Children's Learning Research Articles

He Awa Whiria: Braiding Social and Emotional Learning with Bicultural and Intentional Teaching

This article explores the intersection of three crucial constructs in early learning: social and emotional learning, bicultural practice, and intentional teaching. It considers the potential advantages of integrating these constructs to enhance children's learning experiences and shape future teaching practices. It emphasises the importance of the first five years of a child's life in their social and emotional development and recognises the significant influence of kaiako in this process. While prioritising social and emotional learning, there is a need to support teachers in articulating their evidence-based practices. Despite recognising the importance of social and emotional learning within Māori contexts, there is a gap in understanding how kaiako integrate bicultural practices into supporting social and emotional learning. Intentional teaching, a cornerstone in early learning, is strongly evident in the refreshed Te Whāriki 2017, along with an enhanced bicultural framing. Drawing from a larger research study, this article presents an overview of existing key research and suggests a potential way forward for kaiako to intentionally support social and emotional learning through drawing on the richness of the Māori language, culture and traditions, realising the bicultural aspirations of Te Whāriki (Ministry of Education, 2017).

Revisiting working memory 50 years after Baddeley and Hitch: A review of field-specific conceptualisations, use and misuse, and paths forward for studying children.

As trained educational and developmental psychologists who study the role of working memory in educational outcomes, we know the various assumptions made about definitions and measurements of this cognitive ability. Considering the popularity of the Baddeley and Hitch working memory model in these fields, we raise challenges related to measurement, overlap with executive function, and adopting working memory measurement approaches from adult models. We propose that researchers consider how working memory tasks might tap multiple other abilities. This is problematic in the context of child cognitive development and in understanding which factors explain educational outcomes in children. We recommend giving greater attention to the central executive, acknowledging the overlap between the central executive and executive function in study design, and investigating a developmental model in the context of the broader abilities evoked in measurement. These recommendations may provide a fuller understanding of working memory's mechanistic role in children's learning and development and assist in developing reasonable adjustments for specific aspects of working memory for children who struggle.

Closing the educational gap for first generation learners: an exploratory study of interactive learning for underprivileged children in India

Previous research studies have indicated that interactive tools where information is presented through computer mediated technology using elements like text, still images, graphics, animation, video, audio, etc., increase student performance as students (men and women) give more attention and enjoy lessons taught with interactive tools. In India, an increasing number of students belonging to disadvantaged classes withdraw from schools due to a lot of contributing factors such as inability to afford education, disinterest of parents, access to transportation, etc. This study, by applying a mix-methods approach, explores the potential of an interactive learning prototype of a website, in increasing engagement, retention and learning level of grade 4 students who are first generation students. In-class observation and semi-structured interviews, tests, and a questionnaire were used as instruments to collect qualitative and quantitative data from 58 participants. Two types of groups, experimental and control, were examined in the Environmental Science and Maths classes. Experimental groups were taught with the website while control groups were taught in a traditional class. Results show the average test scores of experimental groups in both the subjects to be higher than the control groups. Students preferred learning through interactive tools with colourful images and animations.

Parents' Supplemental Outsourcing Behavior on Their Children's English Language Learning

The purpose of this exploratory paper was to conceptualize parental involvement into supplemental outsourcing behavior reflecting motivation, attitude and behavior of Filipino parents on English language learning. Filipino parents (n=30) were purposively sampled based on their monthly income, educational background, type of employment, number of children, age, sex. One-on-one interviews with the parents were carried out to elicit their supplemental outsourcing behavior in aiding their children to learn the English language. Findings indicated that the parents’ attitude, motivation, and perceived responsibility in their children's English language learning were the primary factors driving their outsourcing behavior. Parents thought of English as a universal language—being essential for communication, professional advancement, and cultural integration. They acknowledged the cognitive advantages of English language, such as improved fluency, expanded vocabulary, and a more comprehensive understanding of cultural traditions. Parents actively engaged in supportive strategies, including the facilitation of learning activities, the provision of encouragement, the assistance with schoolwork, and the development of innovative instructional materials. The findings emphasized their perceived responsibility to develop their children's language abilities, which was driven by a desire to promote academic success and cultivate a positive attitude toward English learning. Parents emphasized the importance of their involvement in their children’s English education, citing language skill development, sustained interest, and parental responsibility as driving factors. The study noted that a strong sense of perceived responsibility among parents led to greater involvement. Parental participation, therefore, was not merely an academic effort but also an emotional and behavioral commitment, motivated by a genuine desire to support their children’s linguistic and cognitive growth.

