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M. Irwan Hadi
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Asian Journal of Early Childhood and Elementary Education
Published by Lembaga Yasin Alsys
ISSN : 30257565     EISSN : 30256917     DOI : https://doi.org/10.58578/ajecee
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Asian Journal of Early Childhood and Elementary Education [3025-7565 (Print) and 3025-6917 (Online)] is a double-blind peer-reviewed, and open-access journal to disseminating all information contributing to the understanding and development of Early Childhood and Elementary Education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. The articles published may take the form of original research, theoretical analyses, and critical reviews. AJECEE publishes 6 editions a year in February, April, June, August, October, and December. This journal has been indexed by Harvard University, Boston University, Dimensions, Scilit, Crossref, Web of Science Garuda, Google Scholar, and Base.
Arjuna Subject : Umum - Umum
Articles 125 Documents
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Upaya Meningkatkan Kemampuan Bahasa Anak Usia 4-5 Tahun melalui Media Cerita Bergambar di TK Qur’an Mandiri Medan Candri Wulan Nasution; Zulfahmi Lubis
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9750

Abstract

Language development is an important aspect of early childhood education because it plays a role in supporting children’s ability to communicate, understand information, and express ideas. However, the language ability of children aged 4–5 years still requires learning stimulation that is appropriate to their developmental characteristics, one of which is through picture story media. This study aims to identify the initial steps in implementing picture story activities, analyze children’s language development before and after the activities, and determine the improvement of children’s language ability through picture story media at TK Al Qur’an Mandiri Medan. This study used Classroom Action Research (CAR) with 9 children as the subjects. Data were obtained through the implementation of actions in two cycles and analyzed based on children’s language development achievements. The results show that in Cycle I, the use of picture story media resulted in 2 children (22.22%) reaching the Developing as Expected criterion, so the improvement in children’s language ability had not yet reached the success indicator. In Cycle II, a better improvement occurred, namely 1 child (11.11%) reached the Developing Very Well criterion and 3 children (33.33%) reached the Developing as Expected criterion, with language ability achievement of 73.88%. Thus, picture story media proved to be able to improve the language ability of children aged 4–5 years from Cycle I to Cycle II. These findings imply the importance of using visual and narrative learning media as an appropriate language stimulation strategy for early childhood.
Language Policies and Teacher Strategies for Promoting Psychological Inclusiveness in the Diverse Classroom in Aba Education Zone Francisca Ifeoma Ehiemere; Emmanuel Lucas Nwachukwu; Osuji Columbus Otuosorochi; Regina Ijeoma Ukwuoma
Asian Journal of Early Childhood and Elementary Education Vol 4 No 3 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i3.9873

Abstract

This study examined the influence of language policies on classroom inclusivity and the strategies used by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted, involving 200 junior and senior secondary school teachers selected through stratified random sampling. Data were collected using a structured four-point Likert-scale questionnaire and analyzed through descriptive statistics and inferential statistics, including independent samples t-test and one-way ANOVA at α = 0.05. The findings indicate that language policies exerted limited practical influence on psychological inclusiveness, as reflected in a cluster mean of 2.48, revealing a persistent gap between policy intent and classroom implementation. Despite this limitation, teachers employed various inclusive strategies, including differentiated instruction, code-switching, and culturally responsive pedagogy, with a cluster mean of 2.79. The major barriers to implementation included inadequate training, resource deficits, and weak administrative support, with a cluster mean of 2.67. No statistically significant differences were found in teachers’ use of inclusive strategies based on gender, t = 0.743, p = .458, or teaching experience, F = 1.032, p = .380. The study concludes that although language policies provide a formal basis for inclusive education, their practical impact remains constrained by institutional and pedagogical barriers. This study contributes empirical evidence on the disconnect between language policy and classroom practice in a linguistically complex Nigerian urban context and offers implications for policymakers, curriculum designers, and teacher educators in strengthening teacher preparation, resource provision, and administrative support for psychologically inclusive classrooms.
Analysing ICT Integration Tools in Tanzanian Early Childhood Education: Policy, Constraints, and Frameworks Beatus B. Mapunda
Asian Journal of Early Childhood and Elementary Education Vol 4 No 4 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i4.11140

