Social media has become one of the primary sources of communication, information, entertainment, and learning for users. Children gain several benefits as social media helps them acquire formal and informal learning opportunities. This research also examined the effect of social media on formal and informal learning among school-level children in Ajman, United Arab Emirates (UAE), moderated by social integrative and personal integrative needs. Data was gathered by using structured questionnaires, which were distributed among a sample of 364 children. Results revealed that social media significantly affects Informal and formal learning among children, indicating its usefulness in child education and development. The results also indicated a significant moderation of social integrative needs on social media’s direct effect on informal learning, indicating the relevant needs as an important motivating factor. However, the moderation of personal integrative needs on social media’s direct effect on formal learning remained insignificant. Overall, this research highlighted the role of social media in providing learning opportunities for children in the UAE. It is concluded that children actively seek gratifications from social media, shaping their learning within structured educational contexts in their daily lives. Through the lens of UGT, certain needs play a critical role in strengthening the gratification process, affecting how children derive learning advantages from their interactions on social media platforms. Finally, implications and limitations are discussed accordingly.

For a long time, kindergarten literature reading course is often a mere formality, preschool children's reading invalid, random phenomenon. In order to improve preschool children's reading interest and reading comprehension ability, teachers should start from the core quality and deconstruct the characteristics of children's literature. Make use of multiple resources to optimize literary reading materials; Integrate contents in various fields and implement rich curriculum activities; Construct performance evaluation system and form reading evaluation model.

Scientific inquiry activities are the process of children finding, analyzing and solving problems. Children's real inquiry begins with the search for answers to questions, which is actually the process of seeking answers to the questions they are interested in with direct perception, personal experience and practical operation. At the same time, in the process of children's SI, teachers should effectively use the interactive strategies of grasping the generation of questions, using questions to promote inquiry and using questions to revitalize inquiry, so as to support and promote children's in-depth learning and inquiry.

In the process of the kindergarten project implementation research, we have been thinking: how to combine the early childhood health education with the curriculum gamification concept? How to come from the activities of children's life materials, problems, situations, to close to the way of children's life permeated in children's daily life? How to integrate the GOALS, contents and requirements of health education into the game, attract children's participation, and make children become the subject of learning and development? ... The puzzles are pushing us to project implementation ways and strategies of thinking, to help children improve the level of awareness of health, to improve the attitude to personal hygiene and public health, the good habits of life and health, learning, health habit and the habit of physical exercise, cultivate children's health, happy, confident, studious, good quality.

Language is fundamental to human communication, allowing individuals to express and exchange ideas, thoughts, and emotions. In early childhood, some children experience communication disorders that impede their ability to articulate words correctly, posing significant challenges to their learning and development. This issue is exacerbated in developing countries, where limited resources and a lack of technological tools hinder access to effective speech therapy. Traditional speech therapy remains vital, but the latest technological advancements have introduced robotic assistants to enhance therapy for communication disorders. Despite their potential, these technologies are often inaccessible in developing regions due to high production costs and a lack of sustainable manufacturing models. For these reasons, this paper presents “FONA,” a robotic assistant that employs rule-based expert systems to provide tactile, auditory, and visual stimuli. FONA supports children aged 3 to 6 in speech therapy by delivering exercises such as syllable production, word formation, and pictographic storytelling of various phonemes. Notably, FONA was successfully tested on children with cochlear implants, reducing the number of sessions required to produce isolated phonemes. The paper also introduces an innovative analysis of the Make To Order (MTO) manufacturing system for producing FONA in developing countries. This analysis explores two key perspectives: collaborative networks and entrepreneurship, offering a sustainable production model. In a pilot experiment, FONA significantly improved children’s attention spans, increasing the period by 17 min. Furthermore, the economic analysis demonstrates that producing FONA through collaborative networks can significantly reduce costs, making it more accessible to institutions in developing countries. The findings suggest that the project is viable for a five-year period, providing a sustainable and effective solution for addressing communication disorders in children.