https://ejournal.yasin-alsys.org/AJECEE/issue/feed 2026-06-30T00:00:00+08:00 Saprudin Efendi [email protected] Open Journal Systems <!-- ========================= AJECEE HOMEPAGE (LIGHTER + MOBILE-SAFE) - Fewer layers - Inline-only - Warm ivory palette - Mobile-safe with flex-wrap ========================= --> <div id="ajecee-home-compact" style="max-width: 980px; width: 100%; margin: 0 auto; padding: 12px 10px; box-sizing: border-box; background: #F7F7E6; border: 1px solid #EAEAD2; border-radius: 16px; box-shadow: 0 8px 20px rgba(15,23,42,.06); font-family: system-ui,-apple-system,'Segoe UI',Roboto,Arial,'Helvetica Neue','Noto Sans','Liberation Sans',sans-serif; color: #2a3b50; font-size: 16.2px; line-height: 1.82; letter-spacing: .08px; text-align: justify; text-justify: inter-word; hyphens: auto; overflow-wrap: anywhere; word-break: break-word; overflow-x: hidden; text-rendering: optimizeLegibility; -webkit-font-smoothing: antialiased;"><!-- HERO --> <div style="padding: 12px; border: 1px solid #ECECD5; border-radius: 14px; background: linear-gradient(180deg,#FFFDF8,#F6F6E3); box-sizing: border-box;"> <div style="display: flex; flex-wrap: wrap; gap: 12px; align-items: flex-start;"><!-- Cover --> <div style="flex: 0 0 150px; max-width: 100%;"><img style="display: block; width: 150px; max-width: 100%; height: auto; border-radius: 10px; border: 1px solid #ECECD5; background: #FFFDF7; box-shadow: 0 6px 14px rgba(15,23,42,.06);" src="https://ejournal.yasin-alsys.org/public/journals/16/journalThumbnail_en_US.jpg" alt="Asian Journal of Early Childhood and Elementary Education (AJECEE) Journal Cover"></div> <!-- Title + Meta --> <div style="flex: 1 1 320px; min-width: 0; text-align: left;"> <div style="margin: 0; font-size: 22px; line-height: 1.35; font-weight: 800; color: #142238; text-align: left;">Asian Journal of Early Childhood and Elementary Education (AJECEE)</div> <div style="margin-top: 6px; color: #3b5068; font-size: 15.6px; text-align: left; line-height: 1.7;"><strong style="color: #1e2b3e;">Print ISSN:</strong> <a style="color: #1d4f8a; text-decoration: none; font-weight: bold;" href="https://portal.issn.org/resource/ISSN/3025-7565" target="_blank" rel="noopener">3025-7565</a> <span style="color: #c8c1b0;">&nbsp;•&nbsp;</span> <strong style="color: #1e2b3e;">Online ISSN:</strong> <a style="color: #1d4f8a; text-decoration: none; font-weight: bold;" href="https://portal.issn.org/resource/ISSN/3025-6917" target="_blank" rel="noopener">3025-6917</a></div> <div style="margin-top: 10px; color: #3b5068; font-size: 15.7px; line-height: 1.78; text-align: justify;"><strong style="color: #1e2b3e;">Latest Issue:</strong> <strong style="color: #1e2b3e;">Vol. 4 No. 2 (April 2026)</strong>. This issue features peer-reviewed contributions that advance multidisciplinary scholarship in early childhood and elementary education, and provide evidence-informed responses to contemporary learning, development, and classroom practice challenges.</div> <div style="margin-top: 10px; display: flex; flex-wrap: wrap; gap: 8px; text-align: left;"><span style="display: inline-block; padding: 6px 11px; border-radius: 999px; background: #F3ECDD; border: 1px solid #E2D2BF; color: #5a3518; font-size: 13px; font-weight: bold;">Open Access</span> <span style="display: inline-block; padding: 6px 11px; border-radius: 999px; background: #EAF0F8; border: 1px solid #D4E0F0; color: #1b3b63; font-size: 13px; font-weight: bold;">Peer Reviewed</span> <span style="display: inline-block; padding: 6px 11px; border-radius: 999px; background: #EAF5EE; border: 1px solid #CFE6D8; color: #0c4a3d; font-size: 13px; font-weight: bold;">ECE &amp; Elementary</span></div> </div> </div> <!