International Journal of Emerging Issues in Early Childhood Education <p><strong>Name</strong>: International Journal of Emerging Issues in Early Childhood Education (IJEIECE)<br /><strong>P-ISSN: </strong>2655-9986<strong><br />E-ISSN: </strong>2685-4074<strong><br />DOI: </strong>10.31098/ijeiece<strong><br />Period: </strong>May and November<strong><br />Indexing and Abstracting: </strong> DOAJ, Dimensions, Google Scholar, ROAD, Crossref, Garuda and others in progress<strong><br />Publisher: </strong>Research Synergy Foundation and Faculty of Teacher Training and Education, Universitas Terbuka<strong><br />Founded: </strong>2016</p> Faculty of Teacher Training and Education, Universitas Terbuka en-US International Journal of Emerging Issues in Early Childhood Education 2655-9986 <p><strong><span>Content Licensing, Copyright, and Permissions</span></strong></p><p><strong>1. 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Miscellaneous</strong><br />International Journal of Emerging Issues in Early Childhood Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and International Journal of Emerging Issues in Early Childhood Education or its sublicensee has become obligated to have the article published. International Journal of Emerging Issues in Early Childhood Education may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers</p> Empirical Realities of Teacher-Child Interaction and Cognitive Development of Pre-Primary School Children In Ibadan, Oyo State <p>The characteristics of teacher-child interaction play a paramount role in the cognitive development of children. Despite its significance, literature abounds on how these characteristics, such as teachers' actions, words, gestures, and responsibilities, may improve or deter children’s development (Grosse, 2022; Bartholo et al., 2022). Thus, this study was carried out to contribute to the body of knowledge, particularly taking into account preschools from a developing nation such as Nigeria. It sought to establish the extent and influence of teacher-child interaction on the cognitive development of pre-primary children in the Ibadan metropolis. The study employed a correlational survey design. A multi-stage approach was used for sampling and sampling. The total sample size for the study was 200, which comprised 50 pre-primary class teachers and 150 pre-primary school children. Two research questions were raised and answered. Teacher-Child Interaction Observation Schedule (TCIOS) = 0.72, Child Cognitive Development Rating Scale (CCDRaS) = 0.79, and Questionnaire on Teacher’s Perception of Teacher-Child Interaction on Cognitive Development (QTPTCICD) = 0.80 were the instruments used for the study. Data collected were analysed using descriptive statistics and Pearson Product Moment Correlation. The result of the findings revealed that the extent of teacher-child interaction and level of cognitive development was great with = 3.41and = 3.61, respectively, as well as the teachers' perceived influence on teacher-child interaction on cognitive development, was positive ( = 3.16). Although the finding showed no significant relationship between teacher-child interaction and cognitive development (r=0.01; p&gt;0.05), it is recommended that teachers, however, should maintain the positive, quality interaction that characterizes preschool teaching, which may resonate with other uniqueness and educational needs of the child.</p> Rosemary Nmadinobi Ikie Moses Dele Amosun Iyanuoluwa Emmanuel Olalowo Copyright (c) 2022 Rosemary Nmadinobi Ikie, Moses Dele Amosun, Iyanuoluwa Emmanuel Olalowo 2022-11-30 2022-11-30 4 2 1 11 10.31098/ijeiece.v4i2.1121 Organizational Commitment, Teachers' Empowerment, and Transformational Teaching of Public Elementary Schools in Laguna, Philippines <p>Teacher commitment is indeed an internal factor that motivates teachers to put more effort and energy into sustaining school involvement and to further improve and enhance their teaching strategies to attain their objectives. Thus, it is important to know the level of commitment, teachers' empowerment, and transformational teaching of teachers during this time of the pandemic. Transformational teaching entails developing dynamic interactions between teachers, students, and a body of shared knowledge. According to this viewpoint, teachers serve as intellectual coaches who construct student teams that work together with their teachers to master bodies of knowledge. These constructivist-based transformational teaching approaches help students develop new knowledge and actions. Teachers that employ constructivist theory as a theoretical framework assist students in becoming active participants in society and the global workplace. The sample of the study consisted of 551 teachers who responded on a representative of public elementary schools in Calamba, Cabuyao, Binan, and Sta. Rosa. Cluster sampling was used to collect the sample, and the city school districts served as the representative of the clusters. Ranking sampling was used to choose the participating schools and the teacher respondents. Each cluster was ranked based on population distribution and gender distribution to maintain an equal proportion of teachers' respondents across all participating schools in the four city school divisions. Teacher respondents were selected randomly to represent the sample of the study. The study mainly focuses on the level of organizational commitment, teachers’ empowerment to the level of transformational teaching. The findings showed that the components of organizational commitment and teachers' empowerment significantly foresee the relationship on transformational teaching of teachers in the four (4) City Schools Division in Laguna. As a result, when teachers demonstrate a high level of organizational commitment and teacher empowerment to the level of transformational teaching, it encourages teachers to stay committed to their field of work and expected to attain their objectives.