Indonesian Journal of Early Childhood Education Studies
Indonesian Journal of Early Childhood Education Studies starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/ijeces MIGRATION OFFICIAL STATEMENT HERE Indonesian Journal of Early Childhood Education Studies [P-ISSN 2252-8415 | E-ISSN 2476-9584] publishes research articles, conceptual articles, reports field studies, the best practices and policies of early childhood learning in national and international stage. Published by Department of Early Childhood Teacher Education, Faculty of Education and Psychology, Universitas Negeri Semarang in cooperation with Asosiasi Pendidikan Guru Pendidikan Anak Usia Dini Indonesia & Semarang Early Childhood Research and Education Talks (SECRET) ABSTRACTED/INDEXED IN SINTA 3, DOAJ, Dimension, Garuda More..
Rope Jumping As a Medium for Developing Gross Motor Skills in Children Aged 5–6 Years
Gross motor development is a fundamental aspect of early childhood education because it enables children to perform essential movements such as jumping, running, balancing, and coordinating body movements. Previous studies have demonstrated that rope-jumping activities can improve children's gross motor skills. However, limited research has examined how these skills develop progressively through systematic classroom action cycles. This study aimed to investigate the effectiveness of the traditional rope-jumping game in improving the gross motor skills of children aged 5–6 years through Classroom Action Research (CAR). The study was conducted in two action cycles involving 13 children at TK Aisyiyah Padang City. Data were collected using an observation sheet assessing large muscle strength, agility, movement coordination, movement accuracy, and active participation. The findings showed that the proportion of children achieving the categories of Developing as Expected (BSH) and Very Well Developed (BSB) increased from 61.54% in Cycle I to 100% in Cycle II after improvements were made to the learning activities. These findings indicate that the traditional rope-jumping game provides systematic and developmentally appropriate physical stimulation that effectively enhances gross motor skills among children aged 5–6 years.
Copyright (c) 2026 Indonesian Journal of Early Childhood Education Studies
Equipping South African Foundation Phase Pre-Service Teachers with Computational Thinking through Unplugged Coding
The integration of computational thinking (CT) in South Africa’s Foundation Phase curriculum is gaining momentum, particularly with the introduction of coding and robotics. However, full-scale implementation has been delayed by limited infrastructure, insufficient teacher training, and unequal access to resources. This article reports qualitative findings from the 2024 pilot phase of the Foundation Phase Unplugged Coding Project conducted at the Cape Peninsula University of Technology (CPUT). Guided by a Scholarship of Teaching and Learning (SoTL) approach, the study explores non-digital methods for developing CT and examines short-term shifts in pre-service teachers’ knowledge, strategies, and confidence. Unplugged coding provides equitable, hands-on, and collaborative problem-solving experiences that are independent of digital devices, making them relevant to both well-resourced and under-resourced schools. Using service learning as a training model, the project aligns with national policy and investigates pre-service teachers’ engagement in coursework, classroom implementation, and reflective practice. Reflective essays reveal how pre-service teacher participants implemented, understood, and adapted CT pedagogy across diverse South African classrooms, developing competence, problem-solving strategies, and CT literacy during teaching practicum. The study contributes empirical evidence to the emerging field of CT in early education and demonstrates the value of a SoTL approach for strengthening teacher education research.
Copyright (c) 2025 Indonesian Journal of Early Childhood Education Studies
Chess as a Tool to Enhance Learning in Early Childhood Education in South African Rural Primary Schools
Innovative strategies are urgently needed to improve learning and engagement in resource-constrained rural South African classrooms. Despite the potential of non-traditional tools, little research has investigated how chess can support early childhood education in these contexts. This study addresses this gap by exploring how chess, through the Tsogo Sun Moves for Life (M4L) programme, affects learning, participation, and behaviour in early childhood classrooms. A qualitative research design was employed, with data collected through semi-structured interviews with sixteen participants, including teachers, an education district official, and the chess program coordinator. The data were analysed thematically to identify patterns in experiences and perceptions. Findings indicate that chess enhances learner motivation, concentration, and active participation, while promoting social skills such as teamwork, patience, and resilience. Participants reported that chess transformed classrooms into inclusive and dynamic learning environments. This study demonstrates that chess is a low-cost, practical strategy for supporting holistic learner development in rural schools. By highlighting the educational benefits of chess, this research contributes to the knowledge base on inclusive pedagogy and curriculum innovation in early childhood education.
