JECCE

Impact of Early Childhood Educators’ Attitude and Behavior on Quality Relationships with Young Learners in Karachi, Pakistan: A Classroom-Based Study

Naheed Wasi, Dr.Akhtar Kang — Sun, 30 Jun 2024 00:00:00 +0000

Early childhood educators play a vital role as a main caregiver in educational settings, particularly during the formative years in developing stable attachment ties with young learners. This study aimed to investigate the antecedents of early years educators’ behaviour and attitude towards quality relationship with young learner. Primary data through survey questionnaire was collected from 120 female pre-primary school teachers from private sector schools based in Karachi. Pearson Correlation and Regression were used for data analysis. Findings of this study revealed a positive significant relationship among Early years educators’ behaviour and attitude. This paper contributes to existing knowledge by reporting new empirical evidences from female pre-primary school teachers. Hence, this research provides practitioners and policy makers with better insights into some practices that could improve early years educators behaviour and attitude towards quality relationship with young learners.

Selecting a Quality Day Care for Young Children: A Cross- Sectional Survey of Parents in Karachi Pakistan

Shelina Bhamani, Waliyah Mughis, Sara Fahim — Sun, 30 Jun 2024 00:00:00 +0000

Early childhood is a critical period for developmental milestones, yet in regions like Pakistan, limited access to quality daycare due to socio-economic constraints poses significant challenges. This study explores the impact of daycare quality on child development, focusing on the structural, systemic,
and cultural factors that influence childcare in a low-income Pakistani context. This cross-sectional study involved 56 participants recruited from a tertiary care hospital early childhood parenting education club. Data were collected through online structured questionnaires assessing parental
perceptions of daycare quality based on several criteria including proximity, safety, curriculum, and staff qualifications. Results highlight a significant discrepancy between parental expectations and the actual qualities of daycare services available.

Leadership During Disruptions: “Leading And Managing ECE Education During Covid-19 Pandemic”

Sheema Gohar, Ali Gohar Chang, Ayaz Latif Siyal — Sun, 30 Jun 2024 00:00:00 +0000

Covid-19 affected many facets of life, including schooling, in addition to causing health and medical emergencies. Even in the best of conditions, just 20% of children in poor nations attend preschool, making the early childhood education sector particularly vulnerable. ECE was more severely harmed by COVID-19. ECE students were deemed much too young to use technology for learning, according to the majority of parents, school administrators, and teachers in Pakistan during the COVID-19 disturbance. As such, the rationale for keeping them out of the teaching and learning process was established. It was difficult for ECE students to continue their studies in light of these environmental and perceptual constraints. Therefore, the purpose of this research was to investigate how school leadership teams led and oversaw early childhood education in Pakistan during the COVID-19 epidemic. In this regard, the current study aimed to address the following research question: how did the school leadership team (HT, ECE coordinators, ECE teachers, Admin lead, IT lead), and parents lead and manage the learning of ECE students during the COVID-19 disruptions, what obstacles they faced? What strategies the stakeholders employed? How those strategies were modified? And how this affected the learning of students in the subsequent COVID-19 disruptions? The study was conducted using a qualitative research technique that used an exploratory approach. Furthermore, focused group discussions (FDGs) and semi-structured interviews were two of the study instruments employed to gather the data. Parents, ECE coordinators, admin leads, IT leads, lead teachers/principals, and instructors themselves provided the data. For the data analysis, the Creswell Model of Qualitative Analysis was used. The study yielded two main sets of results. Firstly, the school leadership fostered a culture of teamwork among teachers and parents; second, they looked into online tools like Flip Grid, Kahoot, and Google Classroom to encourage active participation from ECE students. Lastly, they increased digital connectivity and resource availability by using multiple network devices. In a similar vein, parents helped their young children learn via technology by enrolling in courses with them to assist and strengthen their areas of weakness. For parents, teachers, and students alike, the COVID-19 epidemic presented a dilemma. However, the parents and schools found a way to keep their children studying via online instruction. Finally, although the study's exclusive emphasis is on ECE leadership in poor countries, its conclusions may have differed for schools in rich nations.

Impact Impact of Professional Development Programs on Early Childhood Teachers' Well-being and Classroom Practices

Muzamil Hussain AlHussaini, Ishaq Amanat, Nousheen Munawar — Sun, 30 Jun 2024 00:00:00 +0000

This research paper aims to examine the influence of professional development programs on the
well-being and classroom practices of early childhood teachers. With the increasing recognition
of the importance of early childhood education in shaping future outcomes, understanding how
professional development initiatives affect teachers' well-being and instructional methods is
crucial. This paper intends to conduct a systematic review of existing literature, synthesizing
findings from relevant studies to provide insights into the effectiveness of professional
development programs in enhancing early childhood teachers' well-being and promoting positive
classroom practices. The review considered various factors such as program content, duration,
delivery methods, and contextual variables to offer a comprehensive understanding and
implications for policy and practice.

Early Schoolers’ Social Competence: An exploration

Amira Sattar, Prof. Dr. Muhammad Shahid Farooq — Sun, 30 Jun 2024 00:00:00 +0000

The present study endeavors to measure the social competence of early schooler by documenting the perceptions of teachers. Social competence is an indispensable factor concerning the students’ internal ability that predicts their actual learning outcome gained from different social perspectives consciously and unconsciously coming from various societal formal and informal institutions; such as schools, madrassas, masajid, or social gatherings, and from their peers’ interaction. The design of this study was descriptive in its nature using a questionnaire consisting of 52 items. The instrument was further divided into 12 factors. Each factor is intended to measure preschool students’ social competence by taking their teachers’ perceptions. Data were collected from one district of Punjab to measure the social competence of early preschooler explicitly. The number of sample teachers was 120 from 40 preschools selected by using a simple random sampling technique to collect the data. From the main finding of the study, the factor ‘patriotism’ and ‘showing respect to the public’ are found to be extensively believed and practiced by early learners. The study emphasized regular activities to be practiced by preschool teachers to enhance the social competence of students.