Transition to Kindergarten

The rapid evolution of technology has significantly reshaped education systems across the globe. From interactive whiteboards and virtual reality simulations to learning management systems and AI-powered tutoring platforms, the integration of technology in classrooms has introduced unprecedented opportunities to enhance teaching and learning processes

The contemporary emerging technologies present prospects and challenges to users. This study analyzes the dual impact of the technologies on 8-12 years old children. It relies on secondary data and observation. The data are analyzed descriptively and qualitatively, focusing content and thematic elements of the data. The analysis demonstrates that technologies impact the children both positively and negatively, with the positive impact being more than the negative impact. The study concludes that children benefit from emerging technologies and at the same time suffer from the associated risks. Stakeholders, particularly parents and teachers alongside other agents of socialization, are tasked to deploy comprehensive and integrative measures for finding lasting solutions to the adverse effects of emergent technologies on children.

Childhood educators are adjusting as they transition from the global pandemic to the new normal. This qualitative study explored the learning processes facilitated by teachers for children in a group childcare center in British Columbia, Canada, during the new normal. The case study identified six teachers who were purposefully identified based on the following criteria: being licensed childhood educators, teaching in the facility, and showing a willingness to participate in the study. The twenty young children were likewise chosen considering these conditions: they are enrolled in the facility, aged three to four, and their parents gave their written consent. In-depth interviews, classroom observations, photographs, and field notes were utilized. Trustworthiness was also observed in the study. Findings reveal three emerging themes: engaging children in deliberate play-based activities streamlining classroom management, and challenging and rewarding learning. The study concludes tha...

This evaluation and report would not have been possible without the guidance and information we received from many participants in and observers of the Early Childhood Cluster Initiative (ECCI), including representatives from the Children's Services Council, the School District of Palm Beach County, the United Way of Palm Beach County, Palm Beach Community College, the High/Scope Foundation, Family Central, communitybased organizations that operate the school-based Beacon Centers, the Early Learning Coalition, and the Health Care District of Palm Beach County. They gave generously of their time, provided documents, answered numerous and frequent questions, arranged site visits, and facilitated our attendance at meetings and teacher trainings. We owe special thanks to M. J. Steele, Deborah Knapp, and Patricia Martin at the School District of Palm Beach County; Kim Lu and Regina Kanuk at the Children's Services Council; Samantha Corrington at the United Way; and Moya Fewson at the High/Scope Foundation. They all worked closely with us, providing access to information and helpful insights to enhance our understanding of program implementation issues. In addition, we are very grateful to the ECCI teachers who opened their classrooms to us, answered our questions, and responded to our survey about the initiative, to the ECCI resource teachers, who were a frequent and helpful source of information, and to parents whose children participated in the program. We also thank school principals and Beacon Center directors who made time in their busy schedules to speak with us. We wish to acknowledge and thank several colleagues who assisted with data collection, entry, and analysis, especially Molly Scannell, Rosemary Gill, Tracey Lockaby, Kai Guterman, Winnie Bahrmasel, and Yolande Jones. Last, but not least, we thank the Children's Services Council of Palm Beach County and the United Way of Palm Beach County for generously supporting the evaluation.

In the Commonwealth of Pennsylvania, there is significant variation in kindergarten programs and the entry assessment systems used in school districts. There are no reliable data on the kindergarten entry assessment (KEA) systems used in public kindergarten programs across the Commonwealth. It is well-established that comprehensive KEAs should be part of a broader preschool through third grade (P-3) continuum of early childhood education to assess wholechild skills, include families and community partners, be culturally and linguistically responsive, and developmentally appropriate. This study aimed to understand the KEA practices of kindergarten teachers in Pennsylvania. An online survey was distributed to kindergarten teachers and elementary administrators in K5 classrooms in Pennsylvania public schools. The study evaluated the best practice strategies used including the skill domains assessed, the types of assessment instruments used, the purposes of KEA, and the professional development opportunities for teachers to implement the KEA system implemented by school districts. Responses were analyzed using an independent sample t-test to identify differences between groups for ratings of professional development types. There were significant differences between teachers and administrators on professional development teachers received for administering and conducting analyses for KEAs. Further research is needed to identify a larger sample of participants to inform policies and practices for teacher preparation, professional development, and the development of KEA systems in Pennsylvania. The data may also inform best practices for implementation, instructional content and strategies, and early childhood education curricula across the Commonwealth.

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ThIS pApER REvIEWS AuSTRALIAn and international literature to examine the effect of poverty on children's readiness to learn. It includes a discussion of how children's readiness and ability to learn can be nurtured from birth, and how poverty places a child's healthy developmental pathway at risk. The paper concludes with a discussion of the barriers to the introduction of successful early intervention programs in Australia.