Menganalisis dan Mengidentifikasi Kesulitan Belajar Siswa ADHD di SMA Islam SHAFTA Surabaya

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children's learning patterns, characterized by inattention, hyperactivity and impulsivity. These symptoms can cause significant learning difficulties, impacting academic performance and social relationships. Understanding the challenges that students with ADHD experience is crucial for Educators and policy makers to create effective strategies. This research analyzes the learning difficulties of students with ADHD at SHAFTA Islamic High School, aiming to identify the challenges in the classroom and provide insights for appropriate educational tactics and provide motivation for everyone that providing the right support to ADHD students who experience learning difficulties can help these students to get the potential they have. The method used is qualitative data obtained through interviews with educators. This study emphasizes the importance of implementing tailored educational strategies and creating an inclusive learning environment, so that the population can improve the experience and academic outcomes of students with ADHD.

Teachers' Strategies in Enhancing experience and Creating Fun Art Learning For Children Aged 3-6 years in PAUD Jabal Rahmah Yogyakarta

The To optimize children's art development in art learning activities, teachers must have the right strategy. Therefore, it is not only the right techniques and resources that are needed to enhance children's art development. The teacher's method of preparing for learning, as well as methods, media, and other elements, greatly affect the child's learning process. The purpose of this study is to provide an explanation of the methods teachers use to make art learning fun for students in kindergarten. The research was conducted in one month, during April 2024. The location of this research was conducted in one of the PAUD in Yogyakarta, namely Jabal rahmah PAUD. This qualitative descriptive study was designed as a case study. Data collection involved observation, documentation, and interviews. Presenting data, reducing data, and drawing conclusions were part of the data analysis conducted using the Miles Huberman model. The discussion of art learning strategies in early childhood at Jabal Rahmah PAUD shows that these strategies are quite different: direct and collaborative learning strategies with group and centre models proved to be fun and improved children's art skills. based on this, children are used to working together and are confident in their respective fields. in addition, teachers use art learning as part of teaching and learning activities, while extracurricular teachers conduct art form activities such as music, fine arts and dance. This is due to the difference between classroom teachers and teachers who teach outside the classroom, who have greater professional experience gained through arts education.

Effect of a youth-led early childhood care and education programme on children's development and learning in rural Sindh, Pakistan (LEAPS): a stepped-wedge cluster-randomised implementation trial.

In low-income and middle-income countries, an estimated 181·9 million (74·6%) preschool-aged children do not receive adequate nurturing care in health, nutrition, protection, learning, and responsive care, thus jeopardising their healthy development across the life course. Working alongside the health sector, multisectoral actions including social protection and education are necessary to achieve child health and development outcomes. Innovations are needed to expand access to high-quality early childhood care and education (ECCE) for young children and opportunities for youth development. Youth Leaders for Early Childhood Assuring Children are Prepared for School (LEAPS) is a two-generation programme that trains female youth aged 18-24 years to deliver ECCE. We evaluated the effectiveness of LEAPS to improve children's school readiness when delivered at scale in rural Pakistan. We implemented a stepped-wedge cluster-randomised trial with three steps from Dec 3, 2018, to June 30, 2021. 99 villages (clusters) in four districts in rural Sindh, Pakistan, were randomly assigned (1:1:1) to introduce LEAPS across three steps. Eligible clusters were those that had a feeder primary school run by the National Commission for Human Development, a department of the Ministry of Federal Education and Professional Training; were safe; had space for a LEAPS preschool; could identify a female youth to deliver the ECCE service; and had not previously participated in the pilot study. Government partners trained female youth, aged 18-24 years, to provide community-based ECCE, enrolling up to 20 children, aged 3·5-5·0 years, per class. Population-based cross-sectional surveys were conducted at baseline and after each step for children who were eligible if they resided in the cluster, were aged 4·5-5·5 years at the time of the survey, and without any severe clinical health conditions or disability. The primary outcome was children's school readiness using the International Development and Early Learning Assessment (IDELA) composite score comprising emergent numeracy, emergent literacy, socio-emotional development, and motor skills. An intention-to-treat analysis was conducted, using linear mixed models accounting for clustering and the stepped-wedge design. The trial is registered with ClinicalTrials.gov (NCT03764436). LEAPS was implemented in 91 of 99 villages. In eight clusters, a LEAPS preschool could not be set up. For the intervention programme, the average enrolment of children in a LEAPS preschool was 19 (SD 3, range 12-20). A total of 3858 children (n=3852 with complete IDELA data) were assessed across the four survey rounds conducted between Jan 1, 2019, and March 31, 2021. LEAPS increased school readiness (standardised mean difference: 0·30 [95% CI 0·20-0·40]; p<0·0001) as compared with the control condition. LEAPS offers a scalable solution to expand access to high-quality ECCE and promote children's school readiness while providing employment for female youth in rural Pakistan and settings with similarly low ECCE participation. Dubai Cares; and Saving Brains, Grand Challenges Canada. For the Urdu translation of the abstract see Supplementary Materials section.

