Learning Experiences For Children Research Articles

Foundational Literacy and Numeracy Goals

The concept of a teacher-parent app designed to advance foundational literacy and numeracy goals represents a pivotal advancement in supporting early childhood education. This abstract delves into the importance of such an application in fostering collaboration between educators and families to bolster children's learning experiences. By harnessing technology to facilitate communication, share educational materials, and monitor progress, the app acts as a conduit between the school and home settings. Through tailored learning plans, engaging activities, and timely feedback, it enables parents to actively participate in their child's academic development. Ultimately, the teacher-parent app not only enhances academic achievements but also cultivates a strong partnership between teachers and families, establishing a robust basis for continuous learning and success.

Fostering Global Success Empowering Young Learners in Online Education

This qualitative descriptive study explores the independent characteristics of second-grade students at Betro Elementary School (SDN Betro) within the context of online learning. Through interviews, observations, and documentation, the study investigates the self-reliance of students, the dynamics of parent-student interaction, and the daily habits cultivated by students in response to online education. Findings reveal a notable level of self-reliance among students, manifested in their ability to complete tasks autonomously and adhere to schedules. Positive communication and collaboration between parents and students are observed, fostering a conducive learning environment. The study underscores the importance of nurturing self-reliance in elementary students for successful online learning and provides valuable insights for educators and policymakers aiming to optimize remote education at the elementary level. Highlight: Student Autonomy: Second graders excel independently in navigating online learning environments. Parental Support: Positive parental engagement enhances children's online learning experience. Educational Impact: Fostering self-reliance in elementary students optimizes online education strategies. Keywoard: Elementary Education, Self-Reliance, Online Learning, Parent-Student Interaction, Qualitative Research

Analysis of the Readiness of Driving School Teachers in Implementing the Independent Curriculum at the PAUD Level in Situbondo Regency

This research analyzes PAUD teachers in Situbondo as driving school teachers in adopting and implementing the Independent Curriculum. The results of this research provide an in-depth understanding of how teachers understand the curriculum concept, the school's efforts to integrate it, management based on the Independent Curriculum. This research used qualitative methods using in-depth interviews and observations of 41 teachers from various kindergartens in Situbondo, including Nurul Anshor Islamic Kindergarten, DWP 1 Besuki Kindergarten, DWP 1 Asembagus Kindergarten, Kartika IV-71 Kindergarten, Nurul Huda Kindergarten, DWP 1 Jatibanteng Kindergarten. , and Hasyim Asy'ari Kindergarten. The research results show that the majority of PAUD teachers in Situbondo have a basic understanding of the Merdeka Curriculum, although there are variations in their level of understanding. This emphasizes the need for additional training to ensure teachers can implement it effectively. Kindergarten schools in Situbondo have demonstrated a strong commitment to integrating the Merdeka Curriculum into children's learning experiences. Collaboration between teachers and school staff is a key factor in school operational management. School management has also adopted the principles of the Independent Curriculum in school management and development. Overall, these findings contribute to important insights into the role of PAUD teachers as drivers in creating an educational environment in accordance with the principles of the Independent Curriculum. All the results of this research can serve as guidance for related parties in efforts to improve the quality of PAUD in Situbondo.

The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone

ABSTRACT The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of teachers. Drawing on a mixed-methods study of primary school children, their teachers and families in rural Sierra Leone, both during and immediately after school closures, the paper highlights how primary schools and their communities responded to the pandemic and how this influenced children’s engagement with their learning. While national planning focused on pandemic control measures and provision of some remote learning support, findings highlight challenges for poor rural communities in accessing basic learning supports and the consequent disruption to children’s education.