Topic School transition Key Research Questions If transition is considered in the broad sense outlined above, what are the roles of schools and communities in facilitating transition? If transition is more than a program of activities offered by the school or prior-to-school service immediately before and/or after children start school, who is responsible for providing transition experiences and promoting the importance of transition? Recent Research Results Recent research, policy and program initiatives in Australia and elsewhere have sought to address these issues. Research perspectives from the Starting School Research Project 10,15,16 have emphasized the following key elements in promoting effective school transitions: • a focus on relationships; • the importance of a strengths-based perspective; • the critical importance of appropriate funding and resourcing; • effective planning and evaluation; and • responsiveness to contextual variation. These elements have been incorporated into policy initiatives, such as the Families First strategy operating in New South Wales. 17,18 This article is funded by the Centre of Excellence for Early Childhood Development and the Canadian Council on Learning's Early Childhood Learning Knowledge Centre.

Early childhood is a critical period for developmental milestones, yet in regions like Pakistan, limited access to quality daycare due to socioeconomic constraints poses significant challenges. This study explores the impact of daycare quality on child development, focusing on the structural, systemic, and cultural factors that influence childcare in a low-income Pakistani context. This cross-sectional study involved 56 participants recruited from a tertiary care hospital early childhood parenting education club. Data were collected through online structured questionnaires assessing parental perceptions of daycare quality based on several criteria including proximity, safety, curriculum, and staff qualifications. Results highlight a significant discrepancy between parental expectations and the actual qualities of daycare services available. Key preferences of parents when choosing daycare services demonstrated a strong demand for proximity, safety, enriched curricular offerings, and qualified staff. Participants prioritized daycare proximity (73.2% very important) and transport convenience (71.4%). A vast majority valued a clean, safe environment (96.4%) and preferred balanced curricula with enrichment programs (96.4%). Qualifications of staff (92.8%) and outdoor play areas (87.5%) were also regarded as highly important. The study underscores the urgent need for regulatory frameworks that standardize daycare services to improve child developmental outcomes. Implementing national guidelines and enhancing caregiver training are recommended to elevate childcare quality, thus fostering better developmental environments for children in Pakistan.

Theory and studies support that educational quality may differ according to sociopolitical context even in states with similar cultures. Based on a secondary analysis of data, this study aims at identifying latent profiles of adult-child interaction quality in groups of three-year-old children in Quebec's (Canada) early childhood centers and France's kindergarten classrooms using the CLASS Pre-K. This study also aims to explore existing associations between identified profiles, socio-political contexts, and structural characteristics (staff qualifications, ages, group size). Latent profile analyses showed four interaction quality profiles, namely a high-quality profile (HQ), a medium-high-quality profile (MHQ), a medium quality profile (MQ), and a medium-low-quality profile (MLQ). The scores of the three CLASS Pre-K domains associated with identified profiles show a higher average interaction quality in Quebec compared with France, suggesting a more favorable sociocultural context for interaction quality in Quebec. As for characteristics of structural quality, analyses suggest that the group size variable is significantly associated with scores of interaction quality, with the HQ and the MHQ profiles showing a significantly lower group size than the MQ and MLQ profiles. Age is also significantly associated with profiles, exhibiting a general trend of younger participants found in higher quality profiles. Courses of action to enhance French policies are discussed.

The purpose of this article is to explain why the transition must be researched, comprehended, and included in the Early Childhood Education (ECE) level. In the early childhood education, we need to perceive that involvement, collaboration, and communication between children, families, schools, and community are important factors that will strengthen the transition towards a positive direction in helping children to go to school and encourage them in passing through the transition to Elementary School. Fundamentally a child's growth is influenced by child development aspects which include religious, moral values, physical and motor, cognitive, social-emotional, language and art that has become the basis of every development in learning programs that will be carried out at the level of Early Childhood and Elementary Education. By applying the literature review method, this article aims to gain a holistic apprehension from various perspectives on the significance of transition in Early Childhood Education. The aim of the transition in Early Childhood Education is none other than to help children develop the basic potential that has already existed inside them, not only for increasing children's knowledge and independence but also their apprehension which will later support each other in preparing themselves for Primary level.