Facial expression analysis in children with autism spectrum disorder using a refined Human-Robot-Game platform for active learning

ABSTRACT The use of serious video games and robotics in children's education and therapy is rapidly increasing. Innovative Human-Robot-Game (HRG) platforms are particularly promising for assessing learning and behaviour in children with autism spectrum disorder (ASD), who often face challenges with attention, communication, and socialisation. Research shows that when children with ASD engage with social robots connected to interactive educational games, their learning, attention, and communication skills improve. This study aims to monitor the psychosocial and cognitive progress of children with ASD using an HRG platform, refining it as a tool for active learning. The article focuses on enhancing the facial recognition metrics of the HRG platform, which is identified as LOLY-MIDI and designed to measure attention and emotions in children while playing serious video games with the assistance of a social robot. Using a mixed-methods experimental approach strategy, reviewing previous studies, and employing tools like OpenFace and the Facial Action Coding System (FACS) for facial recognition, the research achieved greater precision in designing these metrics, providing accurate measurements of attention and emotional responses. The findings offer valuable insights for psychology and education professionals in assessing the socio-educational progress of children with ASD.

The Combination of Gamification Teaching and Technology

As technology continues to advance, its integration into kindergarten education is becoming more common. The use of electronic devices, such as smart televisions and educational software, enriches teaching and learning and enhances children's participation and learning. Interactive tools, including multimedia and gamified learning applications, can foster children's problem-solving, communication and cooperation skills and contribute to their overall development. Research has found that while technology can bring many educational benefits, early childhood educators and parents must be alert to potential risks, such as the negative impact on children's health of over-reliance on devices and prolonged screen use. This study analyses the impact of technology on young children's learning and lives through literature analysis and the study of past experimental results. The findings suggest that (1) teachers need to make thoughtful use of technology and select age-appropriate games and educational tools to meet children's developmental needs. (2) Ongoing teacher training and the development of innovative educational applications are essential to maximize the benefits of technology while protecting children's physical and mental health. (3) Appropriate assessment, feedback and data-driven personalized instruction can ensure the effective integration of technology in preschool education and lay a solid foundation for children's future learning.

Where inquiry-based science learning meets gamification: a design case of Experiverse

ABSTRACT Inquiry-based science learning is an educational strategy to enable students to actively engage in science learning concepts through inquiry activities such as experiments and observations. Gamification demonstrates a promising potential to engage children in learning contexts. In this regard, this paper presents Experiverse as an exemplar along with its associated six key design considerations to illustrate how to develop an application based on the concept of gamification and inquiry-based science learning for children. This paper reports on our experience evaluating Experiverse with 25 children (aged 9-13) in an informal setting based on data collected from log data, surveys and interviews to explore the feasibility of engaging children in science learning outside their classroom. Results indicated that children’s motivation (MO) significantly correlates with their enjoyment (PE) and perceived learning outcome (LOA) from using Experiverse. While children’s perceived learning outcome is significantly positively correlated with the number of view visits on Experiverse (EVV), the number of experiment view visits (EVV) is also significantly positively correlated with children’s perceived easiness of the app. Finally, this paper discusses the key findings of this study and points out the design implications for future research, like combining in-app experience and hands-on experimentation in real-life situations.

