This study explores early childhood education (ECE) teachers’ perceptions of young children’s critical thinking skills using Peter A. Facione’s critical thinking framework. Employing a quantitative descriptive design, data were collected from 131 ECE teachers in Banten Province through a structured questionnaire. The analysis revealed that teachers demonstrated a relatively strong understanding of problem analysis but showed limited comprehension of other critical thinking components, including interpretation, analysis, inference, evaluation, explanation, and self-regulation. This gap potentially impairs their capacity to stimulate children’s reasoning, reflection, and conclusion-making skills. Furthermore, teachers were found to rely predominantly on factual questioning, with minimal emphasis on promoting analytical or evaluative thinking during classroom interactions. The findings underscore the urgent need for targeted professional development programs that equip teachers with effective questioning techniques and instructional strategies aimed at fostering higher-order thinking. Integrating critical thinking into the early childhood curriculum through play-based and inquiry-driven approaches holds promise in enhancing children’s cognitive flexibility, reflective thinking, and problem-solving abilities beyond mere factual recall.

ABSTRACT Currently, the dominant globalised discourses of children’s play in early childhood care and education (ECCE) are those from the West, and therefore non-Western pedagogies remain relegated. In Aotearoa New Zealand, Indigenous languages, cultures and pedagogies have been marginalised through the process of colonisation, which imposed Western pedagogies via an English language education system. Considering the limited scholarship on children’s play in relation to histories of colonisation, this paper aims to demonstrate the mobilisation of Indigenous culture in children’s play in Aotearoa and explores how this can be supported through the pedagogies employed by kindergarten teachers. A postcolonial perspective involving a critical analysis of discourses and power was employed to assist the analysis of this ethnographic study. Through analysing group interviews with teachers, videos of children’s daily play, and pedagogical documentation, this paper presents the data arranged by three themes which resonate with Te Whāriki, the Aotearoa early childhood curriculum: (1) Ngā hononga – children’s responsive and reciprocal relationships with people, places and things; (2) Whānau tangata – the engagement of children’s family and whānau; and (3) Whakamana – empowering young children in daily play. By examining how Indigenous culture was mobilised in children’s play in one Aotearoa kindergarten, this paper suggests that Indigenous worldviews can enrich Western understandings of children’s play and contribute to the empowerment of children through play.

Incorporating STEM (Science, Technology, Engineering, and Mathematics) into early childhood education has been associated with children's holistic development. STEM education not only enhances critical thinking, creativity, problem-solving, and other 21st-century skills but also contributes significantly to cognitive growth, emotional regulation, and social abilities. Within the early childhood context, the use of play and toys emerges as a natural and powerful medium for introducing STEM concepts in developmentally appropriate and engaging ways. Play and toys have a prominent role, and previous studies have provided strong evidence on their educational benefits. Toys enhanced with technological characteristics (Technology-Enhanced Toys-TETs), such as coding and interactive toys, are increasingly being viewed as cultural tools that mediate learning and nurture cognitive and collaborative skills among young learners. However, the impact TETs have on young children's STEM learning remains largely unexplored. This qualitative observational study, grounded in a socio-cultural perspective, explored how 37 children aged 3 to 4 years in four early childhood settings in Greece exhibited STEM-related behaviours during free play with technology-enhanced toys. Data were collected through systematic video recordings and written observations over a three-month period that involved interacting with various TETs, such as Bee-Bot, Coko Robot, a remote-controlled dog, and others. Results indicate that playing with TETs enhanced problem-solving, computational thinking, and collaboration, thus affirming the positive influence of digital technology and the potential of TETs to enrich early STEM education. Implications for equity, the importance of teachers' professional development in effectively integrating TETs into early childhood curricula and the need for further research will also be discussed.

ABSTRACT New Zealand, Singapore, and Australia, countries with the highest shares of foreign-born residents, offer unique contexts for exploring how early childhood education handles diversity and inclusion. The present study examines the components that value diversity in the early childhood curriculum frameworks of these three countries. A structured curriculum design framework guided the comparative curriculum analysis, focusing on key components including rationale or vision, goals and objectives, content, learning activities, teachers’ role, materials and resources, and assessment. Document analysis served as the primary method for examining the national curriculum frameworks. The findings reveal that, although all three countries acknowledge that children may grow up in multicultural societies and have diverse backgrounds, they integrate diversity into their curricula in different ways. Additionally, a shared emphasis on cultural diversity was observed across all four frameworks. These findings highlight the potential value of examining diversity components in ECE curricula of countries with the highest proportions of foreign-born residents. Such an analysis can play a crucial role in improving inclusivity and promoting equity in ECE. Accordingly, it is recommended that educators and policymakers develop strategies to promote diversity among children and to foster appreciation for diverse learning environments.

