Meta-Analysis of Value Development Through Holistic Education in Early Childhood Education
DOI:
https://doi.org/10.66871/trf-j.v1i3.021Keywords:
arly Childhood, Holistic Education, Cognitivity, Storytelling, Value DevelopmentAbstract
Holistic education in early childhood has gained increasing attention for its potential to foster value development, yet a comprehensive synthesis of empirical evidence remains scarce. This systematic review and meta-analysis examines the relationship between holistic education and value development in early childhood education, addressing gaps in the current literature. We identify and analyze relevant studies to quantify the effect size and assess the consistency of findings across different contexts. The meta-analysis reveals a significant positive effect (d=0.13, 95% CI [0.06, 0.21], z=3.68, p<1e(-3)), suggesting that holistic education approaches contribute meaningfully to value development in young children. The heterogeneity among studies is explored, and methodological rigor is evaluated to contextualize the findings. These results underscore the importance of integrating holistic practices into early childhood curricula to nurture moral, social, and emotional growth. The study not only consolidates existing evidence but also highlights directions for future research, particularly in longitudinal designs and cross-cultural validations. By synthesizing empirical data, this work provides a foundation for policymakers and educators to prioritize holistic frameworks in early childhood education systems.
References
Chan, C., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal Of Educational Technology In Higher Education.
DerSimonian, R., & Laird, N. (1986). Meta-analysis in clinical trials. Controlled Clinical Trials, 7(3), 177–188.
Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood.
Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629–634.
Fallace, T. (2015). The savage origins of child-centered pedagogy, 1871–1913. American Educational Research Journal.
Galván, A. (2010). Neural plasticity of development and learning. Human Brain Mapping.
Harefa, D. (2023). THE RELATIONSHIP BETWEEN STUDENTS’INTEREST IN LEARNING AND MATHEMATICS LEARNING OUTCOMES. Afore: Jurnal Pendidikan Matematika.
Higgins, J. P. T., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539–1558.
Miller, J. (2018). Holistic education: A brief history. International Handbook of Holistic Education.
Miller, R. (1992). What are schools for? Holistic education in american culture. revised. ERIC.
Moyles, J., Adams, S., & Musgrove, A. (2002). Using reflective dialogues as a tool for engaging with challenges of defining effective pedagogy. Early Child Development and Care.
Murray, J. (2018). Value/s in early childhood education. International Journal of Early Years Education.
Nakagawa, Y. (2018). Eastern philosophy and holistic education. International Handbook of Holistic Education.
Nuraida, N., Azis, A., Nasuhi, A., & Lubis, L. (2022). Holistic education for developing early childhood potential: A literature review. International Journal.
Page, M., McKenzie, J., Bossuyt, P., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Pang, V., Alvarado, J., Preciado, J., et al. (2021). Culturally relevant education: Think local within a holistic orientation. Multicultural Perspectives.
Pott, L. (2008). Correlation is not causation. Academic Medicine.
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology.
Saripudin, D., Komalasari, K., & Anggraini, D. (2021). Value-based digital storytelling learning media to foster student character. International Journal of Instruction.
Schreiner, P. (2009). Holistic education and teacher training. International Handbook of Education for Spirituality.
Shwedeh, F., Nour, M., & Akour, I. (2024). Optimizing augmented reality adoption in higher education: A comprehensive analysis of factors impacting data management efficiency. researchgate.net.
Taylor, P. (1998). Constructivism: Value added. International Handbook of Science Education.
Tirri, K. (2011). Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives. International Journal of Educational Research.
White, R., & Shin, T. (2017). Integrative character education (ICE): Grounding facilitated prosocial development in a humanistic perspective for a multicultural world. Multicultural Education Review.
Yangzom, K., Darjee, B., Tenzin, P., et al. (2025). The role of play-based learning in moral development: Insights from ECCD program in bhutan. Unable to Determine the Complete Publication Venue.
Zelazo, P., & Lyons, K. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 The Research Frontline - Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
