahasa Inggris yang lebih holistik dan inklusif bagi anak usia dini. _____________________________________________________________________________________________________ Early childhood is a critical stage for language development and social interaction. While Play-Based Learning (PBL) is widely recognized for fostering creativity and emotional growth, its specific potential in supporting second language vocabulary acquisition remains underexplored. At RA Anak Emas, where English instruction has long been integrated into classroom activities, PBL has been systematically implemented. This study aimed to explore how PBL supports kindergarteners’ vocabulary learning within this context. Adopting a qualitative descriptive approach, the study observed 18 children aged 4–6 years over eight weeks through structured non-participant observation. Guided by Edwards’ typology Open-ended, Modeled Play, and Purposefully-Framed Play the analysis focused on indicators of vocabulary use and social engagement, including turn-taking, cooperation, and spontaneous language production. Findings revealed that the three types of play fostered active participation, contextual vocabulary use, and peer collaboration. Notably, recurring behaviors reflecting empathy and cognitive initiative emerged beyond Edwards’ framework. To capture this dimension, the researchers propose an additional category: Interpersonal Constructive Play, which highlights emotionally rich, idea-driven interactions often overlooked in traditional play taxonomies. This conceptual contribution extends the theoretical landscape of PBL by emphasizing the importance of balancing structured activities with opportunities for spontaneous, empathetic, and cognitively active engagement. The study offers practical implications for early childhood educators and curriculum designers seeking to create holistic and inclusive English learning experiences for young learners  

ABSTRACT The notion of play-based learning as an important component in early childhood education is widely recognised, with curriculum guidelines emphasising its use. However, little is known in Ghana about teachers’ knowledge of the curriculum and their perspectives on play-based learning. This study adopted a qualitative approach and thematically analysed interviews with a sample of eight public kindergarten teachers, focusing on their qualifications. The findings revealed that early childhood qualified teachers knew about the national curriculum, while basic education qualified teachers did not. However, neither group demonstrated knowledge of the recommended pedagogical approaches, including play-based learning. Concerning teacher perspectives on play-based learning, our findings showed that both groups viewed play as an activity that promotes direct teaching of lessons and features in the form of songs. Concerning their roles in play-based learning, both groups identified observation, supervision and guidance. The findings highlight the need to align and synchronise pre-and-in-service teacher training.

The study aimed to improve play-based learning in schools by addressing the problems that make it hard to use. Finding out what teachers need in terms of professional development based on age, gender, experience, and level of schooling is the first step in making and testing unique training programs. The plan calls for a study of the current play-based learning materials and creation of new materials to fill in any gaps. New guidelines and workshops will also be used to improve how play-based learning is integrated into the curriculum. To help with and keep an eye on the performance, progress will be tracked, and teachers will be given ongoing help. Regular tests will be done on play-based learning; the results will always be used to improve professional growth and support tools. The group has people with different amounts of experience, including some teachers with more experience. But most of the teachers are still new to their jobs. The fact that most respondents are women shows an imbalance between men and women in the group. Some people had been teachers for as little as five years and as long as nine years. A lot of the people who answered were new to the job. The people who answered have had a lot of different kinds of schooling. Many of them have better degrees, like master’s and graduate degrees. With such a range of work and school experience, it’s clear that these teachers have different information and points of view. Most teachers agree that play-based learning exercises are the best way to help kindergarteners become more aware of phonemes. Many teachers agree that these tasks help kids get better at hearing and understanding sounds, like recognizing letter sounds, blending sounds, segmenting sounds, rhyming, and listening. Despite a few minor disagreements, most people agree that play-based learning is an excellent way to help kids learn to read and write. This wide backing means that strategies based on play are seen as practical and helpful for helping young kids learn essential reading and writing skills.

CABALLO, J.T.T., CASTOR, H.A., LAZATIN, H.M., and TABAFA, L.J., Central Mindanao University, Musuan, Maramag, Bukidnon, Enhancing Kindergarten Letter Recognition Through Play-Based Learning. Adviser: Gladys S. Escarlos, PhD This study investigated the effectiveness of a play-based learning intervention, the Letter Jump Game, in enhancing letter recognition skills among kindergarten learners at Musuan Integrated School. The research aimed to address the limitations of traditional instructional strategies in early literacy by introducing an interactive and developmentally appropriate approach tailored to young learners. Specifically, it sought to determine whether the integration of kinesthetic movement and cognitive engagement through play could improve learners’ ability to recognize uppercase and lowercase letters. A quasi-experimental one-group pretest-posttest design was employed. Fifteen purposively selected kindergarten pupils aged 4 to 6 years old participated in the study. Pre-test and post-test assessments measured their letter recognition levels before and after a three-week intervention period, during which the Letter Jump Game was implemented three times per week. Data were analyzed using descriptive statistics and paired samples t-tests. Results showed an increase in mean scoresfrom 12.33 to 14.47 for lowercase letters and 14.20 to 15.47 for uppercase letters, indicating improved recognition skills. However, these improvements were not statistically significant (p > 0.05). Despite this, qualitative observations noted increased engagement, confidence, and participation, especially among kinesthetic learners and those who initially struggled. The study concludes that while the intervention did not yield statistically significant results, it demonstrated practical benefits in promoting early literacy skills through active learning. The findings support the integration of play-based and kinesthetic strategies into early childhood instruction and recommend further research with larger samples and extended durations to validate the approach’s effectiveness.

This study explores the influence of Play-Based Learning (PBL) on the holistic development of kindergarten learners, with a specific focus on insights derived from selected teachers. A cohort of (n = 56) teachers from 28 kindergarten classrooms in Hohoe participated, having been purposively chosen based on their engagement in a play-based learning workshop. The investigation employed the Holistic Development through Play Questionnaire as the primary instrument for data collection. Construct validity of the questionnaire was established using Pearson correlation (r=0.96), while reliability was assessed through Cronbach alpha, adhering to a threshold of 0.7. Data analysis encompassed mean, correlation and Fuzzy C-Means Clustering. The findings revealed a moderate level of agreement among teachers (M = 3.55, SD = 0.945) regarding the positive influence of PBL on the holistic development of kindergarten learners. A significant positive correlation was observed among cognitive, social, and physical development domains, underscoring the interconnectedness of these aspects within the PBL framework. Moreover, distinct patterns of development were discerned across these three domains, illuminating the diverse facets of children's development fostered by PBL. In conclusion, this study underscores the role of PBL in empowering holistic development among kindergarten learners, as endorsed by the insights of selected teachers. The findings hold implications for the design of effective PBL activities that are rich in the development in early childhood learners.

