The integration of computational thinking (CT) in South Africa’s Foundation Phase curriculum is gaining momentum, particularly with the introduction of coding and robotics. However, full-scale implementation has been delayed by limited infrastructure, insufficient teacher training, and unequal access to resources. This article reports qualitative findings from the 2024 pilot phase of the Foundation Phase Unplugged Coding Project conducted at the Cape Peninsula University of Technology (CPUT). Guided by a Scholarship of Teaching and Learning (SoTL) approach, the study explores non-digital methods for developing CT and examines short-term shifts in pre-service teachers’ knowledge, strategies, and confidence. Unplugged coding provides equitable, hands-on, and collaborative problem-solving experiences that are independent of digital devices, making them relevant to both well-resourced and under-resourced schools. Using service learning as a training model, the project aligns with national policy and investigates pre-service teachers’ engagement in coursework, classroom implementation, and reflective practice. Reflective essays reveal how pre-service teacher participants implemented, understood, and adapted CT pedagogy across diverse South African classrooms, developing competence, problem-solving strategies, and CT literacy during teaching practicum. The study contributes empirical evidence to the emerging field of CT in early education and demonstrates the value of a SoTL approach for strengthening teacher education research.

Innovative strategies are urgently needed to improve learning and engagement in resource-constrained rural South African classrooms. Despite the potential of non-traditional tools, little research has investigated how chess can support early childhood education in these contexts. This study addresses this gap by exploring how chess, through the Tsogo Sun Moves for Life (M4L) programme, affects learning, participation, and behaviour in early childhood classrooms. A qualitative research design was employed, with data collected through semi-structured interviews with sixteen participants, including teachers, an education district official, and the chess program coordinator. The data were analysed thematically to identify patterns in experiences and perceptions. Findings indicate that chess enhances learner motivation, concentration, and active participation, while promoting social skills such as teamwork, patience, and resilience. Participants reported that chess transformed classrooms into inclusive and dynamic learning environments. This study demonstrates that chess is a low-cost, practical strategy for supporting holistic learner development in rural schools. By highlighting the educational benefits of chess, this research contributes to the knowledge base on inclusive pedagogy and curriculum innovation in early childhood education.

This study explores the development of computational thinking (CT) skills in early childhood through unplugged coding activities, focusing on the perspectives of teachers as observers and facilitators. Using an assessment instrument centered on four core CT components such as decomposition, algorithmic thinking, pattern recognition, and abstraction, the research was conducted with children aged 5–6 years engaging in a fruit skewer-making activity. The results demonstrate a strong alignment between assessment findings and teacher observations. Children showed progress in following procedural steps, recognizing and replicating patterns, breaking down tasks, and abstracting essential information. Teachers reported increased motivation, confidence, and problem-solving abilities among the children. These findings emphasize the importance of integrating unplugged coding into early childhood curricula and highlight the crucial role of teachers in creating supportive learning environments. The study suggests that teacher insights are essential for bridging theory and practice in CT education and recommends institutional support for resources and training to sustain effective implementation.

The transition from Society 5.0 to Society 6.0 presents significant challenges and opportunities in shaping early childhood character. This article aims to explore how technological evolution, particularly artificial intelligence, the Internet of Things, and robotics, influences the values education of young children. Using a qualitative literature review with an analytical-descriptive approach, this study analyzed open-access sources from 2019 to 2024, complemented by key foundational theories. The findings highlight the need for a holistic strategy involving schools, families, communities, government, and industry in shaping future-ready character. Key thematic areas include digital literacy, ethical technology use, emotional intelligence, and collaborative synergy across sectors. The study proposes a conceptual framework that integrates human values with digital advancements to support sustainable, inclusive character development in early childhood. These insights are expected to serve as a foundation for policy, curriculum, and innovation in early childhood education in the Society 6.0 era.

