کودکان

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.

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.

Toilet training is an essential developmental process that fosters discipline and independence in early childhood. The acquisition of toileting skills is significantly influenced by parenting approaches. Authoritative (democratic) parenting, characterized by warmth, two-way communication, and clear boundaries, offers supportive guidance during this developmental transition. This study aimed to investigate the effect of an authoritative parenting style on toilet training ability among children aged 3–4 years. A quantitative research design with a correlational approach was employed, involving 206 parents of children aged 3–4 years selected via questionnaire distribution. Data were collected using the adapted Parenting Styles and Dimensions Questionnaire-Short Version (PSDQ-SV) and the Toilet Training Readiness Scale (TTRS), and analyzed using binary logistic regression. The results revealed a statistically significant association between authoritative parenting and toilet training outcome (p = .018, p .05), though accounting for a modest proportion of the overall variance. These findings suggest that while authoritative parenting contributes positively to early toilet training progression, consistent parental guidance and child-centered readiness factors remain vital.

Background: Caring for children with cerebral palsy places emotional, social, and practical demands on families. Objective: This study explored the lived experiences of family caregivers of children with cerebral palsy. Methods: A qualitative phenomenological study involved six family caregivers purposively selected on the basis of their direct involvement in daily care. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s method. Results: Seven themes were identified: emotional responses to the child’s condition; caregiving challenges and barriers; forms of support received; limited access to specialized services; acceptance and hopes for the child’s future; caregiving role conflicts; and changes in daily routines and sleep patterns. Conclusion: The findings indicate that caregiving is a complex process of adaptation shaped by family support, shared responsibilities, and service availability. Emotional support, caregiver education, and continuing guidance are needed to strengthen family well-being and the quality of care provided to children.

Traditional games offer accessible opportunities for physical activity, social interaction, and the introduction of local cultural practices among elementary school children. This study aimed to describe the implementation of PETRA AKTIF, a community service program introducing traditional games as alternative physical activities for elementary school students. Employing a qualitative descriptive approach, the program involved 28 third-grade students from Public Elementary School 3 Plumbon, Karanganyar Regency, Indonesia. Four traditional games were introduced: hopscotch, jump rope, fortress, and dragon snake. Data were collected through direct observation, interviews, and activity documentation and subsequently analyzed descriptively. Student satisfaction was assessed using a five-level response scale. The findings revealed that students participated in various physical movements, including jumping, walking, running, and balancing. Group activities also demonstrated observable communication, cooperation, coordination, and adherence to game rules. Satisfaction assessments indicated that 25–27 of the 28 participants reported being satisfied or very satisfied with each game. Furthermore, the activities provided students with direct exposure to traditional games as expressions of local wisdom. These findings suggest that PETRA AKTIF provides opportunities for physical engagement, peer interaction, and cultural familiarization, although improvements in physical fitness and social skills were not directly measured.

Despite growing concerns about mental health difficulties among children and youth, limited empirical evidence exists on the extent to which adverse childhood experiences and resilience predict mental health difficulties among school-going children and youth in rural communities. This research explored the prevalence and psychosocial predictors of mental health difficulties among children and youth. The study adopted a correlational and descriptive research design. Respondents consisted of 837 children and youth, who were selected from Johannesburg West Education District. They were assessed using the Strengths and Difficulties Questionnaire (SDQ), the Adverse Childhood Experiences Questionnaire (ACE-Q), and the Child and Youth Resilience Measure (CYRM) as data-collection instruments. Frequencies and percentages, regression analysis, and moderation analysis were conducted using Hayes' PROCESS Macro. Findings revealed that about 44.4%, 18.3%, and 37.3% of the participants were within the normal, borderline, and abnormal ranges of mental health well-being, respectively. Adverse childhood experiences (ACEs) significantly predicted mental health difficulties (β = .238, t = 7.071, p < .001), contributing about 5.6% of the variation in mental health difficulties among youth and children. Resilience is also a significant predictor (β = −.121, t = −3.524, p < .001), accounting for about 1.5% of the variation in mental health problems; higher resilience was associated with lower levels of mental health difficulties. Moderation analyses showed that age and gender did not significantly moderate the relationships between ACEs, resilience, and mental health difficulties. The study concludes that ACEs constitute a significant risk factor, whereas resilience serves as a protective factor. The findings highlight the need for trauma-informed interventions, resilience-building programmes, and comprehensive mental health support services to promote positive mental health outcomes among children and youth.

