This article explores the teaching methods proposed by Dewey in the context of early childhood education (ECE), focusing on their impact on teacher assessment and evaluation.The study also examines challenges such as balancing structured evaluations with the dynamic and flexible nature of Dewey's pedagogy, and suggests strategies to support teachers in implementing and reflecting on this approach effectively.
This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.
Digital literacy is a person's interests, attitudes, abilities, and skills in using digital technology-based devices. These skills are used to access, manage, integrate, analyze and evaluate the information needed and obtained, build new knowledge and create relationships or communication with others to participate effectively in society. This study aims to explore and explain the application of digital literacy in Early Childhood Education (ECE) institutions. The research method is descriptive quantitative with a survey technique. The instrument used is a questionnaire in the form of a Google-Form (G-Form) which is distributed online via Instagram, WhatsApp, and email. The population is ECE teachers, and a sample of 318 ECE teachers from various provinces was collected randomly. The data collected were analyzed descriptively with simple quantification. The results of the study indicate that the application of digital literacy in ECE can be implemented in a limited way and the implementation process must involve teachers and parents/guardians. The recommendation conveyed was the need for strict supervision for the implementation of digital literacy in early childhood.
Early childhood education through gamification provides a wholly new environment to students. For this reason, compelling opportunities are set to accomplish the challenging goal for educators/ teachers. Hence, in early childhood critical thinking and assessment competencies, is involved to promote the efficiency and mainstream education of gamification. Therefore, this paper aims to decide the effect of personal development in early childhood years that are helpful in gaining knowledge in the classroom and out of the classrooms of pre and primary students' overall performance. The current research aims to prove the significance of gamification and its existing knowledge of gear right into a teacher's coaching technique by upgrading the student's overall performance. The only way to practice digital methods in the study of students and achieve the objectives of the efficiency model, this paper investigated the learner’s autonomy, learning environment, and compelling outputs in students’ academic performance. The design of this research is experimental. For this experimental investigation the overall academic performance of pre and primary students was accessed by using the digital gamification learning based model. Hence, random samples from five institutes were used to collect the data for the further analysis. In these selected five institutes three were the boys’ school and 2 were the girls’ school. Thus, this study targeted the use of gamification in the educational institutes and its effects on the pupil achievements. To measure the performance of the children by using the formula of effectiveness and efficiency this study aimed to investigate the outcome of model enforcement in educational curriculum.
Muhammad Waseem Aslam, Ghuzanfar Chudhary, Muhammad Aqeel et al.
Early Childhood Education is an effort to stimulate and stimulate children from birth to the age of six which is carried out by providing educational stimuli to help the growth and development of children, both physically and spiritually so that children are ready to enter further education. Early childhood is a group that is in a process of growth and development that is unique, namely patterns of growth and development, intelligence, social-emotional, language, and communication that are specific to the child's level of growth and development. Media in an activity can be interpreted as anything that can be used to channel messages or lesson content, stimulate thoughts, feelings, attention, and the ability of children so that they can encourage the achievement of the process of activities stimulated by the teacher. The use of technological media can have a positive impact, in other words, the use of multimedia or animation as a learning tool and a teacher's tool in carrying out the activity process.
Psychomotricity is one of the foundations in child development, a science that unites the body in movement and mental activity, admits a translation that relates body movement and its intentionality, studies human development in all phases. In this sense, this article aims to understand psychomotricity and adversities in early childhood education, to recognize the relationship between body and mind, and the importance of psychomotor development since childhood. In order to promote and achieve a deeper study on psychomotricity in early childhood education, this research took place in a bibliographic way through studies by authors dealing with the theme. The authors who guided this research were Duprê (1862-1921), Wallon (1879-1962) and Le Boulch (1981), who report the contexts and challenges of psychomotricity for a better development in human life. The results of the present study brought deeper reflections regarding the knowledge of the psychomotricity investigation process and the adversities in early childhood education.
Weber da Silva Mota, Josilene Pereira Valente, Edith Gonçalves Costa et al.
Literacy could be a supporter of the forefront of education. Teachers have a crucial role in filtering and remodeling data on their students. The utilization of knowledge skill has to be trained by sorting and selecting the proper media for learning whose main purpose is to extend students' intelligence. Skill coaching is a way to boost the flexibility to use learning media, particularly Early Childhood Education and Kindergartens in Lubuk Begalung, Padang. The objectives to be achieved include: to increase the insight of Early Childhood Education and Kindergarten teachers about media, and the ability of media information literacy in learning. Training methods i.e. lectures, discussions, questions, and answers, and case simulations. The conclusion obtained from this activity is that early childhood and kindergarten teachers can choose the media responsibly and able to criticize media content more intelligent in the classroom.
Fatia FATIMAH, Yusrafiddin Yusrafiddin, Muhammadi Muhammadi et al.
This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.
This study aims to analyze the early childhood education development in the past in terms of the establishment history of an institution, the early childhood education development and implementation today and the early childhood education development in the future is seen based on the needs analysis and expectations of parents and educator. The study was conducted for 3 months from February to April 2019 at the Global Islamic School institution, on Jalan Raya Condet, East Jakarta. The research method is a qualitative approach with a case study strategy that aims to research natural object conditions, researchers act as key instruments, triangulation data collection techniques, inductive data analysis and qualitative research results emphasize more on meaning than generalization. The conclusion obtained is that the Global Islamic School combines two main concepts, namely the formation of the character of a Muslim with a global insight and combines the 4 concepts of the nature of the child, namely the heart, mind, exercise and feeling in helping children develop their potential and abilities.