-- Indexed --> <div style="margin-top: 12px; 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padding: 9px 14px; border-radius: 999px; background: #EEF0DA; border: 1px solid #DDE0C8; color: #2f425a; text-decoration: none; font-size: 13.4px; font-weight: 800; line-height: 1.2;" href="https://search.crossref.org/?q=3025-6917&amp;from_ui=yes" target="_blank" rel="noopener">Crossref</a> <a style="display: inline-block; padding: 9px 14px; border-radius: 999px; background: #F4F1EA; border: 1px solid #E2D7C7; color: #3f4a55; text-decoration: none; font-size: 13.4px; font-weight: 800; line-height: 1.2;" href="https://garuda.kemdikbud.go.id/journal/view/33150" target="_blank" rel="noopener">Garuda</a> <a style="display: inline-block; padding: 9px 14px; border-radius: 999px; background: #EEF0DA; border: 1px solid #DDE0C8; color: #2f425a; text-decoration: none; font-size: 13.4px; font-weight: 800; line-height: 1.2;" href="https://scholar.google.de/citations?user=ZZWSETsAAAAJ" target="_blank" rel="noopener">Google Scholar</a> <a style="display: inline-block; padding: 9px 14px; border-radius: 999px; background: #F4F1EA; border: 1px solid #E2D7C7; color: #3f4a55; text-decoration: none; font-size: 13.4px; font-weight: 800; line-height: 1.2;" href="https://www.base-search.net/Search/Results?type=all&amp;lookfor=3025-6917&amp;ling=1&amp;oaboost=1&amp;name=&amp;thes=&amp;refid=dcresen&amp;newsearch=1" target="_blank" rel="noopener">BASE</a></div> <!-- Countries --> <div style="margin-top: 12px; padding-top: 10px; border-top: 1px solid #ECECD5; display: flex; flex-wrap: wrap; gap: 10px; align-items: center; justify-content: space-between;"> <div style="flex: 1 1 260px; min-width: 0; color: #3b5068; font-size: 15.6px; line-height: 1.78; text-align: justify;">To date, <strong style="color: #1e2b3e;">AJECEE</strong> has published articles by authors affiliated with institutions in <strong>three (3)</strong> countries: Indonesia, Nepal, and Turkey.</div> <div style="display: flex; flex-wrap: wrap; gap: 6px; align-items: center;"><img style="display: block; width: 38px; height: 26px; border-radius: 6px; border: 1px solid #ECECD5; background: #FFFDF7;" src="https://ejournal.yasin-alsys.org/files/country/id.jpg" alt="Indonesia"> <img style="display: block; width: 38px; height: 26px; border-radius: 6px; border: 1px solid #ECECD5; background: #FFFDF7;" src="https://ejournal.yasin-alsys.org/files/country/nep.png" alt="Nepal"> <img style="display: block; width: 38px; height: 26px; border-radius: 6px; border: 1px solid #ECECD5; background: #FFFDF7;" src="https://ejournal.yasin-alsys.org/files/country/turkey.png" alt="Turkey"></div> </div> </div> </div> <!-- ABOUT + ACTIONS --> <div style="margin-top: 12px; padding: 12px; border: 1px solid #EAEAD2; border-radius: 14px; background: #F3F3DC; box-sizing: border-box;"> <div style="display: flex; flex-wrap: wrap; gap: 12px; align-items: flex-start;"><!-- Left --> <div style="flex: 1 1 260px; min-width: 0; text-align: left;"><img style="display: block; width: 100%; max-width: 300px; height: 110px; object-fit: contain; margin: 0 auto; border-radius: 10px; border: 1px solid #ECECD5; background: #FFFDF7;" src="https://ejournal.yasin-alsys.org/public/journals/16/favicon_en_US.png" alt="AJECEE logo"> <div style="margin-top: 10px; display: flex; flex-wrap: wrap; gap: 8px;"><a style="flex: 1 1 180px; display: block; text-align: center; padding: 11px 14px; border-radius: 999px; background: #EAF0F8; border: 1px solid #D4E0F0; color: #142238; text-decoration: none; font-weight: 800;" href="https://ejournal.yasin-alsys.org/ajecee/online_submissions" target="_blank" rel="noopener">Online Submissions</a> <a style="flex: 1 1 180px; display: block; text-align: center; padding: 11px 14px; border-radius: 999px; background: #FFFDF7; border: 1px solid #ECECD5; color: #142238; text-decoration: none; font-weight: 800;" href="https://ejournal.yasin-alsys.org/ajecee/peer_review_process" target="_blank" rel="noopener">Peer Review Process</a></div> </div> <!