Though many educational discourses stress the significance of involving children as active participants in promoting sustainability, sustainable development may initially seem like a complicated and abstract concept for young learners. The purpose of this study is to identify the contradictions between theoretical ideals and real classroom practices, as well as to investigate useful strategies for incorporating sustainable development concepts into early childhood curricula. In all, 384 female early childhood educators from kindergarten through third grade in Saudi Arabia, Egypt, and Jordan took part in the study. The study found five paired strategies for incorporating sustainability into early learning using a descriptive-analytical methodology: Narrative-based vs. experiential/practical activities, direct instruction vs. project-based learning, individualized learning vs. group or collaborative learning, indoor classroom activities vs. outdoor/nature-based activities, and conventional/traditional vs. digitally enriched activities. Both structured and open-ended questions were used to gather the opinions of the teachers. The first set in each pair-narrative, direct, individualized, indoor, and traditional activities-was clearly preferred by participants over its more progressive counterparts, which included experiential, project-based, collaborative, outdoor, and digital activities, according to the results. Despite their strong support for incorporating sustainable development concepts into early childhood activities, the teachers' answers highlighted a fundamental paradox: The sophisticated and useful application of these concepts frequently surpasses their present level of expertise and day-to-day work. Many educators have questioned whether young children are developmentally ready to understand complex concepts related to sustainability, like social responsibility, environmental justice, and the green economy. They therefore tended to prefer easier, more recognizable instructional techniques-like storytelling, direct instruction, and regular classroom assignments-instead of hands-on, group, or tech-based learning. Teachers also identified a number of barriers, such as a lack of specialized training, a lack of curriculum materials that are age-appropriate, and a lack of institutional emphasis on sustainability in early childhood education.

Social-emotional development is a core dimension of early childhood education because it shapes children’s ability to build relationships, manage emotions, and adapt to social environments. A growing body of research indicates that traditional games can foster these competencies through activities that require cooperation, interpersonal communication, and self-regulation. This article presents a systematic literature review to map and synthesize empirical evidence on the contribution of the traditional game engklek to young children’s social–emotional development. The literature search was conducted across Google Scholar, Garuda, DOAJ, ERIC, and institutional repositories, covering publications from 2015 to 2025. Study selection followed the stages of identification, screening, and eligibility assessment, resulting in 14 articles that met the inclusion criteria and were thematically analyzed. The synthesis indicates that engklek contributes to three main domains: (1) social skills (e.g., cooperation, rule-following, and communication), (2) emotion regulation (e.g., frustration control and persistence), and (3) prosocial behavior and peer interaction quality (e.g., empathy, sharing, and conflict resolution). These findings suggest that engklek functions not only as a cultural practice but also as a pedagogical medium that aligns with play-based learning grounded in local contexts. The review supports integrating traditional games into early childhood curricula and developing contextual, inclusive, and child-friendly instructional strategies.

A Study on The Consulting Experiences of Play-Based Early Childhood Curriculum Consultants

Early childhood is of critical importance for creativity, and creativity is among the 21st-century skills. The research aims to investigate the inclusion of creativity within the national early childhood curricula of New Zealand and Finland and to compare these curricula. The research is qualitative, and the document analysis method was used. The study group consists of the early childhood curricula of New Zealand and Finland. The findings indicate that creativity is embedded in both curricula through three overarching dimensions: program, child, and teacher. The research concluded that both curricula were flexible and acknowledged play as a powerful means of expressing creativity. Both curricula recognized children as individuals capable of thinking and acting creatively, emphasizing the diversity of materials and learning experiences to foster creativity. It was concluded that teachers in both curricula have similar roles and responsibilities in supporting and developing creativity, acting as key facilitators who design responsive and stimulating learning settings. When the curricula are compared, it is determined that the cultural element stands out more strongly as a resource in supporting creativity in the Te Whāriki Early Childhood Curriculum. In contrast, the Finnish National Core Curriculum for Early Childhood Education and Care places more emphasis on digital tools in the expression of creativity. Overall, the study concludes that both curricula adopt process-oriented and child-centered approaches that align with the nature of creativity in early childhood while reflecting distinct cultural and policy priorities. These findings offer important implications for early childhood curriculum design and contribute to the comparative education literature.