The Mediterranean forest in a science museum: engaging children through drawings that come to life in a virtual world

AbstractThis paper presents "The Mediterranean Forest," an interactive exhibit designed for the Science Museum of Valencia. The exhibit engages children aged 3–8 by bringing their animal drawings to life in a virtual world. The system allows children to select, paint, scan, and transform drawings into three-dimensional avatars. These virtual animals interact with each other in the environment and with the children in the room. The exhibit is a collaborative space, where users can manipulate the real world, that promotes learning by exploration. The proposed solution integrates various cutting-edge technologies, including a large Virtual Reality projection system with blending techniques, Kinect devices for the interactivity, cheoptics hologram technology for realistic 3D visuals, and AI-driven virtual avatars simulating different behaviors and reacting to the user’s approach. The exhibit was evaluated through a study involving children, with feedback collected using a tailored questionnaire and the results indicated high levels of engagement and enjoyment among the children, with the majority expressing positive experiences. Some questions were not understandable for some children, which should be considered for future formal evaluation. The system's intuitiveness allowed children to navigate and interact with the virtual environment. The exhibit also demonstrates scalability, accommodating large groups of children effectively. Overall, "The Mediterranean Forest" successfully captivates children's attention, fostering creativity and imagination by transforming their drawings into a dynamic virtual world. This study underscores the benefits of using interactive technologies in museum settings to enhance children's learning experiences, encouraging further advancements in this field.

Changing children's public perception of social work: A narrative evaluation of an educational intervention about social services

Summary This article explores children's learning experiences from taking part in an educational intervention about social services in school. Data were collected from six group interviews with 27 children after they had participated in lessons about social services. Following a narrative evaluation approach, the analysis focuses on the narratives of change that are made visible through the children's shared reflections about their learning experiences. Findings In their narratives of change, the children presented the educational intervention as meaningful for them because it increased their knowledge about social services as a possible support function for children and families. Some of the children related their previous more negative perceptions of social services to a collective story building on the idea that social services take children away from their families. Through the educational intervention, this collective story changed in part into another collective story building on the idea that social services help children and families to improve their relationships. Applications The study shows that an educational intervention about social services in school has the potential to increase children's knowledge about social services and to influence in a positive direction the collective stories that shape public perceptions of social work. Although such changes in collective stories can be expected to benefit social work practice, welfare professionals must be careful to promote opportunities for children to share experiences of social services that challenge, as well as align with, any of these collective stories.

Introducing Halal Snacks to Children: A Phenomenological Study in Indonesian Kindergartens

This study examines how kindergarten teachers in Tangerang, Indonesia, introduce the concept of halal snacks to young children within the country's diverse cultural and religious background. Halal food holds great importance in Indonesia, both due to religious beliefs and public health policies, making it a complex subject to teach in early childhood education. Using a phenomenological approach, the research explores teachers' experiences in teaching young children about halal snacks. The findings reveal the challenges faced by these teachers and the opportunities they seize to simplify the concept for their students. Teachers actively engage with children, using examples and practical demonstrations to convey the importance of halal food. They also navigate cultural and religious factors, which significantly influence policies and practices within kindergartens. This study highlights the crucial role of teachers in shaping children's understanding of halal snacks during early education. It not only uncovers the challenges but also provides practical solutions, emphasizing the importance of incorporating halal values into children's learning experiences.

Screen Time and Early Childhood Well-Being: A Systematic Literature Review Approach

The technological advancements of the 21st century have created a shift in learning experiences for children, exposing them to various digital devices from an early age. One of the keys to a prosperous future for children is knowing the impact of screen time on children's well-being. This systematic literature review aims to provide an overview of the influence of screen time on early childhood well-being from existing empirical evidence. Using the PRISMA principles, this literature review identified 23 relevant studies from scopus indexed articles (Q1-Q4). The research subjects were children and mothers. The analysis grouped themes and displayed the interconnectedness of emerging themes using VosViewer software. The results of the systematic literature review showed that generally screen time has a negative impact on early childhood well-being in the physical and psychosocial dimensions. The impact of screen time on the cognitive dimension is negative and positive. The negative impact of screen time on the cognitive dimension of early childhood well-being includes delays in early childhood language development. Meanwhile, the positive impact of screen time on the cognitive dimension of early childhood well-being is that the media and tools in learning become more interesting. The results of this literature review have implications for the importance of providing insight to various stakeholders about the impact of screen time on early childhood well-being in various conditions.