-- Right --> <div style="flex: 2 1 420px; min-width: 0; color: #3b5068; font-size: 16.1px; line-height: 1.84; text-align: justify;"><strong>AJECEE</strong> (<em>Asian Journal of Early Childhood and Elementary Education</em>) is an open-access, double-blind peer-reviewed journal that disseminates research and critical scholarship advancing <strong>early childhood education</strong> and <strong>elementary education</strong>. The journal publishes <strong>original research</strong>, <strong>theoretical analyses</strong>, and <strong>critical reviews</strong>, and welcomes contributions from academics, researchers, graduate students, and policymakers in international contexts. AJECEE publishes <strong style="color: #1e2b3e;">six</strong> issues per year (February, April, June, August, October, and December).</div> </div> </div> <!-- AIMS + SCOPE --> <div style="margin-top: 12px; display: flex; flex-wrap: wrap; gap: 12px; align-items: stretch;"><!-- Aims --> <div style="flex: 1 1 320px; min-width: 0; padding: 12px; border: 1px solid #EAEAD2; border-radius: 14px; background: #FFFDF7; box-sizing: border-box;"> <div style="margin: 0 0 8px 0; font-size: 18px; font-weight: 800; color: #142238; text-align: left;">Aims</div> <div style="color: #2f425a; font-size: 15.9px; line-height: 1.84; text-align: justify;"><em>Asian Journal of Early Childhood and Elementary Education (AJECEE)</em> aims to publish rigorous, peer-reviewed research and scholarly analyses that advance knowledge, policy, and practice in <strong>early childhood</strong> and <strong>elementary education</strong>. The journal prioritizes evidence-informed approaches to teaching, learning, development, and educational systems that improve outcomes and equity for young learners.</div> <div style="margin-top: 10px; color: #2f425a; font-size: 15.9px; line-height: 1.84;"> <div style="margin: 8px 0; text-align: justify;"><strong>• Learning and Pedagogy:</strong> advance teaching, learning, and assessment in ECE and elementary classrooms through defensible instructional research.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Child Development:</strong> strengthen evidence on cognitive, socio-emotional, language, motor, and well-being development and its educational implications.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Inclusive and Equitable Education:</strong> promote special needs inclusion, multilingual contexts, gender equity, and culturally responsive approaches.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Family, Community, and School Partnerships:</strong> encourage collaboration that supports early learning, child well-being, and sustainable school improvement.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Policy and Systems Research:</strong> support curriculum, teacher development, governance, and quality assurance relevant to ECE and elementary education.</div> </div> <div style="margin-top: 10px; padding: 10px 12px; border: 1px solid #DDE0C8; border-radius: 12px; background: #EEF0DA; color: #2f425a; font-size: 15.6px; line-height: 1.8; text-align: justify;">Manuscripts should specify age or grade and setting, report measurement and analysis transparently, and articulate practical implications for teaching, learning support, assessment, and policy in early childhood and elementary education.</div> </div> <!-- Scope --> <div style="flex: 1 1 320px; min-width: 0; padding: 12px; border: 1px solid #EAEAD2; border-radius: 14px; background: #FFFDF7; box-sizing: border-box;"> <div style="margin: 0 0 8px 0; font-size: 18px; font-weight: 800; color: #142238; text-align: left;">Scope</div> <div style="color: #2f425a; font-size: 15.9px; line-height: 1.84; text-align: justify;">AJECEE considers manuscripts across <strong>early childhood education</strong> and <strong>elementary education</strong>, including classroom-based studies, program evaluations, curriculum research, and system-level policy analyses. Submissions may employ quantitative, qualitative, mixed-methods, or design-based approaches, provided the educational contribution is explicit and evidence-grounded.