Background: Developmental screening and responsive caregiving are essential components of early childhood healthcare. Parenting styles may be associated with developmental screening outcomes. Objectives: To examine the association between parenting styles and developmental screening categories among children aged 2 to 5 years in Sukabumi, Indonesia. Methods: This quantitative cross sectional study included 260 mother–child pairs recruited through reported cluster random sampling. Parenting styles were assessed using the Parenting Styles and Dimensions Questionnaire, while development was screened using the Kuesioner Pra Skrining Perkembangan. Associations were analyzed using Pearson chi square and Cramér’s V. Results: Authoritative, authoritarian, and permissive parenting accounted for 49.6%, 24.2%, and 26.2% of participants, respectively. Developmental screening indicated normal findings in 67.7%, suspect findings in 24.2%, and delay findings in 8.1%. A significant association was observed (X² = 21.148; df = 4; p < 0.001; Cramér’s V = 0.202). Suspect findings were highest with authoritarian parenting (41.3%), while delay findings were highest with permissive parenting (14.7%). Conclusions: Parenting styles were associated with developmental screening categories. Findings support caregiver counseling and routine developmental screening but do not establish causality.

زمینه: غربالگری رشد و مراقبت پاسخگو از اجزای اساسی مراقبت‌های بهداشتی دوران کودکی به‌شمار می‌روند. سبک‌های فرزندپروری ممکن است با نتایج غربالگری رشد مرتبط باشند. هدف: بررسی ارتباط بین سبک‌های فرزندپروری و دسته‌بندی‌های غربالگری رشد در کودکان ۲ تا ۵ ساله شهر سوکابومی اندونزی. روش‌ها: این مطالعه مقطعی کمی شامل ۲۶۰ زوج مادر–کودک بود که با نمونه‌گیری خوشه‌ای تصادفی گزارش‌شده انتخاب شدند. سبک‌های فرزندپروری با استفاده از پرسشنامه سبک‌ها و ابعاد فرزندپروری (Parenting Styles and Dimensions Questionnaire) ارزیابی شد و غربالگری رشد با استفاده از پرسشنامه پیش‌غربالگری رشد (Kuesioner Pra Skrining Perkembangan) انجام گرفت. ارتباط‌ها با استفاده از آزمون کای دو پیرسون و مقدار V کرامر تحلیل شد. یافته‌ها: سبک فرزندپروری مقتدرانه، استبدادی و سهل‌گیر به‌ترتیب ۴۹/۶٪، ۲۴/۲٪ و ۲۶/۲٪ شرکت‌کنندگان را تشکیل دادند. غربالگری رشد در ۶۷/۷٪ یافته‌های طبیعی، در ۲۴/۲٪ یافته‌های مشکوک و در ۸/۱٪ یافته‌های تأخیر را نشان داد. ارتباط معناداری مشاهده شد (X² = 21.148؛ df = 4؛ p < 0.001؛ V کرامر = 0.202). بیشترین یافته‌های مشکوک در سبک فرزندپروری استبدادی (۴۱/۳٪) و بیشترین یافته‌های تأخیر در سبک فرزندپروری سهل‌گیر (۱۴/۷٪) مشاهده شد. نتیجه‌گیری: سبک‌های فرزندپروری با دسته‌بندی‌های غربالگری رشد مرتبط بودند. یافته‌ها از مشاوره به مراقبان و غربالگری روتین رشد حمایت می‌کنند اما رابطه علی را اثبات نمی‌کنند.

The article substantiates the potential and pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children. Loose parts are defined as natural, household, manufactured, or recycled materials with which children can engage in a variety of practical activities, including those involving mathematical content. These may include stones, sand, water, branches, leaves, seeds, shells, pieces of fabric, threads, cardboard boxes, bottle caps, containers, sticks, and other materials. It has been established that, at preschool age, the use of loose parts provides a sensory basis for developing concepts of quantity, number, shape, size, space, and patterns. In primary school, in addition to deepening this knowledge, the same materials can be used to support modeling, solving problems in several ways, testing assumptions, justifying strategies, and working with data. This enables continuity between preschool and primary education in the development of children’s mathematical competence. The potential of loose parts for developing mathematical competence in preschool and primary school children lies in the fact that they enable the practical acquisition of concepts related to number, shape, size, spatial relationships, and patterns, while stimulating the development of skills in counting, comparing, classifying, measuring, modeling, and problem-solving. Their use encourages learners’ independence, investigative activity, and the development of mathematical language. The following pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children have been identified: ensuring the purposeful selection and diversification of materials; combining support for children’s initiative with the implementation of pedagogical intentions; and organizing mathematical reflection among preschool and primary school learners.

