Vol. 7 No. 2 (2024)

Vol. 7 No. 2 (2024) of the Journal of Early Childhood Care and Education presents a diverse collection of research examining pedagogical practices, child development, teacher professionalism, and inclusive education in early childhood settings. The issue covers a broad range of topics, including teachers’ experiences with play-based learning, the use of educational games to promote children’s awareness of abduction prevention, teachers’ perceptions of professional attitudes and behaviors, the development of fine motor skills through educational games, the influence of self-efficacy and psychological well-being on teachers’ organizational commitment, and the transformation of inclusive practices in Islamic-based early childhood education.

Collectively, these studies highlight the interconnected dimensions of play-based pedagogy, child safety, motor development, teacher professionalism, educators’ psychological well-being, and inclusive educational practices. They emphasize the importance of meaningful learning experiences, professional teacher development, and supportive educational environments in addressing the diverse developmental and educational needs of young children.

Overall, this issue contributes to ongoing discussions on strengthening the quality of early childhood care and education through innovative teaching strategies, child-centered learning, teacher well-being, and inclusive pedagogical approaches. The collection offers complementary perspectives on the roles of educators, educational practices, and institutional environments in supporting children’s development and improving early childhood education.

Published: 2024-07-27

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