Supporting Refugees Participating in the Home Interaction Program for Parents and Youngsters in Regional Australia

The uncertainty of transition to school for refugee children can be alleviated through early childhood programs that cater to children, families, and communities. This paper reports findings from a Home Interaction Program for Parents and Youngsters (HIPPY), where free, home-based early childhood learning occurs during the critical period of the child’s transition to full-time school. The project aimed to support Ezidi parent’s capacity to prepare their children for Australian school contexts and to build a sense of belonging among Ezidi children in their new community in regional New South Wales (NSW), Australia. This qualitative study was based on a case study informed by Vygotsky’s sociocultural theory and Bronfenbrenner’s socio-ecological theory. Data were analyzed for themes using NVivo software. Findings indicated the HIPPY program supported Ezidi children's transition to school. Challenges such as parents’ English language proficiency and limited knowledge about the program resulted in the parents not being fully involved.

The Role of Parenting in Cultivating Environmental Attitudes in Early Childhood in Digital Era

In this digital era, parenting plays an important role in shaping environmental awareness and nature-friendly behavior in early childhood. Children at this time are often exposed to technology from an early age, so excessive use can affect children's attitudes and behavior towards the environment. This study aims to identify the role of appropriate parenting on environmental care in the digital era in early childhood. This research uses a qualitative study with a literature review research method by collecting various scientific sources. This research aims to convey information about how the role of parenting can affect children's environmental care attitudes in the digital era. An important finding in this study is that the role of parents in shaping children's character, especially in the digital era, is very important. Parents must understand the characteristics of children in the digital era, apply appropriate parenting patterns and build effective communication with children. The importance of applying democratic and authoritative parenting, in helping children develop positive environmental awareness. Therefore, the importance of early religious and moral values education as an effort to instill environmental awareness in children. Parents' involvement in children's learning, both at home and at school, is a key factor in shaping environmental awareness in early childhood.

Psychological interventions for parents of children with intellectual disabilities to enhance child behavioral outcomes or parental well-being: A systematic review, content analysis and effects.

The aim of this review was to identify the type, content, and effectiveness of psychological parenting interventions for parents of children with intellectual disabilities to enhance child behavior and/or parental well-being. A systematic search yielded 21 studies involving 1825 participants. Studies were evaluated according to intervention content, pre- and post-treatment and follow-up effect sizes, and risk of bias. We categorized the interventions into those targeting 'Child or interaction' (child behavior, interaction and learning, understanding disability), and those targeting 'Parent' (parental well-being) or both themes. All these interventions had positive effects on parental well-being or child behavior. Parental outcomes were improved by interventions targeting 'Parental well-being', as well as 'Child or interaction'. Child behavior showed improvements in programs focusing on 'Child or interaction', and in a mindfulness-based parental well-being program. During follow-up, most effects were sustained or further increased, but some studies showed no improvements over the control group.

The relationship between classroom interaction and performance of children in Science in pre-primary schools in Tharaka Nithi County, Kenya

The purpose of this study was to establish if classroom interaction has any relationship with preschool learners’ performance in science activity areas. A solid science foundation at an early age of children can predict their performance in sciences at a later stage of primary and secondary levels of education. From the preschool level, children's interests, attitudes, and learning outcomes are, to a large extent, determined by the teaching methods teachers apply. A descriptive research design was applied as the researcher collected data. The target population for this study was 240 preschools, 505 teachers and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru South, Maara and Tharaka) of Tharaka Nithi County. Data was collected using questionnaires for teachers, documentary analysis and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. The study established that the classroom interaction used by preschool teachers had an influence on the learners' performance in science activities. The ability of the teachers to identify the learners' learning needs and the teaching methods that can best handle the topic were found to be crucial in science instruction. The study recommends that the Ministry of Education, through the Kenya Institute of Curriculum Development, should review the current classroom interaction for preschools and modify them to fit specific topics. The methods should then be taught to teachers through in-service training to keep them versed in the current classroom interaction.

