Exploration of the Application of Learning Models to Develop Collaborative Skills in Early Childhood
Keywords:
Learning models, collaboration skills, Early childhoodAbstract
Background/purpose. Ideal learning is learning that is able to achieve goals effectively and encourage the development of children's potential as a whole. One of the important things needed by teachers in this process is the use of interesting learning models that are in accordance with the characteristics and needs of children. However, in reality, there are still many kindergarten teachers who have not been able to apply various learning models. Most still rely on a classical approach that is individual in every learning activity. Materials/methods. This study aims to identify the learning models used to stimulate early childhood collaboration skills in Palembang City. The method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. Results. The results of the study showed that the application of learning models in PAUD units is still limited and not varied. Only one participant was known to have applied a variety of learning models, such as project-based learning and STEAM. However, children's collaboration skills have only been developed in certain activities. Conclusion.The obstacles faced include limited teacher ability, time, and classroom settings. Therefore, innovation is needed in designing, selecting, and implementing learning models that can optimally stimulate collaboration skills in early childhood
References
Adi, E. P., Anisa, N., Astuti, W., & Gonadi, L. (2023). Collaborative Learning for Early Childhood Education. KnE Social Sciences. https://doi.org/10.18502/kss.v8i10.13458
Afia, S., & Malik, L. R. (2024). Kolaborasi Antara Orang Tua dan Guru dalam Model Pengasuhan Berbasis Pendidikan di PAUD. Educasia: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 9(1), 65–74. https://doi.org/10.21462/educasia.v9i1.267
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bredekamp, S. (Ed.). (2016). Effective practices in early childhood education: Building a foundation (4th ed.). Pearson.
Connors-Tadros, L. (2019). Why Collaboration is Important Now and Opportunities for Future Research. Early Education and Development, 30(8), 1094–1099. https://doi.org/10.1080/10409289.2019.1662689
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Harkness, S., & Super, C. M. (Eds.). (2006). Parents' cultural belief systems: Their origins, expressions, and consequences. Guilford Press.
Hong, S. (2018). Teacher professional development for early childhood mathematics education. In International Handbook of Mathematics Teacher Education: Volume 1 (pp. 105-129). Sense Publishers. https://doi.org/10.1163/9789004386547_006
Howes, C., & Matheson, C. C. (1992). Collaborative conversations: The ways that children develop social competence in day care. Early Childhood Research Quarterly, 7(3), 343-362. https://doi.org/10.1016/0885-2006(92)90019-K
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2013). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 41(6), 407-421. https://doi.org/10.1007/s10643-013-0580-2
Katz, L. G., & Chard, S. C. (2000). Engaging children's minds: The project approach. Ablex Publishing.
Liao, Y. (2016). The effects of project-based learning on students' academic achievement in a college web-design course. Journal of Computer Assisted Learning, 32(4), 316-326. https://doi.org/10.1111/jcal.12130
Litjens, I., & Taguma, M. (2010). Overview of key issues in early childhood education and care. OECD Publishing. https://doi.org/10.1787/9789264083515-en
National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). NAEYC.
Permatasari, S. J., Husain, I. A., & Parisu, C. Z. L. (2025). Integrasi Model Pembelajaran Holistik Untuk Optimalisasi Perkembangan Kognitif Anak Usia Dini. 1(1), 116–128. https://doi.org/10.64690/jhuse.v1i1.231
Syakhrani, A. W., & Aslan, A. (2024). The impact of informal family education on children's social and emotional skills. Indonesian Journal of Education (INJOE), 4(2), 619-631.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zulfa, N. A., Hibana, H., & Sari, N. (2024). Learning method innovation: Integrating projects for holistic development of early childhood. Al-Athfaal, 7(2), 157. https://doi.org/10.24042/al-athfaal.v7i2.24780