Global approaches to Autism Spectrum Disorder (ASD) vary, with increasing emphasis on inclusive practices and cross-cultural research for effective solutions. This study addresses the challenges surrounding the treatment and societal acceptance of children with ASD, particularly focusing on the transition from childhood to adulthood. It explores the initial emotional reactions of parents upon receiving an autism diagnosis and examines how foundations, schools, and clinics manage the care and treatment of children with ASD, emphasizing early and appropriate therapeutic interventions. The research compares the treatment of children with autism in Indonesia and adult individuals with autism in Germany. A mixed-methods approach, combining quantitative and qualitative methods, was employed, including a literature review on Indonesian autism research centers and in-depth interviews with experts from a special school and private therapy clinics in Indonesia. The study examines both beneficial and detrimental aspects of autism treatment, revealing societal misconceptions that perceive autism as a detriment, with therapeutic interventions viewed as the primary means of amelioration. Despite challenges, such as workforce limitations in educating children with autism, the study draws attention to the potential benefits of community-based initiatives in Germany, specifically the employment opportunities at Werkstätten (workshops), as a model for sustainable inclusion for individuals with autism in Indonesia. The research emphasizes the importance of such programs in enhancing autism literacy and preparing educators to foster better practices in young learners, ultimately contributing to the advancement of early childhood education across different cultural contexts.

Speaking proficiency plays a vital role in early childhood as a foundation for communication and literacy development. However, many children still face difficulties in expressing their thoughts verbally during classroom interactions. This study was conducted to examine the impact of audio-visual media on improving speaking skills among Group B kindergarten students at RA DDI Pasangkayu. A quantitative approach was employed using a one-group pre-test–post-test design involving 24 children. Data were collected through observation of children’s speaking performance before and after learning with audio-visual media. The results showed a significant improvement in speaking proficiency, with an increase in the “Very Well Developed” category from 0% to 43.05%. The paired t-test analysis obtained a t-value of 14.454, which exceeded the t-table value of 2.06866 (p < 0.05), indicating a statistically significant effect. These findings confirm that the integration of audio-visual media effectively enhances children’s speaking abilities. This study provides recent empirical evidence supporting the effectiveness of audio-visual learning in early childhood education. The findings contribute to enriching learning practices by encouraging teachers to adopt engaging and interactive media to support children’s language and communication development.

This study investigates the challenges and obstacles to implementing transformative learning in early childhood education institutions in Palestine, using the Salfit Governorate as a case study. Transformative learning, which emphasizes critical reflection, learner empowerment, and personal growth, remains underutilized in Palestinian kindergartens due to various systemic, cultural, and institutional barriers. A quantitative cross-sectional survey methodology was adopted, and data were collected through a structured questionnaire distributed to 262 principals and teachers working across 56 kindergartens in the region. The results indicated a high level of perceived challenges across five key domains: curriculum rigidity, insufficient professional development, lack of resources, societal resistance, and weak institutional support. Significant differences in perceptions were found based on job title, academic qualification, yesrs of experience, type of kindergarten, and geographic location, while academic qualification showed no significant effect. The study highlights systemic challenges, with institutional support gaps (reported by principals) and rural cultural resistance emerging as critical barriers. These findings suggest that transformative learning in Palestine may require context-sensitive strategies, though further research is needed to evaluate specific reforms.

This study aims to explore the role of an inclusive environment in supporting the development of Executive Function (EF) skills in early childhood. EF is needed to face modern challenges that require critical thinking, problem-solving, and emotional regulation. However, challenges such as the lack of teacher training and adaptive educational resources hinder EF's optimal development. This study uses a qualitative method with a case study design. Through in-depth interviews with three ECCE teachers then analysed using thematic analysis, the study found that although an inclusive environment provides a great opportunity to develop EF, there is an urgent need for further support, both in teacher training and educational facilities. An inclusively designed environment not only supports social development, but also creates ideal conditions for the development of EF skills in early childhood, especially children with special needs. The results of this study are expected to contribute to improving EF skills and encouraging the application of inclusion principles more effectively in early childhood education.