Series-1 (Jan. – Feb. 2026)Jan. – Feb. 2026 Issue Statistics
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| Paper Type | : | Research Paper |
| Title | : | Learning In Early Childhood Education Through Active Methodologies: A Bibliographic Review |
| Country | : | |
| Authors | : | Elson Max Fernandes Da Fonseca || Sonia Aparecida Barbosa Pinto || Eni Gonçalves Rodrigues || Jaqueline Lopes De Almeida || Rosimary Monteiro De Sousa Carneiro || Liane Longuinha Aquino Ferreira Martins |
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: | 10.9790/7388-1601010107  |
Abstract: Background: Learning in Early Childhood Education is a fundamental process for children’s cognitive, social, and emotional development, requiring pedagogical approaches that promote active participation and meaningful experiences. In recent years, active methodologies have gained prominence as innovative strategies that emphasize child-centered learning, autonomy, and engagement. However, the scientific literature presents a wide range of concepts and approaches, making it necessary to systematize existing evidence on their contributions to early childhood learning...
Key Word: Active methodologies; Early Childhood Education; Learning; Child-centered learning; Educational innovation.
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- Citation
- Abstract
- Reference
- Full PDF
| Paper Type | : | Research Paper |
| Title | : | Utilization Frequency Of Contexualized Learning Materials’ Influence On Grade Three Learners’ Reading Skills Acquisition In Bungoma South Sub County’kenya |
| Country | : | Kenya |
| Authors | : | Ayoo-Erronie Mary || Wafula Robert Wekesa || Janet Nabiswa |
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: | 10.9790/7388-1601010812 |
Abstract: Reading literacy is a cornerstone of educational achievement and personal development, particularly in the early years of formal schooling. In Kenya, concerns have been raised about the ability of Grade 3 learners to achieve expected reading proficiency levels in different areas including Bungoma County. This study evaluated type and frequency utilization of contextualized learning resources and their impact on reading skills acquisition among Grade Three pupils in Bungoma South Sub-County, Kenya. The study was guided by Vygotsky's Sociocultural Theory and...
Key Word: Contextualized Learning Resources, Reading Skills Acquisition, Frequency of Utilization, Grade Three Pupils
[1].
Anyango, O. A. (2023). Contextualized Learning Resources And Reading Skills Acquisition Among Grade Three Learners In Kisumu East Sub-County, Kenya. International Journal Of Educational Research, 8(3), 145-162.
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Atandi, J. M., & Kwaba, J. (2023). Influence Of Utilization Of Teaching And Learning Resources On Attainment Of Basic Reading Skills Among Grade Three Pupils In Public Primary Schools In Sameta Sub-County, Kisii County, Kenya. International Research Journal Of Social Sciences, Education And Humanities, 5(2), 358-366.
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Chebet, R., & Murunga, F. (2021). Impact Of Locally Developed Instructional Materials On Reading Performance Among Grade Three Pupils In Bungoma County, Kenya. African Journal Of Education And Practice, 7(4), 23-41.
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Day, S. L., Hwang, J. K., Arner, T., Mcnamara, D. S., & Connor, C. M. (2024). Interactive E-Books For Vocabulary Acquisition And Reading Comprehension Among Elementary Students: A Feasibility Study. Journal Of Educational Psychology, 116(2), 234-251.
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Dendena, G., & Tabane, R. (2023). Cognitive Skills And Motivation As Predictors Of Reading Proficiency Among Grade 3 Learners In Ethiopia. South African Journal Of Education, 43(1), 1-12.