Cognitive development. Observing the unexpected enhances infants' learning and exploration.

We aimed for this special issue to offer up empirically supported advice to teachers for tackling some of the challenges in teaching reading and writing to young English as a second (L2) or foreign language (FL) learners. These challenges teachers face when providing instruction to young learners include cognitive development, motivation, attention, strategy use, and assessment (Nunan, 2011). It is now well understood that the teaching of reading and writing to young learners can no longer be equated with the teaching of adult learners (Cameron, 2001). In terms of cognitive development, language learners need to go through significant developmental changes in their learning journey from infancy to adulthood (Richardson, 2019). These differences in language learners’ cognitive development call for a need to design language learning tasks and materials that can fit the developmental stages of learners (Teng, 2020a). Language learner motivation can decline over time due to a lack of clarity in the goals of language learning and potential feelings that effort invested in learning the language has not paid off (Linse & Nunan, 2006). Furthermore, as young learners tend to have short attention spans, activities that can maintain their motivation and involvement are essential (Fenyvesi, 2020). Language learning strategy researchers have focused their attention on adult learners; however, we believe they should begin considering young learners’ language use and learning preferences, as this knowledge could help inform teachers’ instruction (Plonsky, 2019). To provide proper instruction, an educator of young learners must understand these needs. This requires the construction of appropriate language assessment tools, which will allow teachers to gauge learners’ strengths and weaknesses; doing so can further facilitate teacher scaffolding and other forms of feedback (Ma & Bui, this issue). Despite the acknowledged impact that these issues have on the teaching of reading and writing to young learners, we are still lacking in empirical evidence to support many creative and pedagogical decisions made in the young learner classroom (Cameron & McKay, 2010). Our intention in this special issue was to further focus language researchers’ attention on the young learner classroom and to encourage a rethinking of classroom practices for teaching reading and writing.

Social acceptance is an important aspect of interactions in young learners and may influence children’s emotional and cognitive development. Inhibitory control, which is a partial function of executive functioning, is essential for effective impulse control and self-regulation. The aim of the study is to investigate the relationship between social acceptance and inhibitory control in primary school children. In this study, the Delis-Kaplan Executive Functions System (D-KEFS) subscales for measuring inhibitory control (Delis et al., 2001) and the Self-perception Profile for Children (SPPC) subscale of the Social Acceptance Questionnaire (Babinčák et al., 2012) were used to measure the values of the variables. The sample consisted of randomly selected 141 children in their fourth year of primary school with a mean age of 9.4 years. Results showed a significant positive correlation between the level of social acceptance and inhibitory control. Specifically, children who felt more accepted by their peers showed higher impulse control and behavioral regulation. The findings revealed that the development of inhibitory control may contribute to better social acceptance and thus to positive cognitive and emotional development in students.

Traditional early education approaches, often fails to address a very important part of emotional (EQ) and intellectual intelligence (IQ), which is the holistic development of said concepts in young learners. This document presents a very comprehensive framework for gamified ecosystems that systematically and reliably integrate EQ and IQ development through evidence and data based digital interventions. Market Analysis shows the educational gaming sector will grow considerably from 6.89B to 10.7B by 2027, we examine how gamification principles can enhance cognitive development in children aged 4-12. Our research synthesizes Kolb’s experiential learning theory with contemporary gamification strategies, analyzing a set of diverse learner personas and their developmental needs. I proposed and worked on a theoretical Gamified Cognitive Development Framework GCDF for short, that addresses the identified gap between traditional education and the growing demand for a comprehensive, tech-enabled learning solutions. While established frameworks like MDA (Hunicke et al., 2004) provide systematic approaches to game design and Flow theory (Csikszentmihalyi, 1990) explains optimal engagement states, neither addresses the systematic integration of cognitive and emotional development within culturally-adapted educational contexts. The framework uses measurable learning outcomes, adaptive game mechanics, and tailor-made learning paths that should cater to different learning styles and capabilities while maintaining educational rigor. Preliminary results based on a small set of data in Australian families with children varying from 2-16 years old children indicate that properly designed gamified interventions can indeed improve concept retaining, and complex concept learning while also develop critical thinking along with emotional regulation, and social skills essential to personal life success.

Reading materials are considered having high readability if readers are interested to read the materials, understand the content of the materials and able to read the materials fluently. In contrast, reading materials with low readability discourage readers from reading the materials, create difficulties for readers to understand the content of the materials and prevent readers to read the materials fluently.

Teaching young learners can be a challenge due to their cognitive development. Thus, teachers need to be creative in using approach and methodology in teaching young learners. Songs are regarded as one of effective medias to teach young learners. They offer various advantages in the teaching process especially for children. One of the advantages of using songs is that it can increase the students’ interest; hence, stimulate their motivation to learn. This study aims to verify these claims and confirm the effectiveness of using songs to increase young learners’ vocabulary achievement. In order to achieve this goal, quantitative with quasi experimental is used as the design for the research. This design includes pre-test, treatment and post-test. The participant of this research is forty students from Madrasah Ibtidaiyah Swasta (MIS) Litahfidzhil Qur’an Darussalam which divided into two classes. One class is the experimental class, the other is the control class. The data were analyzed using a t-test. The findings indicate that songs offer positive effect on young learners’ vocabulary achievement. Therefore, based on the finding of this study, it is suggested for teachers who teach young learners to occasionally use songs to teach English due to its effectiveness in increasing learners’ vocabulary achievement.