This research aims to analyze the optimization of facilities and infrastructure in supporting play-based learning in TK MBC (Masjid Besar Ciparay) Bandung Regency using a descriptive qualitative approach through observation, interviews, and documentation. The results show that the management of facilities is conducted through planning, procurement, inventory, maintenance, storage, disposal, and supervision involving the school principal, teachers, staff, and even children, as well as utilizing technology such as smartboards and surveillance cameras. The play method has proven effective in developing children's cognitive, social, emotional, and motor aspects. Supporting factors for optimization include the availability of complete facilities, curriculum support, the role of teachers, school principals, and parents, while inhibiting factors include budget constraints, limited space, equipment damage, and a lack of understanding among teachers. This research concludes that the optimization of facilities and infrastructure is very important in creating a varied, effective, and enjoyable learning experience for early childhood

This study examined the implementation of play-based learning and its relationship with the social skills of kindergarten learners at a public elementary school in Talisay City, Cebu, during the 2025–2026 school year. Using a descriptive-correlational design, it assessed the extent of play-based learning implementation and its association with three key social skills: cooperation, sharing, and empathy. Data were collected through structured questionnaires administered to teacher respondents and analyzed using means, standard deviations, and Pearson correlations. The findings showed that teachers consistently integrated both structured and unstructured play into their daily lessons. Learners frequently displayed positive social behaviors, with cooperation rated as "Often" practiced, and sharing and empathy as "Always." Correlation analysis confirmed significant moderate positive relationships between play-based learning and cooperation (r = 0.542, p < 0.001), sharing (r = 0.565, p < 0.001), and empathy (r = 0.577, p < 0.001). These results suggest that the greater implementation of play-based strategies promotes stronger social competencies among kindergarten learners. The study concludes that play-based learning is a vital pedagogical approach for promoting cooperation, sharing, and empathy in early childhood education. The findings offer insights for educators and policymakers in advancing inclusive and developmentally appropriate early learning practices.

Backround: Social-emotional competencies developed during early childhood significantly influence lifelong learning and well-being. Play-based learning offers developmentally appropriate approaches for fostering these competencies, yet implementation in integrated Islamic kindergartens remains underexplored, particularly regarding values integration within child-centered pedagogy.Objective: This research examined the implementation of play-based learning for developing social-emotional competencies among 5–6-year-old children in integrated Islamic kindergartens, including forms and strategies employed, effectiveness across competency domains, Islamic values integration, and facilitating factors and obstacles.Method: Employing a qualitative descriptive-analytical design, the study conducted participant observations, in-depth interviews with eight teachers and two principals, focus group discussions, and documentation analysis across two purposively selected integrated Islamic kindergartens over twelve weeks. Data analysis followed Miles, Huberman, and Saldaña's interactive model. Three play forms—free play, guided play, and structured play—were systematically implemented, with guided play predominating (62% of observed activities).Findings and Implications: All five social-emotional competency domains showed substantial development: self-awareness (78% improvement in emotional vocabulary use), self-management (85% increase in conflict resolution without teacher intervention), social awareness (92% demonstrated perspective-taking behaviors), relationship skills (88% engaged in sustained cooperative play), and responsible decision-making (73% applied problem-solving strategies independently).Conclusion: Islamic values were successfully integrated through environmental design, activity content, and teacher-child interactions without compromising developmental appropriateness. Teacher competency and administrative support emerged as critical facilitating factors, while time constraints and parent misconceptions presented persistent challenges. Play-based learning effectively develops social-emotional competencies in young children when implemented with intentionality, adequate support, and cultural responsiveness, demonstrating compatibility between faith-based character education and child-centered pedagogy.

This study examined the correlation between emergent literacy skills and kindergarten preparedness among young learners in designated public schools within the Division of Rizal for the School Year 2024–2025. Rooted in Vygotsky’s Sociocultural Theory and Clay’s Emergent Literacy Theory, the research highlighted the significance of social interaction and early exposure to print and language in cultivating foundational literacy skills. The research employed a descriptive-correlational methodology, utilizing kindergarten teachers as respondents to evaluate children's literacy competencies and readiness levels. Critical emergent literacy domains—phonological awareness, alphabet knowledge, print awareness, and language skills—were assessed in conjunction with two facets of school readiness: academic and social-emotional development. Research indicated that kindergarten students often exhibit emerging literacy skills, especially in alphabet recognition, although these competencies remain underdeveloped. Educators noted that although students are typically academically equipped, their social-emotional preparedness is comparatively underdeveloped. The statistical analysis indicated no significant direct correlation between emergent literacy and overall school readiness, implying that other factors may exert influence. Contextual factors, including teacher-child interactions, the quality of early education programs, and access to learning resources, were recognized as crucial determinants of school readiness, although they did not directly influence emergent literacy. Among the literacy domains, alphabet knowledge proved to be the most significant predictor of readiness. An intervention program was proposed to improve emergent literacy and readiness outcomes, in accordance with the DepEd Early Childhood Care and Development (ECCD) framework. The study advocates for a comprehensive approach to early education that integrates intellectual and emotional development, while improving the quality of learning spaces and pedagogical methods. These strategies seek to facilitate equitable and efficient transitions into formal education for all young learners. Keywords: Academic Achievement, Access to Early Learning Materials, Alphabet Knowledge, Early Childhood Education Program Quality, Emergent Literacy Skills.

