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Journal of Foundational Learning and Child Development
Published by INSPIRETECH GLOBAL INSIGHT
ISSN : 30908183     EISSN : 30908183     DOI : 10.53905/ChildDev
Core Subject : Humanities, Education,
Humanities Education Other
The Journal of Foundational Learning and Child Development is a peer-reviewed academic journal dedicated to advancing knowledge and practice in the field of early and primary education. The journal focuses on the developmental period from birth through the early years of primary/elementary schooling (ages 0–8), with an emphasis on foundational literacy and numeracy, curriculum and pedagogy, as well as cognitive and socio-emotional development. It provides a platform for scholarly work on inclusive and special education, effective learning environments, assessment practices, and the professional development of educators. The journal also engages with research on education policies and early learning systems that support equitable and high-quality educational experiences for all children. Through interdisciplinary and empirical contributions, the journal aims to inform theory, policy, and practice in early and foundational learning contexts. Aim and Scope List: ✅ Early childhood education (0–8 years) ✅ Primary/elementary education ✅ Foundational literacy and numeracy ✅ Curriculum and pedagogy ✅ Cognitive and socio-emotional development ✅ Inclusive and special education ✅ Learning environments and assessment ✅ Teacher professional development ✅ Education policy and early learning systems
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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Education for Sustainable Development in Early Childhood Education: A Systematic Literature Review Lissette Howerton; Ngoanannete David Lekhanya; Carlotta Sauerbier
Journal of Foundational Learning and Child Development Vol. 2 No. 02 (2026): Journal of Foundational Learning and Child Development
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i02.12

Abstract

Purpose of the study: This systematic literature review examines the scope, characteristics, and key findings of published research on Education for Sustainable Development (ESD) in Early Childhood Education (ECE), providing a comprehensive analysis of the field from 2010 to 2024. Materials and methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a comprehensive electronic search was conducted across four major databases: Scopus, Web of Science (Core Collection), ERIC (ProQuest), and Google Scholar. The search was performed in January 2025, covering publications from January 2010 to December 2024. Studies were included if they were peer-reviewed, published in English, and focused on ESD or sustainability education within ECE settings for children aged 0-8 years. After systematic screening and quality assessment, 47 studies met the final inclusion criteria. Results: The reviewed literature demonstrates that ESD in ECE is a growing yet geographically concentrated research field, dominated by Nordic and Australian scholarship. Five major thematic clusters emerged: (1) conceptual and theoretical frameworks (n = 12), (2) teacher perspectives and professional development (n = 10), (3) curriculum and pedagogical approaches (n = 11), (4) children's agency and participation (n = 8), and (5) national and regional policy implementation (n = 6). Qualitative methodologies predominated (59.6%), while recent years witnessed increased diversification of research approaches and geographic scope, particularly from Southeast Asia. Conclusions: ESD in ECE constitutes a significant and evolving research domain with strong global policy relevance, particularly in the context of the UN 2030 Agenda for Sustainable Development. However, significant disparities in knowledge production between the Global North and Global South persist. Future research should prioritize cross-cultural studies, longitudinal designs, and expanded investigation of ESD integration within diverse national curriculum frameworks, particularly in low-to-middle income countries.
Language Processing Speed as a Strong Predictor of Academic Achievement in Elementary School Students Nuraini Nuraini; Lydie Lacombe; Richard Hamilton
Journal of Foundational Learning and Child Development Vol. 2 No. 02 (2026): Journal of Foundational Learning and Child Development
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i02.13