STEAM-ECE: Developing a STEAM Approach for Early Childhood Education in Indonesia
This paper examines the introduction of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in Early Childhood Education (ECE) in Indonesia, focusing on the 2022 Merdeka Curriculum's (MoECRT, 2022) efforts to incorporate technology and digital literacy into learning. Despite some progress, teachers still face challenges implementing STEAM into their teaching practice due to a lack of confidence and resources. The study explores the STEAM-ECE project, a capacity-building initiative led by Maker{Futures} and universities in the UK and Indonesia, designed to empower pre- and in-service teachers and ECE lecturers with the skills and knowledge to implement STEAM learning. The project included hands-on workshops, where teachers gained skills and confidence in making and implementing a maker approach in their classrooms. Interviews were carried out with seven teachers and six ECE university lecturers who had attended the workshop and had implemented the sessions into their own practice. These interviews aimed to explore the workshop’s impact on teaching practice and how the ECE lecturers had assimilated the workshop content into their pre-service curriculum. The findings emphasize the importance of local expertise in sustaining STEAM education and highlight the potential of makerspaces as innovative learning environments. This study contributes new insights into STEAM implementation in ECE within Low- and Middle-Income Countries, offering a scalable professional development model adaptable to diverse cultural contexts.
Teacher’s Perspectives on Young Children's Computational Thinking Skills through Unplugged Coding Activities, A Case Study of Children Aged 5-6 Years
This study explores the development of computational thinking (CT) skills in early childhood through unplugged coding activities, focusing on the perspectives of teachers as observers and facilitators. Using an assessment instrument centered on four core CT components such as decomposition, algorithmic thinking, pattern recognition, and abstraction, the research was conducted with children aged 5–6 years engaging in a fruit skewer-making activity. The results demonstrate a strong alignment between assessment findings and teacher observations. Children showed progress in following procedural steps, recognizing and replicating patterns, breaking down tasks, and abstracting essential information. Teachers reported increased motivation, confidence, and problem-solving abilities among the children. These findings emphasize the importance of integrating unplugged coding into early childhood curricula and highlight the crucial role of teachers in creating supportive learning environments. The study suggests that teacher insights are essential for bridging theory and practice in CT education and recommends institutional support for resources and training to sustain effective implementation.
Educators’ Perceptions of Challenges to Transformative Learning in Palestinian Kindergartens: A Study of Demographic Differences in the Salfit Governorate
This study investigates the challenges and obstacles to implementing transformative learning in early childhood education institutions in Palestine, using the Salfit Governorate as a case study. Transformative learning, which emphasizes critical reflection, learner empowerment, and personal growth, remains underutilized in Palestinian kindergartens due to various systemic, cultural, and institutional barriers. A quantitative cross-sectional survey methodology was adopted, and data were collected through a structured questionnaire distributed to 262 principals and teachers working across 56 kindergartens in the region. The results indicated a high level of perceived challenges across five key domains: curriculum rigidity, insufficient professional development, lack of resources, societal resistance, and weak institutional support. Significant differences in perceptions were found based on job title, academic qualification, yesrs of experience, type of kindergarten, and geographic location, while academic qualification showed no significant effect. The study highlights systemic challenges, with institutional support gaps (reported by principals) and rural cultural resistance emerging as critical barriers. These findings suggest that transformative learning in Palestine may require context-sensitive strategies, though further research is needed to evaluate specific reforms.
Developing Early Childhood Character In The Digital Era: Transition From Society 5.0 To Society 6.0
The transition from Society 5.0 to Society 6.0 presents significant challenges and opportunities in shaping early childhood character. This article aims to explore how technological evolution, particularly artificial intelligence, the Internet of Things, and robotics, influences the values education of young children. Using a qualitative literature review with an analytical-descriptive approach, this study analyzed open-access sources from 2019 to 2024, complemented by key foundational theories. The findings highlight the need for a holistic strategy involving schools, families, communities, government, and industry in shaping future-ready character. Key thematic areas include digital literacy, ethical technology use, emotional intelligence, and collaborative synergy across sectors. The study proposes a conceptual framework that integrates human values with digital advancements to support sustainable, inclusive character development in early childhood. These insights are expected to serve as a foundation for policy, curriculum, and innovation in early childhood education in the Society 6.0 era.
