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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 37 Documents
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The Application of Tarakanita Character Values in Children: A Case Study of Children Aged 4-5 Years Karunia Trie, Helaria; Ardina, Mona; Fitriana, Septi; 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.v2i3.506

Abstract

Background of study: Character is an attitude that should be instilled in children from an early age. Character education for early childhood education plays an important role in shaping children's moral and social foundations from an early age. Aims and scope of paper: This study aims to determine the strategies teachers use in applying Tarakanita character values to children aged 4 to 5 years at Sint Carolus Kindergarten. Methods: This study uses a qualitative approach involving the principal and two teachers as research participants. The data collection techniques used in this study are interviews and observation. Furthermore, the data will be analyzed using the Miles and Huberman model. Result: The results of the study show that Sint Carolus Kindergarten systematically develops Tarakanita character values through three main strategies, namely learning through the integration of Tarakanita Character Education, foreign languages, experience-based learning, and technology; habit formation through practicing good behavior such as queuing and caring for the environment; and reinforcement through consistent role modeling by teachers and parents as the foundation for character building in children. Conclusion: The implementation of Tarakanita character values at Sint Carolus Kindergarten is carried out through three strategies, namely learning, habit formation, and role modeling. The teachers' strategy in applying Tarakanita character values emphasizes experience-based learning and implements a cycle of reflection and sharing with parents as an effort to provide education that is consistent between home and school.
Traditional Rulers, Families, and Waqf: Their Roles in Promoting Early Childhood Literacy and Numeracy Skills in Gombe and Adamawa States, Nigeria Muhammad, Adamu Abubakar; Jika, Fadimatu Ahmed; Muhammad, Ibrahim Abubakar; Aliyu, Shafa’at Ahmad; Khan, Human; Barjesteh, Hamed; Jamal, Abdul; Darazi, Mansoor Ali
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): 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.v3i1.509

Abstract

Background: Early childhood literacy and numeracy are essential foundations for social cohesion, lifelong learning, and sustainable development. In Northern Nigeria, these skills are shaped not only by formal education systems but also by families, traditional leaders, and religious-based support institutions such as waqf. However, empirical evidence on the specific roles and interactions of these actors remains limited. Objective: This study examines the contributions of families, traditional leaders, and waqf institutions to early childhood literacy and numeracy development in Gombe and Adamawa States, Nigeria, and identifies key challenges affecting their effectiveness. Methods: A mixed-methods design was employed, integrating survey data, structured interviews, and documentary analysis to explore institutional, cultural, and religious influences on early childhood education. Results: The findings indicate that families are the primary source of early cognitive development and value formation. Traditional leaders act as cultural custodians and intermediaries who mobilize community support for educational initiatives. Waqf institutions provide sustained financial support for community learning centres and Qur’anic schools. Nevertheless, these contributions are constrained by poverty, weak waqf institutionalization, and declining family involvement. Conclusion: The study concludes that early childhood literacy and numeracy outcomes in Northern Nigeria can be improved through a coordinated approach that strengthens collaboration among families, traditional leaders, and waqf institutions to ensure sustainable early childhood education initiatives.  
Strategic Framework for Enhancing Mathematical Understanding in Young Learners Onoshakpokaiye, E. Odiri; Eyetan, Voke
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): 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.v3i1.516

Abstract

Background: It is crucial for the development of fundamental mathematical ideas in early infancy. Empirical studies emphasize how play-based learning, cognitive preparedness, and contextual influences kids' mathematical reasoning. This roadmap provides educators and policymakers with guidance on how to promote successful math comprehension by synthesizing insights from previous studies. The early years are a critical time for developing fundamental mathematical knowledge. Objective: The study examines the Strategic Framework for Improving Young Learners' Mathematical Understanding. Methods: The study utilized a qualitative method where some related literature on the subjects were reviewed and analyzed to gain an insight into the topic. Results: The study finds that critical cognitive abilities including pattern identification, classification, and numerical comparison are necessary building blocks for procedural fluency and problem-solving. One of the main conclusions highlights how play-based learning promotes curiosity and more in-depth conceptual immersion. Moreover, the incorporation of reflective practices, explicit discourse, and interactive technologies improves children's capacity to express and develop mathematical concepts. Conclusion: Math learning outside of the classroom has been demonstrated to be enhanced by inclusive and culturally sensitive surroundings, as well as by parental and community involvement. Collectively, these observations highlight how crucial comprehensive, research-based methods of teaching mathematics at a young age are.
Influence of Primary School Teachers’ Motivation on Pupils’ Academic Performance in Federal Capital Territory Abuja Nigeria Wahab, Saheed Kolawole
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): 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.v3i1.522

Abstract

Background: Teachers’ motivation is widely recognized as a critical factor influencing pupils’ academic performance, particularly at the foundational level of education. In Nigeria’s Federal Capital Territory (FCT), persistent challenges such as irregular salary payment, inadequate remuneration and limited opportunities for professional development have raised concerns about their implications for pupils’ academic outcomes in primary schools. Objective: This study examined the influence of primary school teachers’ motivation on pupils’ academic performance in FCT Abuja, Nigeria. Specifically, it investigated the relationships between teachers’ motivation, prompt payment of salary, remuneration, professional development and pupils’ academic performance in public primary schools. Methods: A descriptive survey research design was adopted. The population comprised 12,627 primary school teachers across the six Area Councils of FCT Abuja. Through a multistage sampling technique, 300 primary school teachers were selected. Data were collected using a structured questionnaire and a pro-forma. Pearson Product Moment Correlation was used to analyse the data at the 0.05 level of significance to test four null hypotheses. Result: The findings revealed significant positive relationships between teachers’ motivation, prompt payment of salary, remuneration, professional development, and pupils’ academic performance in primary schools in FCT Abuja, Nigeria. Conclusion: The study concluded that teachers’ motivation and related welfare factors are critical determinants of pupils’ academic performance. It therefore recommends that Area Council Chairmen prioritize teachers’ motivation, ensure prompt payment of salaries, improve remuneration, and strengthen professional development opportunities. In addition, the FCT Administration should transfer the management of primary school teachers from the Local Education Authorities (LEAs) to the Universal Basic Education Board (UBEB) for more effective administration.
Impact of Early Childhood Learning Experiences on Civic Tolerance and Social Integration Among Upper Basic School Students in Gusau Local Government Area, Zamfara State, Nigeria Muhammad, Sule; Muhammad, Binta
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): 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.v3i1.539

