https://ojs.aiou.edu.pk/index.php/ecce <p>Journal of Early Childhood Care and Education</p> Department of Early Childhood Education and Elementary Teacher Education. Allama Iqbal Open University, Islamabad. en-US JECCE 2616-7557 <p>All articles published by JECCE are licensed under the Creative Commons Attribution 4.0 International License . For academic purposes, anyone can copy, redistribute, transmit and adapt the work provided the original work and source is appropriately cited as specified by the Creative Commons Attribution License. For commercial use, please contact at editor.jecce@aiou.edu.pk</p> https://ojs.aiou.edu.pk/index.php/ecce/article/view/3546 <p>This study investigated the levels of teachers’ awareness and implementation of the concept of holistic child development in early childhood education centers in Osun State, Nigeria. The study adopted the descriptive survey research design. The population comprised 600 teachers in early childhood education centers in Osun State from which a sample of 240 teachers was selected using purposive sampling technique based on the fact that they were teaching at pre-primary classes or early primary classes and have acquired a minimum of two years teaching experience. A researcher-designed instrument was used for data gathering. Data collected were analysed using frequency, percentage and mean scores. The results showed that the level of teachers’ awareness of the concept of holistic child development in early childhood education centers was high (61.3%) in Osun State. Results indicated that the extent to which teachers implement the concept of holistic child development in early childhood education centers was high at 60.4% in Osun State. The study concluded that the levels of teachers’ awareness and implementation of the concept of holistic child development in early childhood education centers was high in Osun State, Nigeria.</p> ABIMBOLA OMIYEFA Olayinka Olajide Muraina Omiyefa Copyright (c) 2026 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://creativecommons.org/licenses/by-nc/4.0 2026-06-30 2026-06-30 10 1 10.30971/jecce.v10i1.3546 https://ojs.aiou.edu.pk/index.php/ecce/article/view/3240 <p>The role of parental involvement in facilitating early learning under Competence-Based Curriculum (CBC) is important especially in the situations where schools are challenged by the scarcity of resources and capacity. This research paper has looked at how parents facilitate learning among early primary learners (Grades 1-3) in the public primary in the Tanga Municipality, Tanzania. Convergent mixed-methods design was used, which comprised quantitative data of 100 pupils and qualitative data of 10 parents. Child friendly questionnaires were used to gather quantitative data, whereas qualitative data was gathered by semi structured interviews with parents. Data analysis was performed by descriptive statistics and the thematic analysis and the integration happened during the interpretation phase. The results have indicated that there are five key types of parental involvement including provision of learning resources, monitoring of learning progress, promotion of self study, offering transport support, and providing sufficient rest. Although the research does not draw up causal links with academic performance, it proves that parents have a multifaceted supportive role in increasing the learning engagement of pupils under the CBC. The paper ends with a conclusion that focuses on the need to reinforce the school-parent partnership as a way of facilitating successful CBC implementation in early primary school.</p> Nashir Kamugisha Ibrahim Kadau Copyright (c) 2026 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://creativecommons.org/licenses/by-nc/4.0 2026-06-30 2026-06-30 10 1 10.30971/jecce.v10i1.3240