International Perspectives on Autism Therapy: Practices in Germany’s Die Lebensgemeinschaft and Indonesian Foundations
Global approaches to Autism Spectrum Disorder (ASD) vary, with increasing emphasis on inclusive practices and cross-cultural research for effective solutions. This study addresses the challenges surrounding the treatment and societal acceptance of children with ASD, particularly focusing on the transition from childhood to adulthood. It explores the initial emotional reactions of parents upon receiving an autism diagnosis and examines how foundations, schools, and clinics manage the care and treatment of children with ASD, emphasizing early and appropriate therapeutic interventions. The research compares the treatment of children with autism in Indonesia and adult individuals with autism in Germany. A mixed-methods approach, combining quantitative and qualitative methods, was employed, including a literature review on Indonesian autism research centers and in-depth interviews with experts from a special school and private therapy clinics in Indonesia. The study examines both beneficial and detrimental aspects of autism treatment, revealing societal misconceptions that perceive autism as a detriment, with therapeutic interventions viewed as the primary means of amelioration. Despite challenges, such as workforce limitations in educating children with autism, the study draws attention to the potential benefits of community-based initiatives in Germany, specifically the employment opportunities at Werkstätten (workshops), as a model for sustainable inclusion for individuals with autism in Indonesia. The research emphasizes the importance of such programs in enhancing autism literacy and preparing educators to foster better practices in young learners, ultimately contributing to the advancement of early childhood education across different cultural contexts.
The Influence of Cooking Class Center on Children's Science Skills at TK Negeri Pembina, Gorontalo City
The purpose of this study is to determine the influence of the cooking class learning center on the science skills of children aged 4–5 years at TK Negeri Pembina, Kota Tengah District, Gorontalo City. This research employed a quantitative approach using a pre-experimental method with a one-group pre-test and post-test design. The study involved a sample of 17 children and revealed a difference in the average scores between the pre-test (16.41) and post-test (31.71). The hypothesis testing using linear regression analysis showed a significance value of 0.000, which is less than 0.05, indicating that the alternative hypothesis (Ha) is accepted. These results demonstrate that the use of the cooking class center has a significant effect on the science skills of children aged 4–5 years at TK Negeri Pembina, Kota Tengah District, Gorontalo City.
The Role of an Inclusive Environment in Improving Early Childhood Executive Function Skills
This study aims to explore the role of an inclusive environment in supporting the development of Executive Function (EF) skills in early childhood. EF is needed to face modern challenges that require critical thinking, problem-solving, and emotional regulation. However, challenges such as the lack of teacher training and adaptive educational resources hinder EF's optimal development. This study uses a qualitative method with a case study design. Through in-depth interviews with three ECCE teachers then analysed using thematic analysis, the study found that although an inclusive environment provides a great opportunity to develop EF, there is an urgent need for further support, both in teacher training and educational facilities. An inclusively designed environment not only supports social development, but also creates ideal conditions for the development of EF skills in early childhood, especially children with special needs. The results of this study are expected to contribute to improving EF skills and encouraging the application of inclusion principles more effectively in early childhood education.
Copyright (c) 2024 Indonesian Journal of Early Childhood Education Studies
The Influence of Picture Coloring Activities on the Fine Motor Skills of Children Aged 5-6 Years
This study was conducted to address the limited development of fine motor skills among children in Group B2 at Bungamputi Kindergarten, Palu. The objective of this research was to examine the effect of picture-coloring activities on children’s fine motor skills. A quantitative quasi-experimental design with a one-group pretest–posttest approach was employed. Data were collected through structured observations, teacher interviews, and documentation. The intervention consisted of six coloring sessions using structured images, including fish, sunflowers, beetles, seaside scenery, and rice fields. The results indicated a significant improvement in children’s fine motor skills after the intervention. Children demonstrated better pencil grip control, reduced hand stiffness, improved coloring speed, and greater accuracy in coloring within patterns. Statistical analysis revealed that the t-value (t = 10.203) exceeded the t-table value (2.14479) at df = 14 with a significance level of α = 0.000 (< 0.05), indicating a statistically significant effect. Therefore, the alternative hypothesis (Ha) was accepted, confirming that picture-coloring activities positively influence children’s fine motor skills. It is recommended that future studies explore integrating structured and free drawing activities to further support fine motor development in early childhood education.
