{'fraction_non_alphanumeric': 0.02286902286902287, 'fraction_numerical': 0.004851004851004851, 'mean_word_length': 5.475336322869955, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Effect of Early Childhood Teachers Classroom Practices on Preschool Learners Thinking: National Standards Perspective

A country's development is inextricably linked to its education, and education is inextricably linked to early childhood education. Early childhood learners' conceptual and logical thinking is one of the standards' main themes. It's important to look into teachers' classroom practices and how they affect preschoolers' thinking. It's also vital to see if teachers' classroom practices are effectively linked to learners' need for conceptual and logical thinking, therefore the study's goal was to assess the effect of teachers' classroom practices as indicated in the National Minimum Standards. The study's population consisted of two groups: early childhood school students and teachers from schools in Punjab that have ECE classrooms. The study employed a casual comparative research design. 300 learners and 30 teachers were chosen from 30 schools in Punjab province. Two instruments were used to collect data on two variables. To determine learners' conceptual thinking and logical thinking, an activity-based test based on the National Minimum Standards for thinking of preschool learners was developed. Teachers' data on their classroom practices for learners' thinking was also collected. The data also show that when it comes to learning, rural and urban students are completely different in the phase of thinking.