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Eko risdianto
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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 43 Documents
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Assessment of Oppositional Defiant Disorder (ODD) among Preschool-aged Children in Ilorin West Local Government Area of Kwara State, Nigeria Akeem Opeyemi RAHEEM
Journal of Early Childhood Development and Education Vol. 3 No. 2 (2026): 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.v3i2.743

Abstract

Background: Street children are not naturally born into street life; rather, their behavioural development is often influenced by family and environmental conditions. Early childhood experiences may contribute to behavioural disorders such as Oppositional Defiant Disorder (ODD), which is characterized by persistent defiant, disobedient, and hostile behaviours toward authority figures. Understanding the prevalence and symptoms of ODD among preschool-aged children is important for developing effective early intervention strategies. Objective: This study assessed the frequency and behavioural symptoms of Oppositional Defiant Disorder among preschool-aged children in Ilorin West Local Government Area, Kwara State, Nigeria. It also examined whether differences existed in ODD based on gender and socioeconomic status. Methods: A descriptive survey research design was adopted. The population consisted of 21,139 preschool-aged children, while 374 respondents were selected through multistage sampling techniques. Data were collected using a researcher-developed instrument titled Assessment of Oppositional Defiant Disorder among Preschool-Aged Children (AODDAPAC), which was face-validated by experts and yielded a reliability coefficient of 0.86. Mean and standard deviation were used to answer research questions, while t-test and ANOVA were used to test the hypotheses. Result: Findings showed that the most common behavioural symptom of ODD was deliberately annoying others or engaging in provocative behaviour (Mean = 2.60). The overall prevalence of ODD among preschoolers was moderate (86.9%). No significant differences were found based on gender or socioeconomic status. Conclusion: The study concluded that ODD exists moderately among preschool-aged children regardless of gender or socioeconomic background, suggesting the need for universal early intervention and behavioural support programmes.
Digital Learning Tools in Early Childhood Education: A Systematic Literature Review Muhammad Wahyu Putra Buana; Muhammad Iqbal
Journal of Early Childhood Development and Education Vol. 3 No. 2 (2026): 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.v3i2.759

Abstract

Background: The rapid advancement of digital technology has significantly influenced educational practices, particularly in early childhood education (ECE). Various digital learning tools have been introduced to support young children's learning experiences, yet their effectiveness and associated challenges remain a subject of ongoing discussion. Objective: This study aims to systematically review existing literature on the use of digital learning tools in ECE and to identify their educational benefits, challenges, and emerging research trends. Methods: A systematic literature review was conducted using the PRISMA framework. Relevant studies indexed in the Scopus database and published between 2018 and 2025 were identified, screened, and analyzed. Following the selection process, 96 studies met the inclusion criteria and were included in the review. Results: The findings reveal that digital learning tools positively contribute to children's cognitive development, learning engagement, creativity, language acquisition, and collaborative skills. However, several challenges were identified, including limited teacher digital competence, unequal access to technological resources, concerns regarding excessive screen time, and insufficient parental involvement. The results also emphasize the importance of aligning technology integration with appropriate pedagogical practices. Conclusion: Digital learning tools offer significant opportunities to enhance early childhood education when implemented effectively. Addressing existing challenges through teacher training, equitable access to technology, and stronger parental support is essential to maximize learning outcomes. The review provides valuable insights for educators, policymakers, and researchers in advancing technology-enhanced learning in ECE.
Early Childhood Education in The Digital Era: A Systematic Review of Cognitive Development, Inclusive Pedagogy, Family Influence, and Child Well-Being Eko Risdianto; Mona Ardina; Mohammad Qais Rezvani; Hamed Barjesteh
Journal of Early Childhood Development and Education Vol. 3 No. 2 (2026): 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.v3i2.763

Abstract

Background: Early Childhood Education (ECE) has undergone significant transformation in the digital era due to rapid technological advancement, evolving family dynamics, and increasing attention to inclusive education and child well-being. Despite these developments, existing studies remain fragmented and often fail to integrate cognitive development, digital learning, family influence, inclusive pedagogy, and child well-being within a unified framework. Objective: This study aims to systematically analyze research trends, identify existing research gaps, and explore future directions in ECE in the digital era, with a focus on cognitive development, inclusive pedagogy, family influence, and child well-being. Method: A Systematic Literature Review (SLR) combined with bibliometric analysis was employed using publications indexed in the Scopus database. Relevant articles were identified through a structured keyword search and screened based on predefined inclusion and exclusion criteria. Data cleaning was conducted using OpenRefine, while VOSviewer and Biblioshiny were utilized to perform network visualization, thematic mapping, and trend analysis. Results: The findings reveal a notable shift in ECE research from clinically oriented and fragmented approaches toward more integrative and multidisciplinary perspectives. The literature predominantly emphasizes child development, parental involvement, and early intervention. Recent studies increasingly focus on the role of digital technologies in learning environments, particularly in the post-pandemic period. However, technology integration remains insufficiently connected to pedagogical principles. Furthermore, gaps persist in incorporating inclusive education, cultural diversity, and child well-being into digital learning contexts. Conclusion: Advancing ECE in the digital era requires a holistic and integrated approach that combines cognitive and social development, technology-enhanced pedagogy, family and cultural engagement, and child well-being. Such integration is essential for developing adaptive, inclusive, and sustainable early childhood education systems while contributing to educational psychology and child development research.

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