The study aims to navigate the play-based learning concept and development of teaching in private preschools. Specifically, it identifies to explore the concept of a play-based learning approach described in terms of imagination and creativity, cognitive growth, emotional and behavioral benefits, improved literacy, greater independence, and physical fitness. This includes measuring the play-based learning development of teaching in private schools in Vietnam in language and literacy development, social and emotional skills, creativity and imagination, confidence and a positive attitude towards learning, and motor skills. On the other hand, the descriptive correlative quantitative method is utilized to obtain systematic regarding information to describe the situation, population and phenomenon. Likewise, purposive sampling is employed in the study. It is the proper way of selecting the sample size where the respondents chosen have expertise and experience in teaching preschool. The study is conducted in Vietnam because the researcher is presently teaching there which serves as the basis for her study. The study comprised one hundred twenty-five (125) respondents only. Results reveal that the concept of a play-based learning approach on imagination creativity creates a combined imagination and knowledge in the school teachers' practices to stimulate children's development of learning, cognitive growth shows to promote learning development and benefits for students in an interactive environment, emotional and behavioral benefits show to boost self-esteem and joy for the preschool learners to understand better the emotions of every individual child as the center of learning improves literacy shows to develop resources and better learning on the strategy to facilitate learning actively in the trend of quality education, greater independence shows to help socialize and observe cues and interaction on the tasks among the members of the group as part of the learning process, and physical fitness shows to provide motivation on the learning process and implementation on play-based learning in the preschool level of teaching. On the other hand, play-based learning development on language and literacy development shows its best way for learning and play for preschool children on their skills literacy and skills in language, social and emotional skills show to establish the ability to maintain meaningful and healthy relationships towards each other as to support, resolve conflicts, resist negative pressure, listen, cooperate, and communicate clearly, creativity and imagination show to provide concepts for students who are prominent for nature of learning in the subject areas of competency, positive attitude toward learning shows to design and understand the issue of predicting observation on positive learning processes, motor skills show that it requires precision and control among the learners with proper knowledge of the process. Findings show that there is no significant relationship between the concept of the play-based learning approach and the play-based learning development of teaching in private schools in Vietnam among the respondents.  Article visualizations:

ABSTRACT The response to the COVID-19 pandemic impacted educational systems throughout the world. School closures, virtual schooling, and strict safety protocols for in-person learning changed instructional approaches to teaching. These changes were particularly disruptive in early childhood education which relies on play-based learning to support students’ socioemotional and academic development. This study examines the impact of school disruptions on play-based learning during the pandemic and the lasting effect on classroom practices from the perspective of kindergarten educators in Ontario, Canada. An online survey was administered to 100 kindergarten educators with open-ended questions regarding how the pandemic shaped their implementation of play, challenges they faced during this time, and how their practices have changed in the years following the pandemic. Results indicated significant impacts on play-based learning due to changes to the physical space and materials available, decreases in student choice, limits to social interaction, and masking protocols. Post-pandemic, educators indicated some lasting effects on the implementation of play in their classrooms and noted concerns regarding students’ social-emotional development and gaps in their academic skills. These findings provide insight into the continued influence of the pandemic on education and how educators are responding to these lasting impacts.

This study determined the effectiveness of play-based learning in teaching literacy and numeracy among kindergarten learners in modular distance learning during COVID-19 pandemic at the identified schools in Mandaue City Division for school year 2021 – 2022 as the basis for enhancement plans. This study used the descriptive-quantitative research design that tested any significant difference between the effectiveness of play-based learning in teaching literacy and numeracy among kindergarten learners. Using the survey questionnaire, the data were collected from 38 respondents using universal sampling from all kindergarten teachers from the north district of Mandaue City Division. Results showed that the respondents rated "Excellent" to the play-based instructions in terms of its efficiency in teaching kindergarten learners during the COVID-19 pandemic for both literacy and numeracy. Findings revealed that there is no significant difference that existed between the variables. The most pressing issues and concerns encountered by the respondents were the lack of learning materials; teachers' supervision of the learners; parents' difficulty in guiding their child; lack of time allotment for the activities; and lack of space. The study found that play-based instructions effectively developed kindergarten learners' literacy and numeracy skills during the COVID-19 pandemic. It is further recommended that the output from this study be adapted to the schools in the north district of the Mandaue City division.

This study examines the implementation of play-based learning as a pedagogical tool within Early Childhood Education in one school in Malta, focusing on the continuation of play-based learning from Kindergarten 2 to Year 1. It explores its implementation and identifies possible challenges encountered during its execution. This qualitative research methodology involved interviews with an Early Years Educational Officer, as well as two Kindergarten 2 educators, and two Year 1 teachers from one state school. Two main themes emerged, namely the implementation of play-based learning and the challenges within the context of a Maltese school. The findings indicated that educators valued the importance of play in education, but identified challenges such as lack of resources, time constraints, and pupils’ behaviour. The study provides suggestions for the School Leadership Team, Early Years Education Officers, and educators to address these challenges and enhance the implementation of play-based learning in Early Childhood Education.

          Play-based learning is widely recognized as a developmentally appropriate approach in early childhood education because it supports children’s cognitive, social, emotional, and physical development.This study explored the challenges and experiences of kindergarten teachers in implementing play-based learning. Using a descriptive phenomenological research design, data were collected from fifteen (15) kindergarten teachers of Paoay District through an open-ended questionnaire administered via Google Forms. The responses were analyzed using thematic analysis to identify common patterns in the participants’ experiences. The findings revealed that teachers generally perceive play-based learning as an effective and engaging instructional approach that enhances learners’ participation, creativity, and social interaction. However, several challenges affect its implementation, including large class sizes, limited instructional materials, time constraints, and classroom management difficulties. Despite these challenges, teachers demonstrated adaptability by improvising learning materials, organizing structured play activities, and applying classroom management strategies to sustain meaningful learning experiences. The study concludes that while teachers recognize the significant role of play-based learning in supporting young learners’ development, strengthening institutional support, providing adequate resources, and offering continuous professional development opportunities are essential to improve its effective implementation in kindergarten classrooms.