This study explored the impact of school eating environments on the wellbeing of children in the Full Day Kindergarten (FDK) Early Learning Program in the Toronto District School Board (TDSB) and compared children's experiences of eating in FDK with those in childcare settings. Drawing on critiques of dominant approaches to evaluation, the study employed a wellbeing model that includes material security, relationship, engagement and v My family and friends also deserve to be acknowledged. I would like to thank my parents-my mother, Sandra Lee Marcok, for imparting on me a fierce commitment to justice from a young age, and my departed father, David Manfred Pal, from whom I inherited the attention to detail required for this work. To my children, Alejandro Joaquin and Lucius Harrison, thank you for making me a mother, for breathing new life into my being, for giving me purpose, and for admiring my work from a cool distance. To my dear friends and my chosen brother, Nano Quong, for cheering me on throughout this lengthy process. And, also, to Tremayne Gomes, who shared my workspace and kept me company throughout the writing process. And last, but not least, I want to recognize the contributions of the participants in this study. The children who shared so much of their feelings and experiences over the course of the year they transitioned from full day child care to full day kindergarten, their parents, and to Kerry McCuaig and all the key informants who offered their time and insights. This belongs to you. May this work contribute to positive changes in school eating environments for those who follow in your footsteps. vi Preface Before you lies the dissertation, "The Impact of School Eating Environments on the Wellbeing of Children Transitioning from Full-Day Childcare to Full-Day Kindergarten," based on a one year study with a cohort of children as they went through this transition in the Toronto District School Board. It has been written to fulfill the requirements of the Doctor of Philosophy of Environmental Studies at York University. The research and associated methods were approved by the Human Participants Review SubCommittee at the York University Office of Research Ethics and the External Research Review Committee at the Toronto District School Board. My motivations for my research are deeply personal. As someone who grew up the child of a single mother on social assistance in Toronto Community Housing, I have first-hand experience of childhood hunger, food insecurity and the feelings of shame and social exclusion that go along with it. For this reason, since my undergraduate degree in International Development Studies, my work has centred around issues of food security, food production, food systems and food sovereignty. This has included academic work, being the owner of an independent vegetarian café serving local produce in Halifax, working in urban agriculture in Havana, and coordinating a garden mentor project that brought children, senior mentors and youth volunteers together at the Ecology Action Centre. Throughout my career, food has remained a central theme. As a person who has survived prolonged childhood trauma and was failed by the very systems intended to protect children, I am profoundly committed to supporting, giving voice to, vii and advocating for vulnerable populations. I spent years working as a counsellor assistant for developmentally delayed adults in community residential settings, worked with special needs children when I was a summer camp counsellor, focused some of my work in Havana on working with children in government care and the elderly, and carved a niche at my cafe catering to people with special dietary needs many of whom, at the time, could not safely eat out anywhere else in the city. Improving wellbeing, particularly the wellbeing of vulnerable populations, is a key driving force in my endeavours. More specifically, the motivation for this study came in the 2012-2013 school year, the third year of the Full-Day Kindergarten (FDK) rollout in Ontario. My eldest child began FDK that year, I knew parents of children starting FDK throughout the city and, as a person with an interest in school food programming, there was a flood of parents, friends of friends, eager to share their "horror stories" about the school lunch environment in the FDK setting in Toronto. Parents described children who had never had difficulties eating before starting kindergarten coming home in tears with completely uneaten lunches, children who had to eat on benches with no tables and spilled their food on themselves daily, children eating lunch at tables that had been cleaned with mops used to clean floors, children having toileting accidents because there wasn't enough staff to get them to the washroom on time, children hiding under tables to try to escape the noise of the lunch room and being punished for it-the list goes on. Data was later collected for one of these schools, called the Red Mulberry School to protect anonymity, as the motivating case though stories came in from schools all over the city. In the Red Mulberry School (a school that met the site selection criteria for the study), well over 100 three-to-five-year-old children had 20 minutes to eat their lunches in a noisy, crowded lunchroom staffed by 5 untrained lunch supervisors. With minimal investigation, I learned that there are no regulations governing viii practice during the lunch hour. It was immediately apparent that there was a need for research to explore the impact that this has on the children in these environments. Initially, I had hoped to conduct the study in the 2013-2014 school year, on my return from my maternity leave with my youngest child. The process of gaining approval to conduct research within the TDSB was more lengthy than anticipated, so the study was conducted in 2014-2015. Vast amounts of data, in the form of participant interviews, observations, parent surveys and key informant interviews, was collected. This data was transcribed, coded and analysed throughout 2016. In an effort to make the findings from the study available as quickly as possible, the dissertation was designed in the increasingly popular three-article format. The manuscripts for these articles, drafted in 2017, were submitted to Canadian Food Studies (CFS), Social Indicators Research (SIR), and the Journal of Childhood Studies (JCS). The manuscript for JCS was sent for review, the review process was completed quickly in the fall, and the article, Well-Being in the Kindergarten Eating Environment and the Role of Early Childhood Educators, was published in December (see Appendix E) (Bas, 2017). The manuscript for SIR passed through the Springer Journals' preselection process in the fall and was referred to the Springer Journals Transfer Desk. Their algorithm identified BMC Nutrition, BMC Public Health, Child Indicators Research (CIR), International Journal of Early Childhood, and Maternal and Child Health Journal as better options for that manuscript. At the same time, CFS accepted that manuscript for peer review, but had not identified reviewers. In the intervening months, as I drafted the other portions of the dissertation, I elected to restructure the two unpublished manuscripts to improve the flow of the overall dissertation and withdrew the manuscript submitted to Springer Journals. The new Preface __________________________________________________________________________ vi Table of Contents _________________________________________________________________ x List of Tables ____________________________________________________________________ xv List of Figures ___________________________________________________________________ xvi

Educational childcare services play a key role in children's development (OECD, 2019). However, the state of knowledge is more limited concerning children from 0 to 3 years old. It therefore appears relevant to study the educational quality offered to them. As the Piklerian approach is interested in children from 0 to 3 years old and has been adopted by SGÉEs in Quebec, this article presents a targeted review of the literature on this pedagogical approach. Three study themes emerge: the quality of interactions, the knowledge, perceptions and beliefs of educators, and the privileged relationship between educator and child. Although these studies tackle educational quality in a fragmented way, the results suggest that certain elements could contribute to enhancing educational quality in ESMS. However, more in-depth studies of educational quality in the context of this pedagogical approach are essential.Les services de garde éducatifs à l’enfance (SGÉE) jouent un rôle déterminant s...

