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This paper analyses Pakistan Federal Foundational Learning Policy (FFLP) 2024 in light of holistic education. While enhancing the literacy abilities of children is a notable objective of this policy, this study examines policy in terms of its potential for the student’s education as a whole. In this paper, critical discourse analysis was employed by Mullet, focusing on language, the text structure, and the suggested measures of implementation of policy. This study shows that though FFLP 2024 ensures that gaps in foundational learning are filled, it might downplay other elements necessary for early childhood, namely socio-emotional development, creativity, and cultural competence. This policy gap may impose limitations on school’s curriculum and teaching strategies as it centers on quantifiable results & standardized tests. The findings drawn from the analysis of the policy have questioned its suitability for different regions and its effect on the teachers’ professionals’ autonomy. The study proposed that a balanced approach that incorporates basic skills and general goals is needed for inclusive student development. The study provides valuable suggestions for a broader strategy towards the foundational learning. [ABSTRACT FROM AUTHOR]

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This study aimed to learn about the climate change perspectives of parents. Convenience sampling was employed to collect the data from individuals who were attending the climate change and parenting seminar online. This survey was sent as a pre survey questionnaire and the data of the parents who consented were used. There was no significant difference found with respect to gender, age or qualification in the climate belief, whereas significant difference was found in intention with respect to gender, qualification, and socioeconomic status. Furthermore, the findings stipulated the mean of beliefs (µ =1.72 and SD= 0.92) and the average mean of (µ =3.36 and SD= 0.86) in the intentions of people regarding climate change related attitude. Whereas the participants intention towards not investing time in solving the environmental issue shows strong agreement (µ=4.22.). The findings of the study share the insights of providing training to the parents of young children, so that they can have better understanding of the climate responsiveness and can take relevant strategic actions to foster climate safety for their future generations. [ABSTRACT FROM AUTHOR]

Objective: To see the impact of screen media usage on early childhood development. Study Design: Cross-sectional study. Place and Duration of Study: Developmental Behavioural Paediatrics Department, Children's Hospital and Institute of Child Health, Lahore Pakistan, from Oct to Dec 2020. Methodology: This study included 100 children with an age range between 15-36 months and divided into two groups. Group-1 was children with communication behaviour disorders (CBD) (n=50), and Group-2 was typically developing (TD) children (n=50). ShaMaq Developmental Screening Tool (SDST) was administered to children to screen their development. Childhood behaviours were rated on a scale of 0-10 on a Behaviour rating scale. Results: Children with CBD had poor eye contact, response to names, poor imitation, poor pointing and poor one-step command following (p<0.001) compared to typically developing children. Children with CBD had poor eating habits (p<0.01), were more restless (p<0.001), and had a developmental delay (p<0.001) on SDST as compared to the other group. In children with CBD, the extent of screen media exposure was significantly correlated with restlessness (p<0.05) and poor pointing (p<0.01). Conclusion: Exposure to screen media at an early age and prolonged use of screens can lead to adverse developmental outcomes and behaviour issues in children. This is more evident in children with CBD than in typically developing children. [ABSTRACT FROM AUTHOR]

This study investigates the socioeconomic determinants of early childhood development (ECD) in Pakistan by utilizing the data of sixth wave of the Multiple Indicator Cluster Survey (MICS) conducted in the four provinces of the country. The findings of the study reveal that mother's education, father's education, economic status of the household as measured by household's wealth index quintile, region of residence (province), child's gender, disability, nutrition and the practices used by the adult members of the household to discipline child are important determinants of ECD. The study highlights the crucial role of family background and importance of addressing the issue of malnutrition to foster child development., (© 2024. The Author(s).)

Abstract This study examined mothers' and fathers' developmentally stimulating parenting practices (i.e., engagement in play and communication activities) as mediators through which an early parenting intervention improved later cognitive and socioemotional development of 1302 4-year-old children in rural Pakistan. Maternal and paternal stimulation were both reported by the child's mother at 12, 24, and 48 months. Preschoolers' cognitive skills were directly assessed using standardized tests and socioemotional development was based on maternal ratings. Controlling for sociodemographic factors and children's prior levels of development, results revealed that both maternal and paternal stimulation significantly mediated intervention effects on children's longer-term cognitive and socioemotional development. Greater indirect effects were found through maternal than paternal stimulation. Additionally, more stimulation by one parent positively predicted later changes in his or her partner's stimulation. Implications for targeting both mothers' and fathers' parenting behaviors in early childhood interventions and further unpacking these family processes are discussed. Highlights • An early parenting intervention improved maternal and paternal stimulation. • Reciprocal relations found between maternal and paternal stimulation over time. • Maternal and paternal stimulation mediated effects on child cognitive development. • Maternal and paternal stimulation mediated effects on socioemotional development. • Findings support engaging mothers and fathers in early parenting interventions. [ABSTRACT FROM AUTHOR]

Early childhood programs are heralded as a way to improve children's health and educational outcomes. However, few studies in developing countries calculate the effectiveness of quality early childhood interventions. Even fewer estimate the associated costs of such interventions. The study here looks at the costs and effectiveness of a cluster-randomized effectiveness trial on children from birth to 24 months in rural Sindh, Pakistan. Responsive stimulation and/or enhanced nutrition interventions were integrated in the Lady Health Worker program in Pakistan. Outcomes suggest that children who receive responsive stimulation had significantly better development outcomes at 24 months than those who only received enhanced nutrition intervention. A cost-effectiveness analysis of the results verifies that early childhood interventions that include responsive stimulation are more cost effective than a nutrition intervention alone in promoting children's early development. Costs of a responsive stimulation intervention integrated in an existing community-based service providing basic health and nutrition care is approximately US$4 per month per child. We discuss these findings and make recommendations about scaling up and costs for future early child development programs. [ABSTRACT FROM AUTHOR]

Governments, Parents and teachers need to act as facilitators and mediators in the process of adoption and shaping of media culture rather than either acting as passive onlookers or active controllers Review of available observations and Assessment of impacts of ICTs on lives of young people in developing countries on the basis of experts views and relevant information. This study reviewed the situation and tried to explore the views and practices of young people belonging to a developing country through a small sample survey. This survey was conducted in Karachi, the most urbanized city of Pakistan. A questionnaire was used to explore the views and practices of young people belonging to a developing country through a small sample survey. Students from two colleges were randomly selected to fill the questionnaires. Most of the ICT resources were used more often by boys. Majority of respondents did not felt hat it had made significant impact on their work or family life. Most of them felt that it had made appositive impact on their lives this survey revealed that majority of college students were were satisfied with their use of ICT resources. [ABSTRACT FROM AUTHOR]