</div> <div style="margin-top: 10px; color: #2f425a; font-size: 15.9px; line-height: 1.84;"> <div style="margin: 8px 0; text-align: justify;"><strong>• Early Childhood Learning and Development:</strong> play-based learning, early literacy and numeracy, language development, socio-emotional learning, and school readiness.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Elementary Teaching, Learning, and Assessment:</strong> subject pedagogy, formative assessment, learning difficulties, intervention studies, and instructional innovation.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Inclusive Education and Well-Being:</strong> special needs education, inclusive classrooms, child protection, health and well-being, and equitable learning supports.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Teachers, Families, and Communities:</strong> teacher education, professional development, classroom management, parental involvement, and community-based learning ecosystems.</div> <div style="margin: 8px 0; text-align: justify;"><strong>• Curriculum, Policy, and Quality Systems:</strong> curriculum development, quality assurance, governance, program evaluation, and early-to-primary transition policy.</div> </div> <div style="margin-top: 10px; padding: 10px 12px; border: 1px solid #DDE0C8; border-radius: 12px; background: #EEF0DA; color: #2f425a; font-size: 15.6px; line-height: 1.8; text-align: justify;">Authors are encouraged to clarify age or grade appropriateness, learning context and equity considerations, and to report interventions and outcomes with sufficient detail to support replication and responsible adaptation.</div> </div> </div> </div> <!-- ========================= END AJECEE HOMEPAGE ========================= --> https://ejournal.yasin-alsys.org/AJECEE/article/view/9873 2026-05-24T19:59:38+08:00 Francisca Ifeoma Ehiemere [email protected] Emmanuel Lucas Nwachukwu [email protected] Osuji Columbus Otuosorochi [email protected] Regina Ijeoma Ukwuoma [email protected]

<p>This study examined the influence of language policies on classroom inclusivity and the strategies used by teachers to promote psychological inclusiveness in linguistically diverse secondary school classrooms in Aba Education Zone, Abia State, Nigeria. A descriptive survey design was adopted, involving 200 junior and senior secondary school teachers selected through stratified random sampling. Data were collected using a structured four-point Likert-scale questionnaire and analyzed through descriptive statistics and inferential statistics, including independent samples t-test and one-way ANOVA at α = 0.05. The findings indicate that language policies exerted limited practical influence on psychological inclusiveness, as reflected in a cluster mean of 2.48, revealing a persistent gap between policy intent and classroom implementation. Despite this limitation, teachers employed various inclusive strategies, including differentiated instruction, code-switching, and culturally responsive pedagogy, with a cluster mean of 2.79. The major barriers to implementation included inadequate training, resource deficits, and weak administrative support, with a cluster mean of 2.67. No statistically significant differences were found in teachers’ use of inclusive strategies based on gender, t = 0.743, p = .458, or teaching experience, F = 1.032, p = .380. The study concludes that although language policies provide a formal basis for inclusive education, their practical impact remains constrained by institutional and pedagogical barriers. This study contributes empirical evidence on the disconnect between language policy and classroom practice in a linguistically complex Nigerian urban context and offers implications for policymakers, curriculum designers, and teacher educators in strengthening teacher preparation, resource provision, and administrative support for psychologically inclusive classrooms.</p>

2026-05-24T19:59:38+08:00 ##submission.copyrightStatement##