Abstract

The integration of Information and Communication Technology (ICT) into Early Childhood Education (ECE) has received increasing global attention; however, research on the suitability of standardised tools for evaluating ICT integration in Tanzanian ECE remains limited. This study aims to critically examine existing standardised evaluation tools and develop a contextualised framework appropriate for Tanzania’s resource-constrained educational environment. A critical literature review design was employed, drawing on policy documents, national education statistics, teacher education curriculum documents, international frameworks, and scholarly literature addressing ECE quality, digital pedagogy, teacher competence, and ICT integration. The reviewed sources were analysed using thematic content analysis. The findings indicate that no single standardised instrument adequately captures the multidimensional nature of ICT integration in Tanzanian pre-primary education. Existing tools, including child-outcome instruments such as MELQO and IDELA; classroom-process tools such as Teach ECE, CLASS, and ECERS-3; teacher-competence frameworks such as UNESCO ICT-CFT and UNICEF digital competence frameworks; and system-readiness indicators each assess important but partial dimensions of ICT integration. The review further demonstrates that meaningful ICT integration depends on the interaction among infrastructure readiness, teacher digital capability, pedagogical mediation, and children’s learning opportunities and outcomes. This study contributes to the literature by proposing a contextualised ecological-capability framework that integrates these dimensions within a unified analytical model. It concludes that evaluating ICT integration in Tanzanian ECE requires a layered, multidimensional, and context-sensitive approach rather than reliance on individual instruments. The proposed framework provides practical implications for policymakers, teacher educators, and researchers by offering a more comprehensive basis for assessing digital integration in resource-constrained pre-primary settings, while also highlighting the need for future empirical validation across diverse educational contexts in Tanzania.
Neurodiversity Inclusive Early Childhood Education for Generation Alpha and Generation Beta: A Review Emmanuel Lucas Nwachukwu; Sule Omeiza Adebayo; Regina Ijeoma Ukwuoma
Asian Journal of Early Childhood and Elementary Education Vol 4 No 4 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i4.11354

Abstract

Early childhood classrooms increasingly serve children growing up under conditions of pervasive digital exposure and an evolving understanding of neurological variation as a natural dimension of human development rather than solely as a deficit requiring remediation. This narrative review examines how early childhood education systems can adapt to support neurodivergent learners within the generational contexts of Generation Alpha (born 2010–2024) and the emerging Generation Beta (born from 2025). Literature was identified from Scopus, Web of Science, ERIC, and Google Scholar, encompassing peer-reviewed articles, books, and reports published between 2018 and 2026. Searches combined terms related to neurodiversity, early childhood education, Generation Alpha, Generation Beta, Universal Design for Learning, assistive technology, and multi-tiered systems of support. Sources were included when they addressed neurodevelopmental variation, inclusive pedagogy, or generational characteristics relevant to early childhood or closely related educational settings. The review synthesizes the developmental and technological characteristics of Generation Alpha alongside the emerging profile of Generation Beta and examines Universal Design for Learning and artificial intelligence-supported assistive technologies as pedagogical approaches for neurodivergent learners. It further identifies teacher preparedness and multi-tiered systems of support as essential mechanisms for addressing persistent inequities in early childhood classrooms. The review concludes that meaningful inclusion for neurodivergent children cannot be achieved through a single intervention but requires a coordinated educational architecture integrating teacher preparation, inclusive physical and digital learning environments, assistive technologies, and tiered support systems. This review contributes a generationally responsive perspective to inclusive early childhood education by emphasizing the need for coherent and continuous support structures that accompany neurodivergent learners from infancy through the transition into formal schooling.
Lack of Institutional Support in the SAFPI Individual Teaching Process: A Bibliometric Analysis in Scopus Using PRISMA Jennifer Cristina Cambisaca Sigua; Nathalie Marie Chunir Guzman; Paola Anabel Fernández Cuzco
Asian Journal of Early Childhood and Elementary Education Vol 4 No 4 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i4.11355

Abstract

Institutional support is a critical factor in strengthening individualized teaching processes in early childhood education, particularly in family-centered educational modalities such as the Family Care Service for Early Childhood (SAFPI). However, the scientific literature addressing the relationship between institutional support and individualized teaching in this context remains fragmented. This study aims to analyze the scientific production on institutional support in individualized teaching processes in early childhood education through a bibliometric analysis of documents indexed in Scopus. A systematic review with a quantitative, descriptive, and documentary approach was conducted following the PRISMA framework to ensure transparency in study identification, screening, eligibility, and inclusion. The search covered publications indexed between 2021 and 2026 using terms related to institutional support, individualized teaching, early childhood education, family support, and educational management. Scientific articles and reviews relevant to the research focus were included, while duplicate records, irrelevant studies, and documents that did not meet the predefined criteria were excluded. The findings reveal sustained growth in scientific production during the analyzed period, with Australia, the United Kingdom, and the United States showing the greatest research participation. Scientific articles predominated, particularly within the Social Sciences and Humanities, reflecting increasing scholarly interest in the institutional conditions that shape educational provision in early childhood. The synthesis further indicates that institutional support, teacher training, family participation, and administrative management are closely associated with the quality of individualized teaching processes. The study concludes that institutional support constitutes an essential component for strengthening family-centered early childhood education models such as SAFPI. It contributes a bibliometric overview of the field while identifying persistent research gaps in Latin American contexts that warrant greater scholarly and educational attention.

Page 13 of 13 | Total Record : 125

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