Maternal information sampling targets children's knowledge gaps.

Errors are essential for emergent literacy learning because they reveal the gaps in young children's knowledge. The ways in which teachers respond to these errors can have important implications for children's knowledge building; yet, there is limited information for teachers about how to effectively respond to children's errors in emergent literacy contexts. In this article, we describe a framework grounded in research and theory for responding to children's errors. We describe a two‐step process for acknowledging and responding to children's errors along with specific error‐handling practices, and illustrate the application of this framework using real‐world, data‐driven examples. We also provide recommendations for creating a classroom environment that challenges children, builds their confidence as learners, and welcomes their errors. This article will equip teachers with practical guidance for leveraging preschool‐age (i.e., 3–5 years) children's errors as opportunities for enhancing emergent literacy learning.

Learning in Early Childhood Education institutions is learning that applies a learning system through play. All forms of learning in early childhood are mostly done through a game. This is done because this method is more suitable for children who tend to prefer to play. In addition to fun learning, the use of Educational Game Tools (APE) is also a tool that can help the learning process be more enjoyable, because in essence, early childhood learns from real objects. This study aims to improve children's cognitive abilities through recycled material educational tools. This research is a Classroom Action Research (CAR) conducted in group B of Bina Muda Cendekia Kindergarten with 22 children as research subjects. Classroom Action Research (CAR) was carried out in 2 cycles. Data collection techniques in this study used observation and documentation techniques. The results of the study showed that the recycled material educational game tool could improve the cognitive abilities of the children in group B TK Bina Muda Cendekia. In the pre-action stage, the average percentage of achievement for new children reached 45.45%, in the implementation of Cycle I, the percentage achieved was 64.58 and in Cycle II, it was 89.96%.

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.

Children's worksheets are generally evaluation sheets containing questions that are used as alternatives to measure children's cognitive abilities. But actually early childhood worksheets are an alternative for children to guide children's learning processes, make it easier to find a concept or knowledge, help apply and integrate a concept or knowledge, strengthen a material that has been delivered and practical instructions. In this study, researchers will describe the design of children's worksheets based on Realistic Mathematics Education to recognize the concept of numbers for children aged 5-6 with the theme of learning animals and sub-themes of aquatic animals to improve the cognitive skills of children aged 5-6 years. The method is educational based research (EDR) McKenney Reeves model in 2012. The application of realistic-based mathematics learning using LKA will bridge integrative thematic learning in early childhood on aspects of cognitive development, then produce products that facilitate mathematical skills. child. Mathematics learning the concept of numbers in early childhood is still considered quite difficult, but with appropriate media and teaching materials, these learning problems will be resolved. Based on the results of literature studies and interviews with teachers, it is stated that Mathematics is very much in demand by early childhood but in facilitating mathematics learning, it is difficult. So based on the needs and findings of the literature and interviews, researchers will develop RME-based math worksheets to introduce the concept of numbers to children aged 5-6 years as an alternative to optimizing children's cognitive development.Lembar kerja anak pada umumnya merupakan lembaran-lembaran evaluasi yang berisi soal-soal yang dijadikan alternatif untuk mengukur kemampuan kognitif anak. Namun sebenarnya lembar kerja anak usia dini merupakan alternatif untuk menuntun dalam proses belajar anak, mempermudah menemukan suatu konsep atau pengetahuan, membantu menerapkan dan mengintegrasikan suatu konsep atau pengetahuan, penguatan suatu materi pembelajaran yang sudah disampaikan dan petunjuk praktikum. Pada Penelitian ini, peneliti akan mendeskripsikan mengenai desain lembar kerja anak berbasis Realistic Mathematika Educational untuk mengenal konsep bilangan anak usia 5 – 6 dengan tema pembelajaran binatang dan sub tema binatang air untuk meningkatkan keterampilan berfikir matematis anak usia 5-6 tahun lebih khususnya untuk mengenalkan konsep bilangan dasar. Penelitian ini menggunakan metode pengembangan EDR ( Educational Based Research ) model McKenney Reeves tahun 2012. Penerapan pembelajaran matematika berbasis realistik dengan menggunakan LKA akan menjembatani pembelajaran yang tematik integratif pada anak usia dini pada aspek perkembangan kognitif, kemudian menghasilkan produk yang memfasilitasi keterampilan berfikir matematis anak. Pembelajaran matematika konsep bilangan di anak usia dini masih terhitung tidak mudah, namun dengan bahan ajar dan media yang sesuai permasalahan pembelajaran tersebut akan teratasi. Berlandaskan hasil studi litelatur dan wawancara dengan guru – guru menyatakan bahwa matematika sangat banyak diminati oleh anak usia dini namun, dalam memfasilitasi pembelajaran matematika termasuk sulit. Maka berdasarkan kebutuhan dan penemuan hasil litelatur dan wawancara tersebut peneliti akan melakukan pengembangan LKA matematika berbasis RME untuk mengenalkan konsep bilangan anak usia 5-6 tahun sebagai alternatif pengoptimalan perkembangan berfikir matemtais anak sehinga dapat diimplementasikan pada pembelajaran di PAUD.

