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Research Article
Psychological Bases of Formation of Sense of Musical Rhythm in Preschool Age Children
Anna Awopetu*
Issue:
Volume 14, Issue 3, September 2025
Pages:
55-59
Received:
20 May 2025
Accepted:
16 June 2025
Published:
10 July 2025
Abstract: The present situation in music education shows that it is carried out without taking into account the psychological aspect of musical art, and this greatly reduces the efficiency of learning. This study attempted to examine the psychological bases of formation of sense of musical rhythm in preschool age children, identify the methods of individual training of the children on the formation of sense of rhythm and to contribute to the general understanding of the psychological mechanisms of musical abilities and patterns of their formation. The study adopted pre-test – post-test, control group experimental design. Thirty (30) children of 3-6 years were selected from two kindergartens in a Russian city for the study. The results indicated that the children after a specially organised learning acquired a higher level of development of sense of rhythm as a sensory ability. It also confirmed that development of the sense of rhythm can be improved not only with musical material, but also using non-musical tasks. The study recommended that use of visual models of the rhythmic structure greatly simplifies and speeds up the learning process. It was also suggested that special role should be given to the diagnosis of the initial level of development of the sense of rhythm, and also to identifying gifted children and children with challenges, and on that bases develop and implement individualised learning and teaching strategies.
Abstract: The present situation in music education shows that it is carried out without taking into account the psychological aspect of musical art, and this greatly reduces the efficiency of learning. This study attempted to examine the psychological bases of formation of sense of musical rhythm in preschool age children, identify the methods of individual ...
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Research Article
The Impact of AI on Teachers’ Math Teaching and Students’ Learning from Diverse Socioeconomic Status
Dong Wen*
Issue:
Volume 14, Issue 3, September 2025
Pages:
60-67
Received:
10 July 2025
Accepted:
21 July 2025
Published:
15 August 2025
Abstract: In recent years, with the continuous development of technology, AI technology has gradually improved and can be applied to various aspects of life and learning, especially in promoting continuous education reform, playing a crucial role. The impact of AI on mathematics education, particularly in terms of teaching strategies for primary and secondary school teachers and improving the mathematics performance of students from diverse socioeconomic status backgrounds, is explored in this review. Through a systematic literature of 8 relevant studies in Google Scholar and Scopus from 2015 to 2025, this paper identifies the AI tools impacting mathematics education. This paper fully demonstrates the purpose of the research report through surveys and interviews with different research subjects, combined with experiments such as table and figure. Key findings suggest that AI could enhance the teachers teaching strategies, improve teaching quality and assist the students in improving their mathematics performance, especially those from low socioeconomic status backgrounds. The study indicates that questionnaires were primarily used to compare the students of diverse socioeconomic status backgrounds and teachers of different school grades, who were the most significant participants in the reviewed papers. Additionally, this review discusses the application trends and profound impact of AI on education.
Abstract: In recent years, with the continuous development of technology, AI technology has gradually improved and can be applied to various aspects of life and learning, especially in promoting continuous education reform, playing a crucial role. The impact of AI on mathematics education, particularly in terms of teaching strategies for primary and secondar...
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Research Article
Assessing Health and Safety Management in Early Childhood Development Centres: Evidence from Mufakose District, Zimbabwe
Jane Mhlanga,
Maxwell Mhlanga*,
Sophie Hlatywayo
Issue:
Volume 14, Issue 3, September 2025
Pages:
68-77
Received:
5 July 2025
Accepted:
16 July 2025
Published:
18 August 2025
Abstract: Introduction: This study evaluated the management of health and safety for Early Childhood Development (ECD) learners in Mufakose District, Zimbabwe. Ensuring the well-being of young learners is critical for their development, yet limited data exist on how effectively these standards are upheld in local educational settings. Methods: A descriptive survey design was employed, utilizing both qualitative and quantitative data collection methods. Data were gathered through interview guides and an observation checklist. Three primary schools—two government and one private—were randomly selected. From these schools, a purposive sample of 3 ECD teachers, 3 Teachers-in-Charge (TICs), and 3 school heads participated in the study. Results: Findings indicated that the health and safety practices in the sampled schools generally met the minimum operational standards. However, gaps were identified in areas such as staff training, infrastructure adequacy, and availability of safety resources. Factors influencing effective health and safety management included teacher qualifications and experience, teacher attitudes, resource constraints, and class size. Conclusion: The study concluded that while foundational health and safety measures are in place, significant improvements are needed to meet optimal standards. Recommendations include enhanced parental involvement, continuous professional development for ECD teachers and administrators on health and safety practices, and the implementation of robust performance monitoring frameworks.
Abstract: Introduction: This study evaluated the management of health and safety for Early Childhood Development (ECD) learners in Mufakose District, Zimbabwe. Ensuring the well-being of young learners is critical for their development, yet limited data exist on how effectively these standards are upheld in local educational settings. Methods: A descriptive ...
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Research Article
Impact of COVID-19 on Virtual Schooling: Insights from Elementary School Teachers in Aspirational Districts of the North-East Region of India
Ayushi Singh,
Virendra Pratap Singh*
Issue:
Volume 14, Issue 3, September 2025
Pages:
78-92
Received:
18 July 2025
Accepted:
14 August 2025
Published:
8 September 2025
Abstract: The study investigated the social, economic, and technical impacts of COVID-19 on elementary school education, with a focus on the challenges and barriers to virtual schooling in the North-East Region of India. Approved and funded by the Government of India through the Ministry of Education, it utilized primary data collected from 224 elementary school teachers across 20 randomly selected schools in aspirational districts during the 2022–23 academic session across all states of the North-East Region. Findings showed that 87% of teachers had actively participated in online teaching, though inadequate infrastructure, limited resources, and insufficient training had posed significant challenges. Teachers had adapted to online teaching through platforms such as WhatsApp, YouTube, Zoom, and DIKSHA, while advanced tools like virtual labs and QR-code-enabled textbooks had been underutilized. Support materials had been only partially available, and systemic issues—such as the lack of digitization, online evaluation tools, and funding—had constrained virtual learning. Programs such as NISHTHA had provided training to 70% of teachers, though participation in MOOCs and SWAYAM had been notably low. Teachers had reported significant psycho-social challenges among children, including isolation, anxiety, reduced physical activity, and disengagement—particularly among disadvantaged children and those experiencing personal losses. Strategies such as counselling, home visits, and remedial teaching had been employed to address these challenges. The study underscored teachers' resilience during the pandemic while highlighting the need for enhanced digital infrastructure, training, and psycho-social support to ensure inclusive online education. It had proposed recommendations addressing infrastructure development, teacher training, governance and policy support, psycho-social assistance, alternative learning methods, enhanced collaboration, and specialized learning materials, aiming to bridge existing gaps and ensure that virtual schooling became effective, inclusive, and aligned with NEP-2020's goals to foster equitable and quality learning opportunities for all.
Abstract: The study investigated the social, economic, and technical impacts of COVID-19 on elementary school education, with a focus on the challenges and barriers to virtual schooling in the North-East Region of India. Approved and funded by the Government of India through the Ministry of Education, it utilized primary data collected from 224 elementary sc...
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