Pengembangan Media Pembelajaran Calistung Pada Anak Usia 4 – 6 Tahun Berbasis Android

Multimedia-based learning media is one of the essential tools in supporting the learning process, especially for early childhood education, such as children aged 4-6 years old. The issue with conventional teaching methods is the lack of visualization during material delivery, which hinders the effectiveness of the teaching and learning process. This leads to a decrease in children's interest and a sense of boredom during the learning process. The utilization of multimedia-based literacy learning media in the teaching and learning process can greatly assist in delivering educational materials in a more engaging and interactive manner. This is because multimedia-based learning media is equipped with features such as images, sound, text, and animations that enhance children's learning experiences in understanding the subject matter. Furthermore, multimedia-based learning media can also help reduce boredom levels among children during the teaching and learning process. This is because children are more likely to engage and stay focused on the learning process when they use interesting and interactive media. The development method of multimedia drills and practice used by the author in creating multimedia-based literacy learning media is highly effective. This method allows children to practice and review the subject matter repeatedly until they truly understand and master it. Overall, the utilization of multimedia-based learning media in literacy education can provide numerous benefits for children aged 4-6 years old. This media can enhance children's learning experiences in understanding educational materials, expedite the learning process, and help reduce boredom levels among children during the learning process. Therefore, it is essential for educators to leverage multimedia-based learning media as a tool to enhance the quality of education for early childhood learners.

Peran Orang Tua dalam Peningkatan Kualitas Pembelajaran di TK Pgri Merpati Pangandaran

The parents play a crucial role in early childhood education, particularly in optimizing children's learning experiences at the kindergarten level. This study involves parental participation in various activities and interactions with the school to enhance the quality of learning in kindergarten. The aim of this research is to understand the role of parents in improving the learning quality of children. The research employs a qualitative-descriptive model approach, which aims to describe a phenomenon or event that occurs. The methods used include observation and interviews. The findings of this study reveal that parents have an essential role in enhancing the learning quality at TK PGRI Merpati Pangandaran. Key aspects of parental involvement in improving learning quality lie in their ability to build attachment with their children and foster good communication between parents, children, and teachers. Moreover, parents who take the initiative to be involved in their child's education and create a conducive learning environment at home can motivate the child in the learning process. Contributing to the decision-making process at school and cooperating with the community are also crucial points to consider, as the quality of learning is the responsibility of all parties, especially parents. Therefore, parents are encouraged to continuously improve their skills, knowledge, and creativity to realize the importance of their role in achieving improved learning quality. By implementing all efforts optimally, the process of enhancing the quality of learning can be achieved promptly.

Parental Involvement and Academic Performance of Grade 12 Students

Due to the widespread impact of the COVID-19 pandemic, the Philippines has demonstrated innovation by finding ways to adapt and ensure continued education through the involvement of parents in shaping their children's learning experiences. The main objective of the study is to determine the relationship of parental involvement and academic performance of the Grade 12 students in Mariano Peralta National High School. A sample size of two hundred sixteen (216) respondents was from Grade 12 Senior High School Academic Track Students (ABM, HUMMS, STEM, GAS) of Mariano Peralta National High School. The researchers obtained the list of enrolees of students in the school year 2021-2022 and the sample size is computed using Slovene formula. The data was carefully encrypted and verified to obtain a specific outcome. The findings indicated that there was no significant correlation between parental involvement and student performance. The researchers recommend further expanding the scope of the study by including larger samples from both Junior High School and Senior High School levels. This broader range of participants may yield different results and contribute to the existing knowledge on the relationship between parental involvement and student performance.

Educational equity could be improved by better professional learning - a case study

Equal opportunities for children, regardless of socioeconomic status, race, or gender, have been well publicised in recent times with equity in education recognised as an influential factor in social mobility. Progress in this area should not be left to chance; nor should it be dependent on which teacher a child is taught by, which school they attend or the quality of a school's professional development provision. Studies however repeatedly show significant variation in children's learning experiences when compared both within a school and between different schools. The effective leadership of professional learning can act as a positive change vehicle for improving teacher quality and consistency to support educational equity; yet ironically teachers, whose core purpose is to help their students learn, often experience ineffective professional learning opportunities themselves. This case study provides five key interdependent themes which can be used to inform effective leadership of professional learning within British Curriculum Primary schools.