A Scoping Study on AI Affordances in Early Childhood Education: Mapping the Global Landscape, Identifying Research Gaps, and Charting Future Research Directions

Artificial intelligence (AI), manifested in the forms of technologies, systems, tools, and applications, has advanced rapidly, especially in recent years. It has permeated many aspects of human behavior and nearly all sectors of society, such as healthcare and education. In the context of early childhood education (ECE), AI has afforded valuable opportunities that directly and indirectly enhance children’s learning and development. While there are already two existing reviews of the literature on AI in ECE, they show either a lack of descriptive information concerning selected studies or inconsistencies between inclusion/exclusion criteria and selected studies, thereby raising concerns about their rigor. Representing a more methodologically rigorous effort and a significant contribution to the field of AI in ECE, this scoping study aimed to achieve three main goals: (1) “mapping” the global landscape of the current extent, range, and nature of relevant studies on the affordances of AI for use in ECE, (2) identifying potential research gaps, and (3) charting future research directions. Specifically, it addressed this overarching research question: What is the global landscape of the current state of knowledge concerning the affordances of AI for use in ECE? Specifically, the state of knowledge here refers to three aspects: (1) extent, (2) range, and (3) nature. First, regarding the extent aspect, the empirical knowledge was derived from 18 research articles in 11 countries and 16 peer-reviewed academic journals between 2005 and 2023, with 14 of these articles published in the past four years (2020–2023). Second, with respect to the range of study populations, it covered 15,081 children in early childhood (ages 2 to 8 years) across these 11 countries. Third, thematic analysis of these studies revealed four areas of AI affordances: (1) AI as tangible and intangible tools for interactive learning and information retrieval, (2) AI as technology for predicting/classifying children’s conditions, (3) AI as the object for learning by adapting to and personalizing children’s learning, and (4) AI as the subject for children's learning about it. Based on these findings, this scoping review identified three research gaps for future studies: (1) interviewing and/or surveying education stakeholders (parents, educators, policymakers) to explore the affordances of appropriate AI for use with, by, and for children bearing ethical considerations; (2) conducting group comparisons to investigate contextual factors contributing to the “AI divide” among children from different socioeconomic backgrounds; and (3) comparing sociocultural influences on AI use in ECE across cultures.

Developing a participatory research framework through serious games to promote learning for children with autism

People with autism, or Autism Spectrum Condition (ASC), is becoming increasingly common worldwide. Since individuals with ASC vary in their skills and methods that work for one may not work for another, many technology designers find it challenging to engage effectively with this population. Serious games (SGs) offer an intelligent learning environment that supports lifelong learning for individuals with ASC. Despite the availability of several frameworks, the question of whether SGs for individuals with ASC can have a dedicated framework remains unresolved. The objective of this study is to create a general framework for the design of serious games that can be applied to a variety of SGs targeting individuals with autism. A new participatory research framework is presented to assist game designers and relevant stakeholders in developing effective SGs for people with ASC. Through participatory sessions and a design thinking process, this framework seeks to involve users and relevant stakeholders as “design partners” in the design process. The framework was employed in the development of a new SG, called SALY (Simulation, Attention, Learn, and PLAY), designed to improve attention span and emotion recognition in individuals with ASC. Three research questions are discussed, and the mixed-methods approach adopted for the investigation. Several usability metrics were used to evaluate the game’s effectiveness, efficiency, and user satisfaction. The results show that the proposed game holds significant potential and will be of interest to educators and learners alike.

'I'm sick of being the problem': Autistic mothers' experiences of interacting with schools for their autistic children.