Sociétés et jeunesses en difficulté Revue pluridisciplinaire de recherche 18 | Printemps 2017 : Les recherches avec les enfants et les jeunes en difficulté : spécificités éthiques et méthodologiques Dossier Chercher avec des enfants : la nécessité du désapprentissage Doing research with children: the necessity of unlearning Investigación con niños: la necesidad del desaprendizaje CLAIRE DE SAINT MARTIN ET DAISY QUEIROZ Résumés Français English Español Les deux recherches présentent la caractéristique de se faire avec des « acteurs faibles » (Payet, Giuliani, Laforgue, 2008) : enfants brésiliens d'une favela, enfants français en situation de handicap, qui ont intégré les représentations de ces catégorisations socialement produites, de même que la normativité scolaire, représentations entravant leur participation active à la recherche. L'article dégage « la nécessité du désaprentissage » pour que les enfants deviennent acteurs des recherches. C'est par la méthodologie entendue comme un processus dynamique se construisant au fil du mouvement de la recherche (Passos, Kastrup, Tedesco, 2014) que ce désapprentissage peut se faire. La question éthique est importante dans ce processus. La rencontre du différent est essentielle pour déstabiliser et créer collectivement quelque chose de nouveau. Cette question éthique constitue aussi une vision politique (Freire, 2013), par la création de formes d'existence, d'agir et, simultanément, d'autres formes d'organisation du monde. Différents effets de ce type de recherche avec les enfants peuvent alors être pointés : du point de vue individuel, du point de vue collectif, du point de vue scientifique. 12/04/2019 Chercher avec des enfants : la nécessité du désapprentissage https://journals.openedition.org/sejed/8342 2/22 the children are to be pointed, not only from the individual perspective, but also from the collective and scientific perspectives. Los dos estudios presentan la característica de realizarse con "actores débiles" (Payet, Giuliani, Laforgue, 2008): niños brasileños de una favela y niños franceses con alguna discapacidad, que forman parte de las conductas de estas clasificaciones que se producen socialmente, al igual que las normativas escolares, representaciones que dificultan su participación activa en la investigación. El artículo destaca "la necesidad del desaprendizaje" para que los niños se conviertan en actores de las investigaciones. Este desaprendizaje puede realizarse mediante la metodología entendida como un proceso dinámico que se construye a lo largo del desarrollo de la investigación (Passos, Kastrup, Tedesco, 2014). En este proceso es importe la cuestión ética. El encuentro con lo diferente es esencial para desestabilizar y crear colectivamente algo nuevo. Esta cuestión ética constituye también una visión política (Freire, 2013) mediante la creación de formas de existencia, de actuación y, simultáneamente, de otras formas de organización del mundo. Por tanto, se pueden señalar diferentes efectos de este tipo de investigación con niños: desde el punto de vista individual, desde el punto de vista colectivo y desde el punto de vista científico.

STARTING FORMAL SCHOOLING IS a significant transition for young children and their families; a process rather than a one-off event. A sense of belonging or membership is identified by key national documents in early learning as critical to young children's wellbeing and as an essential aspect of quality care and education (DEEWR, 2009, 2010). This paper provides an overview of a partial ethnography conducted over one year with children in their first year of formal school (known as Kindergarten in the site under study). The study investigated young children's experiences and perspectives during their first year of school. The results of the study indicate that children become members of the group or community of practice (CoP) (Wenger, 1998) as they begin school and their membership emerges as they participate in this CoP. Data from the study documents and celebrates young children's competencies in negotiating and participating in their Kindergarten CoP and becoming members of the school.

État des connaissances Depuis plus de quarante ans, la communauté scientifique s'interroge sur le bien-fondé des services de garde pendant la petite enfance. À l'aide des écrits publiés au cours de la première décennie du XXI e siècle, cet ouvrage souhaite informer le lecteur avisé et contribuer à sa formation sur le développement des enfants qui fréquentent les services de garde.

des intervenantes, l'absence de contacts avec d'autres parents, les difficultés liées à l'arrêt de la recherche et la place insuffisante laissée aux pères. La discussion porte sur les enseignements à tirer de l'expérience des bénéficiaires de cette intervention pour le développement d'actions préventives.

