child-centered learning

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

Problem-solving skills are essential to develop in early childhood so that children can identify problems, consider alternatives, and determine solutions independently. However, teacher-centered learning may limit children's opportunities to explore and experiment with different problem-solving strategies. This study aims to describe the implementation of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach using loose parts materials and the development of early childhood problem-solving skills. A qualitative descriptive method was employed at RA Nurhayati, Medan Tembung, involving teachers and 30 children aged 5–6 years. Data were collected through observation, interviews, and documentation, with credibility supported by triangulation of techniques and sources. The findings indicate that constructing a bridge for toy cars provided opportunities for children to identify problems, select materials, design solutions, test alternatives, revise constructions, and evaluate outcomes. Children also engaged in experimentation, communication, collaboration, and creative material use. These findings suggest that the STEAM approach using loose parts can support the development of early childhood problem-solving skills through active, contextual, and child-centered learning experiences. ABSTRAK Keterampilan pemecahan masalah (problem solving) penting dikembangkan sejak usia dini agar anak mampu mengenali permasalahan, mempertimbangkan alternatif, dan menentukan solusi secara mandiri. Namun, pembelajaran yang masih berpusat pada guru dapat membatasi kesempatan anak untuk bereksplorasi dan mencoba berbagai strategi penyelesaian masalah. Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan Science, Technology, Engineering, Arts, and Mathematics (STEAM) berbasis media loose parts serta perkembangan keterampilan pemecahan masalah anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif di RA Nurhayati, Kecamatan Medan Tembung, dengan melibatkan guru dan 30 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta diperiksa melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa kegiatan merancang jembatan untuk mobil mainan memberikan kesempatan kepada anak untuk mengidentifikasi masalah, memilih bahan, merancang solusi, mencoba alternatif, memperbaiki konstruksi, dan mengevaluasi hasil. Anak juga menunjukkan keterlibatan dalam eksperimen, komunikasi, kolaborasi, dan penggunaan material secara kreatif. Dengan demikian, pendekatan STEAM berbasis media loose parts berpotensi mendukung perkembangan keterampilan pemecahan masalah melalui pengalaman belajar yang aktif, kontekstual, dan berpusat pada anak.

The article examines the impact of information and communication technologies (ICT) on the development of mathematical abilities and geometric concepts in preschool children. The object of the research is the process of developing mathematical abilities and geometric concepts in older preschool children. The aim of the article is to identify the pedagogical potential of ICT and evaluate its effectiveness in developing these abilities. The research methods include the analysis of scientific and methodological literature, pedagogical observation, game-based learning, pedagogical experimentation, and comparative analysis of the results. Multimedia presentations, interactive games, and electronic educational resources were used during the experimental activities. The methodologies of ICT-mediated learning and game-based learning were applied. The research outcomes indicate that the purposeful use of ICT contributes to the development of children's abilities to recognize, name, compare, and classify geometric shapes. It also promotes children's cognitive engagement, logical and spatial thinking, attention, and memory. The experimental results further revealed increased children's engagement and learning motivation. The conclusion of the study is that the pedagogically justified integration of information and communication technologies into game-based learning is an effective means of developing mathematical abilities and geometric concepts in preschool children, facilitating a more visual, interactive, and child-centered learning process.