Abstract

Purpose of the study: This study aims to examine the relationship between language processing speed and academic achievement across multiple domains in elementary school students. It also investigates the differential predictive values of simple versus complex processing speed components and developmental patterns across grade levels. Materials and methods: A quantitative cross-sectional design was employed involving 485 elementary students from grades 1 to 5, aged 6.2 to 11.8 years. Participants underwent assessments of simple and complex processing speed, language processing speed (e.g., Rapid Automatized Naming), and academic achievement using standardized tests in reading, mathematics, and language arts. Data were analyzed using correlation, hierarchical regression, and structural equation modeling to determine the predictive contributions of processing speed components to academic outcomes. Results: Findings indicated significant moderate to strong positive correlations (r = .34 to .67) between language processing speed and academic performance. Complex processing speed was more strongly associated with higher-order academic skills such as reading comprehension and mathematical problem-solving, while simple processing speed related more to basic academic skills. Reading fluency emerged as the strongest predictor of academic achievement, with specific processing speed measures explaining additional variance beyond age, grade, and general cognitive ability. Conclusions: Language processing speed is a critical predictor of academic achievement in elementary students, with complex processing speed playing a pivotal role in higher-order cognitive tasks. Early identification and intervention focusing on processing speed components can enhance learning outcomes. Future longitudinal research is warranted to explore causal pathways and effective interventions for students with processing speed deficits.
Empathetic Character Development Through Neuropedagogy-Based Interactive Children's Stories in Elementary Education Wilfi Sari Putri; Lucas Rossi de Sousa; Mladen Georgievski
Journal of Foundational Learning and Child Development Vol. 2 No. 02 (2026): Journal of Foundational Learning and Child Development
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i02.14

Abstract

Purpose of the study: Empathetic character development in elementary students is essential for holistic education. The ages of 6-12 exhibit notable neuroplasticity and social cognition growth, making it ideal for empathy programs. The study aims to assess a neuropedagogy-based interactive storytelling program for empathy enhancement. Materials and methods: A quasi-experimental design involved 120 students (ages 7-12) in Bangkinang, Riau. The experimental group (n=60) underwent a 12-week interactive storytelling intervention, conducted bi-weekly. Results: Assessments utilized the Basic Empathy Scale for Children, behavioral observations, and perspective-taking measures at baseline, post-intervention, and after four weeks. The experimental cohort exhibited significant advancements in cognitive empathy (34.7%), affective empathy (28.3%), and prosocial behaviors (68.8%). Improvement in perspective-taking reached 36.3%. Follow-up results indicated 81% retention of cognitive empathy and 78% for affective empathy improvements. Conclusions: The neuropedagogy-based storytelling approach was effective in fostering empathetic character among elementary students. Integrating neuroscience concepts into character education provides an evidence-based strategy for curriculum incorporation, with lasting effects reflecting substantial neuroplastic transformations.
The Platformization of Childhood and the Reconfiguration ofChildren's Creative Agency in Digital Media Ecosystems:A Critical Philosophical Literature Review Aliyah Aliyah; Sanne Sweep
Journal of Foundational Learning and Child Development Vol. 2 No. 02 (2026): Journal of Foundational Learning and Child Development
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i02.15

Abstract

Purpose of the study: This critical philosophical literature review examines childhood platformization as a structural developmental condition shaping the experiences of children aged 0–8 years. While prior research has predominantly explored digital media through behavioral and empirical perspectives, the broader developmental implications of platform-mediated childhood remain insufficiently theorized. Materials and methods: A systematic synthesis was conducted on 52 peer-reviewed articles published between 2021 and 2026 and indexed in Scopus and Web of Science Q1–Q2 journals, including Child Development, Early Childhood Research Quarterly, Computers & Education, Learning, Media and Technology, and New Media & Society. Data were analyzed using thematic synthesis, leading to the inductive development of a Child-Centered Platformization Framework (CCPF). Results: The review identified four interconnected mechanisms through which platformization reshapes early childhood development. First, algorithmic mediation narrows opportunities for exploratory learning and divergent thinking by prioritizing predictable content pathways. Second, datafication and gamification transform creative activities into measurable performances, shifting motivation from intrinsic engagement to external rewards. Third, platform-driven attention economies fragment sustained concentration, undermining deep learning and symbolic play. Fourth, metric-based social validation influences identity formation and socio-emotional development by emphasizing visibility and performance. These findings suggest that major developmental theories, including those of Piaget, Vygotsky, Bronfenbrenner, and Erikson, require critical reconsideration within contemporary platformized childhood contexts. Conclusions: Childhood platformization represents a structural developmental challenge that extends beyond screen exposure and digital use. The proposed CCPF offers a conceptual framework for understanding and evaluating the developmental consequences of platform-mediated environments. Future research should prioritize longitudinal, cross-cultural, and child-centered investigations to support the design of digital ecosystems that align with children's developmental needs and well-being.
Artificial Intelligence in Early Childhood Education: A Systematic Review of Educational Implications and Ethical Considerations Krysten Rocha; Hilvi; Latisha Seymour
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): Advancing Foundational Learning and Holistic Child Development in Early and Pr
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.10