The study focused on gender as an intervening variable in comparing effectiveness of teaching methods on the interest of early childhood agricultural science pupils. Two research questions guided the study. Quasiexperimental design, specifically pre-test and post-test group was adopted. The sample for the study was 58 Basic 3 pupils comprising 31 males and 27 females from intact class. The two classes were randomly assigned experimental group I and II. The experimental group one was taught with blended learning method while experimental group II were taught with roleplay method. The treatment lasted for four weeks. The instrument for data collection Agricultural Interest Inventory. The instrument used for data collection were validated by three experts all from Department of Agricultural Education. The reliability of the instrument was established using Cronbach alpha which yielded a coefficient of 0.74. Mean and standard deviation were used to analyze the data collected for the study. Findings of the study revealed that that gender plays an intervening role in the interest of pupils in agricultural science when taught with blended learning and role play method as female pupils had higher interest in comparison to their male counterparts. Hence, the study recommended amongst others that the local government should provide more funds for research so that investigations be made to enquire on the reasons why females perform better when roleplay and blended learning are utilized and possibly find other innovative methods that would be a better fit for male pupils; and ministry of Education should organize workshops, in-service training programme for teachers so that they would be conversant in the use of innovative teaching methods

The objective of this paper is to explore the management of peace education and conflict resolution strategies in the 21st century for students' multidimensional skills development and literacy acquisition in the right direction. The researchers discuss the concept of skill development and literacy acquisition. They also examine the concept of conflict resolution strategies in consonant with school related conflicts which are capable of obscuring the degree of students' skill development vis-à-vis literacy acquisition in the right direction. Furthermore, the paper assessed available mechanism for conflict resolution among parties involved in school as multidimensional skill development and literacy acquisition may not thrive in a violent and chaotic school environment. The paper equally evaluates the goals every school administrator ought to adopt in a bid to resolve conflicts meditatively without hurting the parties involved and disrupt the academic programme of the school. Conclusively, suggestions to managing peace education to promote students' skills development and literacy acquisition n the right direction are proffered. It was however recommended among others that the training and retaining of school administrators and teachers should be intensified to enable acquire the essential skills and knowledge, appropriate techniques and methods to effectively manage peace education and conflict resolution measures in such a way that concepts that are relevant to students' skill development and literacy acquisition will be reflected and identified.

Evaluating the effectiveness of Early Childhood Education (ECE) programs across different developmental domains such as language, psychomotor, social, and cognitive growth is essential. The main objective is to support families, promote learning and social outcomes for young children, and ensure high-quality education standards. This process facilitates continuous improvement and helps to achieve the overarching goal of ECE.

This research aims to describe the integration of peace education as the reinforcement of social skill reinforcement in Social Science learning. Qualitative research method was employed in this study. Data source included teachers, documents, and library study. Data collection was carried out using interview, questionnaire, and document and literature source analysis. Interview and questionnaire were used to explore the respondents’ perspective on peace education for developing social skill in Social Science learning. The subjects agreeing to participate in this study were Social Science teachers in Junior High School consisting of 20 teachers. The participants were selected using purposive sampling. Data validation was conducted using method triangulation and data analysis using an interactive model of analysis encompassing data reduction, data display, and data verification. From the result of research, it could be concluded that Social Science teachers in Surakarta had positive p...

The main purpose of this study was to determine the compliance with the code of conduct and teaching performance of 347 public elementary teachers of 6th Congressional District of Negros Occidental using stratified random sampling. The descriptive research design was used. The modified survey questionnaire adapted from the study of Jongue (2010) and approved Individual Performance Commitment and Review Form (IPCRF) for S.Y. 2015-2016 was utilized to get the needed data. The data collected was analyzed using frequency and percentages, mode and Pearson-r correlation coefficient. Moreover, Focus Group Discussion (FGD) with 10 participants was utilized to enrich and supplement the results of the study. Results revealed that in terms of profile, majority of the participants were female, ages 31-40 and 11-20 years in length of service. For the teaching position, majority of the participants were Teacher 1 and Bachelor degree holders. For school location, majority of the participants were ...

The study investigated teachers’ gamification of classroom instructions for secondary education goals attainment in Rivers State. There were five research questions answered in the study. The design adopted for the study was descriptive survey. The population of the study comprised 6,956 teachers which was 3,536 males and 3,420 females while the sample of the study was 717 teachers comprising 359 males and 358 females and they were selected using simple random sampling technique. The instrument used for collection of data was a 25 items questionnaire. The instrument was validated by two experts in Measurement and Evaluation from the Department of Educational Psychology, Guidance and Counselling, University of Port Harcourt. The reliability of the instrument was 0.91 using Cronbach Alpha statistics. Out of the 717 copies of questionnaire administered, 698 copies which was 93.4% were retrieved comprising 345 male and 353 female. Mean and standard deviation were used to answer the rese...

En contexte de la première rentrée scolaire des enfants ayant des besoins particuliers, la planification de cette transition vise quelques objectifs, notamment d’assurer la continuité éducative entre les différents milieux de vie de l’enfant, de faciliter son intégration dans le nouvel environnement, de préparer le milieu à l’accueillir avec ses particularités, d’adapter les activités aux besoins de l’enfant et d’encourager la participation active de la famille et des autres intervenants qui connaissent l’enfant. Une recherche qualitative/interprétative a permis d’examiner la dynamique du travail réalisé en réseau lorsque différents acteurs intersectoriels, incluant les parents, planifient cette transition d’enfants ayant des besoins particuliers. Trois réseaux ont été étudiés sur une période d’un an. Les résultats recueillis ont permis d’approfondir la façon dont des acteurs intersectoriels ont travaillé de concert, en réseau, pour favoriser une transition vers le préscolaire de qu...