Good relationships between families and schools make a difference to children's learning - and the same goes for autistic children. But parents of autistic children often find it very stressful interacting with teachers and school staff. In this study, we focused on autistic parents of autistic children. We wanted to know about their experiences of interacting with schools and the impact these had on them and their children. We spoke to 31 autistic mothers of autistic children about their experiences. They told us that they felt they were constantly fighting with schools to get the support needed for their autistic children and compared it to like being in a 'war zone'. They were 'sick of being [viewed as] the problem' and felt that their views and autistic expertise were not taken seriously by teachers and schools. This was damaging to their autistic children's mental health as well as their own. Autistic mothers did share some positive experiences too. They spoke about the value of mutual respect and its impact on successful school partnerships. Autistic mothers also spoke about standing up for themselves and their children and how this advocacy and self-advocacy helped them to build better relationships with schools. This research showed how difficult it can be for autistic families to interact with teachers and schools and the impact this can have on the whole family. It also showed us that strong, trusting relationships between school and families are possible - when autistic parents feel safe, and when their knowledge and lived experience are taken seriously by educators.

CONTINUING TEACHER EDUCATION IN THE EARLY YEARS: THE RELEVANCE OF TEACHING KNOWLEDGE AND ITS RELATIONSHIP WITH LITERACY PRACTICES

This article addresses the knowledge needed for teachers to effectively play their role in the literacy process, while reexamining the conditions of continuing education, with the aim of cultivating a pedagogical practice that is autonomous, critical, reflective, and responsible. This research aims to discuss the impact of continuing education for teachers in the early years of literacy and teaching knowledge, investigating how this knowledge acquired in continuing education contributes to children's meaningful learning. To this end, a qualitative, descriptive, and bibliographical research approach was used to develop this work. The theoretical framework is based on authors such as: Arena, (2021), Gatti (2016), Imbernón (2011), Jolibert (1994), Paulo Freire (2005), Smolka (2012), among others. The results of this study reveal that continuing education can, in fact, have a significant impact on the quality of literacy teaching. Teachers who participate in continuing education programs have improved mastery of practical teaching strategies and a deeper understanding of student needs.

Understanding Young Children’s Learning and Development in the Wake of the Pandemic: Evidence from Acelero Head Start Programs

ABSTRACT Research Findings: The COVID-19 pandemic had significant negative effects on the learning and development of school-aged children in the United States, with disproportionate impacts on children from marginalized groups. There is less evidence on the extent to which the pandemic affected younger children – ages 3 to 5 – from these groups. The current study examined the extent to which children in Acelero Head Start centers (N = 343) made gains in literacy, language, math, and executive functioning 2 years after the start of the pandemic and compared those learning gains to pre-pandemic norms in national Head Start and Acelero comparison samples. Children grew rapidly in all domains, performing and gaining in line with (or faster than) pre-pandemic Acelero Head Start children in language, literacy, and executive functioning. Overall scores were lower and growth was slower in math than pre-pandemic levels. Four-year-old children in the current study generally made larger gains than their younger peers. Boys and children from single parent households made larger gains in language skills compared to girls and children from two-parent households, respectively. Practice or Policy: Results provide evidence on Head Start children’s academic and cognitive skills during the pandemic recovery and highlight the need for continued research to support children’s resilience.

Exploring parents' perceptions of computational thinking and its role in children's television

AbstractThe rise in children's media use and the prioritization of STEM learning has led to the development of new STEM‐related apps, TV shows, and other media for young children, with several recent examples focused on computational thinking (CT). Learning CT at a young age can be beneficial to children's analytical and problem solving skills. Positive effects of educational media are best realized when the learning is scaffolded by a caregiver, but the ability of parents to scaffold CT lessons is understudied. This study explores parents' perceptions, understanding, and recognition of the CT cues embedded in a new television show for preschoolers. Qualitative semi‐structured interviews were conducted with 30 parents who, together with their children (ages 4–6), viewed two episodes of a new series. Interviews were transcribed and coded using thematic analysis. Most participants had never heard of CT before. When asked to define it, many parents highlighted aspects of CT in their definitions; however, their examples illustrated limited understanding of how CT might be taught to young children. Although some parents had reservations regarding the abstractness and age‐appropriateness of the topic, parents believed CT was an important topic for their children to learn. Research has shown that scaffolding can be beneficial to promoting CT learning in young children. Therefore, for creators of CT‐focused content, it is important that the curricular focus and learning goals are made very clear so that parents and caregivers can scaffold the material in a way that effectively supports their children's learning.