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Journal of Early Childhood Development and Education
Published by CV Media Inti Teknologi
ISSN : -     EISSN : 30324092     DOI : https://doi.org/10.58723/junior.v2i1.289
Core Subject : Education,
Education Other
JUNIOR is a journal that aims to bring together the global early childhood community to facilitate the exchange of research knowledge. The aim of this journal is to contribute to scientific debate and research in the field of early childhood practice in early education and care. Articles published in this journal have a primary focus on children aged from birth to eight years. JUNIOR publishes primarily empirical research reports but also accepts research reviews, including systematic literature reviews. JUNIOR accepts articles that use both qualitative and quantitative research methodologies, draw on disciplinary knowledge from education and across the social sciences, and include research conducted in low- and middle-income countries. JUNIOR has a strong applied focus and seeks articles that draw on policy implications and professional practice across national contexts. The journal also publishes essays and book reviews that focus on early childhood.
Arjuna Subject : Umum - Umum
Articles 31 Documents
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Towards a Policy Framework for The Use of Generative AI in Nigerian Curriculum For Early Childhood Education Aliyu, Aliyu Yaya
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.332

Abstract

Background of Study: The integration of artificial intelligence (AI)—particularly generative AI (GenAI)—into early childhood education (ECE) is rapidly advancing. While it presents transformative opportunities for learning and teaching, it also raises significant ethical, regulatory, and humanistic concerns. The accelerated development of GenAI tools often outpaces the establishment of appropriate educational safeguards and policy responses. Aims and Scope of Paper: This study investigates the implications of GenAI on fundamental humanistic principles in ECE, specifically focusing on inclusivity, equity, and human agency. It aims to assess how current regulatory and institutional frameworks address the risks and responsibilities associated with GenAI in early learning environments. Methods: A qualitative methodology was employed, incorporating policy analysis and semi-structured interviews with experts in education, ethics, and technology. This approach was used to evaluate both the current state of national regulations and the readiness of educational institutions to manage GenAI integration responsibly. Result: The study found a significant misalignment between the rapid technological evolution of GenAI and the slow pace of regulatory adaptation across most countries. There is a widespread absence of clear, actionable guidelines regarding data privacy, ethical use, and accountability within educational contexts, especially for early learners. Conclusion: Without timely and thoughtful policy interventions, the adoption of GenAI in ECE may inadvertently erode core values that support equitable and inclusive education. The paper recommends that governments and institutions develop comprehensive policy frameworks, implement robust data governance mechanisms, and revise existing AI regulations to better address the unique challenges posed by GenAI in early childhood learning.
Improvement of Pre-Literacy Skills of Children Aged 3-4 Years Old KB Lantern Alam Using Loose Parts Media Syaharani, Duanty; Lestariningrum, Anik; Wijaya, Intan Prastihastari
Journal of Early Childhood Development and Education Vol. 2 No. 1 (2025): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i1.336

Abstract

This research aims to improve pre-literacy skills in children with an age range of 3-4 years through loose parts media  in KB Lentera Alam. In this study, the method used is the Classroom Action Research method using this research approach using quantitative descriptive using the Kemmis and Taggart model design. The research instruments that will be used in this study are child assessment observation sheets, children's work assessment sheets, children's photo series assessment sheets, teacher observation sheets. This study uses quantitative descriptive data analysis techniques using a method of comparing the average score of students in one class before the action is taken and after the action is carried out through cycle I and cycle II. Based on the results of the study that showed an increase in pre-literacy skills in the use of loose media parts. In the pre-action activity, students obtained a complete category of 26.60%. There was an increase in cycle 1 actions, namely students who obtained a complete category of 60%. The results obtained in the second cycle also experienced an increase of 86.60%, which has exceeded the limit set by the researcher, which is 75%. The conclusion of the research that has been carried out is that pre-literacy skills can be enhanced by loose pieces to understand the idea of letters (a, i, u, e, o), and distinguish the shape of one letter from another (b, d) in children aged 3-4 years at KB Lentera Alam.
Bridging the Gap: Evaluating the Effectiveness of One-Course Special Education Training in Preparing Teachers for Inclusive Classrooms in Zambia Mpolomoka, Daniel Lupiya; Mandyata, Joseph; Muvombo, Moono; Kabundula, Pelekelo; Beirat, Mohammad, A.
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.385