Cultural Representation in Grade 1 Reading Books in Schools in the Western Cape of South Africa
This study examines how African narratives and identities are represented in Grade 1 reading books from two Cape Winelands schools, evaluating the impact of post-Apartheid educational reforms on inclusivity and cultural relevance. Through qualitative content analysis, Afrikaans and isiXhosa materials are compared, focusing on themes, characters, settings, and hidden messages. Findings indicate Afrikaan's books prioritize Eurocentric narratives with dominant white characters and Western settings, marginalizing South African cultural realities. IsiXhosa books include more culturally relevant content but retain traces of Western epistemology. The study highlights how hidden curricula reinforce social inequalities by privileging Western worldviews, undermining African learners' cultural identity and self-awareness. It advocates for Afrocentric children's literature integrating indigenous knowledge, fostering cultural appreciation and educational equity. Curriculum developers, teacher education programs, and schools should adopt inclusive, contextually relevant materials that reflect learners' lived experiences and support identity formation.
Framework-based Teacher Training Program: Cross-disciplinary Approaches in Early Childhood Education
Today in Malaysia, an increased focus is on the importance of qualified educators training in early childhood education (ECE) and its effects on young learner skill development. However, a significant obstacle to ECE educators' professional development includes a lack of professional training in teacher standards. The Teacher Training Program helps educators to understand children's characteristics (specifically from birth to age eight), parents, and communities. The structural framework addresses the areas for improvement and provides practical strategies for engaging, interdisciplinary learning environments. This study reflects and focuses on professional development findings from the Teacher Training Program (TTP) and centers around a framework to emphasize Malaysian preschool teacher challenges in implementing cross-disciplinary STEM education in early childhood activities. Researchers in this study used a library research method by searching relevant keywords in indexes and full-text resources (online and print sources) as a data collection method. This study attempts to indicate and highlight this program's cross-disciplinary STEM education role in preparing teachers.
Improving Children's Creativity Using Natural Materials from Leaves
The purpose of this study is to describe the design of printing activities using natural materials to increase children's creativity. The qualitative descriptive analysis method was chosen for data collection through observation, interviews, and documentation. Data reduction techniques, data presentation, and data analysis to draw conclusions show that leaf natural materials have the potential to support activities that increase creativity. The strategy to increase creativity in children is to carry out a printing activity based on natural materials by printing with natural leaf materials. It can be concluded that children's creativity can be increased through the activity of printing designs described based on natural materials obtained from the surrounding environment, the ability to explore is more maximal when early childhood is given instructions to get out of the comfort zone. The increase in early childhood creativity is obtained from fun activities, motor stimulation, sensory stimulation to stimulation of students' cognitive intelligence. Students complete the printing challenge with set rules to the freedom to channel their imagination
The Implementation of Integrative Holistic Early Integrative Early Childhood Development Service and ECE-Post Quality
This study aims to find out the overview of the capacity of educators in integrative holistic early childhood development services to quality consisting of education, health, nutrition and care, care, protection and welfare services in the ECE holistic integrative education unit in Jepara Regency. Educator capacity refers to the ability to apply ECE holistic integrative service insights in teaching units. This study uses a descriptive quantitative method with a survey approach. The sample taken in this study was 187 ECE holistic integrative educators in Jepara Regency. The determination of the sample in this study uses a proportional stratification technique because of the stratified sampling. The reason for using this technique is that not all samples have criteria that correspond to the phenomenon being studied. The data collection tool uses a mixed questionnaire through a google form and data analysis using a percentage formula. The results of the study show that the description of the capacity of educators in early childhood development services towards quality has a moderate category. This research suggestion is expected for the Jepara Regency Education Office to provide socialization and form a ECE holistic integrative task force as mandated in Presidential Regulation No. 60 of 2013. For researchers, it is hoped that the next researcher can use an in-depth method and involve many parties such as parents, the Education Office, the Health Office and the Corrections Office to be used as a sample in analyzing the implementation of ECE holistic integrative services in all elements of services, namely education, health, nutrition and care, nurturing, protection and welfare.