This study examined the Impact of Leave-No-Child Behind Policy on Public
Preschool and Primary School (PPPS) Enrolment in Lagos State. It examines
the Pupils' Enrolment in Pre-school and Primary School before and after the
Leave-No-Child-Behind Policy in the 20 Local Governments in Lagos State,
and also gender Enrolment in PPPS before and after the Leave-No-ChildBehind Policy in Lagos State. The study adopted an ex post factor design and
made use of secondary data collected using the Pro forma as the research
instrument eliciting enrolment data of the 20 Local Governments in Lagos
State. The data were analysed using the Descriptive Statistics (Frequency, Bar
Chart and Percentage) and Inferential Statistics (Paired Sample t-test). The
result showed the frequency and the percentage of gender enrolment in Pre
Leave -No-Child-Behind Enrolment (PLNCBE) of 2018/2019 with male at
199,456(49.52%) and female: 203,314 (50.48%), and the Leave -No-ChildBehind Enrolment (LNCBE) in 2022/2023 with male 223,778 (50.76%) and
female 217,110 (49.24%). The frequency also showed that Pre Leave -NoChild-Behind Enrolment PLNCBE of 2018/2019 had enrolment at 402,770,
and the Leave -No-Child-Behind Enrolment (LNCBE) of 2022/2023 had
enrolment at 440,888. The study established that there is an increase in PPPS
Enrolment as a result of Leave-No-Child-Behind Policy in Lagos State aimed
at reducing the effect of poverty on Enrolment.

In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = .12) and partial correlations (r p = .04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels.

This study investigated first grade primary school teachers' expectations of children's skills entering primary school in Jakarta, the capital city of Indonesia. The aim of the study was to provide some reasons or beliefs that form teachers' expectations regarding children's competency and learning in their first year of primary school. The study was conducted using a qualitative approach which involved 30 first grade primary school teachers across Jakarta's regions (Centre, East, West, South, and North). The Focus Group Discussion was used as an instrument that provides a forum for teachers to describe their expectations. The study employed the Ritchie and Spencer's qualitative analysis framework analysis approach (1994) which involved five key stages: familiarization, identifying a thematic framework, indexing, charting and mapping, and interpretation. The results showed that expected academic skills, teachers' competency, and educational policy were the key variables that informed teachers' expectations. The findings of this study have demonstrated that it is crucial to support teachers professional development as their knowledge and expectation may greatly affect the way teachers treat their students.

Au moment de l'enquête, le coût d'une place à contribution réduite était de 7 $ par jour. Services de garde non régis par le ministère de la Famille Garde à domicile On réfère ici à un enfant qui est gardé par une personne autre que sa mère, son père, le conjoint ou la conjointe, au domicile de cette personne ou à celui de l'enfant.

Creativity and intelligence have been one of the most important things in early childhood students due to their hyperactive and adaptation capability to any kind of knowledge. Providing required assessment and proper tasks to proper foster creativity among students requires proper research on the previous existing education models. A focus has to be provided on the training of the teaching professionals to adapt various strategies to foster creativity in the classroom environment. On the other hand, a proper pedagogy framework has been implemented with the ability to adapt to the recent requirements and changes in the schooling format. Students need to be assessed differently based on their interest in the chosen subject. Each student has to be assigned different tasks to ensure their intelligence and creativity enhancement. Impacts have been described based on the nature of the selected model of schooling format.

With the establishment of the two-child and three-child policies in China, parents pay more attention to kids' education. Many countries support using tangible reward systems in educational institutions, and this situation is prevalent in Chinese schools, especially for young-age students. In this experiment, the author collected perceptions about using tangible reward systems in compulsory schools from Chinese parents who have at least one child currently studying in a compulsory school in China. The author summarized parents' thoughts about the expected advantages and disadvantages of using tangible rewards from other studies. A majority of parents supported using tangible reward systems at school. They somewhat or strongly agree with those advantages, such as improving children's self-esteem, collective sense of honor, and independent learning ability. Most of them did not think this kind of system could bring a significantly negative impact on children, such as undermining students' intrinsic motivation. However, a large number of parents agreed that tangible rewards could make students more working for external rewards. In conclusion, most participants still believe in the benefits of tangible reward systems and will also feel happy when their children obtain those rewards from school.

Les discours sur l'apprentissage par le jeu se retrouvent dans l'ensemble des contextes éducatifs destinés aux jeunes enfants (Rentzou et al., 2018). Or, selon le contexte éducatif et la façon de concevoir l'apprentissage et le jeu, les expériences vécues, notamment par les enfants de 4 ans, varient grandement. En effet, les objectifs d'apprentissage visés par les éducatrices prennent parfois le dessus sur l'exploration par l'enfant (Danniels et Pyle, 2018). La description détaillée de séances de jeu de quatre enfants dans deux contextes québécois distincts est présentée. L'analyse des résultats soulève un questionnement au sujet du droit à la participation des enfants aux décisions qui les concernent (Correia et al., 2021) en plus de contribuer à reconceptualiser ce problème de dichotomisation du jeu et de l'apprentissage (Nilsson et al., 2018).

