Detection of Hijaiyah Letters Handwritten in Early Childhood Using Yolov8

This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre‐kindergarten and kindergarteners prior to elementary/primary school and centre‐based providers. The review shows a positive statistically significant association between teacher qualification and the quality of early childhood learning environment. This finding is not dependent on culture and context given that the evidence is from several countries. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre‐based and home‐based ECEC settings. However, the evidence is from correlational studies, so evidence is needed from studies with designs which can assess causal effects. Further research should also assess what specific knowledge and skills learnt by teachers with higher qualifications enable them to complete their roles effectively. Synopsis/plain language summary Higher teacher qualifications are associated with higher quality early childhood education and care This review examines the empirical evidence on the relationship between teacher qualifications and the quality of the early childhood learning environment. Higher teacher qualifications are significantly positively correlated with higher quality in early childhood education and care. What did the review study? Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could lead to poor social, emotional, educational, health, economic and behavioural outcomes. The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policy makers and educational practitioners alike to settle on strategies that would enhance the learning outcomes for children in their early stages of education. This review examines the current empirical evidence on the correlation between teacher qualifications and the quality of early childhood learning environments. What is the aim of this review? This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre‐kindergarten and kindergarteners prior to elementary/primary school and centre‐based providers. What studies are included? Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications. Furthermore, the studies had to have comparative designs and report either an overall quality scale or an environment rating scale. A total of 48 studies conducted with 82 independent samples were included in the review. What are the main results in this review? Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care. The education level of the teachers or caregivers is positively correlated to overall ECEC qualities measured by the environment rating scale. There is also a positive correlation between teacher qualification and subscale ratings including program structure, language and reasoning. What do the findings in this review mean? The review shows a positive statistically significant association between teacher qualification and the quality of early childhood learning environment. This finding is not dependent on culture and context given that the evidence is from several countries. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre‐based and home‐based ECEC settings. However, the evidence is from correlational studies, so evidence is needed from studies with designs which can assess causal effects. Further research should also assess what specific knowledge and skills learnt by teachers with higher qualifications enable them to complete their roles effectively. How up to date is this review? The review authors searched for studies published until December 2014. This Campbell systematic review was published in January 2017. What is the Campbell Collaboration? The Campbell Collaboration is an international, voluntary, non‐profit research network that publishes systematic reviews. We summarise and evaluate the quality of evidence for social and economic policy, programmes and practice. Our aim is to help people make better choices and better policy decisions. About this summary This summary was prepared by Ada Chukwudozie and Howard White (Campbell Collaboration) based on the Campbell Systematic Review 2017:1 The relationship between teacher qualification and the quality of the early childhood education and care environment by Matthew Manning, Susanne Garvis, Christopher Fleming and Gabriel T.W. Wong. The summary was designed, edited and produced by Tanya Kristiansen (Campbell Collaboration). Executive summary/Abstract BACKGROUND The notion that a strong early childhood education and care (ECEC) knowledge base, which involves a set of professional competencies, abilities and specific teaching skills, can lead to high‐quality ECEC and positive child developmental outcomes is yet to be fully determined (Bowman, Donovan, & Burns, 2001; Vartuli, 1999). This is due, in some instances, to lack of good data, the quality of the method employed to measure the relationship between teacher qualification and the quality of the early childhood learning environment, and the methods used to aggregate the findings of individual empirical studies. The lack of consensus regarding the direction (positive in this case) and strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policy makers and educational practitioners to form strategies that will ultimately enhance the early learning outcomes of children. OBJECTIVES The objective of this review is to synthesise the extant empirical evidence on the relationship of teacher qualifications to the quality of the early childhood learning environment. Specifically, we address the question: Is there a relationship between the level and type of education of the lead teacher, and the quality of the early childhood learning environment, as measured by the Early Childhood Environment Rating Scale, the Infant Toddler Environment Rating Scale and their revised versions? SEARCH METHODS Studies were identified by exploring a large number of relevant academic journals (e.g., Early Childhood Research Quarterly, Early Childhood Research and Practice, Contemporary Issues in Early Childhood, Child Development, Applied Developmental Science, and the Journal of Child Psychology and Psychiatry) and electronic databases (e.g., Academic Search Premier; CBCA‐Education; Cochrane Controlled Trial Register; Database of Abstracts of Reviews of Effectiveness (DARE); Dissertation Abstracts; EconLit; Education Full Text; Educational Resources Information Center (ERIC); Journal Storage Archive (JSTOR); Medline; Proquest Digital Dissertations; Proquest Direct; Project Muse; PsychInfo; Scopus; SocINDEX with Full Text; and SSRN eLibrary). We also searched the reference list of each eligible study, and reviewed the biographies and publication lists of influential authors in the field of early childhood development and education, to determine if there were any relevant studies not retrieved in the original search. SELECTION CRITERIA Selection criteria are based on both comparative and correlational studies that examine the relationship between teacher qualification and quality of the ECEC environment (as measured by ECERS/ECERS‐R/ITERS/ITERS‐R and any subscales) from 1980 (this was when the ECERS was introduced) to 2014. Eligible studies, therefore, report at least one of the following results: (1) the overall ERS ratings (main outcome); (2) ratings of the seven subscales – program structure (i.e. focusing on the schedule, time for free play, group time and provisions for children with disabilities), activities (i.e. focusing on the provision and quality of activities including fine motor, art, music, dramatic play and math/number), l

