JECCE

Exploring the Role of Play in the Holistic Development of Children in Perspectives of ECE Teacher

Syeda Sumbal Shah — 2024-12-31

Children need a lot of learning opportunities during pre-school years to ensure their development in cognitive, physical, social, emotional, and literacy domains. This study aimed to explore the importance of Play on the Holistic Development of Pupils; ECE Teachers’ views and practices in a semi-private school in Sukkur Sindh. Through qualitative research methodology, the case study research design was used. Data generated through interviews were gathered into discrete categories using the transcription, interpretation, and coding of interview replies into themes. Thematic analysis technique was used to analyze the data. The findings of this study revealed that play plays a vital role in the holistic development of children, especially physical, social, and emotional development. The results suggest to all educationists, researchers, and curriculum developers to ensure play-based pedagogy in ECE classrooms, identify the link between play and holistic development, and comprehend how play supports the development of all children. This will lead to the integration of play in ECE classrooms. This was the first qualitative study conducted in the context of Sindh that focused on the importance of Play in the Holistic Development of Pupils, it paved the way for further extensive and specific studies.

Gender Differences in Urdu (language) Reading: Evidence from the USAID Funded Pakistan Reading Project (PRP) for Early Grade Students.

Muneer Ahmed — 2024-12-31

This study aims to explore gender-based differences in reading achievement among elementary students in selected PRP schools in Azad Jammu and Kashmir (AJ&K), Pakistan. Based on descriptive experimental design, data were collected from a stratified random sample of 120 girls and 120 boys in grade II in PRP schools in Muzaffarabad. A reading achievement test was adapted from PRP assessment tools – nine questions addressing lower to higher-order reading skills – was administered. The results were analyzed using PRP’s categorization system specifically developed for Urdu reading assessment of grade II. The study finds no statistically significant gender differences in lower to higher-order reading skills achievement, with boys marginally outperforming girls. Contrary to global trends, gender was not found to be a significant variable in reading achievement in this context. Both genders showed low performance in comprehension, highlighting substantial gaps in the implementation of the PRP initiative. These findings have critical implications for education policy and practice in Pakistan, emphasizing the need for targeted interventions to enhance the effectiveness of foreign-funded educational programs like PRP to address persistent challenges in reading comprehension.

Teachers’ Perspective on Early Childhood Education Initiative in Public Sector Schools

Nuzhat Iqbal — 2024-12-31

Early Childhood Education promotes development for children through learning related activities to foster development of their cognitive, emotional, social and physical aspects. Since early childhood education encompasses from below eight years, this has a great impact on the children. The School Education Department in Punjab is equally working for the enhancement and expansion of ECE opportunity. This research aimed at evaluating teachers' perspectives on early childhood education initiative. For this reason, Qualitative research method was employed. Phenomenological research design was used with the assumption of providing observation of the teachers engaged in ECE initiative in Punjab. Qualitative data were obtained through face-to-face interviews with six participants selected by purposive sampling technique. The results highlighted the fact that overall, the teachers had a positive attitude and awareness about ECE and its contribution in laying as the foundational stage of education. However, issues with curricular equity, standardization of resource distribution, teachers’ training and program support were found out. The study suggests periodic training for teachers and financial support for ECE programs to enhance children's skills. Focus on teachers’ training and duration of training may be enhanced. Parental involvement may also be increased in parent-teacher meetings and prioritize the health, hygiene and safety of children.

Impact of Audio-Visual Aids on the Performance of Grade 1 Students in Science

Rabia khurshid — 2024-12-31

This study examined that how audio-visual (AV) aids can improve first-grade science students' performance. The objective of this research was to find out how well AV aids may enhance students' performance and learning. For this study, a quasi-experimental research design was employed. The participants for this research were 20 students of grade 1. A test composed of multiple-choice questions was used as a research instrument. The research found that the group used AV aids during teaching performed better than the group that received traditional lectures during teaching. Based on the findings, it is suggested that AV aids may be a useful tool for helping young children to understand the subject of science.

Need and Provision of Early Childhood Education (ECCE) in the National Educational Policies of Pakistan

Sara Siddique — 2024-12-31

This article analyzed the need and provision of Early Childhood Care and Education (ECCE) in the national educational policies (1998, 2009, 2017) and other related documents to explore the factors that led to the introduction of ECCE in mainstream education in Pakistan. The document analysis of the national educational policies and other related reports indicate that for almost four decades, ECCE was narrowly addressed in the educational policies of Pakistan mainly because of the lack of prioritization. It also suggested that the significance of ECCE was acknowledged in the National Education Policy of 2009 for the first time and strengthened in the National Education Policy of 2017, due to several international commitments of Pakistan including the Dakar Framework of Action for Education for All 2000, The Millennium Developmental Goals (MDGs), the Sustainable Developmental Goals (SDGs) and its Vision 2030. The National Educational Policy of 2009, 2017 and the Development of Early Childhood Care and Education (ECCE) Curriculum are a few positive steps for the implementation of ECCE in Pakistan. Still, there is a need to monitor and evaluate the existing state and make a practical plan for positive reforms.