The study employed The Post-test experimental control-group. Quasi- experimental research design was used in this study where the experimental groups were exposed to Instructor-Led Intervention Blending Play Based Sport Drills and Emotion-Coaching Therapy (ILIBPESD/ECT) were used as intervention while control group was exposed to usual conventional class of poem citation.Pupils in Early Childhood Care centres formed population of the study as simple random sampling technique was adopted in selection of 20 pupils (5-6years) each from 4 ECE centres in Ikeja LGA, of Lagos State to form 80 preschoolers. A researcher designed checklist that contains 20-items on 3 response format of available, partially available and not available was used in data collection. The Emotional Regulation Checklist was also used to observe the sampled population. Data was analyzed using t-test and Analysis of Covariance (ANCOVA). All the hypotheses were tested at .05 level of significance. Results revealed statistically significant improvements in emotional-regulation scores for the intervention group with marginal gain in favourable emotional expression and peer conflict resolution. It then concluded that embedding sports-psychology-informed physical activities within early childhood curriculum enhances a better emotional regulation and management mechanism as it recommends that scaling such integrative curricula with teacher training and ongoing fidelity monitoring would go a long way to have stable mental ready learners in classrooms.

The rapid development of Artificial Intelligence (AI) has opened new opportunities in early childhood education, particularly in enhancing English language learning. This study aims to analyze the role of AI-based chatbots in increasing student engagement and learning outcomes in English for early childhood learners at RA Labschool IIQ Jakarta. Employing a mixed-methods design, the research integrates a quasi-experimental quantitative approach and descriptive qualitative techniques. Quantitative data were analyzed using Analysis of Covariance (ANCOVA) and post-hoc Least Significant Difference (LSD) tests, while qualitative data were examined through thematic analysis and triangulation. The results revealed that the experimental group using AI chatbots demonstrated significantly higher engagement and English learning achievements compared to the control groups, with F(2,26) = 65.14, p = 0.021, ƞ² = 0.95. Furthermore, qualitative findings indicated increased student motivation, interest, and interaction during learning activities. This study concludes that AI chatbots significantly contribute to fostering cognitive, emotional, and behavioral engagement, thereby improving learning outcomes. The findings imply that integrating AI-based technologies within early childhood curricula can enhance personalized, interactive, and adaptive learning experiences, while maintaining the crucial role of educators as facilitators.

This study analyzes the impact of play as a pedagogical strategy to enhance neurodevelopment in early childhood education. Using a qualitative and phenomenological approach, it aimed to understand how playful experiences stimulate motor, cognitive, linguistic, and socioemotional areas in children aged 4 to 5 years. Observation checklists based on the AQ-3 Child Development Test were applied before and after a structured intervention involving play-based activities. The results show a significant improvement in gross and fine motor coordination, communication, and problem-solving skills, confirming the effectiveness of play in strengthening executive functions and brain plasticity. Additionally, favorable progress was observed in social skills, empathy, and emotional self-regulation. In conclusion, play constitutes an essential neuroeducational tool that promotes integral learning and should be systematically incorporated into the early childhood curriculum as a transversal axis of child development.

ABSTRACT Aotearoa New Zealand and Australia have high populations of immigrants with diverse linguistic and cultural backgrounds. Previous studies have examined the nuanced relationships between immigrant families’ negotiation of language and identity choices. A national curriculum influences these choices. Supported by the theoretical framework of intersectionality, this paper uses comparative critical policy analysis to scrutinise how the early childhood curricula of the two countries inform intersectional pedagogies in acknowledging the interrelationships between language and identity. Intersectionality recognises that a single-focus lens is limited in addressing complex and layered social inequalities. It aims to understand the complexities by considering overlapping identities and experiences. This paper employs intersectionality as an analytical tool to critically examine the multifaceted domains of power and multidimensional inequalities, advocating for social justice and transformation. Conclusions drawn from the study’s findings highlight the significance of early childhood curriculum in providing equitable intersectional pedagogies that recognise and include children’s diverse languages and identities.