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Learning the Hijaiyah letters is an important basis because in learning the Qur'an, these abilities must be mastered before they can be introduced and taught to children. However, the recognition of Hijaiyah letters in children's handwriting is still a challenge due to the variations and inconsistencies that are often found. Deep learning technology, particularly Convolutional Neural Network (CNN), has demonstrated its ability to classify letters with a high degree of accuracy. Therefore, this research aims to develop a CNN-based Hijaiyah letter classification model to help children learn to write and read Hijaiyah letters properly. This research uses a CNN model that is optimized with data augmentation techniques and hyperparameter tuning. The model was trained using a standard dataset totaling 1,740 samples of Hijaiyah letters. Model evaluation is done by calculating accuracy, precision, recall, and F1-Score on the validation dataset. The results showed that the proposed CNN model achieved almost 94.35% accuracy on the validation dataset. This research is expected to improve children's ability to learn Hijaiyah letters.

Early Childhood Educators and Teachers phenomena in Indonesia today can be said there has been no significant improvement of the quality aspect to profesian and mental readiness in carrying out the functions and duties of the principal. Regulation to improve the quality of the profession with the demands of strata S1 for early childhood educators and teachers not yet fully implemented. There are still many educators and early childhood teachers who have not reached the strata S1 moreover, educators and early childhood teachers similar (non-formal), where for educators and early childhood teachers (non-formal) is still widely managed by the PKK that basic education is still very heterogeneous. This can be confirmed by the findings of the study nearly 50% of educators and teachers have a background in high school education up to S1, even for similar early childhood educators and teachers there who have a background in primary education 6%, secondary 11%. While educators and early childhood teachers who have the educational background that does not comply with the demands of the profession at 38.6%. The above conditions are caused because of the jobs that are considered the easiest and many educators and teachers are becoming even more into early childhood teachers. Ordinary people think so educators and early childhood teachers are very easy it is expressed by 39% of respondents number, origin have a bit of a whim, can sing, clap, invited to play children and nurture and soothe the child when the petulant. Society in general has not been widely realized that early childhood is a very fundamental stage in order to form and mature children. If at this stage the process of formation and maturation of children is not optimal possibility at a later stage the child was not mature so that the process of obtaining the learning experience will be obstacles. Learning outcomes according to standards development as expected the government not be thought of educators and teachers (66.3%). What is certain early childhood educators and teachers in the field are able to make smart kid writing, numeracy and literacy needed for the provision of enrollment in primary school (49%). People still think of early childhood is not so important that the focus on learning experience is not too optimal, early childhood learning course played only later when the child in primary school. Not to mention the cultural factors that shape the mental profession of early childhood educators and teachers are still considered weak. Mental nrimo accepted all the conditions of educators and teachers without any action to change the condition becomes more advanced. That ultimately harmed educators and early childhood teachers and positioned in a weak state. For example there are many educators and early childhood teachers who received honorariums range 300-700 thousand rupiah. This condition they receive as a matter of course and with the pretext for seeking experience as well as a springboard to get the opportunity and the honor of being better but all this is not followed by action to up grade themselves. Back here that so our thinking together how and to what extent the role of government, association and organization for institutions as well as educators and early childhood teachers. What action can be given as a responsibility to alleviate professionalism of educators and early childhood teachers in Indonesia. It is a reality that we also must be able to change the paradigm that exists today.

In general, people in the world today have bilingualism to communicate. Without language, a person will not be able to communicate with others. So this language skill must be developed since children are at an early age. Language development begins in infancy and relies on its role in experience, mastery and language growth. Children learn language since infancy where before learning to speak they communicate through crying, smiling and body movements. Learning language is very crucial at the age of before six years. Therefore, early childhood education is a very important vehicle in developing children's language so that this condition can facilitate the development of language skills in early childhood. This study aims to identify the application of bilingual learning in early childhood in the village of Kabuna Haliwen Atambua, East Nusa Tenggara. The design of this study is quantitative with a pre and post control approach. 12 early childhood children in Kabuna Haliwen Atambua Village, East Nusa Tenggara. The largest number of early childhood children is 6 years old, 5 people, 3 people, and 4 years old. gender is male, 7 people and female, 5 people. The Implementation of Bilingual Learning in Early Childhood has increased by 37% from an average of 60% to 97%. The implementation of bilingual learning in early childhood is very important to be implemented in everyday life. Implement the Implementation of Bilingual Learning through simulation activities. Become evidence in the development of English language science, especially in improving the Implementation of Bilingual Learning in Early Childhood.