This study investigates the challenges, strategies, and opportunities associated with the implementation of playbased learning (PBL) in kindergarten classrooms. Play-based learning is widely regarded as a critical component of early childhood education, promoting social, cognitive, and emotional development. However, despite its recognized benefits, the transition from traditional, teacher-centered approaches to play-based learning remains challenging for many educators. This research aims to explore how kindergarten teachers implement play-based learning, the obstacles they face, and the strategies they use to overcome these challenges. Using a qualitative approach, semi-structured interviews were conducted with 20 kindergarten teachers across urban and rural schools. The findings suggest that while PBL enhances children’s engagement and development, it is often hindered by factors such as curriculum constraints, standardized assessments, and lack of adequate professional development. Teachers employ various strategies, including integrating play with curriculum goals, collaborating with colleagues, and advocating for more flexible policies. The study highlights the opportunities for improving early childhood education through greater institutional support, professional development, and policy changes that prioritize the value of play in learning.

Background: Play has long been credited with fostering self-regulation in young children, though few studies have examined how children draw upon early childhood experiences with play to navigate adversity later in childhood. The purpose of this study is to describe the facets of the children’s everyday resiliency that were attributed to their play-based experiences by parents and teachers as they reflected on the children’s kindergarten experiences during the COVID-19 pandemic. Methods: We used a cross-case study design to examine the positive coping strategies parents and teachers observed in three five-year-old girls and one six-year-old boy entering kindergarten during the 2020–2021 pandemic-affected school year. We recruited parent participants based on their child’s enrollment at a Reggio Emilia-inspired, play-based early childhood center in Northern Colorado for three or more years prior to entering kindergarten. Once parents enrolled in the study, we extended an invitation to their child’s kindergarten teacher to participate. Data included three one-hour interviews with each participant, field visits during remote learning, and artifact collection over the course of the school year. Results: Cross-case analysis revealed four themes: “Willing to Adjust”, “Understands the Situation”, “Uses Advanced Language”, and “Embraces Challenge”. Participants describe these children as willing to adjust to public health orders, having a deep understanding of the pandemic’s societal repercussions, using sophisticated language to process adversity, and embracing the challenge of becoming kindergarteners. Conclusions: Participants believed these children’s experiences with play-based learning promoted the interdisciplinary development of their social language, persistence, altruism, and cognitive flexibility; these traits fostered the children’s positive coping strategies throughout the pandemic-affected kindergarten year.

No abstract available

ABSTRACT The study examined the mediating role of home-based parental involvement in the relationship between parental self-efficacy and school readiness among 3148 preschoolers (Mage = 5.80 ± 0.40 years, 53.84% male) from a central Chinese city characterized by below-average economic development level and socioeconomic diversity. Participants’ guardians completed three validated instruments, the Parental Self-Efficacy Scale, the Home-based Parental Involvement Questionnaire, and the School Readiness Questionnaire. The results revealed a direct positive effect of self-efficacy on school readiness (β = 0.51, p < 0.001), and a significant indirect effect mediated through home-based parental involvement (β = 0.40, p < 0.001), accounting for 22% of the total variance. These results highlight the necessity of culturally adapted family support initiatives that leverage intergenerational caregiving traditions to amplify home-based involvement, particularly in regions with socioeconomic constraints. Key findings Parental self-efficacy significantly predicted preschoolers’ school readiness in Chinese families. Home-based parental involvement partially mediated the relationships between parental self-efficacy and school readiness. The dual-pathway model reveals how traditional Chinese parenting values interact with modern education systems, contrasting Western individualism through culturally prioritized home-based practices.

Introduction: studies identify parental involvement as one of the most influential factors shaping school readiness in young children. This study aimed to describe scientific findings related to school readiness in early childhood, with a particular focus on the role of parental involvement and the home environment. Methods: this study employed a scoping review from April to May 2025. The database searches included PubMed, Scopus, Web of Science, and Education Resources Information Center (ERIC). Eligible studies were published between 2015 and 2025, written in English, and examined preschool children’s school readiness in relation to parental involvement and/or the home environment. Data were extracted based on authors, titles, samples, levels of evidence, locations, and key findings. Results: the electronic searches yielded 309 articles, of which 40 met the inclusion criteria. This review identified that school readiness encompasses cognitive, socio-emotional, physical, and behavioral aspects, with parental involvement and the quality of the home environment serving as crucial determinants. Parental engagement practices, both at home and in school, have a positive impact on children’s literacy skills and self-regulation. A home environment rich in cognitive stimulation and emotional support further enhances early academic readiness. Variations in the effectiveness of interventions highlight the importance of contextually and culturally responsive approaches. Conclusions: this study offers implications for the design of more evidence-based and responsive early childhood education programs. Recommend for future research on the specific mechanisms linking parental roles, the home environment, and school readiness across diverse social contexts.

Monitoring scientific publication trends is crucial for understanding the development of research topics and identifying open areas for study. This study aims to analyze research trends on Parental Involvement in Early Childhood School Readiness during the 2023–2025 period. The method used is bibliometric analysis with data collected through Google Scholar-based Publish or Perish (PoP). A total of 132 articles were analyzed using VOSviewer through three visualization types: Network Visualization, Overlay Visualization, and Density Visualization to identify keyword linkage patterns, theme developments based on publication year, and the density of frequently studied topics. The results show that the number of publications peaked in 2023 and experienced a significant decline in 2024–2025, indicating a shift in research focus post-pandemic. The network analysis revealed 14 main clusters, with central themes such as parental involvement, school readiness skills, childhood education, parenting, early literacy, and the mediating role of the family environment. The overlay visualization shows that topics related to digital literacy, parent-child collaboration, and parental beliefs are the latest trends. Overall, this study provides a comprehensive overview of publication dynamics and identifies opportunities for further research in the development of evidence-based programs for early childhood education.

