https://ejournal.gomit.id/junior <p class="" data-start="269" data-end="795">The <strong><em data-start="273" data-end="327">Journal of Early Childhood Development and Education</em></strong> is a peer-reviewed academic journal dedicated to advancing knowledge, research, and practice in the field of early childhood education and development. This journal provides a multidisciplinary platform for scholars, educators, policymakers, and practitioners to share empirical studies, theoretical insights, and innovative approaches aimed at improving the developmental outcomes and educational experiences of young children from birth through early primary years.</p> <p class="" data-start="797" data-end="962">The journal welcomes original research articles, literature reviews, conceptual frameworks, and case studies within, but not limited to, the following subject areas:</p> <ul data-start="964" data-end="2405"> <li class="" data-start="964" data-end="1134"> <p class="" data-start="966" data-end="1134"><strong data-start="966" data-end="1019">Early Childhood Cognitive and Social Development:</strong> Studies focusing on language acquisition, cognitive growth, social-emotional skills, and early learning processes.</p> </li> <li class="" data-start="1136" data-end="1321"> <p class="" data-start="1138" data-end="1321"><strong data-start="1138" data-end="1178">Educational Psychology and Pedagogy:</strong> Research on teaching methods, learning environments, curriculum design, assessment, and teacher training specific to early childhood settings.</p> </li> <li class="" data-start="1323" data-end="1513"> <p class="" data-start="1325" data-end="1513"><strong data-start="1325" data-end="1367">Inclusive Education and Special Needs:</strong> Investigations on strategies for inclusive education, interventions for children with developmental delays, disabilities, or other special needs.</p> </li> <li class="" data-start="1515" data-end="1706"> <p class="" data-start="1517" data-end="1706"><strong data-start="1517" data-end="1564">Family, Community, and Cultural Influences:</strong> Analyses of the role of family, community, culture, and socio-economic factors in shaping early childhood development and educational access.</p> </li> <li class="" data-start="1708" data-end="1879"> <p class="" data-start="1710" data-end="1879"><strong data-start="1710" data-end="1744">Policy and Program Evaluation:</strong> Evaluations of early childhood education policies, programs, and interventions, including impact assessments and best practice models.</p> </li> <li class="" data-start="1881" data-end="2058"> <p class="" data-start="1883" data-end="2058"><strong data-start="1883" data-end="1921">Health, Nutrition, and Well-being:</strong> Research addressing physical health, nutrition, mental health, and overall well-being as related to early childhood growth and learning.</p> </li> <li class="" data-start="2060" data-end="2243"> <p class="" data-start="2062" data-end="2243"><strong data-start="2062" data-end="2121">Technology and Innovation in Early Childhood Education:</strong> Exploration of digital tools, media, and innovative technologies that support learning and development in young children.</p> </li> <li class="" data-start="2245" data-end="2405"> <p class="" data-start="2247" data-end="2405"><strong data-start="2247" data-end="2290">Global and Cross-cultural Perspectives:</strong> Comparative studies and international research highlighting diverse early childhood education practices worldwide</p> </li> </ul> CV Media Inti Teknologi en-US Journal of Early Childhood Development and Education 3032-4092 https://ejournal.gomit.id/junior/article/view/540 <p><strong>Background:</strong> Recognizing the critical role of holistic National Value Education in shaping intellectual, moral, and emotional capacities, the research examined how structured value-based instruction affects reasoning, problem-solving, empathy, cooperation, and moral sensitivity among pupils.</p> <p><strong>Objective: </strong>The study investigated the influence of the National Values Curriculum (NVC) on pupils’ cognitive and emotional development in basic schools in Zamfara State, Nigeria.</p> <p><strong>Methods: </strong>A correlational research design was employed, with a sample of 384 pupils drawn through a multi-stage sampling technique from both urban and rural schools. Data were collected using a validated and reliable self-developed questionnaire, the National Values Curriculum Influence Questionnaire (NVCIQ), and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests.</p> <p><strong>Results: </strong>The findings revealed a strong positive relationship between the NVC and pupils’ cognitive development (r = 0.675, p &lt; 0.001), as well as emotional development (r = 0.618, p &lt; 0.001), indicating that increased exposure to the curriculum significantly enhances both intellectual and affective competencies. Gender differences in cognitive development were not statistically significant, while school location had a significant impact on emotional development, with urban pupils demonstrating higher affective skills than rural pupils.</p> <p><strong>Conclusion: </strong>The study concludes that the NVC effectively promotes holistic development, fostering responsible, morally grounded, and socially competent pupils. It recommends continuous teacher training, provision of adequate instructional resources, and the incorporation of interactive and reflective activities to maximize the curriculum’s cognitive and emotional benefits.</p> Sule Muhammad Sani Ahmadu Gurjiya Copyright (c) 2026 Sule Muhammad, Sani Ahmadu Gurjiya https://creativecommons.org/licenses/by-sa/4.0 2026-05-22 2026-05-22 3 2 53 60 10.58723/junior.v3i2.540 https://ejournal.gomit.id/junior/article/view/694 <p><strong>Background:</strong> The development of young children is greatly dependent on language exposure, but the relationship between multilingualism and socio-emotional development remains relatively unexplored with regard to Sudanese culture. Multilingualism in the Sudanese culture involves a combination of Arabic, English, and dialect, which can work as a tool to foster cognitive and emotional resilience in early childhood.</p> <p><strong>Objective:</strong> This paper seeks to establish the role of multilingual settings in the development of cognitive flexibility and socio-emotional intelligence in preschoolers (3–5 years old) enrolled in the Noor Albayan Kindergarten in Atbara, Sudan.</p> <p><strong>Methods:</strong> Through the use of convergent parallel mixed methods research design, the study conducted a quantitative assessment of 25 children ($N=25$) using Sort-Switch tasks. The quantitative data obtained were subjected to analysis through one sample t-tests ($df=24$). On the other hand, qualitative data were obtained by conducting semi-structured interviews involving 10-12 key informants (teachers and parents).</p> <p><strong>Results:</strong> Analysis of the quantitative data showed that multilingual children scored 72% on problem-solving tasks ($t (24) =9.17, p&lt;.001$). Additionally, they scored 68% on social adaptation skills ($t (24) =6.43, p&lt;.005$) and 65% on emotional awareness tasks ($t (24) =5.00, p&lt;.005$). Moreover, qualitative data showed.</p> <p><strong>Conclusion:</strong> These results indicate that bilingualism speeds up the development of prefrontal cortex and emotional differentiation. The findings of this paper recommend the application of translanguaging practices in Sudanese Early Childhood Education (ECE).</p> Amel Zulfukar Hassan Adlan Khabir Othman Mohamed Badawi Rose Chikopela Copyright (c) 2026 Amel Zulfukar Hassan Adlan, Khabir Othman Mohamed Badawi, Rose Chikopela https://creativecommons.org/licenses/by-sa/4.0 2026-05-08 2026-05-08 3 2 44 52 10.58723/junior.v3i2.694