Research indicates that early intervention can improve long term outcomes for students who struggle early in school. However, in multi-layered organization such as the school system, many elements may come into play when deciding which students will receive support. This study examined these elements including system requirements and expectations at the provincial and school board levels, current practice in schools and classrooms, and the beliefs and knowledge of individuals surrounding the assessment and identification of at-risk students. Using a qualitative approach, 23 individuals were interviewed. Relevant provincial and school board documents as well as artifacts were gathered to provide further information. The findings indicate that many elements influence the identification of a student as at-risk including the characteristics of the student, and the particular classroom, school, and school board the student attends. The results of this study reveal a lack of clarity as we...

Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the th...

Vocabulary learning through games is an exciting approach that can imprint longlasting learning experience. The second learners can benefit from the hands-on activities practiced in class which can enhance retention of new words. Language can be learned faster and easier by having fun in class that can also reduce the 'anxiety' factor in ESL students. This paper aims to examine the impact of vocabulary learning through games to get the educational benefits and how to incorporate games in a language classroom to enhance student learning. Moreover, this research paper analyzes the Vocabulary learning through games and activities for undergraduates and ESL students through. The games were developed Language skills, Vocabulary development. A quantitative survey questionnaire was adopted for this research. This research was conducted by 35 undergraduate students through convenient sampling techniques to analyze the effect of learning vocabulary through games. The study finding shows that English language is easy to learn by different by creative activities, physical games there is a quotation of Benjamin Franklin "Tell me and I forget. Teach me and I remember". "Involve me and I learn." It draw attention of ELT learner's motivation through game type activities that could be easy to enhance their ability and for learning English language because language cannot be learned it needs to do practice and efforts from teachers, learners and as well as exposure to the target language.

The study focused on gender as an intervening variable in comparing effectiveness of teaching methods on the interest of early childhood agricultural science pupils. Two research questions guided the study. Quasiexperimental design, specifically pre-test and post-test group was adopted. The sample for the study was 58 Basic 3 pupils comprising 31 males and 27 females from intact class. The two classes were randomly assigned experimental group I and II. The experimental group one was taught with blended learning method while experimental group II were taught with roleplay method. The treatment lasted for four weeks. The instrument for data collection Agricultural Interest Inventory. The instrument used for data collection were validated by three experts all from Department of Agricultural Education. The reliability of the instrument was established using Cronbach alpha which yielded a coefficient of 0.74. Mean and standard deviation were used to analyze the data collected for the study. Findings of the study revealed that that gender plays an intervening role in the interest of pupils in agricultural science when taught with blended learning and role play method as female pupils had higher interest in comparison to their male counterparts. Hence, the study recommended amongst others that the local government should provide more funds for research so that investigations be made to enquire on the reasons why females perform better when roleplay and blended learning are utilized and possibly find other innovative methods that would be a better fit for male pupils; and ministry of Education should organize workshops, in-service training programme for teachers so that they would be conversant in the use of innovative teaching methods

Information and Communication Technology (ICT) has reshaped the field of pedagogy in many different ways. The increasing use of ICT tools in teaching and learning cannot be overlooked. Learners who are abreast with technology are independent and relieve overreliance on educators regardless of the geographical distance. ICT is important within the education sector as a means of enhancing the process of teaching and learning in a classroom. Despite the value of effective use of ICT tools, the South African government, having designed the curriculum to support effective ICT use in teaching and learning, and to some extent having provided ICT tools in public schools, there are still challenges in the effective adoption of ICT tools in teaching and learning. The purpose of this study is to investigate the barriers of ICT tools use in teaching and learning and propose guidelines in teaching and learning at public schools. The study used a mixed-method and data was collected from public school teachers through a questionnaire composed of both qualitative and quantitative variables. To gain further insight, educationalists were also interviewed. It was discovered that there are multiple challenges that hinder the adoption of ICT in public schools. Key challenges identified in the study include a lack of ICT relevant skills, lack of ICT infrastructure, poor IT support, lack of efficacy from the level of teachers, and attitude were amongst many other influencers to noncompliance. The study recommends that the government adopt an ICT framework that will advocate for unison in ICT policy from all walks of government (district, provincial, and national) and also mandate and incentivize use of ICT by teachers in teaching and learning.

This study aims to: (1) describe children’s participation in activities fostering their development, (2) document parental concerns about their children’s development, and (3) explore the influences of family characteristics on children’s activity participation and parental concerns. We conducted a phone survey with parents of children aged 0-5 years (n = 895). Survey results are presented as weighted proportions for the parent’s age, sex, and area of residence. Statistical comparisons were made using chi-square with p < 0.05. Most children were exposed at least weekly to fine motor (85.1% ± 2.4%), physical (83.0% ± 2.5%), and reading (84.2% ± 2.4%) activities. However, only a small proportion were exposed to those activities daily (49.7% ± 3.3%, 35.4% ± 3.2%, and 32.4% ± 3.1% respectively). Many (46.8%) parents had concerns about their children’s development. The most frequent domains of concern were communication skills (22.8% ± 2.8%), affective and behaviour skills (22.1% ± 2....