Educational interventions involving physical manipulatives for improving children's learning and development: A scoping review

AbstractPhysical manipulatives (PMs) are concrete objects used during hands‐on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary‐school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre‐primary and primary‐age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4–6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high‐ or middle‐income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands‐on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands‐on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made. Context and implicationsRationale for this studyPhysical manipulatives (PMs) are used during hands‐on learning activities and promote children's active involvement in learning. The review sought to map a broad range of interventions using PMs.Why the new findings matterFindings reveal gaps in the research and highlight the many facets to consider when developing and testing educational interventions using PMs.Implications for practitionersRecommendations for using PMs in practice: (a) choose materials and activities that are age‐appropriate and focused on the learning goal; (b) consider the type and amount of instructional guidance needed (adjusted based on learning content and children's needs); and (c) consider the level of physical interaction afforded by PMs and activities and its importance for the learning goal.

Teachers’ Perceived Efficacy of ECE Classrooms Learning Environment on Children Learning Experiences in Government Schools in District Sialkot

The study was to examine the Teachers’ Perceived efficacy of ECE classrooms learning environment on children learning experiences in government schools in district Sialkot. The data was collected from the Government schools of each tehsil of district Sialkot having ECE classrooms. A stratified random sampling technique was used to select the schools from each tehsil of district Sialkot. An inventory to record the availability and usability of resources, and a questionnaire to record teacher-reported learning experiences of children was used for quantitative data collection. Descriptive data analysis was done to report the current status of the physical, academic, and human resources (HR) of ECE classrooms. In this regard, ECE policy 2017 served as a documentary base to refer to policy statements and framework for action. The way forward suggested the improvement required in physical, academic, and HR facilities leading to improve learning experiences of children.

Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools

Classroom-level quality measures are widely used in early education settings but may mask important variation in learning experiences across children in the same classroom. This study investigates this possibility using detailed data from an observational measure of individual children's learning experiences – Individualizing Student Instruction (ISI). We also examine two other suggested directions for improving early childhood measurement – measuring specific content and learning formats. Our sample includes 263 prekindergarteners and 390 kindergarteners (M age=5.2; 51% female; 20% Asian; 20% Black; 32% Latino; 24% White; 4% Other). We found that learning experiences differed substantially across young children enrolled in the same classroom and across student subgroups, particularly for some learning content areas and learning formats. However, this variation did not consistently predict children's language, literacy, math, or executive function gains. The exception was a small relation between time off-task and math gains in both grades, though these findings are sensitive to which math measure is used. Findings underscore the need for more measurement work in early education settings, including development and validation of new instruments and rigorous psychometric studies of existing measures.

Implementasi Bermain Model “ASYIK” Untuk Meningkatkan Semangat Belajar Anak Melalui Kegiatan Outbound Di TK Aisyiyah Bustanul Athfal 46 Daun

Early childhood education should not only be academically oriented, but should be able to provide new learning experiences for children. Therefore, teachers are required to be more creative and innovative in creating learning methods that are considered to be able to increase the enthusiasm and enthusiasm of students, namely through outbound activities. In addition to increasing children's enthusiasm for learning, outbound can also develop children's self-confidence, talents, and potential. This study aims to increase children's enthusiasm for learning through "Fun Rewards". The "Reward Fun" method is a new learning innovation model developed by Watini who has obtained a copyright for her work from the Ministry of Law and Human Rights of the Republic of Indonesia. The method we use in this research is CAR (Classroom Action Research). In the "Fun" Play method, there is a learning design, especially for early childhood through systematically structured learning steps or procedures. Activities start from initial activities, core activities, and final activities in which there are elements of 3B (Singing, Playing, and Moving) and have distinctive songs, yells, and rewards.

Parental teaching behavior in diverse cultural contexts

Humans, unlike any other species, have adapted to diverse environments across the globe due to cultural knowledge, skills, and practices. In early childhood, parent–child interactions play a pivotal role in cultural learning, but controversies about what constitutes teaching have stymied the systematic assessment of variation and similarities in parental teaching across cultures. We used a functional definition of teaching as behavior that evolved to facilitate learning in others and observed parents and their two-year-old child ( N = 106) in a standardized setting (mealtime) in five diverse cultural contexts (rural: Brazil, Ecuador; urban: Argentina, Germany, Japan). Detailed coding of parental teaching (8520 teaching events in 1898 min of interactions) revealed that six teaching behaviors (prompts to do, prompts to stop, abstract communication of knowledge, demonstrations, providing choices, negative feedback) occurred frequently (> 5%) across contexts. At the same time, we found that the relative frequencies of these behaviors varied between contexts: Parents in rural contexts frequently used prompts towards their children. Parents in urban contexts often used abstract communication, demonstrations, and the provision of choices. We also identified nuanced differences between the urban samples regarding parental demonstrations (Japan) and the provision of choices (Germany). Our findings suggest that parents from all contexts mainly relied on a set of six teaching behaviors but that there was cross-cultural variation in how frequently behaviors occurred. Our study provides a cultural map of children's early learning experiences which lay the ontogenetic foundation for human cultural diversity.

