Analysis of Brain-based Learning Pattern in Early Childhood Education in Punjab
DOI:
https://doi.org/10.55737/qjss.217004329Keywords:
Early Childhood Education, Brain Based Learning , PatternAbstract
This study investigated teachers' attitudes towards Brain-Based Learning (BBL) in Early Childhood Education (ECE) using a descriptive approach and purposive sampling. Data from 209 teachers in Multan's Government schools where Early Childhood Education being taught were collected through a modified questionnaire based on Shelly Klinek's work (2009), but adapted and modified to align with the Pakistani context and the specific needs of the educational landscape in the region. The analysis of the collected data involved the use of statistical measures such as mean, standard deviation, and chi-square, with the software SPSS employed for the analysis. The findings of the study revealed a generally positive attitude among teachers towards the implementation of BBL in ECE. Moreover, significant mean differences were observed in various demographic factors, including teaching level, academic qualification, professional qualification, and teaching experience, concerning teachers' attitudes towards BBL at the ECE level. Recommendations include educational authorities organizing seminars or workshops focused on BBL in ECE to familiarize teachers, especially new ones, with brain-compatible classroom principles. Targeted professional development opportunities can effectively support teachers in implementing BBL, enhancing learning experiences for young children in early childhood education.
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