Exploring the Training Model for Preschool Education Students' Ethnic Culture Curriculum Design Ability Through University-Kindergarten Collaborative Practice: A Case Study of the CourseLocal Culture and Early Childhood Curriculum Development

The language critical period theory reveals that there are biologically sensitive periods in early childhood language development. This finding provides an important theoretical basis for early childhood language curriculum design. Based on Lenneberg's language critical period hypothesis and neuroscience research findings, and in conjunction with the practical requirements of the "Guidelines for Learning and Development of Children Aged 3-6," this paper explores scientific design principles for early childhood language curriculum. Research shows that between the ages of 2 and 6, myelination in language areas of the brain accelerates, and language neuroplasticity reaches its peak. During this period, appropriate language stimulation can significantly improve language acquisition efficiency. This paper systematically proposes five curriculum design principles: timeliness, interactivity, step-by-step approach, contextualization, and integration, from the perspectives of theoretical foundation, developmental characteristics, principle construction, environment creation, and implementation assurance. This paper aims to provide a scientifically sound and practical framework for kindergarten language education practice, facilitating the effective construction of core language experiences for young children.

This study examines the urgency of adapting Palabe, an oral literature from the Bungo community in Jambi Province, into multimodal literacy resources for early childhood education. Palabe is at risk of extinction due to limited documentation, reduced oral transmission, and declining interest among younger generations. Yet, Palabe contains significant moral, social, and religious values that align with national character education goals. A qualitative descriptive method with a content analysis approach was applied, grounded in Early Literacy theory. Data were obtained from 23 Palabe narratives collected from 12 participants (7 males and 5 females) across eight sub-districts in Bungo Regency, selected purposively for their cultural expertise and involvement in oral tradition. Data collection included participatory observation, oral recording, transcription, and documentation. Findings show that 12 Palabe stories possess high educational values, including patience, collaboration, sincerity, perseverance, and trust in God. However, these stories require adaptation to be developmentally appropriate for children aged 5–6 years. The adaptation process involves simplifying sentences, adding repetition, shortening plots, and integrating visual illustrations to enhance comprehension and engagement. The study recommends incorporating adapted Palabe into early childhood curricula and developing illustrated storybooks to preserve cultural identity, foster literacy, and strengthen character education through enjoyable, meaningful learning.

ABSTRACT Across the globe, there is growing concern over ‘schoolification’ in early childhood education (ECE) – a trend that emphasizes high-stakes testing, narrowly defined learning goals, and rigid curriculum standards. Spain is no exception; the revision and reform of Spain's early childhood curriculum towards more child- and play-centered pedagogy is ongoing. This study examined determinants of teachers’ attitudes and challenges regarding playful learning in the Spanish early childhood system, focusing on teachers of classrooms serving three-, four-, and five-year-olds. Teachers’ beliefs generally extended beyond a traditional emphasis on direct instruction, reflecting broader legislative shifts towards play-based pedagogies. Teachers’ guided play attitudes were primarily determined by teachers’ pedagogical beliefs, with teacher education level showing only marginal effects. Teachers also reported substantial environmental barriers to implementation, particularly high teacher–child ratios and large group sizes. Additional challenges, linked to children's characteristics and pedagogical approaches, reflected concerns about classroom management and limited understanding of playful learning theory. Results suggest that Spanish classroom environments and teacher training could be enhanced by incorporating findings from the science of learning, particularly in relation to playful learning.

A growing global trend emphasizes the integration of science education into early childhood curricula. This has led to the development and implementation of policies aimed at promoting the teaching of scientific inquiry skills. The attitudes and beliefs of early childhood educators significantly influence the successful adoption of these pedagogical innovations. The present study focused on fostering interest in science among underprivileged children belonging to government early childhood education centres in Telangana state, India. The research initiated with the development of seven science experiments, designing science kits for conducting these experiments, and training the teachers on how to conduct the experiments. The study involved a total of 60 children from both urban and rural areas of Telangana State, India. When teachers conducted the science experiments with children aged 4 to 6 years, videos were carefully recorded. Video analysis was done through the Behavioural Observation Research Interactive Software (BORIS). For each experiment, ethogram was set with different behaviour codes, selected children as focal subjects, and extracted the data from the software. The results revealed that children showed high levels of engagement in learning science experiments. They acquired basic science concepts and improved their vocabulary. Children not only gained hands-on experience but also nurtured intellectual curiosity and a scientific temper. This research also emphasized the significance of introducing science during the early years of childhood.