The importance of the early childhood years for school readiness highlights the primary role of parents in preparing their children for school entry. This article reports on a qualitative study that explored parental involvement in children’s school readiness in a South African context, with special emphasis on the influence of the social environment on parental involvement. Through purposive and snowball sampling, a sample of 25 parents or caregivers, nine Foundation Phase teachers and four social workers were recruited from communities in Tshwane, Gauteng. Bronfenbrenner’s ecological systems theory as theoretical framework was relevant for understanding contextual influences on parental involvement in school readiness. To account for the evidently inadequate school readiness of many South African children, the findings of the study indicate that parents’ knowledge, perceptions and socio-economic contexts influence their ability to effectively prepare young children for school entry; this in turn suggests a role for social workers to empower parents for enhancing their children’s school readiness Keywords: parental involvement, school readiness, school transitioning, social development approach, social work, South Africa

Parents who are not actively involved in student’s education will encounter obstacles in understanding the needs and abilities of the students, which may lead to academic struggles such as underachieving, or behavioral problems such as delinquency. This research was conducted to determine the influence of parental involvement on the school readiness of early childhood education (ECE) students before entering primary school in Makassar. The measurement tools used in this research are the Family Involvement Questionnaire-Short Form (FIQ-SF) and the Kindergarten Student Entry Profile (KSEP), which have been adapted to Indonesian and retested for their feasibility. The sample in this research consisted of 100 parents of ECE students. The data of this research were analyzed using simple linear regression. The results shows that there is a significant positive influence between the variable of parental involvement in students’ school readiness (r = 0.587; p = 0.000 < 0.05) with an influence magnitude of 34.5% (R2 = 0.345). This means parental involvement has an influence of 34.5% in determining students’ school readiness. The implication of this research is that parents should strive for positive involvement in each of parental involvement aspects to support student’s school readiness.

ABSTRACT This study investigated the impact of parental involvement on school readiness, focusing on the mediating role of preschoolers’ self-efficacy. The research utilized a cross-sectional survey design with 1,000 preschool children from seven public kindergartens in Beijing, China. Structural equation modelling was employed for data analysis. The findings indicate that parental involvement, including its sub-dimensions of home-preschool conferencing, preschool-based involvement, and home-based involvement, significantly enhances preschoolers’ self-efficacy and school readiness. This encompasses various readiness aspects such as physical and psychological, life, social, and learning readiness. Furthermore, a bootstrap test indicated that preschoolers’ self-efficacy fully mediated the relationship between parental involvement and physical and psychological readiness, and school readiness.

No abstract available

The transition from preschool to primary school is a critical developmental period that has drawn increasing scholarly attention. This study examined distinct patterns of parental involvement and their associations with children’s school readiness in the Chinese context. Survey data were collected from parents of 3,313 children (1,810 boys and 1,503 girls; M age = 71.17 months) across 105 kindergartens in Guangdong Province, China. Latent Profile Analysis (LPA) identified five profiles of parental involvement: (1) low self-efficacy and low involvement (15%), (2) high self-efficacy and low involvement (20%), (3) low self-efficacy and intensive involvement (25%), (4) medium self-efficacy and medium involvement (25%), and (5) high self-efficacy and intensive involvement (15%). Children whose parents belonged to Profile 5 demonstrated significantly higher levels of school readiness than those in all other profiles. Family background, particularly economic and cultural capital, was significantly associated with parental involvement profiles, suggesting that the misalignment between parental beliefs and behaviours may be shaped by financial constraints in the Chinese context. These findings provide novel insights into the nuanced patterns of parental involvement and their implications for children’s transition from preschool to primary education.

ABSTRACT The transition from kindergarten to primary school is a critical period in children’s formal education. This study examined the role of SES in children's readiness for primary school, considering parental involvement as a potential mediator. Participants included 460 boys and 407 girls, with a mean age of 6.21 years (SD = 0.56). Measures included the Parental Involvement in the Transition from Kindergarten to Primary School Questionnaire and the Children’s School Readiness Assessment Scale. Results showed that SES was positively related to school readiness, and parental involvement partially mediated this link. Parental involvement also independently promoted school readiness and buffered the disadvantages of low SES. Moreover, this study developed and validated two new measurement tools across urban and rural contexts, which may be applied internationally to support children’s school transition.

No abstract available

This study examined the associations of family income and parental education with Chinese preschool children’s cognitive school readiness and the sequential mediating role of parenting style (i.e., authoritative parenting) and parental involvement in these relations. A total of 307 5–6 years old kindergarten children from Shanghai, China and their parents participated in the study. Using structural equation modeling method, the results indicated that parental education was directly related to children’s cognitive school readiness, while no direct relationship was found for family income. The link of parents’ education with children’s cognitive school readiness was sequentially mediated by authoritative parenting and home-based parental involvement. Authoritative parenting and parental involvement at home can be targeted by government administrators to effectively improve children’s cognitive school readiness skills. The theoretical and practical implications were discussed.

ABSTRACT Research Findings: This study examined the moderating role of parenting style in the relations between different dimensions of parental involvement and their children’s school readiness. A total of 311 Chinese parents (Mean age = 35.74, SD = 4.61) and their kindergarten children (Mean age = 5.53, SD = .50) participated in this study. Parents completed questionnaires about their demographic information, parenting styles and parental involvement practices and teachers rated children’s school readiness levels. Results indicated that parents’ home-based, school-based and home-school conferencing involvement were all positively related to children’s school readiness. Home-based involvement showed stronger relationship to children’s school readiness than the other two types of parental involvement. In addition, authoritative parenting moderated the effects of both school-based involvement and home-school conferencing on children’s school readiness. The effect of school-based involvement was enhanced in the context of high authoritative parenting style. In contrast, the effect of home-school conferencing was decreased in the context of low authoritative parenting style. Practice or Policy. The results suggest that programs designed for enhancing parents’ involvement in children’s school readiness need to consider the emotional context that parents create through their parenting style. Implications for practice and suggestions for further research are offered.

ABSTRACT This study investigates the relations between school readiness and self-regulation skills of preschool children and parental involvement towards education of their preschool children. More specifically, we focused on the mediation role of preschoolers’ self-regulation skills on the relation between parental involvement and school readiness. The sample of the study includes 277 children, their parents (both mothers and fathers) and preschool teachers. Structural equation model was used to test the model. It is shown that the parental involvement and self-regulation skills are significantly related to children’s school readiness. We also examined if self-regulation mediated the relation between parental involvement and school readiness and observed that the indirect effect of self-regulation skills from parental involvement to school readiness was not significant.