Teachers’ Perceived Efficacy of ECE Classrooms Learning Environment on Children Learning Experiences in Government Schools in District Sialkot

The study was to examine the Teachers’ Perceived efficacy of ECE classrooms learning environment on children learning experiences in government schools in district Sialkot. The data was collected from the Government schools of each tehsil of district Sialkot having ECE classrooms. A stratified random sampling technique was used to select the schools from each tehsil of district Sialkot. An inventory to record the availability and usability of resources, and a questionnaire to record teacher-reported learning experiences of children was used for quantitative data collection. Descriptive data analysis was done to report the current status of the physical, academic, and human resources (HR) of ECE classrooms. In this regard, ECE policy 2017 served as a documentary base to refer to policy statements and framework for action. The way forward suggested the improvement required in physical, academic, and HR facilities leading to improve learning experiences of children.

Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers

Enhancing the professional development of early childhood education (ECE) teachers is an important step toward the goal of improving children's learning experiences. Building professional learning communities (PLCs) has been validated by previous works in the ECE domains. The proliferation of social media has catalyzed the emergence of online community, bringing with them their distinctive value in teachers' professional development. WeChat is the most popular social networking service in China. However, only limited attention has been paid to how ECE teachers engaged in online communities and how PLCs for ECE teachers are shaped online in the Chinese contexts. Thus, this study aims to investigate how ECE teachers engage in a WeChat-based community and shape the community as a PLC. Multi-sourced data were collected including excerpts and screenshots of discussions in the chat group and webinars, fieldnotes, and interviews with 12 participants. Key findings suggest that: (a) leadership is distributed through the practices of volunteer facilitators, (b) teachers' practices are shared through reflecting on professional reading and inquiring, (c) shared visions attracted and activated teachers in the online context, and (d) supportive relationships tend to mitigate the isolation of Chinese ECE teachers. This study addresses key challenges to the further development of PLCs based on SNS. The insights about how Chinese early childhood educators utilize the basic functions of social media can contribute to better practices for professional development in and beyond China.

The Nest: post evaluation study on intentional learning space in public housing Malaysia

PurposeAligned with the United Nations 2030 agenda of leaving no one behind, a project called The Nest was initiated to create an in-house intentional learning space at two public housings in Klang Valley. In a small unit of public housing, most children in these houses sit on the floor in the living room to do their schoolwork or study with the TV switched on. Poor indoor environmental quality and lack of personal space are among the main reasons that lead to children not being able to study at home comfortably.Design/methodology/approachThe research employed a quasi-experimental approach as the research field setting was not randomly assigned. Observation on the change in the quality of space and post-evaluation interviews with beneficiaries were conducted.FindingsThe findings show that besides the tangible space that the Nest project has created, it also has created in-tangible space. It has shown that even small spatial changes to existing spaces could improve children's active learning and the participation of parents in their children's learning.Research limitations/implicationsThis study focuses on the home learning experience and parental involvement in their children's learning, so perhaps future research can be done to measure the impact of home learning space on academic achievement.Practical implicationsThe research outcomes show that a good quality of learning space influences the children's learning experience at home and the parents' involvement. It will also contribute to the development of the building regulation for high-rise affordable housing in Malaysia. Particularly in improving the optimum requirement to achieve better comfort quality for the learning space at the residential unit.Social implicationsThe Nest project will contribute to raising the awareness among all residents of public housing on the importance of in-house learning space and encourage them to build their own learning spaces through the Do-It-Yourself Guidelines.Originality/valueThe research outcomes show that both parental involvement and the quality of learning space influence the children's learning experience at home. It will contribute to the development of the building regulation for high-rise affordable housing in Malaysia. Particularly in improving the optimum requirement to achieve better comfort quality for the learning space at the residential unit.