This study investigates the internalization of moral education values through traditional games in an Islamic early childhood education institution, focusing on the implementation of play-based activities, teacher facilitation, and children's emerging moral behaviors. Adopting a qualitative field research approach, the study was conducted at RA Athfalul Huda GUPPI, Qurnia Village, Mataram, Indonesia. Research participants were purposively selected and included the school principal, teachers, and children involved in traditional game-based learning. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Data credibility was supported through source and methodological triangulation and sustained observation. The findings identify four traditional games Cublak-Cublak Suweng, Gobak Sodor, Petak Umpet, and Dakon—as learning activities that provide opportunities for children to experience and practice moral values through shared rules, peer interactions, turn-taking, and collaborative participation. Teacher facilitation, particularly through behavioural modelling, rule reinforcement, guidance, and post-activity reflection, emerged as an important component of the moral learning process. The values addressed through these activities included honesty, trustworthiness, responsibility, patience, cooperation, sportsmanship, tolerance, humility, and social awareness. Furthermore, parent-reported observations indicated that some positive behavioral practices were also reflected in children's interactions at home. These findings highlight the pedagogical potential of culturally embedded traditional games as a context for experiential moral education. The study contributes a contextually grounded understanding of how traditional play and teacher mediation can support the development of moral awareness and emerging behavioral practices in Islamic early childhood education.

Since the large-scale displacement of Ukrainian families following the escalation of the war in 2022, community- and school-based initiatives have become increasingly important in supporting refugee children's adaptation in host countries. Although play, resilience, and belonging have each been widely recognised as important for children's well-being and development, they have largely been examined within separate strands of scholarship. This theoretical article develops an integrated three-tier framework that brings together Bronfenbrenner's ecological systems theory, social-ecological resilience theory, and research on play and belonging to explain how displaced children adapt within host-country contexts. The proposed framework conceptualises children's adaptation as a recursive process operating across three interconnected tiers. Tier one situates children within their ecological environments; tier two identifies resilience as a multisystemic process emerging through interactions between children and the protective resources available within those environments; and tier three positions play as the primary mechanism through which resilience processes are enacted, while belonging functions as both an outcome and a reinforcing relational process. The framework is illustrated through the context of Ukrainian refugee children in Estonia and generates empirically testable propositions to guide future research. By integrating ecological context, resilience processes, and play-based relational mechanisms into a single explanatory framework, the article offers a conceptual foundation for understanding children's adaptation following forced displacement and provides implications for the design and evaluation of community- and school-based initiatives supporting displaced children.

Secondary students in Malaysia turn away from STEM partly because the curriculum content is abstract and disconnected from real life. This mixed-methods study evaluated a Student-as-Trendsetter framework in which 10 gifted students codesigned 3D-printed STEM kits and mentored 88 peers. The classroom participants highly rated the peer-led sessions (M = 4.14–4.57), including the trendsetters’ expertise (M = 4.35). The trendsetters’ self-rated technical competency decreased significantly after the project (from 4.30–4.90 to 1.80–3.00; p < .001). Reflective journals showed that this decline was a healthy recalibration: moving from digital design to physical fabrication exposed real engineering constraints and built grounded, resilient confidence. The framework offers a low-cost route to engaging in student-led STEM learning.

Inclusion is a movement that arises from the socio-historical-cultural perception of exclusion and requires strategies to mitigate or eliminate the various barriers that restrict or prevent social participation. The inclusion movement, which gained strength from the end of the 20th century, applies to different social spheres, including literature as a human experience. In this sense, this art form should be addressed in schools from childhood, ensuring both accessibility and the representation of the diversity of cultures, bodies, and subjectivities. This article aims to discuss literary literacy from an inclusive approach, reflecting on its contribution to the development of reading and citizenship. Thus, it uses a bibliographic research methodology, starting from a systematic review of the terms inclusive literature, inclusive children's literature, inclusive young adult literature and accessible literature in the main academic research databases, and then expanded, in an exploratory manner, to related topics. The study focused on understanding what characterizes inclusive literature, considering heterogeneity in theme and/or authorship, as well as access to and accessibility of the book as a cultural object. Additionally, it aimed, through the example of an accessible teaching sequence based on Indigenous literature, to show the applicability of this approach, highlighting the school's role in shaping readers who are more aware and respectful of human diversity. Consequently, the work contributes by showing that inclusive literature, from the perspective of literary literacy, enriches the reading experience by expanding student development through both the aesthetic enjoyment of the work and the formation of civic awareness.

