Journal of Early Childhood Development and Education

ASSESSING THE USAGE OF AVAILABLE MATERIALS IN PUBLIC PRIMARY SCHOOLS IN OKE- ERO LOCAL GOVERNMENT, NIGERIA

2026-10-21T12:18:33+07:00

Background: The utilization of available materials in public primary schools in Oke-Ero Local Government Area was analyzed in this study.

Objective: The study developed four research questions to assess the availability and use of academic resources in public primary schools located in Oke-Ero Local Government Area.

Methods: Descriptive research design was adopted. The study includes all 1,013 public primary school teachers in Oke-Ero Local Government Area. A straightforward random sampling method was used to select 150 people as respondents. Data was collected using a researcher-constructed questionnaire. To ensure the questionnaire was accurate, we checked the content using validity methods, and to make sure it was consistent, we used the test-retest method, which gave a reliability score of 0.85. The data was analyzed using frequency counts, percentages, average values, and measures of spread.

Results: The findings revealed that the overall availability of academic materials is somewhat and the available materials in Oke-Ero L.G.A public primary schools are highly utilised.

Conclusion: Educational authorities and policymakers should allocate additional resources to address the availability of academic materials in public primary schools; and school administrators should enhance professional development opportunities for educators to effectively utilise existing materials and implement innovative teaching strategies

Letter-Sound Knowledge as a Foundational Component of Emergent Literacy and Early Reading Acquisition: A Narrative Review of Recent Evidence (2021–2026)

2026-10-08T14:21:00+07:00

Background: Letter-sound knowledge the ability to map spoken phonemes onto their corresponding written graphemes is among the most consistently replicated early predictors of reading acquisition in alphabetic orthographies, with parallel evidence for letter-name knowledge in at least one syllabic orthography (Japanese Hiragana).

Objective: This narrative (non-systematic) review synthesizes peer-reviewed research to examine the theoretical grounding, predictive validity, instructional malleability, and neurodevelopmental correlates of letter-sound knowledge as a core component of emergent literacy.

Methods: The review synthesizes literature published between 2021 and 2026, identified through searches of [databases to be specified] using [search terms to be specified] and screened against stated inclusion and exclusion criteria, resulting in the inclusion of [N] sources. Evidence was compiled across longitudinal, intervention, cross-linguistic, and neuroimaging study designs.

Results: Evidence across the included studies yields three key findings. First, letter-sound knowledge is an early-emerging foundational skill that, together with phonological awareness and rapid automatized naming, serves as one of the strongest predictors of later decoding and word-reading outcomes. Second, instructional approaches that integrate letter-sound correspondence with phonemic awareness are associated with significantly larger gains than oral-only phonological training. Third, the developmental trajectory of letter-sound learning varies according to orthographic transparency, bilingual status, socioeconomic context, and specific access needs, including those of children who use augmentative and alternative communication.

Conclusion: These findings carry important implications for early screening, curriculum sequencing, and instructional dosage, while highlighting priority directions for future research.

Integration of Artificial Intelligence and Deep Learning Pedagogy in the Transformation of Early Childhood Education in the Era of Society 5.0

2026-10-19T11:28:13+07:00

Background: The development of Artificial Intelligence (AI) in the Society 5.0 era drives transformation in Early Childhood Education (PAUD). However, AI implementation remains largely limited to digital learning media and lacks systematic integration with child-centered pedagogy.

Objective: This study aims to develop a conceptual model integrating AI and Deep Learning Pedagogy as a framework for transforming early childhood learning to be adaptive, ethical, and aligned with child development.

Methods: A qualitative Systematic Literature Review (SLR) was conducted using reputable international journals, academic books, and education policy documents published between 2018 and 2025. Data were analyzed using content analysis through data reduction, categorization, thematic synthesis, and interpretation.

Results: Integrating AI and Deep Learning Pedagogy creates adaptive, personalized, interactive, and human-centered learning. The model positions AI as a pedagogical facilitator supporting exploration, collaboration, creativity, communication, reflection, and problem-solving through intelligent educational applications, digital storytelling, adaptive learning systems, and AI-based assessments. This study formulates a novel Human-Centered AI framework tailored for early childhood education.

Conclusion: The integration of AI and Deep Learning Pedagogy offers a transformative framework for Early Childhood Education in Society 5.0. It strengthens 21st-century competencies and holistic child development while providing theoretical contributions to digital pedagogy and practical insights for teachers and curriculum developers.

Analysis of the Implementation of Rhythmic Gymnastics in Stimulating Gross Motor Skills of Early Childhood

2026-09-30T08:41:38+07:00

Background: Gross motor development in early childhood does not occur automatically; it requires systematic and consistently planned stimulation. Rhythmic gymnastics, a series of movements accompanied by music, has become one of the activities widely used in early childhood education institutions to stimulate coordination, balance, agility, and muscle strength. However, in-depth studies on how such activities are actually implemented holistically within a single institution remain limited.

Objective: This study aimed to describe and analyze the implementation of rhythmic gymnastics activities in stimulating gross motor skills of early childhood at TK Lembayung Indah, Bengkulu City.

Methods: A descriptive qualitative approach was employed, involving four informants (one school principal and three Group B teachers) selected purposively, while the research object was the gross motor development of 15 Group B children. Data were collected through semi-structured interviews and documentation during July 2026, then analyzed using the interactive model of Miles and Huberman.

Results: Rhythmic gymnastics was implemented in a structured manner, beginning with collaborative planning, conducted routinely every Saturday in three phases: warm-up, core movement, and cool-down. Based on teacher and school principal reports, the activity appeared to provide stimulation across all four investigated gross motor aspects, though agility showed relatively lower reported progress compared to coordination, balance, and muscle strength.

Conclusion: Based on teacher and school principal reports, rhythmic gymnastics conducted routinely and in a structured manner was perceived to meaningfully stimulate early childhood gross motor development, although this reflects informants’ perceptions rather than direct measurement. Strengthening written evaluation documentation and adding movement variations are recommended to optimize agility stimulation.

Early Childhood Teachers’ Reported Strategies for Integrating Mathematics and Science Through Play

2026-09-18T13:37:31+07:00

Background: Play-based learning can connect early mathematics and science through children’s exploration. However, limited evidence explains how teachers establish conceptual relationships between the two domains during play.

Objective: This study examined how early childhood educators plan, facilitate, and assess integrated mathematics and science learning through play, focusing on relational integration.

Methods: A qualitative descriptive study involved 10 early childhood educators. Data were collected through asynchronous written semi-structured interviews using a 37-question instrument. Data were analyzed using deductive-inductive thematic analysis through coding, category development, theme review, and cross-participant comparison.

Results: Seven themes emerged: goal-oriented planning, relational integration, questioning and prediction, scaffolding and child agency, material and environmental exploration, formative assessment, and professional experience and training. Teachers integrated mathematics into science-based play through counting, measuring, comparing, and classifying, supported by open-ended questioning and adaptive scaffolding.

Conclusion: Relational integration involves using mathematical actions such as counting, measuring, comparing, and classifying to support science exploration. The findings reflect teachers’ reported practices and do not establish effects on children’s learning outcomes.