Abstract

Background of Study: Inclusive education is a growing priority in Zambia, yet many teacher education programs rely on a single special education course to prepare teachers for inclusive classrooms. This raises concerns about the sufficiency of such training in equipping educators with the necessary competencies. Aims and Scope of Paper: This study aims to critically evaluate the effectiveness of a one-course special education module in preparing both pre-service and in-service teachers for inclusive classroom settings in Zambia. It explores the perceptions and lived experiences of teachers undergoing this training. Methods: Guided by Vygotsky’s Sociocultural Theory and a pragmatic philosophical stance, the study adopted an interpretive phenomenological design with a qualitative approach. Data were collected through semi-structured interviews and focus group discussions with 10 student teachers and 5 practicing teachers, selected purposively. Thematic analysis was used to analyze the data. Results: Findings reveal that while the course provides basic conceptual understanding of inclusive education, it falls short in areas such as practical application, mentorship, and continuous professional development. Participants expressed a lack of preparedness in handling the complexities of inclusive classrooms. Conclusion: The study concludes that a single-course model is inadequate for preparing teachers for inclusive education. It recommends comprehensive reform in teacher education programs, including longitudinal training, integration of assistive technology, and structured mentorship to enhance teacher readiness and align training with inclusive education goals.
An Analysis Of Teachers' Perceptions And Practices In Promoting Inclusive And Accessible Library Spaces In Primary Schools In Iwo Local Government Area, Osun State Hamzat, Baniyaminu Opeyemi; Oyewumi, Nasimot Opeyemi; Amosun, Moses Dele; Daoudi, Khoula
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.410

Abstract

Background of study: School libraries are essential for fostering literacy, academic achievement, and social-emotional development by offering equitable access to diverse learning resources. However, in many primary schools, particularly in Iwo Local Government Area, Osun State, Nigeria, these spaces often lack inclusive features. Inadequate infrastructure, limited assistive technologies, and insufficient teacher training hinder the ability of school libraries to meet the needs of all learners, especially those with disabilities. Aims and scope of paper: This study explores primary school teachers’ perceptions and practices related to promoting inclusive and accessible library environments. It aims to identify current strategies, challenges, and areas needing improvement in making library spaces supportive of students with diverse learning needs. Methods: A descriptive survey design was employed. A total of 150 teachers were selected through stratified random sampling across various schools. Data were gathered using structured questionnaires, validated for reliability (Cronbach’s Alpha = 0.75), and analyzed using descriptive statistics, including mean and standard deviation. Result: The findings show that while teachers acknowledge the value of inclusive library spaces, practical implementation remains limited. Some teachers modify materials and create welcoming environments, but gaps persist in training, resource availability, physical accessibility, and collaboration with special education personnel. Conclusion: To improve inclusivity in school libraries, there is a pressing need for targeted training, improved funding, adaptive technologies, and inter-professional collaboration. These efforts will help create equitable learning environments, ensuring that all students, regardless of ability, have access to supportive and inclusive educational resources.  
Optimizing Formative and Summative Assessment in Early Childhood Education: A Case Study of Sekolah Penggerak in Jambi City Sari, Ratna; Mastikawati; Fitriah; Azwir; Reni, Resti Puspa; Amiroh; Gurung, Lina
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.413