Learning in early childhood can be carried out by implementing fun learning, namely by using the play while learning learning model so that learning objectives can be achieved optimally. This community service activity aims to increase knowledge and insight regarding fun learning models that can be used by teachers so that learning objectives can be achieved optimally. The data collection technique in this community service activity uses unstructured interviews. This method is used to see the extent of children's knowledge and the obstacles they face during the learning process. This community service activity shows that fun learning is effective in increasing children's knowledge and that learning is effective in developing creativity and increasing educators' motivation in providing material so that learning objectives can be achieved. Based on the results of these activities, it can be concluded that fun learning can be applied to early childhood so that these learning activities can increase the feeling of comfort for students, especially in early childhood

The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whānau (New Zealand Māori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reported on their cultural affiliation, literacy, and numeracy practices. Children completed vocabulary, narrative, early literacy, early numeracy, and self-regulation tasks. Principal components analyses revealed an early academic skills factor (story comprehension, story memory, phonological awareness, letter recognition, number recognition, counting, and self-regulation) and an oral language skills factor (receptive and expressive vocabulary and story comprehension). Parents' observed book reading and reminiscing correlated with children's early academic skills, and their observed book reading correlated with children's oral language skills. Parent-child reminiscing was a unique, positive predictor of children's early academic skills. Oral narratives such as reminiscing may be a less visible cultural practice that supports children's early learning. Yet reminiscing is a recognized skill within indigenous communities that have a strong emphasis of intergenerational oral transmission of culturally relevant information. Reminiscing is a source of resilience for whānau, and perhaps for other communities around the world, that needs to be highlighted and taken into account for theory and policy about children's early learning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Neuroscience in learning is a study that studies the brain in terms of anatomy and physiology and its correlation with learning. This study analyzed the ability of research subjects to link learning in early childhood with neuroscience studies. This study uses a qualitative method with a phenomenological approach. The research subjects were PIAUD IAIN Ponorogo students taking Neuroscience courses in the 2022/2023 academic year. The learning methods for early childhood analyzed in this study included drum bands, drama, movements and songs, singing, modern and traditional dance, games, and stories or fairy tales presented in work performances. Data collection was carried out through documentation and interviews. The research data were analyzed using the Miles and Huberman Analysis model, which consisted of three steps: reduction, data presentation, and drawing conclusions. Results Analysis of the research data showed that the research subjects could link learning in early childhood with neuroscience studies and knew the importance of learning in early childhood based on neuroscience studies.

ABSTRACTA large body of empirical research has focused on understanding children's biological knowledge development. However, limited research has investigated the informal learning experiences through which children actively construct biological concepts. The current study focused on examining whether parents provide information that supports and shapes children's emerging biological knowledge within settings that provide opportunities for biological learning about animals. We observed parent–child interaction within informal learning environments about two different types of animals: A penguin exhibit at a zoo and an insect exhibit at a science museum. Fifty-two families with preschool and school-aged children participated. Parents more frequently provided important, unobservable information such as predictions and causal inferences to the youngest children, potentially supporting the development of children's knowledge. However, parents seldom explicitly supported their children's knowledge by providing explanations of readily observable biological processes. Further research examining these and other direct and indirect animal experiences in informal learning settings can help us better understand how to support children's early biological learning.

This qualitative descriptive study aims to determine the implementation of scientific educational game tools for early childhood in West Nusa Tenggara. Samples were taken using a simple random method from 3 districts in West Nusa Tenggara, which are North Lombok, East Lombok, and West Sumbawa. Data were collected using a questionnaire form. The research data were analyzed using a qualitative descriptive method. The results of this research illustrate the implementation of scientific educational game tools for early childhood in the West Nusa Tenggara province. Based on the data obtained, as many as 14 scientific educational game tools have been found and are suitable for science learning in early childhood. There are 11 types of indoor scientific educational game tools that can be used to stimulate science learning in early childhood and as many as 3 types of outdoor scientific educational game tools that can be used to stimulate science learning in early childhood. The implementation of scientific educational game tools that are in accordance with the science concept is only 28% and was categorized as low. This shows that the teacher's understanding and competency in teaching science with the help of scientific educational game tools is still limited

This study is motivated by the low independence of children at PAUD Wafa Humaira, where only 5 out of 13 students show independent abilities. This study aims to improve children's independence and enthusiasm for learning through collage activities. The main objective of this study was to investigate and prove that collage art activities can increase independence and enthusiasm for learning in early childhood at PAUD Wafa Humaira Samarinda. This study used a classroom action research (PTK) method with two cycles. Data were collected through observation, interviews, and documentation. The results showed that collage activities are effective in increasing the independence and enthusiasm of learning in early childhood. There was a significant increase in the second cycle, which indicates that children can develop independence through gradually designed tasks. It can be concluded that collage art activities can increase independence and enthusiasm for learning in early childhood at PAUD Wafa Humaira Samarinda. Through collage activities, children can develop cognitive, social-emotional, and motor skills, and engage in fun and meaningful learning.

