https://ojs.aiou.edu.pk/index.php/ecce/issue/feed JECCE 2023-10-24T04:59:49+05:00 Dr. Muhammad Athar Hussain editor.jecce@aiou.edu.pk Open Journal Systems <p>Journal of Early Childhood Care and Education</p> https://ojs.aiou.edu.pk/index.php/ecce/article/view/886 Prevalence of parenting styles during the early childhood years: Does parents’ socioeconomic status matter? 2023-10-24T04:59:49+05:00 Lotey Gyeltshen loteygyeltshen23@gmail.com <p>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.</p> 2023-10-24T00:00:00+05:00 Copyright (c) 2023 If the paper is accepted for publication, author(s) will have to sign an authors’ declaration form which will transfer the copyright of the article to Journal of Early Childhood Care and Education (JECCE). JECCE by AIOU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.aiou.edu.pk. Permissions beyond the scope of this license may be sought from the editor of the journral (editor.jecce@aiou.edu.pk). https://ojs.aiou.edu.pk/index.php/ecce/article/view/1449 Content Analysis of Grade 1 Textbooks Regarding Social Skills 2023-09-01T09:32:15+05:00 Muhammad Hifzur-Rehman, Mushtaq Ahmad, Shaista Khalid editor.jecce@aiou.edu.pk <p>The study was aimed to analyze the content of Grade 1 textbooks in terms<br>of to what extent the content supported the development of social skills in<br>students? Content analysis method of qualitative research to collect and<br>analyze the data was applied. The population of the study consisted of all<br>the textbooks of grade 1 published by Punjab curriculum and textbook<br>board Lahore, Pakistan for the academic year 2020-21. Textbooks of 3<br>subjects: Urdu, English and General Knowledge were selected through<br>purposive sampling. A checklist developed in the light of reviewed<br>literature related to social skills, was used as a research tool to analyze the<br>textbooks content. The checklist was also got validated from ten PhD<br>experts in the field. To find out social skills given in the checklist the<br>manifest and latent content of the selected textbooks was analyzed. It was<br>found that the content of the selected text books supported the<br>development of these 5 social skills: communication, decision making,<br>cooperation, empathy and interpersonal relationship skills. However, the<br>content supported the development of communication skill at high level.</p> 2023-09-01T00:00:00+05:00 Copyright (c) 2023 If the paper is accepted for publication, author(s) will have to sign an authors’ declaration form which will transfer the copyright of the article to Journal of Early Childhood Care and Education (JECCE). JECCE by AIOU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.aiou.edu.pk. Permissions beyond the scope of this license may be sought from the editor of the journral (editor.jecce@aiou.edu.pk). https://ojs.aiou.edu.pk/index.php/ecce/article/view/1450 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 Wajiha Kanwal, Khalid Mehmood, Rashda Perveen editor.jecce@aiou.edu.pk <p>The main aim of this study was to compare urban and rural school children<br>*on cognitive development at the preoperational stage. The main question<br>for getting the answer was “What was the level of difference among rural<br>and urban school children on language development, egocentrism,<br>understanding of the environment, locus of control, and block building”.<br>Ten teachers teaching class prep to three in rural schools and ten teachers<br>from urban schools and 25 students from each area were conveniently<br>selected for data collection. Interviews and observations were used to<br>collect data regarding cognitive development at the Piagetian<br>preoperational stage. It was found that urban students were better at<br>language development compared to rural school children. Rural school<br>students were more egocentric compared to urban school students, rural<br>school children were unaware of urban environments, but urban students<br>were aware of rural and urban environments. Urban students showed more<br>conservation compared to rural school children and urban students were<br>more skillful in making buildings. From this study, it was concluded that<br>children in urban schools showed better cognitive development. It was<br>recommended that more facilities and expert teachers may be provided to<br>students of rural areas for better cognitive development.</p> 2023-09-01T00:00:00+05:00 Copyright (c) 2023 If the paper is accepted for publication, author(s) will have to sign an authors’ declaration form which will transfer the copyright of the article to Journal of Early Childhood Care and Education (JECCE). JECCE by AIOU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.aiou.edu.pk. Permissions beyond the scope of this license may be sought from the editor of the journral (editor.jecce@aiou.edu.pk). https://ojs.aiou.edu.pk/index.php/ecce/article/view/1254 Effects of Teachers’ Moral Lesson Activities on Students’ Behaviors in Early Childhood Education Classrooms 2023-06-28T06:15:32+05:00 Jan Alam janalam.jk@gmail.com <p>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.</p> 2023-10-24T00:00:00+05:00 Copyright (c) 2023 If the paper is accepted for publication, author(s) will have to sign an authors’ declaration form which will transfer the copyright of the article to Journal of Early Childhood Care and Education (JECCE). JECCE by AIOU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.aiou.edu.pk. Permissions beyond the scope of this license may be sought from the editor of the journral (editor.jecce@aiou.edu.pk). https://ojs.aiou.edu.pk/index.php/ecce/article/view/1447 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 Ferkhanda Jabeen, Dil Angaiz editor.jecce@aiou.edu.pk <p>Teachers' perceptions have been shown to influence their teaching <br />practices (Ashiabi, 2007; Erwin &amp; Delair, 2004). Hence, it is imperative <br />to explore how ECE teachers' perceptions affect the way they teach and <br />perceive their students’ learning skills (Yeung, Craven, &amp; 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 <br />of private schools were selected through purposive sampling. Data was <br />collected through semi-structured interviews, observations and document <br />analysis. Findings of the study revealed inconsistencies between ECE <br />teachers’ perceptions and practices. ECE teachers claimed that they <br />implement play way as teaching learning strategy and use learning <br />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.</p> 2023-09-01T00:00:00+05:00 Copyright (c) 2023 If the paper is accepted for publication, author(s) will have to sign an authors’ declaration form which will transfer the copyright of the article to Journal of Early Childhood Care and Education (JECCE). JECCE by AIOU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.aiou.edu.pk. Permissions beyond the scope of this license may be sought from the editor of the journral (editor.jecce@aiou.edu.pk).