Andi Asrifan, Syamsuardi Saodi, Sitti Nurhidayah Ilyas, Nur Alim Amri, Hajerah Hajerah, Fitriani Dzulfadhilah
This literature review analyzes core theories and current strategies in early childhood education that promote cognitive, social, and emotional development. The review emphasizes the importance of active, scaffolded, and observed learning using Piaget, Vygotsky, and Bandura's frameworks in early childhood development. Discussing developmental phases, age-appropriate practices that teach important skills, Attachment Theory, and play, the discussion emphasizes secure, supportive contexts for social learning—analysis of language acquisition links literacy development to cognitive and social circumstances. Inclusive education paradigms like the Social Model of Disability and Universal Design for Learning prioritize accessibility and equity to meet varied classroom requirements. Early intervention options for learning-disabled youngsters emphasize personalized support. This study advocates for holistic early education and adaptable approaches that help all children succeed. © 2025 by IGI Global Scientific Publishing. All rights reserved.
Universitas Negeri Makassar, Indonesia; Universitas Muhammadiyah Makassar, Indonesia