Teaching young learners can be a challenge due to their cognitive development. Thus, teachers need to be creative in using approach and methodology in teaching young learners. Songs are regarded as one of effective medias to teach young learners. They offer various advantages in the teaching process especially for children. One of the advantages of using songs is that it can increase the students’ interest; hence, stimulate their motivation to learn. This study aims to verify these claims and confirm the effectiveness of using songs to increase young learners’ vocabulary achievement. In order to achieve this goal, quantitative with quasi experimental is used as the design for the research. This design includes pre-test, treatment and post-test. The participant of this research is forty students from Madrasah Ibtidaiyah Swasta (MIS) Litahfidzhil Qur’an Darussalam which divided into two classes. One class is the experimental class, the other is the control class. The data were analyzed using a t-test. The findings indicate that songs offer positive effect on young learners’ vocabulary achievement. Therefore, based on the finding of this study, it is suggested for teachers who teach young learners to occasionally use songs to teach English due to its effectiveness in increasing learners’ vocabulary achievement.

This research embarks on a comprehensive exploration of the intricate relationship between English language competency, encompassing both first language (L1) and second language (L2) skills, and cognitive language development within the realm of early childhood education. Employing a blended research methodology that combines descriptive qualitative research with an extensive literature review, this study unveils the profound impact of language proficiency on cognitive growth among young learners. The findings reveal a rich tapestry of language proficiency levels among early childhood education students, reflecting diverse linguistic backgrounds and exposure to L2, notably English. Proficiency in multiple languages emerges as a catalyst for cognitive dexterity, fostering critical thinking, problem-solving abilities, and linguistic cognition. Educators' pivotal role in nurturing language competency and cognitive development is underscored, with positive teacher-student relationships and interactive teaching methods playing a central role. The identification of best practices and strategies for fostering English language competency within early childhood education settings offers practical guidance for educators, curriculum designers, policymakers, and parents, guiding their actions and decisions in the field.

This study examined the learning capabilities and barriers young learners face in early childhood education within public elementary schools in the Division of Imus City during the 2024-2025 school year. The research involved two respondent groups: kindergarten teachers and parents of kindergarten learners. A descriptive research design was used, with data gathered through a researcher-made questionnaire distributed via surveys. The study focused on assessing the children's learning capabilities in terms of cognitive, creative, language, and motor development. Additionally, the barriers to learning were identified, particularly concerning parental involvement, educational support, learning disabilities, learning environment, and available resources. The results indicated significant differences in the learning capabilities of kindergarten learners as assessed by teachers, with differences observed in cognitive, creative, language, and motor aspects. Furthermore, the study revealed that learning capabilities varied according to the parents' profile, including age, gender, and highest educational attainment. However, no significant relationship was found between the children's learning capabilities and the barriers to learning, as assessed by both parents and teachers. This study highlights the importance of understanding the developmental capabilities and the challenges young learners face in early childhood education, providing insights into how these factors influence educational outcomes. KEYWORDS: Barriers to learning, Cognitive development, Creative development, Early childhood education, learning capabilities, learning environment, Learning resources, Motor development, Parental involvement, Teacher assessments.

Young learners’ L1s preference, cognitive development and bilingual status might influence their performance on language aptitude tests, particularly if these are language-dependent. The objective of this study was to test the validity, reliability and consistency across populations of two such tests: the Modern Language Aptitude Test-Elementary in Catalan (MLAT-EC) and in Spanish (MLAT-ES). 629 bilingual students from grades 3 to 7 took the MLAT-ES and the MLAT-EC for test comparison in a counterbalanced order. The results show that their performance on both tests presented hardly any significant differences considering students’ L1 preference (Catalan, Spanish or no preference). In addition, these bilingual examinees outperformed the predominantly monolingual samples in the MLAT-ES norming study. The same score patterns related to young learner cognitive development stages were found across test versions. These results reinforce the confidence in the validity of the MLAT-E adaptations and support the hypothesis that bilingualism results in greater aptitude.

Getting learners engaged in the classroom is the desirable goal of most teachers yet it is usually the most challenging task, especially with young learners after the pandemic period as these learners responded differently to changes in course delivery and other stresses posed by the crisis. To keep young learners engaged in their learning, teachers need to implement various engaging strategies to increase learner engagement. This study aims to explore EFL teachers’ evaluation of young learner engagement in the new normal compared with that before the Covid-19 pandemic. The descriptive method was employed with a group of 23 EFL teachers of young learners at a center for foreign languages in the South of Vietnam. The results revealed that the learning environment in post pandemic times is much safe and positive, and learning engagement of young learners is still much emphasized in the behavioral, affective and cognitive development. However, it is important to note that the Covid-19 pandemic has created a new opportunity for appropriate adaptations of engagement practices in classrooms. These adaptations can redefine engagement in the new normal in which teachers and learners can have more flexibility in learning modes, in interactions and in learning materials. The study can provide important information for both educators and teachers to identify and implement more engaging and interactive methods to enhance the level of learner engagement.