Play can motivate children to achieve various developmental goals and lays a strong foundation for problem-solving skills. Many applications are really helpful for early childhood learning, especially for children who are just starting to recognize numbers and letters, which in turn allows them to be able to read and understand at a higher level. However, the reality is far from parents' expectations, because many teenagers in society tend to be involved in using social media, while younger children choose game applications that are purely focused on entertainment. As a result, this lack of focus on educational teaching does not contribute to the child's learning process. Based on observations made at PAUD/RA AMALIA, the learning media used generally still use posters, picture books and some physical toys to increase children's knowledge and train cognitive and motor skills for children. So from this problem the author wants to apply a strategy to advance the level of learning in early childhood by making educational games based on Android using the Unity application which has multi-platform support with material on recognizing letters and numbers, this game can be played via smartphones/Android owned by people. old, the analytical method used uses PIECES analysis, as well as the game development method used uses the SDLC (System Development Life Cycle) methodology with the Waterfall method. The design method used to describe a system that will be made using the Unified Modeling Language (UML).

The testimony of others and direct experience play a major role in the development of children's knowledge. Children actively use questions to seek others' testimony and explore the environment. It is unclear though whether children distinguish when it is better to ask from when it is better to try to find an answer by oneself. In 2 experiments, we examined the ability of 4- and 6-year-olds to select between looking and asking to determine visible and invisible properties of entities (e.g., hair color vs. knowledge of French). All children chose to look more often for visible than invisible properties. However, only 6-year-olds chose above chance to look for visible properties and to ask for invisible properties. Four-year-olds showed a preference for looking in one experiment and asking in the other. The results suggest substantial development in the efficacy of children's learning in early childhood.

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

Exposure to prenatal phthalate mixtures and neurodevelopment in the Conditions Affecting Neurocognitive Development and Learning in Early childhood (CANDLE) study

This article argues that, as teachers, we need to be aware of and attentive to the beliefs, assumptions, and attitudes that underlie our culture and society and how these relate to our thinking and behaviour in our work. This is particularly important when some of our taken-for-granted beliefs and assumptions around disability can create barriers to a child's right to learn, belong, and participate in the contexts and curriculum in which we teach. In particular, this article highlights negative or deficit orientations towards disability as leading to exclusionary practices that create barriers to disabled children's participation in education (Purdue, 2004). Deficit-based discourses of disability are introduced and used to analyse one family's experiences of early childhood education. I argue that these discourses, the practices they lead to, and the effects of those practices on children's learning, participation, and sense of belonging, need challenging, resistance, and removal from early childhood teaching. As an alternative, I suggest that teachers and educational settings adopt a social model/rights-based approach to disabled children's participation and learning in early childhood and school settings. Methods and methodology This article draws my qualitative, interview-based study of two families who have a young child with disabilities. Here I focus on the experiences of early childhood education from the perspective of Fran, one of the mothers. Over a year I interviewed Fran for two hours on each of four occasions. Fran's daughter Clare was four and five years old during the period of the interviews. I highlight examples of Fran and Clare's experiences and consider the effects of particular constructions of disability or difference on Clare's learning, sense of belonging, and participation in her early childhood centres. Researcher positioning I am a mother of a child who has been labelled and diagnosed as disabled, and I am also an early childhood teacher. One of the families in the study is my own. Data from our family were based on interviews of my partner and myself carried out by other researchers, and medical and educational assessments of our child. Rather than ignoring my multiple positionings, I have attempted to use my experience and knowledge as a lens through which to make meaning of the social construction of disability in education and society. Theoretical frameworks The key theoretical frameworks and ideas that I have used are social constructionism and theory and analysis. Social constructionism This research is underpinned by a social constructionist view of knowledge and reality. Social constructionism is based on the view that knowledge about the self and reality are socially constructed (Crotty, 1998). Reality is seen as something to be interpreted rather than discovered, and people are viewed as being actively engaged in the social construction and interpretation of their world, which is largely influenced by language or discourse (Burr, 1995; Crotty, 1998; Ferguson & Ferguson, 1995; Gergen, 1999). Social constructionists take a curious and critical stance towards taken-for-granted knowledge and meanings (Burr, 1995). Discourse theory and analysis New Zealand disability and inclusive-education researchers MacArthur, Purdue, and Ballard (2003) suggest that discourse is a useful conceptual tool for reflecting on the social construction of disability within early childhood centres. They define a as: ... a set of ideas that shape our knowledge and understandings of disability. Some discourses can be very powerful; they are accepted as 'the truth', and influence, reinforce and control our thoughts, ideas, language, actions, and practices as teachers, and our reactions to people with disabilities. …