Abstract

Background of the Study:In the context of Indonesia’s Merdeka Curriculum, assessment plays a crucial role in supporting student-centered learning, particularly in early childhood education (ECE). The Sekolah Penggerak initiative aims to improve the quality of teaching and learning through the integration of formative and summative assessments. However, challenges persist in effectively implementing these assessments at the ground level, especially in PAUD (Early Childhood Education) settings. Aims and Scope of the Paper:This study aims to examine how formative and summative assessments are implemented in Sekolah Penggerak PAUD institutions in Jambi City, and to explore teacher perceptions, implementation challenges, and the effectiveness of these assessments in improving student learning outcomes. Methods:A qualitative descriptive approach was used, involving 21 early childhood educators from selected Sekolah Penggerak. Data were collected through structured questionnaires distributed via Google Forms and analyzed thematically using the Miles and Huberman framework. Results:The findings indicate that formative assessments are actively used during the learning process to provide immediate feedback that enhances student engagement and understanding. Summative assessments are used to evaluate overall competency achievement at the end of a learning period. However, teachers face significant challenges, including time limitations, administrative burdens, and insufficient technical support. Conclusion:The study highlights the need for ongoing professional development and context-specific assessment strategies to ensure the effective integration of formative and summative assessments in early childhood education. The results offer practical implications for policy-makers, school leaders, and educators seeking to improve assessment practices within the Merdeka Curriculum framework.
The Influence of Online Learning Platforms on Early Childhood Education and Its Role in Promoting Sustainable Global Economic Growth Hamzat, Baniyaminu Opeyemi
Journal of Early Childhood Development and Education Vol. 2 No. 3 (2025): Journal of Early Childhood Development and Education (September)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i3.313

Abstract

Abstract:Background of the Study: Online learning platforms have become increasingly relevant in early childhood education, particularly in the context of advancing global educational equity and preparing a skilled future workforce. Aims and Scope of the Paper: The purpose of this study is to investigate the impact of online learning platforms on early childhood education and their role in promoting sustainable global economic growth. Methods: The study employed a quasi-experimental design with a pretest-posttest control group. A sample of 80 pupils from Olorunda Local Government area of Osun State was selected, divided into an experimental group (40 pupils) using online learning platforms and a control group using traditional learning methods. The instruments were validated by experts and tested for reliability through a pilot study, yielding a Cronbach’s alpha of 0.82, indicating good internal consistency. Data were collected using a cognitive development assessment tool, an engagement and motivation survey. Results: The results indicated a statistically significant improvement in cognitive development scores for the experimental group using online platforms (M = 75.25, SD = 8.67) and the control group (P = .037). Conclusion: The positive impact of these platforms underscores the potential for technology to transform early childhood education and support a sustainable global economy by building a more educated and skilled future workforce. Keywords: Cognitive Development, Early Childhood Education, Economic Growth, Engagement and Motivation, Online Learning Platforms  
The Effects of Parenting Styles on the Psychosocial Development of 6-11 Years Children in Buea Sub-Division of the Southwest Region of Cameroon Esunge, Sone-Ajang Doris
Journal of Early Childhood Development and Education Vol. 2 No. 3 (2025): Journal of Early Childhood Development and Education (September)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i3.450

Abstract

Background of study: Parenting styles play a vital role in shaping children's psychosocial development. This study explores how different parenting styles authoritative, authoritarian, and permissive affect the psychosocial development of children aged 6–11 years in Buea Sub-division, South West Region. Aims and scope of paper: The study aims to determine the extent to which each parenting style influences children’s psychosocial outcomes such as self-esteem, emotional expression, and social interaction. Methods: A survey research design was employed. A sample of 370 children and 75 parents was selected using purposive and snowball sampling techniques, respectively. Data were collected using a structured questionnaire for children and an interview guide for parents. Both descriptive and inferential statistics were used for data analysis. Result: Findings showed that authoritarian parenting style negatively affects children’s psychosocial development (R = -0.188, p = 0.014), with 34.6% of such children showing low self-esteem and social withdrawal. Permissive parenting had an even stronger negative effect (R = -0.751, p = 0.000), with 37.2% of children scoring low on psychosocial measures. Conversely, authoritative parenting significantly and positively influenced psychosocial development (R = 0.427, p = 0.000), with 85.7% of children showing high self-esteem, sociability, and self-control. Conclusion: Authoritative parenting promotes positive psychosocial outcomes in children. It is recommended that parents adopt this style to foster emotional and social well-being in children.
Using the Multisensory Teaching Approach in Early Childhood Education: Educators’ Perspectives Lupiya Mpolomoka, Daniel
Journal of Early Childhood Development and Education Vol. 2 No. 3 (2025): Journal of Early Childhood Development and Education (September)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i3.470