Parenting Self-Efficacy Among Working Mothers in Central Sulawesi
Mothers have a crucial role in household affairs and childcare in the family. But now, the role of mothers is starting to change. Some mothers choose to work for various reasons including being able to meet needs, self-actualization, knowledge experience, and to fill spare time. Working mothers will easily experience stress, fatigue, or even frustration if they cannot balance between work and their responsibilities as housewives. This condition will have a bad impact on the family. Parenting self-efficacy is a parent's confidence in their competence in caring for and providing care for children that positively influences the child's behavior and development. Therefore, the purpose of this study is to describe the role of parenting self-efficacy. Participants consisted of 192 working mothers who had children between the ages of 0 and 8. This study used a random sample. Working mothers were given a questionnaire that was distributed according to the SEPTI scale to measure their self-efficacy in parenting. The results showed a significant relationship between stress and well-being among working mothers, t-count values of t = 129,872 > t-table 1,994. The higher the stress level of the mothers, the lower the self-effectiveness of their parents. Conversely, the lower the mother's stress level, the higher their parents' self-efficiency. In the end, the hypothesis was accepted.
Rhythmic Gymnastics: Games for Stimulating Kinesthetic Intelligence in Early Children
Kinesthetic intelligence is the ability to combine the physical and the mind to produce perfect movements. One method to improve children's kinesthetic intelligence is by playing rhythmic gymnastics games. This research aims to determine the increase in kinesthetic intelligence of early childhood in the Darussalam Kindergarten, Kendari city, using rhythmic gymnastics as a media game. The type of research is classroom action research which includes 2 cycles with 10 action assessment indicators. Data collection methods are carried out through observation, interviews and documentation. Based on the results of research conducted at the initial stage of the rhythmic gymnastics activity process by designing learning modules, preparing the media to be used, organizing classes to condition children. In the core activity, children begin to do rhythmic gymnastics activities. At the end of the activity the teacher held a discussion regarding the rhythmic gymnastics activities that had been carried out and held a reflection. The success indicator in this research is 75%. The results of the research show that children's kinesthetic intelligence can be improved through rhythmic gymnastics games. It is known that in the initial conditions or cycle 1, the child's success indicator only reached 46.67%. Then in cycle II it increased to 86.67%, this increased significantly. It can be concluded that rhythmic gymnastics games have succeeded in increasing the kinesthetic intelligence of early childhood in the Darussalam Kindergarten, Kendari City, therefore the research results can be used as a reference by early childhood education institutions to improve children's motor skills, especially children's kinesthetic intelligence
Implementation of Supplementary Feeding for Stunted Children
The health problem that is currently a priority is stunting. Stunting is a nutritional problem that is still a health problem faced by the government. the method used in this study is a qualitative method with a descriptive approach. The purpose of this study was to describe the Implementation of Supplementary Feeding for Stunted Children in Lolu Village, Sigi Biromaru District, Sigi Regency. Data collection was carried out by observation, interviews, questionnaires, and documentation. The results of the study showed that: 25 children were found in the stunting category. The Implementation of Supplemental Feeding is carried out by providing additional food in the form of a complete menu that has been provided by cadres who work with several parties such as nutritionists, village midwives, and PKK mothers. After the provision of supplementary food, the stunting rate in Lolu Village, Sigi Biromaru District, Sigi Regency has decreased, this is because the distribution or distribution of PMT is carried out every day, with additional food that focuses on macronutrients and micronutrients aimed at improving the condition of children who are categorized as stunting.