Abstract This study investigates the relations among low-income parents’ perceptions of their child’s teacher, parental school involvement, and children’s pre-academic skills and aggressive behaviors by program type: Head Start or other early childhood education (ECE) programs. The data were collected at two Midwestern sites as a part of the Early Head Start Research and Evaluation Pre-Kindergarten Follow-up Study. Findings indicate that when Head Start parents attended more school activities, their child scored higher on early literacy skills and lower in aggressive behavior. When Head Start parents perceived their child’s teacher as responsive, their child scored higher on early math skills. For children enrolled in other ECE programs, however, these relationships were not found. This study suggests that parents’ perceptions of their child’s teacher and their level of school involvement may be linked differentially to pre-academic skills and aggressive behaviors depending on program type. These findings call for research to further elucidate these links and suggest the need for additional support for low-income families and more professional development for early childhood teachers regarding ways to promote children’s school readiness through enhancing home-school connections.

Abstract:This study examined how the longitudinal associations among children's negative emotionality, mothers' depressive symptoms, parental warmth, and children's school readiness and whether the associations vary as a function of fathers' positive involvement in low-income South Korean families. Participants were 399 families including mothers (Mage = 32.54 years at Time 1), fathers (Mage = 35.23 years at Time 1), and children (Mage = 38.92 months at Time 1; 50.5% boys) in the Panel Study on Korean Children. Results revealed that children's negative emotionality was indirectly associated with their school readiness three years later, through its association with mothers' depressive symptoms and warmth. Mothers' warmth mediated the association between mothers' depressive symptoms and children's school readiness, and fathers' warmth mediated the association between fathers' positive involvement and children's school readiness. Our findings revealed the family processes underlying children's school readiness development in low-income Korean family contexts. Our findings also provide information useful for efforts to detect family risks and to establish family policies to promote low-income children's school readiness.Résumé:Cette étude a examiné les associations longitudinales parmi l´émotivité négative des étudiants, les symptomes dépressifs des mères, la chaleur parentale, et la préparation scolaire des enfants, et si les associations varient en fonction de l´implication positive des pères chez les familles coréennes à faible revenu. Les participants ont été 399 familles dont des mères (Age moyen = 32.54 ans au temps 1), des pères (Age moyen = 35.23 ans au temps 1), et des enfants (Age moyen = 38.92 mois au temps 1; 50.5% garçons) dans le Panel d´Étude sur les Enfants Coréens. Les résultats ont révélé que l´émotivité négative chez les enfants était associée indirectement à leur préparation scolaire trois années plus tard, de par son lien avec les symptômes dépressifs et la chaleur des mères. La chaleur des mères est le lien intermédiaire entre les symptômes dépressifs et la préparation scolaire des enfants, et la chaleur des père est le lien intermédiaire entre l´implication positive des pères et la préparation scolaire des enfants. Nos conclusions ont révélé les processus familiaux à la base du développement de la préparation scolaire des enfants dans des contextes de familles coréennes à faible revenu. Également, nos conclusions apportent des informations utiles permettant de détecter les risques familiaux et d´établir les politiques familiales pour promouvoir la préparation scolaire des enfants issus de familles à faible revenu.

No abstract available

The purpose of this study is to gain an understanding of parents’ perceptions, expectations, and practices in preschool children’s school readiness for kindergarten in America. Two mothers who came from a school district in Northern California, U.S. were recruited to participate in this qualitative study. This study found that parents tend to associate school readiness with academic, social, cognitive skills but generally ignore the physical development domain. Parents showed great concerns for children’s social transition to the kindergarten and valued free-play experience for young children in the preschool and perceived it as an important way to foster children’s social abilities. Parental involvement practices include a wide array of transitional practices at home, school, and in the community but effective practices need to be tailored to children’s personalities and development status. Implications for educators, school administrators, and parents of preschoolers are discussed.

This study was conducted to find the relationship between parental involvement and study habits regarding the reading readiness of Grade 1 pupils of the Can-ayan Integrated School Division of Malaybalay City. The findings of this study reveal a significant relationship between parental involvement, learners’ study habits, and reading readiness among Grade 1 learners. Most respondents were female, aged between 31 and 40 years, with a monthly income ranging from 5,001.00 to 10,000.00. Results indicated high levels of parental involvement across various components, including academic, motivational, social-emotional, technological, and economic support. Additionally, learners demonstrated strong study habits in exam preparation, homework completion, home reading activities, time management, motivation, and attitude toward learning. Correlation analysis further confirmed a strong positive and significant relationship between these variables and learners’ reading readiness, as measured by the Comprehensive Rapid Literacy Assessment (CRLA). These findings emphasize the vital role of both parental engagement and effective study habits in supporting young learners’ early literacy development. The study highlights the value of these factors in fostering reading readiness among Grade 1 learners. Based on the findings, the following recommendations are suggested: The Learners may establish specific academic goals, use good time management, and maintain regular routines like test preparation, homework completion, and home reading activities that can help them retain their good attitudes and drive for learning. Teachers should encourage open communication between parents and schools to enhance their children's literacy skills. Schools should continue implementing reading intervention programs and develop tailored instructional strategies for struggling readers. Future Researchers should explore the long-term impact of different parental involvement strategies on learners' academic performance, particularly reading readiness. They should focus on how socioeconomic status influences parental support and student outcomes. Curriculum planners should provide resources that include parental participation in children's learning experiences. Future researchers should also investigate how various kinds of parental participation affect students from multiple socioeconomic backgrounds over time.