Abstract

Purpose of the study: This systematic literature review examines the pedagogical implications and ethical considerations arising from the integration of Artificial Intelligence (AI) technologies within Early Childhood Education (ECE) environments worldwide. The review seeks to consolidate empirical evidence concerning AI-supported learning outcomes, the evolving dynamics of teacher–AI interactions, and the ethical issues associated with the implementation of intelligent technologies for children aged 0–8 years.. Materials and methods: Guided by the PRISMA 2020 framework, a comprehensive literature search was undertaken across seven major scholarly databases, namely Scopus, Web of Science, ERIC, PsycINFO, IEEE Xplore, ACM Digital Library, and Google Scholar. The search encompassed studies published between January 2015 and December 2024. Following a rigorous screening process based on predefined eligibility criteria, 63 peer-reviewed studies were selected for inclusion. Data extraction was conducted using a standardized procedure, and findings were synthesized through thematic and narrative analysis. Results: The analysis revealed five dominant thematic areas: (1) AI-driven personalized learning and adaptive instructional practices (n = 18); (2) AI companions and educational robots supporting social-emotional development (n = 14); (3) conversational AI applications facilitating language and literacy development (n = 13); (4) teacher professional learning and pedagogical innovation enabled by AI technologies (n = 10); and (5) ethical challenges related to privacy, data protection, and algorithmic bias (n = 8). Across diverse educational and cultural contexts, AI-supported interventions were associated with significant improvements in phonological awareness, early numeracy competencies, and learner engagement. Nevertheless, persistent concerns were identified regarding data privacy, digital inequalities, and the potential erosion of human-centred pedagogical relationships. Conclusions: AI technologies offer considerable potential to enhance learning experiences in ECE when implemented within robust ethical frameworks that prioritize child well-being, developmental appropriateness, and equitable access. However, the current body of evidence highlights substantial gaps concerning long-term developmental outcomes, cross-cultural applicability, and the establishment of effective governance mechanisms. Future policy and practice should promote collaborative design approaches that foreground the developmental rights and best interests of young children
Volleyball Learning Interest Among Adolescent Girls: A Multidimensional Profile of Attention, Enjoyment, Involvement, and Attraction Rapindo Rizki; Merlina Sari
Journal of Foundational Learning and Child Development 2026: Articles September in Press (Accepted Manuscripts) - ChildDev Journal
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i03.16

Abstract

Introduction: Interest is an important motivational component of physical education (PE), influencing students’ attention, enjoyment, and engagement in learning activities. However, interest in sport-specific learning may not be expressed uniformly across its affective, cognitive, and behavioural components, particularly among adolescent girls. Purpose of the Study: This study aimed to describe the overall level of volleyball learning interest among Grade VII female students and examine the relative profile of four constituent indicators: feeling/enjoyment, attraction, attention, and involvement. Materials and Methods: A quantitative, non-experimental descriptive cross-sectional survey was conducted among 57 Grade VII female students at a public junior high school in Pekanbaru, Indonesia. Total population sampling was employed. Data were collected using a 33-item, four-point Likert-type questionnaire comprising feeling/enjoyment (7 items), attraction (8 items), attention (9 items), and involvement (9 items). Descriptive statistics, percentages of maximum ideal scores, frequency distributions, and 95% confidence intervals were calculated. Internal consistency was assessed using Cronbach’s alpha. Results: Overall volleyball learning interest was classified as strong, with a mean score of 90.86 ± 8.04 out of 132, equivalent to 68.83% of the maximum ideal score. Forty-eight students (84.21%) demonstrated strong or very strong interest. At the indicator level, attention showed the highest score (73.39%), followed by feeling/enjoyment (69.49%), involvement (67.84%), and attraction (64.25%). All four indicators were classified as strong. Attraction also demonstrated the greatest variability (SD = 4.24). Conclusions: Grade VII female students demonstrated strong volleyball learning interest, but the profile was uneven across its constituent components. Attention and enjoyment were relatively stronger, whereas attraction was comparatively lower and more heterogeneous. These findings highlight the importance of strengthening the transition from classroom-based engagement toward more sustained and self-directed volleyball involvement.

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