Abstract: Character education in early childhood is often delivered through verbal advice that young children find hard to retain, while their growing exposure to digital screens reduces opportunities to listen to stories told directly by an adult. This community service program aimed to apply pure storytelling, an oral narration that relies on the narrator's voice and body rather than a picture book, to strengthen environmental care and responsibility among kindergarten children. The program was carried out from 30 September to 3 October 2026 at Tunas Harapan II Waru Kindergarten, Penajam Paser Utara Regency, involving about forty-five children and five teachers. The stages consisted of planning, coordination with the school, script and performance preparation, storytelling sessions, evaluation, and dissemination. Data were gathered through participatory observation, oral question-and-answer sessions, short interviews with teachers, and documentation, then analysed descriptively. The story “Misi Pahlawan Bumi” introduced green, yellow, and red bins for organic, inorganic, and hazardous waste. The children followed the story enthusiastically, imitated the voices and movements of the characters, and most of them could name examples of waste for each bin colour. Teachers also gained a practical, low-cost model of storytelling that can be repeated in daily classroom activities. Keywords: character education; early childhood; environmental care; pure storytelling; vocal and gesture Abstrak: Pendidikan karakter bagi anak usia dini masih sering disampaikan melalui nasihat lisan yang sulit diingat anak, sementara meningkatnya paparan layar digital mengurangi kesempatan anak untuk menyimak cerita yang dibawakan langsung oleh orang dewasa. Kegiatan pengabdian ini bertujuan menerapkan dongeng murni, yaitu penceritaan lisan yang mengandalkan suara dan tubuh pencerita tanpa bergantung pada buku cerita, untuk menguatkan karakter peduli lingkungan dan tanggung jawab anak taman kanak-kanak. Kegiatan berlangsung pada 30 September hingga 3 Oktober 2026 di Taman Kanak-Kanak Tunas Harapan II Waru, Kabupaten Penajam Paser Utara, dengan melibatkan sekitar empat puluh lima anak dan lima guru. Tahapan kegiatan meliputi perencanaan, koordinasi dengan sekolah, persiapan naskah dan pementasan, pelaksanaan dongeng, evaluasi, serta diseminasi. Data dihimpun melalui observasi partisipatif, tanya jawab lisan, wawancara singkat dengan guru, dan dokumentasi, kemudian dianalisis secara deskriptif. Dongeng “Misi Pahlawan Bumi” memperkenalkan tempat sampah hijau, kuning, dan merah untuk sampah organik, anorganik, dan berbahaya. Anak-anak menyimak dengan antusias, menirukan suara serta gerakan tokoh, dan sebagian besar mampu menyebutkan contoh sampah untuk setiap warna tempat sampah. Guru juga memperoleh model bercerita yang praktis dan murah untuk diterapkan kembali dalam pembelajaran sehari-hari. Kata kunci: anak usia dini; dongeng murni; olah vokal dan gestur; pendidikan karakter; peduli lingkungan