This study explored the effects of parental involvement on children’s readiness for formal schooling, recognizing a growing concern over children's preparedness as they enter formal education. This research addressed the gap by examining the extent of parental involvement particularly in parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community and its relationship with children’s developmental readiness in emotional, physical, cognitive, social, and fine motor domains. The study aimed to: (1) determine the level of parental involvement in their child's readiness for formal schooling across six dimensions, (2) assess the children’s developmental readiness in five key domains, and (3) examine the relationship between parental involvement and children’s school readiness. A quantitative correlational research design was employed. Data were collected through two research instruments: a parental involvement questionnaire based on Epstein’s framework and a school readiness checklist. Findings revealed a generally low level of parental involvement, with all six dimensions falling within the “Disagree” range, indicating minimal engagement. Despite this, children’s readiness for school was classified under “Demonstrating Development” across all domains, suggesting that they possessed the necessary skills and behaviors for formal education. Notably, a very strong positive and statistically significant correlation (r = 0.999, p < 0.05) was found between parental involvement and children’s school readiness. This emphasized that increased parental engagement, even in basic forms, may further enhance a child’s developmental outcomes. These findings underline the importance of developing strategies that promote active parental participation in early education.

The influences of child, family, and socioeconomic factors on children’s early academic development are best understood within the context of one another. Yet, most existing studies have focused primarily on either family- or child-level factors, such as parental influences or child executive functions, in explaining socioeconomic inequalities in children’s academic achievement. In an attempt to integrate these two lines of research, the current investigation simultaneously examined the specific contextual and cognitive pathways that underlie associations between socioeconomic factors and children’s early academic achievement using data from a prospective longitudinal study conducted at 10 sites across the United States (N = 1,364). Findings revealed that after controlling for a host of potentially confounding influences, parent education, but not family income-to-needs, was linked to children’s math achievement indirectly via sequential paths that included both parenting factors—maternal sensitivity and cognitive stimulation—and children’s working memory skills. Likewise, parent education was predictive of children’s reading achievement indirectly via paths that included cognitive stimulation and working memory. Finally, independent of child executive functions, parent education was also indirectly related to children’s reading achievement via cognitive stimulation and to children’s math achievement via maternal sensitivity. Together, these findings shed light on the specific contextual and cognitive mechanisms that underlie socioeconomic-related differences in children’s early academic skills and provide potential insights for policies and interventions aimed at closing the achievement gap.

With a three-wave longitudinal design, the current study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting children's academic achievement during the coronavirus disease 2019 (COVID-19) pandemic. We recruited data from 246 mother-primary school student dyads, and the mean age of children at Wave 1 was 10.57 ± 0.97 years (range = 9-13 years). The academic achievement of these children was measured both before and after school closures. Family SES, parental involvement, and student engagement were assessed during the school closures. The results indicated that family SES could predict children's later academic achievement after accounting for their prior academic achievement and other demographics (i.e., the significant total effect in the model). Moreover, parental involvement and student engagement played chain-mediating roles in the effect of family SES on children's later academic achievement. Neither parent involvement nor student involvement alone mediated the relationships between family SES and subsequent academic achievement. Suggestions are provided to minimize the negative impact of low family SES on children's academic achievement during pandemics.

This study examines the roles of parental participation and socioeconomic status in influencing the academic achievement of intellectually disabled children in inclusive schools. By employing a mixed-methods approach-including quantitative academic data analysis, surveys, and qualitative interviews with parents, educators, and students—the research aims to explore how varying levels of parental involvement and socioeconomic factors like family income, parental education, and access to resources affect educational outcomes. The study seeks to uncover any synergistic effects between these factors, offering insights that could guide educational policies and practices to support these students more effectively. Ultimately, the findings aim to enhance equitable learning environments in inclusive educational settings

Based on Bronfenbrenner’s (1986) ecological system theory, Bourdieu’s (1997) concept of cultural capital and Coleman’s concept of social capital, the present study has examined the relationship between parents’ involvement in their children’s education and their academic achievement as well as the role the socioeconomic status plays in this relationship. Results obtained from a re-examination of 42 studies published between 2003 and 2021 revealed that there was a positive correlation between parental involvement and academic achievement of children. Parental involvement at home and at school, such as parents’ reading to their children at home, providing encouragement and support for learning, maintaining high aspirations and expectations for their children’s education and academic success, establishing communication, discussing school issues with their children, all have positively impacted the academic achievement of children. Socio-economic status (SES) affected the relationship between parental involvement and school success of children and played a mediating role in this relationship. Children of families with higher socioeconomic status made better use of their parents’ involvement thanks to their parent’s greater cultural capital. Nevertheless, the educational involvement that parents with lower socioeconomic status can demonstrate is important in that it reduces or eliminatates the disadvantages that children from poor and lower educated families may encounter and the risk of academic failure. The impact of increased parental involvement on poor and lower SES children was greater, and these children made better use of parental involvement and were able to boost their academic achievement to a certain extent.

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Abstract Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children’s academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement.

ABSTRACT Increasing screen time in childhood has raised concerns about potential effects on academic achievement, with speculation that this is due in part to an overall decrease in sleep. However, research does not often distinguish between different types of screen time, such as that dedicated to home or other educational pursuits. Further, family factors such as socioeconomic status are known to predict academic performance but are rarely examined in concert. The current study aimed to examine the association between screen time and academic achievement and to extend the current research by exploring whether the association was moderated by the type of screen time and family socioeconomic status. Participants were 651 children from Australia and New Zealand (Mage = 10.09, SD = 3.64). Participants completed an academic achievement test, and parents reported screen time activities. Homework, but not sleep, was associated with better academic achievement. Educational television viewing (TV), but not entertainment TV, was associated with lower academic achievement. Socioeconomic status moderated the association between educational TV and academic achievement (B = −.29, p = .007). The results suggest that while screen time type does appear to be implicated in academic achievement, the mechanism appears to be specific to higher socioeconomic status families.

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Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long‐term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES‐related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school‐ and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher–student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES‐related cognitive and educational disparities.

Abstract This study replicated and extended research on the link between parental socioeconomic status (SES) and children’s academic achievement using Eritrea, a developing country, as a case study. It used a mixed methods approach that employed both quantitative and qualitative approaches and utilized data from different stakeholders that included a sample of 397 grade eight students, twenty-seven students’ parents, eight school principals, eight schoolteachers, and four education officers. The findings of the current study indicated that parental SES (education, occupation, household size, and household possessions) appeared to be correlated to students’ academic achievement, as measured by the scores in a grade eight national examination. The findings of this study further the extant literature for it addresses the research gap in SES and academic achievement in developing countries. Implications of the study’s findings, limitations, and multiple avenues for future research are also discussed.