</p> Chayna Glenn R. Blanco Lerma P. Buenvinida Consorcia S. Tan Alberto D. Yazon Lustina P. Lapie Copyright (c) 2022 Chayna Glenn R. Blanco, Lerma P. Buenvinida, EdD, Consorcia S. Tan, EdD, Alberto D. Yazon, PhD, Lustina P. Lapie, EdD 2022-11-30 2022-11-30 4 2 12 28 10.31098/ijeiece.v4i2.1122 Family Literacy Program for Improving the Ability to Know Letters in Early Childhood <p style="font-weight: 400;">The ability of children aged 5-6 years old at Mentari Kindergarten, Tangerang, can recognize letters is still not optimal. Parents also do not understand early childhood reading stimulation at home, so it is necessary to carry out a family literacy program. This study aims to improve the ability of children aged 5-6 years to recognize letters through a family literacy program. This type of research is Action Research. Learning activities carried out at Mentari Kindergarten are still carried out online, namely LFH (Learning from Home) with family due to the COVID-19 pandemic. The research subjects were 13 children, consisting of 5 boys and 8 girls. Evaluation of learning activities before and after receiving improvements in the form of checklists and the output of learning outcomes in the form of worksheets and photo evidence of LFH activities. At the end of the study, there was an increase in children's ability to recognize letters well by 80%. These results have exceeded the research success criteria, so it can be concluded that the family literacy program can improve the ability of early childhood to recognize letters.</p> Mukti Amini Copyright (c) 2022 Mukti Amini 2022-11-30 2022-11-30 4 2 29 41 10.31098/ijeiece.v4i2.895 ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory <p>Since the pandemic's impact on the world's educational systems, the use of digital platforms has increased significantly. The authors of this research offer useful teaching strategies that can be applied in the classroom and may be employed in the event of a future pandemic or a return to the more conventional learning and teaching environment. Considering the cognitive development articulated by Jean Piaget and&nbsp;with and uses ICT integration. The study was conducted by the authors using descriptive qualitative research and thematic analysis. The narrative and theme analysis that the authors undertook also enabled them to draw insightful inferences from the study's primary source. The findings show that ICT integration is very successful for both teachers and students when seen in the light of Jean Piaget's theory of cognitive development. Additionally, it was found that the teacher's continual ICT learning is one of the crucial components of an effective and successful teaching and learning process. The implementation of policies in the classroom and the strategic use of technology by students must be considered and explored in a future study.</p> Osias Kit T. Kilag Renan Ignacio Evelyn B. Lumando Geraldine U. Alvez Cara Frances K. Abendan Niña Michelle P. Quiñanola John Michael Sasan Copyright (c) 2022 Osias Kit T. Kilag, Renan Ignacio, Evelyn B. Lumando, Geraldine U. Alvez, Cara Frances K. Abendan, Niña Michelle P. Quiñanola, John Michael Sasan 2022-11-30 2022-11-30 4 2 42 54 10.31098/ijeiece.v4i2.1170 School Readiness and Community-Based Early Childhood Development (ECD) Centres in Low-Income Communities: Examining The Case of Gugulethu, Western Cape Province, South Africa <p>A child must be exposed to early learning situations and assisted in developing the skills and ways of functioning to develop, thrive, and be ready for school. It is established that poor school readiness preparation (SRP) negatively impacts subsequent learning outcomes. A qualitative study was conducted in Gugulethu, a poor community in the Western Cape province in South Africa, to determine how Early Childhood Development centres in a poor community prepare children for schooling. The study involved a sample of 12 community-based ECD centres. Interviews and focus group discussions were conducted with direct role-players, including principals, practitioners, and ECD industry key informants. Data was enriched through direct observation of operations at each facility. The study found that all the community-based ECD centres struggle to provide quality SRP. Contributing factors include limited ECD practitioner training, education resources, infrastructure, and facility management. Because these conditions relate to poverty, they affect the SRP of most children in poorer communities, such as Gugulethu, who tend to only have access to under-resourced ECD centres. The study concludes that, given the appalling performance of South Africa’s basic education system, the government has to accept that improving its learning outcomes begins with vastly improving the SRP of children from birth</p> Miriam Chikwanda Amiena Bayat Siphe Madyibi Copyright (c) 2022 Miriam Chikwanda, Amiena Bayat, Siphe Madyibi 2022-11-30 2022-11-30 4 2 55 69 10.31098/ijeiece.v4i2.1168 Problematics of Digital Literacy Implementation in Early Children at Nurul Aulia Kindergarten, Depok <p>The Covid 19 pandemic that occurred from the end of 2019 to 2021 has made all aspects of our lives undergo a complete change. Education is an important sector because of the change from the offline learning process (face-to-face) to bold learning (online). The problem is then due to the unpreparedness of the education stakeholders, schools, teachers, parents, and students. This condition is almost felt by all schools in Early Childhood Education (ECE). The purpose of the study is to determine how problematics and application of digital literacy are carried out in Nurul Aulia Kindergarten, Depok. This study employed a qualitative approach through phenomenological research design. The results showed that online learning for early childhood was felt to be less effective. This was due to the unpreparedness of the infrastructure and the superstructure in the Nurul Aulia Kindergarten, Depok.</p> Erna Budiarti Copyright (c) 2022 Erna Budiarti 2022-11-30 2022-11-30 4 2 70 79 10.31098/ijeiece.v4i2.893