Early Childhood Empathy Ability of Gadget Users
The use of early childhood gadgets reaps a lot of attention from various parties because the use of gadgets by early children can adversely affect the ability of early childhood empathy. This study aims of this study is to describe the ability of early childhood empathy gadget users in Banyumanik Village. This study uses qualitative methods using data collection techniques in the form of interviews, observations and documentation. The results of this study explain that excessive use of gadgets by early childhood in Banyumanik village has a negative impact on children's behavior that can be seen from the reaction of children in the form of crying, hitting angry at parents to kick the door when getting a refusal to use gadgets. In addition, early childhood gadget users have less concern. The behavior explains that early childhood gadget users have poor empathy abilities. The role of parents in monitoring the use of early childhood gadgets in Banyumanik village can be said to be lacking. This is because parents are not consistent in supervising and educating early childhood in the use of gadgets so that children have less empathic abilities, for example, children cannot read other people's messages well and are selfish. However, in Banyumanik village there are also parents who are consistent and have a firm stance against the use of early childhood gadgets because they hope their children who are still early can have good empathy skills such as not being selfish. Constraints parents in improving the ability of early childhood empathy gadget users include the availability of time parents supervise the use of gadgets, care and attention to the low early childhood, knowledge of parents related to early childhood empathy skills, video content on social media that set a bad example and the consistent level of parents in supervising as well as educating early childhood gadget users.
Implementation of Among System in ECCE Quality Assurance
The purpose of the study was to determine the Implementation of the Among System in Early Childhood Care Education (ECCE) Quality Assurance focus on the implementation of the Among System on aspects of Local Potential-Based Curriculum Development, Local Wisdom-Oriented Learning, and Capacity Building of Educators and Education Personnel at the ECCE institution. This research uses a descriptive qualitative approach, with data collection techniques and data analysis using the Systematic Literature Review method. The results of the study found that the Implementation of the Among System in ECCE Quality Assurance with emphasis on the Implementation of the Among System on ECCE Curriculum Development based on local potential has the opportunity to be carried out based on the similarity of intentions, goals, and results to be achieved by the ECCE curriculum, both the 2013 Curriculum and the Merdeka Belajar Curriculum, with the idea of education within the Among System. Implementation of Among System in ECCE Quality Assurance with emphasis on the Implementation of the Among System on ECCE Learning Oriented to Local Wisdom is learning that gives the widest freedom to children, as long as there is no danger that threatens children, with a learning orientation to local wisdom delivered through: folk songs and crafts (weaving, batik, jumping, etc.); local fairy tales, both historical and mythological; environmental knowledge (religion, biology, geography, science). Implementation of Among System in ECCE Quality Assurance with emphasis on the Implementation of the Among System on Improving the Quality of ECCE Educators and Education Personnel is the implementation of Among's three philosophies: Ing Ngarso Sung Tulodho, Ing Madyo Mangun Karso, and Tut Wuri Handayani as a reference for the quality level of ECCE educators and education staff..
Analysis Skills of Early Childhood in The Implementation of Creative Dance Wedcforting
This study aims to reveal analytical skills of early childhood as an indicator of critical thinking skills in the implementation of WEDCFORTING creative dance learning. This research is based on optimizing critical thinking skills in children from an early age through fun learning activities. The method used in this research is descriptive qualitative method so that everything that happens in the field can be described in detail. The research activity was carried out by involving 13 young children at one of the kindergarten institutions in Purwakarta Regency. The results of the research show that children get the opportunity to explore ideas and ideas into a series of dance movements. This shows that analytical skills as an indicator of children's critical thinking abilities are well optimized in the implementation of WEDCFORTING creative dance learning. Thus, WEDCFORTING creative dance learning can be used as a reference in implementing dance learning in early childhood as an effort to optimize critical thinking abilities.