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There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools’ SES and (2) exploring the potential mediating role of PSPA in the relationship between schools’ SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8–10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, −1.27, −0.77), maths (IE = –1.019; SE = 0.12; 95%CI, −1.25, −0.78), and school climate (IE = –0.46; SE = 0.52; 95%CI, −0.56, −0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.

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Skipping breakfast affects learning performance at school. This study aimed to analyze correlation between breakfast habits, family socioeconomic status and academic achievement among elementary school children. This cross-sectional study was conducted from March to May 2016 on 150 fifth graders. Subjects’ characteristics, family socioeconomic status and breakfast habits were collected by filling out questionnaire, academic achievement was estimated by average score of midterm test. Subjects with good academic achievement had better socioeconomic status than those with poor academic achievement. Most of the subjects had breakfast 5-7 times/week and it was usually done before 7 AM.  Breakfast was usually served and consumed at home. Staple food and animal-based side dish were usually consumed for breakfast. Breakfast’s energy and protein contributions were significantly higher (p<0.05) among subjects with higher academic achievement than those with lower academic achievement. Subjects with better breakfast habits and socioeconomic status tended to have better school achievement. 

The present study investigates the incremental validity of the traditional books-at-home measure and selected extensions (i.e., number of children’s books and number of ebooks) for explaining students’ academic achievement as measured by their academic language comprehension. Using multiple linear regressions, we additionally explore the role of the source of information (i.e., whether information is given by parents or children). Based on cross-sectional data of a German sample of 2353 elementary school children from Grades 2 through 4, we found that parents’ information on the number of books and children’s books contributed to students’ academic language comprehension over and above parental occupation and education. Children’s information on the number of books did not further increase the amount of explained variance, and the effects were smaller than those for parents’ information. Yet, when investigated separately, both parents’ and children’s information on the number of books and children’s books at home predicted students’ academic language comprehension and mediated the relationship between more distal structural features of socioeconomic status (i.e., parents’ occupational status and education) and the outcome variable. No effect emerged for the number of ebooks. Our findings point to the robustness of the traditional books-at-home measure when used in parent questionnaires.

The purpose of this study was to examine the impact of socioeconomic status on the academic achievement of students at a rural secondary school in Fiji.The research employed a mixed-methods design.This study included participation of 21 teachers, 117 students, and 32 parents.Quantitative data were collected through the use of a questionnaire, while qualitative data were gathered through semistructured interviews and observations.The findings of the study revealed that parent education level and occupation have a negligible effect on students' academic performance in school.It has also been established that the home environment and family income have a significant impact on the student's academic achievement.The study suggests that in order to improve students' academic performance, parents and teachers should continuously monitor their children's work, improve their discipline, create a conducive learning environment at home, become more involved in their children's learning process, and implement a variety of teaching strategies.

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Urban school children are challenged from varying degrees of poverty, access to resources and health services ultimately impacting their academic performance. Educational success is complex highlighting that several factors may contribute to its outcome. Among these, undernutrition and socioeconomic status significantly impact academic performance. The interplay between these determinants and educational outcomes is particularly significant in developing countries such as northern Ethiopia. Children from lower socioeconomic backgrounds often experience nutritional deficiencies that can adversely impact cognitive development leading for poor educational achievement. Thus, this research can fill existing gaps regarding the interaction between undernutrition and socioeconomic factors that enable to understand how they interact to affect children’s educational outcomes. In addition, the study will provide practical implications for policymakers and educators in Ethiopia as it enables them for developing more effective educational policies that address unique challenges faced by urban school children in northern Ethiopia. Therefore, our study aimed to assess predictors of academic performance among primary school students to address the multifaceted issues and develop effective interventions. This institution-based cross-sectional study was conducted in three of seven primary public schools. Simple random sampling technique were employed to select the schools and proportional allocation was done to each school to draw a total of 399 study participants. An interviewer administered questionnaire were used to gather socioeconomic data from the children’s legal guardians. Academic performance was evaluated using the average scores from all subjects over two semesters obtained from school rosters. Nutritional status was assessed via anthropometric measurements with Height-for-Age (HAZ), Weight-for- Age (WAZ) and Body Mass Index-for-Age (BAZ) calculated according to the WHO 2007 standard reference guidelines. WHO Anthro version 3.2.2 was used for the analysis and interpretation of nutritional status. Data were entered, cleaned and validated using Epi Data version 3.1 and subsequently analyzed using SPSS version 24. A bivariate and multivariate logistic regression were done to determine candidate variables and significantly associated factors respectively. Variables with p-value of ≤ 0.05 with 95% confidence interval in the multivariate model were considered as factors associated with the outcome variable. The mean academic performance of study participants was 71.65 (SD = 12.63). The prevalence of stunting, wasting, underweight and overweight was 23.8%, 34.0%, 24.0% and 4.3% respectively. In the adjusted analysis, age of child (AOR = 2.26, 95% CL: 1.39–3.67), head of household (AOR = 2.79, 95% CL: 1.55–5.04), absenteeism (AOR = 1.73, 95%CL: 1.07–2.79), preschool attendance (AOR = 1.47, 95% CL: 0.93–2.31) and monthly income (AOR = 1.67, 95% CL: 1.02–2.74) were significantly associated with educational achievement. Undernutrition particularly stunting remains a significant public health issue that might negatively affect academic performance. While undernutrition has showed association in the bivariate logistic regression, it does not adversely affect the children’s academic performance. Conversely, age of child, head of household, monthly income, school attendance and preschool enrollment significantly impacted educational outcomes suggesting that interventions should focus on these factors in collaboration with stakeholders, teachers, parents and the community. Yet this finding highlights the potential aims for intervention at primary public schools, further research is needed to comprehensively understand which factors reduced urban primary public school children’s academic performance.