This study investigates the challenges in reading competence faced by Pedagogy students at the National Open University of Nigeria (NOUN), specifically targeting those at the 100 and 200 levels. Reading competence is fundamental for educators, influencing not only academic success but also effective teaching practices. In the context of NOUN's unique open and distance learning framework, understanding the intricacies of reading challenges is imperative for optimizing pedagogical training. The research aims to identify and analyze the specific obstacles hindering reading competence among Pedagogy students during their foundational years at NOUN. These levels mark the inception of their academic journey, setting the groundwork for advanced studies and professional development. By focusing on this critical juncture, the study seeks to unravel the nuances of reading challenges within the context of open education.This research contributes to the broader discourse on literacy within open education systems, shedding light on the unique challenges encountered by Pedagogy students at NOUN. Findings will inform not only institutional policies but also teaching methodologies tailored to address the distinctive needs of open and distance learners. The study aims to provide actionable insights for educators, curriculum developers, and policymakers invested in enhancing the foundational skills of future educators within the dynamic landscape of open education.

This study investigates the challenges in reading competence faced by Pedagogy students at the National Open University of Nigeria (NOUN), specifically targeting those at the 100 and 200 levels. Reading competence is fundamental for educators, influencing not only academic success but also effective teaching practices. In the context of NOUN's unique open and distance learning framework, understanding the intricacies of reading challenges is imperative for optimizing pedagogical training. The research aims to identify and analyze the specific obstacles hindering reading competence among Pedagogy students during their foundational years at NOUN. These levels mark the inception of their academic journey, setting the groundwork for advanced studies and professional development. By focusing on this critical juncture, the study seeks to unravel the nuances of reading challenges within the context of open education.This research contributes to the broader discourse on literacy within open education systems, shedding light on the unique challenges encountered by Pedagogy students at NOUN. Findings will inform not only institutional policies but also teaching methodologies tailored to address the distinctive needs of open and distance learners. The study aims to provide actionable insights for educators, curriculum developers, and policymakers invested in enhancing the foundational skills of future educators within the dynamic landscape of open education.

This research examined the influence of teacher factor on students' academic performance with a special reference to Caleb International College, Ikosi, Ketu, Lagos State. The objective of this research work was to determine how teachers experience influences students' academic performance, investigates teachers teaching methodology, influence students' academic performance and examine how adequate teaching and learning aids affects teachers' productivity in Caleb International College, Ikosi, Ketu, Lagos State. The findings of this study pointed out that there is significant relationship between teacher experience and students' academic performance in Caleb International College, Ikosi, Ketu, Lagos State, there is significant relationship between teacher orientation and students academic performance in

Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the th...

The aim of this study is to examine stressful situations six-year-olds experience when they attend kindergarten for the first time. Study group consisted of 45 preschool teachers working in kindergartens affiliated to Ministry of National Education in Konya. Qualitative research methods were used in the study. For this study, a semi-structured interview form was developed by the researchers. Open ended questions were aimed at identifying certain things, such as problems children experience during first school days, possible reasons of the problems, the way children manifest the problems and teacher strategies in dealing with the problems. Research findings revealed that children feel stressed in their first days of school life because of the feeling to be away from family-especially from mother-, social anxieties regarding school environment and fears related to teachers. Besides, it was found also that children disclosed their stress by crying, refusing to participate in activities, behaving introvertedly, acting aggressively or not letting mother leave the school in first school days.

Due to the sudden outbreak of Covid-19 since the first quarter of the year 2020, Nigerian education has not remained the same. Different stakeholders in the education sector have invested their idea in ensuring compliance with the paradigm shift brought about by the new normal. However, the mode of ICT infrastructures and other amenities in almost all the states in Nigeria that can support virtual academic activities is in hibernation. Critically examined in this paper are the roles played by the virtual methods as teaching and learning methodologies in Nigerian schools since Covid-19 outbreak. The paper thoroughly scanned the new normal global trends in virtual education and the important roles played by ICT. Responsive academic website design and adoption, adoption of blended teaching/learning model, and use of social networks among others were identified as best practices to adopt to secure a place for education in Nigeria in the face of the imminent change in teaching methodologies post Covid-19. Furthermore, the study considered perceived challenges both teachers and learners may be confronted with in deploying relevant ICT infrastructures geared towards transitioning from traditional to online provision of services in support of teaching and learning. The paper recommended dynamism in the method of teaching delivery, urgency in the acquisition of new skill sets by academics in Nigeria, while also calling on relevant stakeholders to provide adequate funding for academic institutions to be able to deploy relevant ICT infrastructures needed to adequately support teaching and learning in a virtual environment.