The digital revolution has fundamentally transformed childhood experience across the globe. In Ghana, rapid mobile internet penetration, the proliferation of low-cost smartphones, and COVID-19-induced remote learning have dramatically intensified basic school children's exposure to digital screens. Emerging evidence links digital screen addiction (DSA) to significant impairments in children's psychological well-being encompassing emotional, cognitive, social, and behavioural dimensions. Yet, school management responses in Ghanaian basic schools remain underdeveloped and largely uncoordinated. This narrative literature review synthesizes global and sub-Saharan African evidence on digital screen addiction and its psychological well-being consequences among basic school children (ages 5–15), critically examines existing school management frameworks, and proposes a School-Based Digital Wellness Management Framework (SBDWMF) for Ghanaian basic schools. A narrative synthesis approach was employed. Literature was sourced from PubMed, Google Scholar, Scopus, PsycINFO, African Journals Online (AJOL), and grey literature from the WHO, UNESCO, UNICEF, Ghana Education Service (GES), Ghana Health Service (GHS), and the Ministry of Education. Peer-reviewed empirical studies, systematic reviews, meta-analyses, and policy documents published from 2010 to 2024 were included, with a total of 72 sources forming the evidence base. DSA is prevalent among basic school-age children globally, with pooled prevalence estimates ranging from 19% to 38% depending on measurement tools and contexts. Excessive screen exposure is consistently associated with psychological distress, anxiety, depression, attentional difficulties, emotional dysregulation, impaired self-esteem, peer-relationship deficits, and poor academic well-being. In Ghana, contextual risk amplifiers, including parental digital literacy gaps, absent school mental health services, post-COVID normalization of extended screen use, and fragmented policy, compound the psychological burden. School management frameworks in Ghanaian basic schools are largely inadequate to address DSA, with critical deficits in policy, counselling capacity, teacher training, and parental engagement. DSA poses a mounting psychological well-being challenge for Ghanaian basic school children, demanding an urgent, evidence-informed school management response. The proposed six-pillar SBDWMF offers a practical governance architecture for Ghanaian basic school heads, district education officers, and national policymakers to address DSA comprehensively within the school setting.

Early literacy and numeracy assessment can help Kindergarten teachers identify learning needs and review classroom instruction. This study described changes in assessment scores following nine instructional sessions aligned with the MATATAG Curriculum at Ligao West Central Elementary School–Binatagan, Philippines, during School Year 2025–2026. A quantitative action research approach used a single group assessed before and after instruction. The reported participants were 208 learners from five Kindergarten sections, included through total enumeration. Researcher developed instruments assessed letter recognition, initial sound awareness, vocabulary recognition, number recognition, counting, and quantity comparison. The same instruments were administered at both assessment points. Reported numeracy means increased from 18.84 (SD = 4.56) to 28.47 (SD = 3.89), a difference of 9.63 points. Literacy means were reported as 21.36 (SD = 4.18) and 30.92 (SD = 3.74), but the latter exceeds the instrument’s stated maximum of 30 points and requires reconciliation before interpretation. Although the original study proposed paired samples testing, no completed test statistics or paired learner records were available for verification. Accordingly, the findings are presented descriptively, without claims of statistical significance or curriculum effectiveness. The numeracy pattern warrants further examination, while the literacy result remains unresolved. Repeated testing, development, classroom differences, and the absence of a comparison group limit attribution of change to instruction. The study highlights the need for accurate scoring, documented assessment procedures, and continued monitoring of foundational skills. Verified learner records and a stronger evaluation design are needed before drawing conclusions about learning gains associated with MATATAG implementation in this school.

Abstract Less effective emotion regulation abilities during childhood represent a significant factor of risk for healthy child development. However, despite much research into less skilled emotion regulation abilities, findings about the outcomes of emotion regulation ability trajectories in adolescence are inconsistent. This may reflect methodological challenges in undertaking prospective longitudinal research, or a lack of clarity about factors that influence developmental outcomes. Therefore, we conducted a systematic review and meta-analysis to examine the prospective relation between early childhood (ages 3–6) emotion regulation abilities and adolescent outcomes (ages 13–16). Peer reviewed prospective longitudinal research studies published in English since 2015 were included in the review if they examined emotion regulation abilities in early childhood; assessed subsequent outcomes in adolescence; and examined risk, protective, or promotive factors associated with emotion trajectories. Statistical analyses utilized random effects models and reported pooled effect sizes within groups. Of 27,490 records identified, 16 studies were included in the systematic review, and 10 in the meta-analysis. Early emotion regulation abilities that were less adaptive predicted subsequent less adaptive regulation, psychiatric difficulties, academic concerns, and social challenges in adolescence. Risk and promotive factors for early childhood emotion regulation abilities included pregnancy-related factors, parental mental health, socioeconomic status, child characteristics, cognitive and behavioral traits, and family dynamics. This highlighted the complex interplay of biological, psychological, and social factors. There was conflicting evidence about sex, suicidality, and externalizing behaviors, and quantitative analyses revealed high heterogeneity among the studies. The findings offer insights about the identification of youth at risk, and the development of targeted clinical interventions to enhance adolescent developmental outcomes.