Early Childhood Learning in Spiritual Intelligence Development
This study intends to analyze the implementation of early childhood learning in the development of spiritual intelligence and the benefits of developing spiritual intelligence for early childhood. Research place in Raudhatul Athfal Muslimat, Nahdlatul Ulama, Wonokerto, Kulon, Pekalongan regency, Central Java. This research uses a qualitative approach with a case study method. The subjects are teachers of groups A and B, children of groups A and B. Data collection techniques with observation, interviews and documentation with the validity of the data used are triangulation. Data analysis techniques with Milles and Hubberman models with steps namely data collection, data reduction, data presentation and conclusions. The results of this study are the implementation of learning in developing spiritual intelligence in Raudhatul Athfal Muslimat Nahdlatul Ulama Wonokerto Kulon, namely the development strategy applied integrated with the development of religious and moral values is by: 1) routine activities, namely teachers carry out daily habituation activities programmatically and consistently; 2) integrated activities, namely activities programmed with other areas of children's abilities; 3) Special activities, namely this program is carried out according to the needs and time available. The development of early childhood spiritual intelligence aims to provide early knowledge as a reminder and limitation in determining attitudes and actions with the support of parents, teachers and the community.
The Role of Parents in Developing Early Children's Social Skills
Parents have an important role in providing education and care according to their functions and responsibilities for their children, including social skills. Social skills are children's skills in interacting with the surrounding environment. This study aims to find out about the role of parents in developing early childhood social skills in Ketro Hamlet. This research uses a qualitative type with ethnographic methods. The data collection process uses observation sheet instruments, interviews, and documentation. This study uses data validation techniques in the form of data collection triangulation and time triangulation. The data analysis used refers to the twelve stages in Spradley's theory. The results of the study show that the role of parents in Ketro Hamlet in developing early childhood social skills is carried out by habituation in everyday life that is adapted to the culture in Ketro Hamlet accompanied by social support from the community and adults around the child.
The Influence of Principal's Academic Supervision on Teachers’ Professionalism Teaching Motivation as a Mediator for Kindergarten Teachers
The success of a school in achieving its learning program objectives is largely determined by its principals’ leadership styles. School principals are expected to conduct academic supervision of the teachers in their institutions. Academic supervision is a series of activities to help teachers develop their ability to manage the learning process to achieve learning objectives. Motivation is an encouragement in a person to make changes in behavior, in this case the expected behavior is teacher professionalism. Based on his approach is ex-post facto research. The purpose of this study is to analyze the influence of academic supervision on teacher professionalism through teaching motivation. The results of the study that Academic Supervision Mediates Teacher Professionalism both directly and indirectly. Recommendations for school principals to carry out academic supervision in a structured manner.
Development of Internationalization Program Guide for Early Childhood Teacher Education Department
The research aims to explore practical experiences related to the implementation of internationalization in PGPAUD study programs/departments that already have international classes. The approach used is descriptive quantitative research, with the research sample being lecturers and students in the international class, a total of 15 lecturers and 15 students, each taken from 5 classes in three batches. The results showed that the implementation of the learning process in the international class was generally the same for learning activities, starting with prayer, delivery of apperceptions and materials, group discussions in the form of case studies or project approaches. In addition, at the beginning of the first meeting, lecturers usually provide reinforcement and motivation for students in international classes. The facilities and infrastructure provided in the international class are adequate, starting from classrooms, internet networks and lecture materials. The need for program guidelines will guide students in carrying out lectures while in international classes.
The Role of Parents in Development Creative Thinking of Children
Creativity has a very important role in the individual growth of a child, creativity is a skill that is needed in the 21st century to adapt to the world today and the future. Creative experiences help children express and deal with their feelings. Creativity also fosters mental growth in children by providing opportunities to try new ideas and new ways of thinking and problem solving. Research recommends pre-school education as one of the tools that really helps children's creative development. Although this period of pre-school and early childhood education is very important for the development of children's creativity, many children do not or do not attend regular pre-school education, especially in countries where pre-school education is not compulsory. Therefore, attitudes and behavior as well as the role of parents in the development of children's creativity, especially in the pre-school period is very important and necessary. The methodology used is an approach through literature studies. The author collects references from previous related research results, and sees that when parents understand creative concepts and find ways to support children, children experience very rapid growth in creative thinking.
