Andi Asrifan, Fadhilah Afifah, Sitti Nurhidayah Ilyas, Angri Lismayani, A. Sri Wahyuni Asti, Syamsuardi Saodi
This study examines the theoretical, historical, and cultural influences on early childhood education, stressing educational experience, expertise, and terminology. It discusses how Piaget's cognitive development, Vygotsky's sociocultural theory, and Montessori's self-directed learning approach shaped modern child-centered, inclusive learning. According to the research, labels and language can empower or limit children's learning requirements, impacting classroom dynamics and ability judgments. The study also examines how historical and sociocultural circumstances impact childhood education ideologies, emphasizing inclusive language and responsive pedagogy. This study proposes a holistic approach to early education that covers cognitive, social, and emotional development by combining traditional theories with project-based and technology-enhanced learning. The findings underscore the necessity of educator, family, and peer collaboration for flexible, culturally sensitive techniques that promote holistic children's growth. © 2025 by IGI Global Scientific Publishing. All rights reserved.
Universitas Negeri Makassar, Indonesia
