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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 122 Documents
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Upaya Meningkatkan Kemampuan Bahasa Anak Usia 4-5 Tahun melalui Media Cerita Bergambar di TK Qur’an Mandiri Medan Nasution, Candri Wulan; Lubis, Zulfahmi
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.

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