Abstract

Background of Study: Multisensory teaching has gained recognition as an effective strategy in early childhood education by engaging visual, auditory, kinesthetic, and tactile modalities. These approaches improve engagement, cognitive development, and retention of knowledge. However, implementation is often limited by challenges such as insufficient resources, large class sizes, and inadequate teacher training. Aims and Scope of Paper: This paper explores educators’ perspectives on the application, benefits, and barriers of multisensory teaching methods in early learning environments, with particular attention to their role in fostering inclusive education. Methods: The study employed a qualitative design, collecting data through interviews, focus group discussions, and classroom observations with early childhood educators. Result: Findings show that multisensory teaching, including storytelling, music, movement, sensory play, and hands-on activities, enhances children’s participation, cognitive growth, and knowledge retention. Educators emphasized its value for learners with diverse needs. Nonetheless, they identified challenges such as limited training opportunities, overcrowded classrooms, and resource shortages that hinder consistent implementation. Conclusion: The study concludes that multisensory teaching offers significant potential for improving early childhood education. Greater institutional support, professional development, curriculum integration, and policy-level investment are needed to optimize its benefits and promote inclusive, effective learning experiences.
Teachers’ Integration of the 21st Century Skills and Lower Primary School Learners’ Acquisition of Collaborative Skills in Thika, Kiambu County Kenya Wangu Kioko, Serah; Ouko Ongonga, Hudson; Mwaniki, Solomon
Journal of Early Childhood Development and Education Vol. 2 No. 3 (2025): Journal of Early Childhood Development and Education (September)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i3.496

Abstract

Abstract:Background of Study: This study investigated the integration of 21st century skills by Grade Three teachers in lower primary schools and how this influences learners’ acquisition of collaborative learning skills in Thika Subcounty, Kiambu County, Kenya. Collaborative learning is a key component of the Competency-Based Curriculum (CBC), designed to foster communication, critical thinking, and creativity among learners. Aims and Scope of Paper: The paper aimed to examine teachers’ awareness and implementation of 21st century skills, identify challenges in applying CBC-oriented pedagogies, and assess the impact of these practices on learners’ acquisition of corroborative learning skills. Methods: A descriptive research design was employed. Data were collected from 100 purposively selected Grade Three teachers through structured questionnaires, classroom observations, and focused group discussions. Result: Findings revealed that while 78% of teachers were aware of 21st century skills, only 32% consistently applied them in classroom practice. Key barriers included inadequate CBC training, lack of instructional resources, and overcrowded classrooms. Teacher-centered approaches remained predominant, limiting opportunities for effective collaborative learning. Conclusion: Although teachers demonstrated awareness of 21st century skills, their practical application was minimal due to systemic challenges. The study underscores the need for targeted professional development, adequate teaching resources, and supportive structures to strengthen pedagogical practices that enhance collaborative learning in early primary education.
Stimulating Kinesthetic Abilities Through Obstacle Course Games Sari, Indah Permata; Ardina, Mona; Daryati, Melia Eka; Wahyuni, Desvi
Journal of Early Childhood Development and Education Vol. 2 No. 3 (2025): Journal of Early Childhood Development and Education (September)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i3.504

Abstract

Background of study: Kinesthetic skills are an important aspect of early childhood development, but at the Pembina Arga Makmur State Kindergarten, there are still children who have difficulty running, jumping, and throwing balls. Aims and scope of paper: The purpose of this study is to understand how obstacle course activities affect the kinaesthetic abilities of Arga Makmur Kindergarten students, ages 5 to 6. Methods: The research methodology utilized a two-group pretest-posttest experimental design and a quantitative method. Out of the 48 preschoolers in the population, 24 children made up the sample. They were split into two groups at random: the experimental group and the control group. An independent sample t-test was used to assess the data after it was gathered through tests and observation. Result: The analysis results indicated a significance value of 0.000 < 0.05, indicating a substantial disparity in gross motor abilities between children who took part in the obstacle course and those who did not. Conclusion: Obstacle course games have a positive effect on improving children's gross motor skills. Obstacle course games can be used for physical learning activities with obstacles to train early childhood skills.

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