This study aims to develop and analyze the effectiveness of Augmented Reality (AR)-based interactive media in learning the Early Childhood Curriculum for PG-PAUD students. The urgency of this research is based on the need for prospective PAUD teachers to master the curriculum as well as innovative learning technology. The method used is Research and Development (R&D) with the ADDIE model, which is combined with quasi-experimental design through the provision of pre-tests and post-tests. A total of 50 PG-PAUD students of the University of Mataram were involved as respondents, who were divided into an experimental group (using AR media) and a control group (conventional learning). Data collection was carried out through learning outcome tests and student perception questionnaires. The results showed that the use of AR media significantly improved student learning outcomes, characterized by an average increase in the score of the experimental group of 26.2, higher than that of the control group of 12.5, with a p value of < 0.001. An N-gain value of 0.56 indicates effectiveness in the medium category. Students' perception of AR media is also very positive, especially in terms of ease of use, attractiveness, and relevance of the material. Thus, AR-based interactive media is declared effective in improving the learning outcomes and motivation of PG-PAUD students, and has the potential to become a strategic innovation in learning the technology-based Early Childhood Education Curriculum in higher education.

Early childhood education plays a crucial role in laying the foundation for literacy, which underpins academic success in later stages. Early literacy encompasses not only reading and writing skills but also the ability to comprehend meaning, recognize symbols, and communicate effectively. However, literacy learning practices in kindergarten continue to face challenges, particularly regarding the underutilization of visual media, which is inherently more aligned with the cognitive characteristics of young children who think concretely and iconically. This study aims to describe the forms of visual media usage in early literacy learning, analyze its contribution to enhancing children’s literacy skills, and identify the supporting and inhibiting factors in its implementation. Employing a qualitative case study approach, data were collected through observations, interviews, and documentation involving teachers, children, principals, and parents in selected kindergarten institutions. Data analysis was conducted thematically using triangulation techniques to ensure validity. The findings reveal that visual media such as flashcards, picture storybooks, animated videos, and interactive teaching aids enhance learning motivation, strengthen memory retention, and facilitate children’s comprehension of literacy concepts. Furthermore, teacher creativity and parental support emerged as key success factors, while limited resources and pedagogical competencies posed major challenges. This study contributes to strengthening the theoretical framework of visual literacy in early childhood education and provides practical implications for teachers, institutions, and policymakers to systematically integrate visual media into the early childhood curriculum.

Purpose of the study: This research aims to provide insights into how edugames can assess children’s cognitive abilities across various intelligence domains such as logical-mathematical, spatial, linguistic, interpersonal, and bodily-kinesthetic. Methodology: This study adopts a qualitative research design with a case study approach. Data were collected through semi-structured interviews with educators and edugame developers, classroom observations of students using the games, and document analysis. The study focused on a specific early childhood school institution where edugames were integrated into the curriculum. Thematic analysis was employed to identify key patterns and insights from the data. Main Findings: The findings reveal that edugames are effective in assessing a wide range of intelligences, engaging children in tasks that reflect different cognitive and social abilities. The games were particularly effective in evaluating logical-mathematical, spatial, linguistic, interpersonal, and bodily-kinesthetic intelligences. Educators reported that edugames allowed them to assess diverse abilities often overlooked by traditional assessment methods. However, challenges such as limited technological infrastructure and the need for adaptive features in games were identified. Novelty/Originality of this study: This research contributes to the emerging field of digital tools in early childhood education by presenting edugames as effective methods for assessing multiple intelligences. The implications for educational practice suggest that incorporating edugames into early childhood curricula can provide a more inclusive, dynamic, and accurate assessment of children's cognitive and social skills. Future research should focus on overcoming the identified challenges, such as the need for adaptive game features and better technological infrastructure.