Parenting Styles and Developmental Screening Categories Among Young Children in Sukabumi

This study aims to analyze the learning problems experienced by Grade VIII students at UPTD SMPN 16 Kupang based on students’ experiences and teachers’ perspectives. The study employed a descriptive qualitative approach, using interviews with 16 informants consisting of one homeroom teacher, three subject teachers, and 12 Grade VIII students. The data were analyzed thematically by grouping responses into recurring patterns relevant to the research focus. The findings derived from the available informant accounts revealed several issues, namely students’ limited openness in communicating their difficulties, inconsistent classroom participation, procrastination in completing assignments, and family responsibilities that reduce the time and energy available for learning. Some students reported being distracted by recreational activities, while others experienced fatigue after helping their parents at home. These findings indicate that learning problems need to be understood by considering academic factors, study habits, communication, and family context. Guidance and counseling services can support the identification of students’ needs and the development of effective learning strategies and time management skills.

The objective of this community service initiative is to assist parents and teachers in fostering a "Qur’anic generation" that is ASIK, a generation not only proficient in reciting the holy Qur’an but also skilled in language and logical reasoningthereby enhancing the quality of education in Pangkalpinang City. Based on observations and interviews conducted at the Baitul Ma’ruf Quran Education Center (TPA) in Pangkalpinang, several issues have been identified at the TKA/TPA, specifically concerning the quality of services and comfort, education, health, and social aspects. Students also need to develop an awareness of the importance of becoming critical and innovative individuals, so that they do not fall behind as the flow of information continues to accelerate. This community service initiative was carried out in three stages: preparation, implementation, and evaluation. The activities focused on four key aspects: the installation of an organizational structure board and signage for the TKA/TPA to address quality; literacy and numeracy programs (Smart) and religious outreach (Active) to support education; the preparation of traditional Bangka cuisine (Innovative) to promote health; and social outreach sessions (Critical) to foster social engagement among the participants. The activity was attended by 40 students from the Baitul Ma’ruf TKA/TPA (Islamic kindergarten/elementary Quran education center). The participant satisfaction evaluation yielded an average score of 89.28, falling into the "very satisfied" category. The improvement in participants' numeracy literacy skills is evidenced by the results of numeracy literacy assessments: the average score at the beginning of the program was 46.46, which increased to 73.73 following the numeracy literacy learning activities. The outcomes of the activity also included an improved understanding among participants regarding how to deliver a lecture, how to create calligraphy, and how to select natural ingredients native to the Bangka region that can be used to prepare local delicacies with health benefits

Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.

Generation Alpha (born 2010-2024) and Generation Beta (born 2025-2039) represent an unprecedented developmental archetype defined by total digital integration and ubiquitous artificial intelligence (AI). This empirical study evaluated specialized psychological adaptation mechanisms, parenting models, and mental health intervention frameworks across these cohorts. Utilizing a mixed-methods design, quantitative data were gathered from $N = 300$ parents (Gen Alpha parents and expectant/early Gen Beta parents) using the Modified Parental Stress Scale (PSS) and Child Behavior Checklist (CBCL), supplemented by qualitative interviews with $N = 20$ pediatric mental health experts. Independent samples $t$-tests confirmed that Gen Alpha/Beta display significantly higher digital dependency anxiety ($M = 38.60, p < .001$) alongside superior visual-spatial intelligence ($M = 44.10, p < .001$) relative to normative baselines. Crucially, a proactive "Digital Integration" co-navigation parenting framework yielded significantly lower parental stress ($M = 29.50$) compared to rigid "Digital Detox" restriction models ($M = 42.80, p < .001$). A preventive clinical framework focusing on Social-Emotional Learning (SEL) and cognitive impulse management is proposed.

Children's behaviour and social adjustment within the classroom are important considerations. Behaviour can refer to how a pupil engages with learning tasks, follows instructions, works with others and interacts within the classroom. Social adjustment can relate to how children feel they fit in, build friendships, communicate effectively and feel included. Although behaviour and social adjustment are two distinct areas, they will be influenced by each other. This conceptual article will discuss the relationship between behaviour and social adjustment for upper primary school students. Using theories such as ecological systems, social learning and sociocultural. School engagement, friendships and school belonging will also be discussed. It is important to consider how behaviour should be seen as more than just an individual trait. Family factors, teaching style, peer relationships, individual differences and school factors can influence how a pupil behaves. A strength based approach to children's behaviour and social adjustment will be advocated. The article will conclude with key implications for classroom settings and recommendations for future research. Future research should be culturally aware, developmentally appropriate and ethical. This article is theoretical and will not give any findings.