JECCE

Prevalence of parenting styles during the early childhood years: Does parents’ socioeconomic status matter?

2023-10-24T04:59:49+05:00

The paper was aimed at exploring the prevalence of parenting styles during the early childhood years in Bhutan. The population of the study were parents (N = 433) who were selected through a purposive sampling technique. A survey questionnaire and semi-structured questions were used to collect data. Descriptive analysis and one-way ANOVA were used as statistical techniques. The findings of the study showed that an authoritative parenting style was more prevalent during the early childhood years. However, some features of authoritarian and permissive parenting styles are present. Further, parenting styles also differed by parents’ socio-economic status. It was found that an authoritative parenting style differed by the parents’ education qualifications but did not differ by the parents’ income and marital status. In addition, the authoritarian parenting style differed by the parents’ educational qualifications and income level, while it did not differ by the parents’ marital status. However, parents’ parenting styles did not differ by their educational qualifications, income level, or marital status.

Content Analysis of Grade 1 Textbooks Regarding Social Skills

2023-09-01T09:32:15+05:00

The study was aimed to analyze the content of Grade 1 textbooks in terms
of to what extent the content supported the development of social skills in
students? Content analysis method of qualitative research to collect and
analyze the data was applied. The population of the study consisted of all
the textbooks of grade 1 published by Punjab curriculum and textbook
board Lahore, Pakistan for the academic year 2020-21. Textbooks of 3
subjects: Urdu, English and General Knowledge were selected through
purposive sampling. A checklist developed in the light of reviewed
literature related to social skills, was used as a research tool to analyze the
textbooks content. The checklist was also got validated from ten PhD
experts in the field. To find out social skills given in the checklist the
manifest and latent content of the selected textbooks was analyzed. It was
found that the content of the selected text books supported the
development of these 5 social skills: communication, decision making,
cooperation, empathy and interpersonal relationship skills. However, the
content supported the development of communication skill at high level.

Development of skills at the preoperational stage; A comparative study on Cognitive development of Urban and rural children

2023-09-01T09:36:52+05:00

The main aim of this study was to compare urban and rural school children
*on cognitive development at the preoperational stage. The main question
for getting the answer was “What was the level of difference among rural
and urban school children on language development, egocentrism,
understanding of the environment, locus of control, and block building”.
Ten teachers teaching class prep to three in rural schools and ten teachers
from urban schools and 25 students from each area were conveniently
selected for data collection. Interviews and observations were used to
collect data regarding cognitive development at the Piagetian
preoperational stage. It was found that urban students were better at
language development compared to rural school children. Rural school
students were more egocentric compared to urban school students, rural
school children were unaware of urban environments, but urban students
were aware of rural and urban environments. Urban students showed more
conservation compared to rural school children and urban students were
more skillful in making buildings. From this study, it was concluded that
children in urban schools showed better cognitive development. It was
recommended that more facilities and expert teachers may be provided to
students of rural areas for better cognitive development.

Effects of Teachers’ Moral Lesson Activities on Students’ Behaviors in Early Childhood Education Classrooms

2023-06-28T06:15:32+05:00

Through the lens of Vygotsky zone of proximal development theory, the study aims to find the effects of teachers’ moral lesson activities on students’ behaviors in early childhood education classrooms. Based on the two major hypothesis, 1. There is a significant effect of teachers’ moral lesson activities on students’ behaviors and 2. There is a significant difference in teachers’ views in relation to their gender, age, qualification, and experience, the study adopted descriptive research design. Data for the study were collected via online survey forms from 320 early childhood education teachers via a self-developed questionnaire in the District of Charsadda, Khyber Pakhtunkhwa, Pakistan. The collected data were analyzed via SmartPLS4 to find structural and measurement models. There results indicated that there is a significant effect of teachers’ moral lesson activities on students’ behaviors and there is no significant difference in teachers’ views in relation to their gender, age, qualification, and experience.

Exploring Teachers’ Perceptions and Practices on Teaching Learning Strategies and Learning Materials Used in ECE Classrooms in Gilgit

2023-09-01T08:06:26+05:00

Teachers' perceptions have been shown to influence their teaching
practices (Ashiabi, 2007; Erwin & Delair, 2004). Hence, it is imperative
to explore how ECE teachers' perceptions affect the way they teach and
perceive their students’ learning skills (Yeung, Craven, & Kaur, 2014). This qualitative case study is intended to explore Teachers’ Perceptions and Practices on Teaching-Learning Strategies and Learning Materials used in ECE classrooms in Gilgit. Ten early childhood education teachers
of private schools were selected through purposive sampling. Data was
collected through semi-structured interviews, observations and document
analysis. Findings of the study revealed inconsistencies between ECE
teachers’ perceptions and practices. ECE teachers claimed that they
implement play way as teaching learning strategy and use learning
materials as children actively involved in play. However, mainly teacher directed approach was observed to practice by the participant teachers in their classrooms. Analysis revealed that these discrepancies are due to; lack of practical skills to implement theoretical knowledge, inadequate learning materials, time and space limitations, and pressure from key stake holders. It is therefore recommended that ECE teachers be trained and supported by providing opportunities to improvise their teaching strategies so that they can implement ECE policy with its full essence.