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Early Childhood Care and Education provide opportunities for children to develop holistically to flourish after their early years. Families and preschool environments influence children's development. However, preschool experiences are not the primary factor in a child's development during early learning, hence the foundations laid by the family matter most during the children’s early years. Hence, communities, parents, and caregivers need to ensure that children's holistic development is realized and this begins from conception. During the early years, community collaborations that benefit children are often encouraged. Children may miss out on learning and developmental chances, and their brain development and capacity to thrive later in life may be jeopardized if partnerships between communities and early childhood centres are not realized and achieved. Research suggests that caregivers, parents, and communities are not completely involved in their children's early learning, and this impacts negatively on the provision of ECCE services. Hence, this paper investigates how early childhood education is conceptualized to empower communities. The cooperation theory which emphasizes interpersonal contact among various stakeholders with varied roles to achieve a shared goal, was adopted. Ten communities from Chris Hani District Municipality were purposefully chosen to be included in the study using the qualitative research approach and interpretive paradigm. Data collection tools included focus group discussions and semi-structured interviews. The findings revealed that stakeholders are working in silos for the ECCE provisioning as the research participants were not aware of the services rendered by other stakeholders. Practitioners mentioned lack of parental involvement as another factor compromising the provision of ECCE. Parents seemed to be unaware of their responsibility when it comes to early learning. In empowering communities about their involvement in the provision of ECCE, the paper suggests community dialogues with the cooperation of other stakeholders, including government departments. In addition, parents need to be engaged in their children’s early learning by providing caring and nurturing environments that support children’s holistic development from their early years for them to thrive even beyond their childhood years.

The suboptimal implementation of religious and moral values in early childhood learning has created a gap between curriculum planning and classroom practice. This study aims to develop an "Imtaq" (Faith and Piety) project-based learning program designed to strengthen religious and moral values in early childhood education. The research involved 48 early childhood learners and four teachers from RA Matholiul Ulum and BA Danurejo 1. The study employed the ADDIE Development model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. During the Development stage, expert validation was conducted by two specialists in Early Childhood Education and learning program Development. The validation results were analysed using descriptive statistics and a paired-samples t-test. The findings indicated that the calculated t-value was 3.408, while the Sig. (2-tailed) The value was 0.001, which is lower than 0.05. This demonstrates that the program effectively integrates core religious values such as honesty, tolerance, and empathy into children's daily learning experiences. Overall, the results indicate that project-based learning centred on faith and devotion can strengthen children's religious concepts while fostering the comprehensive Development of religious and moral values

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

Introducing hijaiyah letters to children needs to be increased in terms of intensity and media. To increase the intensity and efficiency of delivery, supporting media is needed that is packaged in an attractive, relaxed, and interactive manner. Early childhood education is essential because at that stage the teaching system will influence children's behavior and thinking patterns. One of the necessary early childhood education is learning to spell. Spelling is pronouncing or saying letters one by one. This word spelling education can be supported with game-based learning media. Based on the results of the author's interviews with Early Childhood Education teachers at Raudlatul Jannah, information was obtained that the process of learning to recite the Koran, especially introducing hijaiyah letters, had not yet achieved optimal results, therefore the author aimed to design and build an Android-based hijaiyah letter learning media application to improve students' understanding. hijaiyah letters and as a fun learning support media. The results of this research are that a hijaiyah letter learning media application has been successfully developed and declared suitable as an auxiliary media for learning for early childhood at the Raudlatul Jannah school.

Early childhood education and care: Canada's challenges and next steps

One of the major social issues currently faced in Indonesia, particularly in Pasuruan Regency, is intolerance. Educational institutions play a strategic role in instilling values of tolerance to reduce intolerant attitudes, especially from early childhood education. However, early childhood education institutions in Pasuruan Regency face challenges related to educators’ limited understanding of how to foster tolerant attitudes among young children. This community service activity aimed to enhance the knowledge and understanding of early childhood educators regarding the formation of tolerant attitudes in early childhood learners. The program was conducted over four months and involved early childhood educators in Pasuruan Regency, totalling 50 participants. The method employed was educational counseling delivered through lectures and question-and-answer sessions. Participants’ knowledge levels were measured using a pre-test questionnaire prior to the counseling session and a post-test afterward to assess knowledge improvement. The results indicated that only 10 participants (20%) demonstrated adequate knowledge in the pre-test, while post-test results showed a significant increase, with 40 participants (80%) demonstrating improved understanding. In conclusion, educational counseling activities for early childhood educators in Pasuruan Regency effectively increased their knowledge in fostering tolerant attitudes among early childhood learners.

Let's put a national child care strategy back on the agenda

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession.