Development of Culturally-Based Lift the Flap Book: Early Childhood Sexual Education Media in Support of SDGs

Journal of Lifestyle and SDGs Review, Journal Year: 2025, Volume and Issue: 5(1), P. e03852 - e03852

Published: Jan. 22, 2025

Objective: The purpose of the study is to develop lift-the-flap book a culturally-based series comprising six books designed as educational media promote early childhood sexual education. Theoretical Framework: development education in massive Indonesia. Many researchers are racing produce response support for children. Instilling cultural values promoting through lift flap can be first step shaping identity and character Method: This used Research & method with model ADDIE. Collection data interview instruments, questionnaires, psychological scales. Focus group discussion (FGD) subject experts, who were kindergarten teachers, was complete feasibility book. Analysis descriptive quantitative analysis. Results Discussion: results indicate that six-book feasible learning introducing childhood. Implications: highlights sex childhood, enhance children’s awareness abuse, provide self-protection knowledge, empower them understand protect their body. Originality/Value: second-year research stage into module I Can Protect Myself on basis, products created by authors have never been tested feasibility.

Language: Английский

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New insights and approaches to early learning

British Journal of Developmental Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 24, 2025

British Journal of Developmental PsychologyEarly View EDITORIAL New insights and approaches to early learning Zhenlin Wang, Corresponding Author Wang [email protected] orcid.org/0000-0002-2175-1140 Institute Education, Massey University, Palmerston North, Zealand Correspondence University Manawatū Campus (Turitea), Social Sciences Tower, Avenue, North 4474, Zealand. Email: Contribution: Conceptualization, Writing - original draft, review & editingSearch for more papers by this authorDouglas A. Frye, Douglas Frye Graduate School Pennsylvania, Philadelphia, USA author First published: 24 January 2025 https://doi.org/10.1111/bjdp.12545Read the full textAboutPDF ToolsRequest permissionExport citationAdd favoritesTrack citation ShareShare Give accessShare text full-text accessPlease our Terms Conditions Use check box below share version article.I have read accept Wiley Online Library UseShareable LinkUse link a article with your friends colleagues. Learn more.Copy URL Share linkShare onEmailFacebookxLinkedInRedditWechat REFERENCES Cuzzolin, F., Morelli, A., Cirstea, B., Sahakian, B. J. (2020). Knowing me, knowing you: Theory mind in AI. Psychological Medicine, 50(7), 1057–1061. https://doi.org/10.1017/S0033291720000835 10.1017/S0033291720000835 CASPubMedWeb Science®Google Scholar Huang, Q., Sun, J., Lau, E. Y. H., Zhou, L. (2023). Parental scaffolding children's math ability: The type activities matters. Psychology, 41(3), 246–258. https://doi.org/10.1111/bjdp.12444 10.1111/bjdp.12444 PubMedGoogle Jeong, D. (2024). Approximating ZPD? Young Judgements Appropriate Task Level Learning. Psychology. https://doi.org/10.1111/bjdp.12519 10.1111/bjdp.12519 Google Lecce, S., Caputi, M., Pagnin, Banerjee, R. (2017). school achievement: mediating role social competence. Cognitive Development, 44, 85–97. https://doi.org/10.1016/j.cogdev.2017.08.010 10.1016/j.cogdev.2017.08.010 Web Mulvihill, Armstrong, R., Casey, C., Redshaw, Scarinci, N., Slaughter, V. Early childhood educators' mental state language theory preschool setting. 227–245. https://doi.org/10.1111/bjdp.12449 10.1111/bjdp.12449 Pesch, Fletcher, K. K., Golinkoff, Hirsh-Pasek, Evidence-based meets community-centred: A new approach creating informal opportunities children. https://doi.org/10.1111/bjdp.12511 10.1111/bjdp.12511 Shweder, Sullivan, M. (1993). Cultural psychology: Who needs it? Annual Review 44(1), 497–523. 10.1146/annurev.ps.44.020193.002433 Tomasello, Carpenter, Call, Behne, T., Moll, H. (2005). Understanding sharing intentions: origins cultural cognition. Behavioral Brain Sciences, 28(5), 675–691. https://doi.org/10.1017/S0140525X05000129 10.1017/S0140525X05000129 PubMedWeb Vygotsky, S. (1978). Mind society: development higher psychological processes. Harvard Press. 10.1525/eth.1990.18.3.02a00020 Z., Shao, Picture book reading improves understanding. https://doi.org/10.1111/bjdp.12479 10.1111/bjdp.12479 X. Chui, W. understanding teaching their development: causal analysis from cross-cultural perspective. Frontiers 8, 725. https://doi.org/10.3389/fpsyg.2017.00725 10.3389/fpsyg.2017.00725 Weisberg, Kittredge, Klahr, (2016). Guided play: Principles practices. Current Directions Science, 25(3), 177–182. https://doi.org/10.1177/096372141664551 10.1177/0963721416645512 Wellman, (2018). mind: art. European 15(6), 728–755. https://doi.org/10.1080/17405629.2018.1435413 10.1080/17405629.2018.1435413 ViewOnline Version Record before inclusion an issue ReferencesRelatedInformation

Language: Английский

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Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed‐Methods Research

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Feb. 14, 2025

ABSTRACT The current research investigated the effect of creative drama activities combined with children's picture books on preservice teachers' attitudes towards gender equality. study employed an explanatory sequential mixed methods design. While quantitative stage used a quasiexperimental pretest–posttest control group design, qualitative involved focus interview. data were analysed using analysis covariance (ANCOVA) and participants' pretest scores assigned as covariate variable. content analysis. showed that treatment had significantly higher estimated marginal mean posttest role (GRAS) compared to group. indicated intervention made participants more active helped them identify resolve problems associated traditional stereotypes. allowed develop positive eliminating inequalities caused by

Language: Английский

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Utilization Of Videocast In Enhancing Audio-Visual Learning Skill Of Grade 7 Students

EIKI Journal of Effective Teaching Methods, Journal Year: 2025, Volume and Issue: 3(2)

Published: April 15, 2025

This study investigates the enhancement of audio-visual learning skills among twelve Grade 7 students at Santa Cruz Integrated National High School (Main) through researcher-developed videocasts. Utilizing an explanatory mixed-methods design, research integrates quantitative data from pre-tests and post-tests, followed by qualitative to thoroughly assess student outcomes. A case framework is employed evaluate progress, while a quasi-experimental design measures effects two-week intervention. The researchers selected 12 participants purposive sampling sample 41 across two sections. Initial pre-test results revealed that using methods exhibited "fair" "satisfactory" skills. However, following intervention, post-test scores demonstrated significant improvement, with achieving "very satisfactory" "excellent" levels. t-test was performed analyze differences between performance, confirming these improvements were statistically significant. Additionally, one-way ANOVA analysis indicated variations in styles did not significantly impact Collectively, findings suggest integration videocasts substantially enhanced students.

Language: Английский

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Storybooks as a context for theory of mind intervention: a systematic review

Reading and Writing, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 5, 2024

Language: Английский

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