Enhancing Disaster Preparedness Skills through Mitigation Education in Group B Early Childhood Education
Disaster preparedness has not been optimally integrated into early childhood education, resulting in limited preparedness skills among children in disaster-prone areas. Although disaster mitigation education has been widely promoted, empirical evidence regarding its implementation at the early childhood level remains limited. This study aimed to improve disaster preparedness skills through mitigation education in Group B of an early childhood education institution in a flood-prone area. This research employed a classroom action research design based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 15 children, and the intervention was carried out over six learning sessions. Data were collected through observation, interviews, and field notes, and analyzed using a combination of qualitative and quantitative approaches. The results showed a consistent improvement in children's disaster preparedness skills, with the average score increasing from 5.27 in the pre-cycle to 7.73 in Cycle I and 10.13 in Cycle II, out of a maximum score of 12. These findings indicate that mitigation education is effective in enhancing disaster preparedness skills among early childhood learners. It is recommended that disaster mitigation education be systematically integrated into early childhood learning to foster awareness and preparedness from an early age, particularly in disaster-prone environments.
Early Learning Issues in Philippi, Cape Town: Caregivers’ Concerns, Satisfaction, Subjective Affordability and Perceptions
Despite its known contribution to later educational outcomes, early learning needs to be better conceptualized, understood, and appreciated by caregivers, who arguably know little about early learning. Caregivers of low socioeconomic status have limited access to quality ECD facilities and are less able to guide their children’s early learning. Reasoning that positive change should reflect caregivers' views, concerns, and knowledge, the researchers engaged with a sample of 40 caregivers in Philippi, a low-income area in Cape Town, about their problems, satisfaction, subjective affordability, and perceptions of early learning at the ECD facilities attended by their children. The study employed a multiple-case study design, following a qualitative-dominant research methodology. The study found that most caregivers were satisfied with the ECD facilities attended by their children but had reservations about quality, with some doubting the facilities' ability to provide meaningful early learning experiences to their children. Although their reasons differed, most caregivers understood ECD's importance in school readiness, early learning, and non-cognitive skills (socialization). Most caregivers struggle to afford the cost of early learning, whether in a registered or unregistered ECD facility. This suggests that expanded state funding of ECD is urgently required.
Impact of Audio Visual Media Utilization Toward Early Childhood Speaking Proficiency
Speaking proficiency plays a vital role in early childhood as a foundation for communication and literacy development. However, many children still face difficulties in expressing their thoughts verbally during classroom interactions. This study was conducted to examine the impact of audio-visual media on improving speaking skills among Group B kindergarten students at RA DDI Pasangkayu. A quantitative approach was employed using a one-group pre-test–post-test design involving 24 children. Data were collected through observation of children’s speaking performance before and after learning with audio-visual media. The results showed a significant improvement in speaking proficiency, with an increase in the “Very Well Developed” category from 0% to 43.05%. The paired t-test analysis obtained a t-value of 14.454, which exceeded the t-table value of 2.06866 (p < 0.05), indicating a statistically significant effect. These findings confirm that the integration of audio-visual media effectively enhances children’s speaking abilities. This study provides recent empirical evidence supporting the effectiveness of audio-visual learning in early childhood education. The findings contribute to enriching learning practices by encouraging teachers to adopt engaging and interactive media to support children’s language and communication development.
Teachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners
Intellectually Challenged Learners (ICLs) are a long-lasting medical condition that affects people for the rest of their lives and typically prevents them from reaching their full potential. This study, therefore, investigated teachers’ management of Everyday-Living Skills (ELS) of ICLs. The research is survey-based and primarily descriptive. The study's population comprised instructors in public inclusive primary schools in Lagos State, Nigeria. The study’s sample consisted of 100 inclusive primary school instructors in total. The researchers employed a well-structured study questionnaire they had created to gather information on the “Management of ELS of ICLs.” A reliability index of 0.72 was calculated with the aid of the Spearman-Brown Prophecy Formula. A mean rating was used to address the questions posed. The t-test and Analysis of Variance (ANOVA) were used to evaluate the hypotheses at the 0.05 significance level. This study discovered that when teaching ELS to ICLs, the teacher-direct approach (TDA), generalization and application, task analysis (TA), and positive reinforcement and encouragement (PIE) were consistently used. The government should allot enough funds to equip instructors with the required instructional resources, assistive technology, and improved environments for effective ELS instruction.