Abstract

Background: Early childhood learning experiences are crucial in shaping students’ social behavior, moral values, and civic attitudes. In diverse societies such as Nigeria, early educational exposure is essential for promoting civic tolerance and social integration. However, limited empirical evidence exists regarding this relationship among upper basic school students in northern Nigeria. Objective: This study examined the impact of early childhood learning experiences on civic tolerance and social integration among upper basic school students in Gusau Local Government Area, Zamfara State, Nigeria. Guided by Vygotsky’s Sociocultural Theory, the study focused on the role of early social and educational interactions in fostering empathy, cooperation, and civic responsibility. Methods: A quantitative descriptive survey design was adopted. A sample of 384 upper basic school students was selected using stratified random sampling. Data were collected through a validated questionnaire with a reliability coefficient of 0.87. Descriptive statistics were used to answer the research questions, while Independent Samples t-test and One Way ANOVA were employed to test the hypotheses at a 0.05 level of significance. Results: The results showed that students with richer early childhood learning experiences demonstrated significantly higher levels of civic tolerance and social integration than those with limited exposure. Significant differences were observed between students with high and low early learning experiences, while ANOVA results indicated a strong association among early learning experiences, civic tolerance, and social integration. Conclusion: The study concludes that early childhood education plays a vital role in fostering civic tolerance and social integration. Enhancing early learning environments can contribute to social cohesion and the development of tolerant and civically responsible citizens. The study recommends strengthening early childhood curricula with socio-emotional and civic learning components, improving teacher training, and reinforcing education policy implementation in northern Nigeria.
Analysis of Analysis of Teacher Competence in Music Learning at TK Tunas Bangsa, Sinar Harapan Village, Tungkal Jaya District, Musi Banyuasin Regency Kompri; Lestari, Wahyu; Mastikawati; Fitriah
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): 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.v3i1.564

Abstract

Background: Teacher competence in early childhood learning plays a crucial role in stimulating children’s creativity and developmental abilities. However, at TK Tunas Bangsa Desa Sinar Harapan, the competence of teachers in conducting music education remains relatively low compared to other subjects. Teachers frequently replace music lessons with visual arts activities such as drawing, indicating limited mastery of musical concepts and teaching strategies Objective: This study aims to analyze the level of teacher competence in music learning and identify the factors that influence the replacement of music lessons with visual arts. The scope of this paper focuses on pedagogical competence, mastery of teaching materials, learning implementation, and teachers’ readiness to deliver music-related activities. Methods: This research employs a qualitative descriptive method. Data were collected through interviews with teachers, classroom observations, and documentation review to obtain a comprehensive understanding of music learning practices in the classroom. Results: The findings reveal that teachers have limited skills in vocal techniques, rhythm instruction, and the use of simple musical instruments. As a result, teachers tend to avoid music lessons and shift to drawing activities, which they perceive as easier to manage. The study also shows that the lack of training, insufficient learning media, and minimal exposure to music pedagogy significantly affect teachers’ competence. Conclusion: The study concludes that teacher competence in music education at TK Tunas Bangsa is still inadequate and requires strengthening through targeted training, provision of musical learning resources, and continuous professional development. Improved competence is expected to encourage teachers to implement meaningful and consistent music learning in early childhood education.
Assessing Maternal Emotion During Child’s Pre-School Placement Among Nursing Mothers in Ilorin West, Kwara State Ojibara, Rahmatallahi Taiye; Ola-Alani, Eniola Keji
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): 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.v3i1.543

Abstract

Background: During the process of conception, foetus largely depends on the mothers for food, protection, stability and smooth transitioning of development until delivery. Objective: The study assessed the maternal emotion in child's pre-school placement among nursing mothers in Ilorin West, Kwara State. Methods: The study adopted a descriptive survey research design, with one research question and two hypotheses. The sample population consisted of 100 nursing mothers and were randomly selected. A self-constructed questionnaire titled “Maternal Emotion Questionnaire” (MEQ) was used for data collection. The instrument was validated by experts and pre-tested through coefficient Alpha and its’ reliability Coefficient yielded a significant value of 0.76. The retrieved data were analysed using mean and standard deviation, and Analysis of Variance (ANOVA) were used to test the research question and hypotheses respectively. Results: The findings revealed that nursing mothers have high level of maternal emotion on child’s pre-school placement with a mean score of 2.95. The finding further revealed that there is a significant difference between marital status and maternal emotional experience of nursing mothers during pre-school placement (.000<0.05) and no significant difference between occupation and maternal emotional experience of nursing mothers (.251 >.05) during pre-school placement in Ilorin West, Kwara State. Conclusion: This suggests that family composition and marital status play a more critical role than employment status in shaping mothers’ emotional cues to their children’s early educational transition

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