Childrens’ socio-religious and personal development through the lens of teacher at early childhood education in Pakistan

  • Muhammad Qasim Ali Department of Education, University of Sialkot, Sialkot, PAKISTAN
  • Salmiza Saleh School of Educational Studies, Universiti Sains Malaysia, Penang, MALAYSIA
Keywords: early childhood education, teaching practices, socio-religious development, personal development

Abstract

Early childhood period indicates the drastic changes in an individual's social and personal development. Teachers devise different pedagogical practice to enhance students' social and personal development at early childhood education. The objective of the study is to explore students' socio-religious and personal development at Early Childhood Education (ECE) in Pakistan. Researchers used qualitative method and case study research used for the study. The researchers chose 20 primary schools in the Pakpattan district with ECE rooms and one trained primary school teacher from each school. In interviews and observations, themes are identified. Then they interpret and describe the recoded observation sheet to meet the study's objectives. The study concluded that the students in the ECE room where they make the fullest use of greetings according to the situation show their socio-religious and extrovert nature. The study also concluded that students have developed their listening skills that are part of their personal development, whereas it also concluded that students are conscious about cleanliness that is an integral part of Islamic teachings. The study concluded that the students in the ECE room where they make the fullest use of greetings according to the situation show their socio-religious and extrovert nature. The study also concluded that students have developed their listening skills that are part of their personal development, whereas it also concluded that students are conscious about cleanliness that is an integral part of Islamic teachings. The study's pedagogical implications suggest that early childhood educators should be taught new methods to address current socio-religious requirements and that ECE classrooms should be outfitted with modern technology to facilitate better and foster student learning.

Downloads

Download data is not yet available.

References

Ali, M. Q., Riaz, H., & Wattoo, R. M. (2018). Role of information communication technology in developing academic intimacy among secondary school students. International Journal of Distance Education and E-Learning, 3(2), 1-12.

Baharudin, H. H., Masnan, A. H., & Zain, A. (2020). The developments and challenges of the integration of interactive whiteboard technology in teaching and learning reading skills for preschool children. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 9(2), 48-57. https://doi.org/10.37134/jpak.vol9.2.5.2020

Best, J. W., Kahn, J. V. (2006). Research in education (10th ed.). Pearson Education Inc.

Bourke, R., & Loveridge, J. (2013). A scientist– practitioner model for inclusive education: Supporting graduate students to conduct systematic reviews for evidence-based practice. New Zealand Journal of Teacher’s Work, 10, 4–24.

Brauner, C. B., & Stephens, C. B. (2006). Estimating the prevalence of early childhood serious emotional/behavioral disorder: Challenges and recommendations. Public Health Reports, 121, 303–310.

Campbell, S. B. (2006). Maladjustment in preschool children: A developmental psychopathology perspective. In K. McCartney, & D. Phillips (Eds.), Blackwell handbook of early childhood development.

Carol, W., & Carol, T. (2003). Psychology (7th ed.). Pearson Education.

Coe, G. A. (1917). A social theory of religious education. C. Scribner's sons.

Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed.). Taylor & Francis Group.

Cooper, J. L., Masi, R., & Vick, J. (2009). Social–emotional development in early childhood: What every policymaker should know. http://www.nccp.org/publications/pub_882.html.

David, N. (1997). Research methods in language learning. Cambridge University Press.

Denham, S. A. (2006). Social–emotional competence as support for school readiness: What is it and how do we assess it? Early Education & Development, 17(1), 57-89.

Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education & Development, 21, 652–680.

Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning. National Association for the Education of Young Children.

Evans, I. M., & Harvey, S. T. (2012). Warming the emotional climate of the primary school classroom. Dunmore Publishing.

Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life. http://www.eif.org.uk/.

Government of Pakistan (2002). National Curriculum: Early Childhood Education. Ministry of Education. Curriculum Wing.

Government of Pakistan (2017). Curriculum for Early Childhood Care and Education. Ministry of Federal Education & Professional Training.

Hamre, B., & Pianta, B. (2001). Early teacher – child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.

Hunzai, Z. N. (2007). Early years education in Pakistan: Trends, issues and strategies. International Journal of Early Years Education, 15(3), 297-309.

Hyson, H. M. (2004). The emotional development of young children: Building an emotion-centered curriculum (2nd ed.). Teachers College Press.

Isakson, E. A., Higgins, L., Davidson, L., & Cooper, J. L. (2009). Indicators for social–emotional development in early childhood: A guide for local stakeholders. National Center for Children in Poverty. http://www.nccp.org/publications/pdf/text_901.pdf

Konold, T. R., & Pianta, R. C. (2005). Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement. Applied Developmental Science, 9(4), 174–187.

McLaughlin, T., Aspden. K., & Snyder, P. (2016). Intentional teaching as a pathway to equity in early childhood education: Participation, quality, and equity. New Zealand Journal of Educational Studies, 51, 175-195.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. Learning Media.

Moore, A. J. (1987). A social theory of religious education. Religious Education, 82(3), 415-425.

Ouludele, O. J., Abuovbo, I. V., & Abosede, O. O. (2015). An evaluation of the implementation of early childhood education curriculum in Osun State. Journal of Education and Practice, 6(4), 48-54.

Padmanathan, H., Mohamed Isa, Z., & Nadarajan, P. (2021). An investigation on the challenges faced by early childhood education (ECE) undergraduates to speak in English language. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(2), 103-117. https://doi.org/10.37134/jpak.vol10.2.9.2021

Parlakian, R. (2003). Before the ABCs: Promoting school readiness in infants and toddlers. Zero to Three.

Shonkoff, & Phillips, D. A. (2000). Committee on Integrating the Science of Early Childhood Development, Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences. Washington, DC.

Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment and Human Development, 7(4), 349–367.

Thompson, R. (2021). Social and personality development in childhood. In R. Biswas-Diener & E. Diener (Eds). Noba textbook series: Psychology. DEF publishers

Thompson, R. A., & Lagattuta, K. H. (2006). Feeling and understanding: Early emotional development. In K. McCartney, & D. Phillips (Eds.), Blackwell handbook of early childhood development (pp. 317–337).

Zada, K. (2014). Early childhood teacher education in Pakistan: Time for action. International Journal of Early Years Education, 22(3), 263-270.

Published
2022-03-17
How to Cite
Ali, M. Q., & Saleh, S. (2022). Childrens’ socio-religious and personal development through the lens of teacher at early childhood education in Pakistan. Southeast Asia Early Childhood Journal, 11(1), 130-144. https://doi.org/10.37134/saecj.vol11.1.8.2022