Explore the vast range of titles available.

This paper aims at presenting an adapted framework based on the five big ideas, specifically designed to teach young children about artificial intelligence (AI) through the use of robotics. This study investigates the proposed system which emphasizes the utilize of mechanical autonomy and play-based learning to create AI available and empower engagement among youthful children who have not begun formal tutoring. In November (2022), the public release of (ChatGPT-3.5), a generative pre-trained transformer AI chatbot developed by OpenAI, made generative artificial intelligence widely accessible, requiring only an internet connection and a smartphone or computer. As a result, generative AI, particularly versions (ChatGPT-3.5) and -(4), experienced a notable increase in usage, prompting extensive discussions regarding its sustainable integration across diverse sectors, including education at all levels, from primary schools to universities. However, practical testing and evaluation in Early Childhood education are still relatively unexplored. The researcher has followed a comparative and analytical approach to figure out the similarities and differences in AI concepts between the original (K-12) educational system and the newly redesigned early childhood education framework. To provoke children intrigued, key concepts are displayed through intelligent with mechanical technology and robot role-play. This study has concluded that there are various advantages of introducing AI topics to young children, including enhanced creativity, theory of mind skills, and knowledge of AI. This paper too gives suggestions for age-appropriate points, narrating, and play-based instructing strategies. This system points to prepare analysts and teachers with procedures for effectively coordination initial AI instruction into early childhood classrooms. Educating AI in a formatively responsive way can offer assistance sustain youthful children's interest toward and understanding of a progressively AI-driven world.

This paper presents the development and implementation of a culturally sensitive Emotional Intelligence (EI) model aimed at enhancing young children's emotional skills while preserving and promoting Saudi cultural values. The model integrates three key components: Cultural Resilience, Educational Innovation, and Community Engagement, ensuring a holistic and contextually relevant approach to emotional intelligence development. By focusing on core emotional skills such as self-awareness, empathy, emotional regulation, and social interaction, the model uses a series of carefully designed activities to help children navigate their emotions while remaining connected to their cultural heritage. Implemented in 10 private kindergartens in Riyadh, the model provided teachers with the tools to actively engage children in emotionally enriching exercises. To evaluate its effectiveness, a survey was conducted with 85 kindergarten teachers who facilitated the model. The survey gathered detailed insights on the model's structure, activities, and its impact on both the children and the teachers. The results revealed overwhelmingly positive feedback, with teachers reporting significant improvements in children's emotional awareness, interpersonal relationships, and their ability to express and regulate emotions. Furthermore, the culturally embedded activities were particularly well-received, with teachers emphasizing their effectiveness in captivating and engaging young children. These findings underscore the model's success in promoting emotional intelligence while reinforcing cultural identity. This paper advocates the broader adoption of such culturally sensitive EI models across Saudi Arabia, recognizing their vital role in fostering emotionally intelligent children who are better equipped to face both personal and social challenges, all while honoring their cultural values and heritage. The study highlights the importance of integrating cultural considerations into early childhood education to nurture emotionally intelligent individuals.

Self-esteem is an essential part of early childhood development, and plays a large part in a child's developing sense of self, emotional wellbeing and interpersonal relationships. Here the paper focuses on analyzing the impact of the four styles of parenting, namely authoritative, authoritarian, permissive, and neglectful, on the self-esteem of children. Hypothesis testing in the study was done using descriptive-correlational research design where information was gather from primary school students with the intention of examining the correlation between parenting and children's self-esteem. Parents were asked to fill questionnaires based on the treatment methods used and the levels of self-esteem and correlation coefficients were computed to determine the relationship between the variables. The revelations sought in the study showed that parent, which attempts warmth, support, and suitable retribution was positively correlated with self-esteem in children. On the other hand, where the parents had despotic or indifferent parental attitudes of punishment, criticism or indifference, lower self-esteem level were associated. The study also revealed that culture and emotions played a great role in influencing children's self-esteem especially on issues to do with emotional regulation and cultural values. From the study it can be deduced that positive parenting behaviors play crucial roles in enhancing the child's emotional well-being and self-esteem. The implications of the findings are that more research needs to be done on the practices of parenting as well as the outcomes of such practices in the development of the children.