For four or five decades, science educators, including physics educators, have benefited from the work of Piaget and neo-Piagetians. Piaget’s theory of cognitive development argues that children move through four different stages of mental development, how they acquire knowledge and the role of active learning. Among other issues, neo-Piagetians considered that working memory capacity is affected by biological maturation, restricting young children’s ability to acquire complex thinking and reasoning skills. I want to emphasise that these educational developments largely benefitted science teachers and young science learners with many new and improved science curricula and teaching methods. However, challenges to these views arose when educational researchers observed children’s learning that did not neatly fit these cognitive stages or restrictions. Since the mid 1990’s, there has been a growing body of research demonstrating that, with appropriate scaffolding by teachers and opportunities for student collaboration, young learners can engage with and understand abstract scientific concepts that might otherwise be seen to be out of reach for this age group. Based on this premise from recent research in educational psychology, the work of the Einstein-First group has embarked on studies that demonstrate how young learners from primary school onwards can engage and learn abstract Einsteinian physics concepts that were previously considered best taught only in upper high school.

Background of the study: This research is motivated by the lack of variety in the use of educational games as engaging learning media for early childhood. Conventional methods are still widely used and often fail to optimally support cognitive development in young learners. Therefore, it is necessary to introduce innovative game-based tools that can enhance children's thinking abilities in a playful and developmentally appropriate way. One such tool is the Lotto Wabena game, designed to stimulate children's memory, attention, categorization, and logical reasoning. Aims and scope of paper: The aim of this study is to develop the Lotto Wabena game as a learning medium to improve cognitive development in children aged 5–6 years. The research is limited to learners at Al Husnayaini Kindergarten, Kubang Raya District, Pekanbaru, and focuses on the tool’s feasibility, quality, and effectiveness. Methods: This is a research and development (R&D) study using the Borg and Gall model. Data were collected through observation, interviews, documentation, and questionnaires. Validation was conducted by content and media experts. The data, mainly qualitative, were analyzed using assessment criteria to evaluate the developed game. Results: Material expert validation showed a score of 87.5% (very feasible), while media expert validation reached 91.62%. Cognitive improvement was evident, with pre-test scores averaging 46.63% and post-test scores reaching 91.35%. A small group trial yielded a score of 94.28%, indicating a strong positive impact on cognitive development. Contribution: This study provides a validated, effective game-based learning tool that supports cognitive growth in early childhood and offers practical implications for educators and curriculum developers.

ABSTRACTThis paper examines information literacy and young learners in the context of the school environment. An overview of children’s cognitive development and information processing, theories and models of information behaviour, and what defines information literacy is provided. Observation of young children’s use of the Internet for information purposes and the role of the teacher librarian in providing teaching and learning sequences that guide young learners in information literacy skills is also profiled.

The use of Information and Communication Technologies (ICTs) is spreading inside the classrooms at all educational levels. As this integration has extended to young learners (3 to 5 years), the authorities have recommended their use so that children can acquire knowledge and dexterities they will use all their lives. Keeping in mind that it is at this age when very young learners acquire abilities and basic dexterities at their own pace, the more personalized the better. From all the premises above, we can claim that whereas other computer assisted language learning systems do not account for differences in children’s cognitive development when designing computerized applications, the introduction of AHS (Adaptive Hypermedia Systems) is aimed at adapting and personalizing content to children’s needs and abilities.

Developing numeracy skills in early childhood is crucial for cognitive growth. However, children aged 4-5 often struggle with number recognition, counting, and distinguishing numerical symbols. This study aims to develop interactive multimedia educational games to enhance numeracy skills in young learners. This research employed the Research and Development (RD) method using the ADDIE development model. A small-scale sample of five children with numeracy difficulties was involved. Observations at TPA Idola Bangsa Cilegon revealed that existing numeracy learning media were limited to conventional tools such as whiteboards, number cards, and books, highlighting the need for engaging digital alternatives. The developed multimedia game was validated by experts, with material experts rating it at 80% and media experts at 88%. The effectiveness of the game was assessed using the N-Gain Score, yielding a medium improvement category (0.65) in children’s numeracy skills. Additionally, children's responses to the game reached 91%, indicating strong engagement and acceptance. The findings suggest that interactive multimedia games provide a more effective and engaging alternative to traditional learning methods, addressing children's numeracy challenges. Interactive multimedia educational games are feasible, effective, and well-received by young learners. Future research should explore the long-term impact of these tools on children's cognitive development and adapt them for broader educational settings.