International Conferences on Early Childhood Education Proceedings
The International Conferences on Early Childhood Education Proceedings are a compilation of scholarly papers presented at international conferences focused on various aspects of early childhood education (ECE). This publication serves as a vital resource for researchers, practitioners, academics, policymakers, and anyone interested in the development and innovation within the field of early childhood education.
Strategies and Models for Teaching English Speaking to Students with Borderline Intellectual Functioning: A Systematic Literature Review
Students with Borderline Intellectual Functioning (BIF) experience significant challenges in developing English speaking skills due to limitations in working memory, cognitive processing, and linguistic competence. These limitations affect their ability to organize ideas, retrieve vocabulary, and participate effectively in oral communication. Despite the importance of speaking competence in English as a Foreign Language (EFL), research focusing specifically on effective instructional strategies for students with BIF remains limited. Therefore, this study aimed to identify effective instructional strategies, appropriate pedagogical approaches, and implementation challenges in teaching English speaking skills to students with BIF and mild intellectual disabilities. This study employed a systematic literature review (SLR) following the PRISMA 2020 guidelines. A systematic search was conducted across electronic databases, including SciSpace, Google Scholar, ArXiv, and PubMed, covering publications from 2010 to 2026. Studies were screened using predefined inclusion and exclusion criteria. Nine eligible empirical studies were selected and analyzed using thematic narrative synthesis to identify patterns in instructional strategies, pedagogical approaches, and barriers. The findings revealed that structured instructional strategies, including direct instruction, visual support, multimedia-assisted learning, communicative speaking activities, and instructional adaptation, significantly improved speaking performance, learner confidence, and participation. Pedagogical approaches such as Direct Instruction, Communicative Language Teaching, and technology-assisted instruction provided structured and supportive learning environments. However, several barriers were identified, including linguistic limitations, heterogeneous classroom abilities, limited instructional resources, insufficient teacher training, and time constraints in assessment and feedback. These findings highlight the need for structured, scaffolded, and inclusive instructional models to support speaking development among students with BIF
Borderline Intellectual Functioning (BIF); Speaking Skills; English as a Foreign Language (EFL); inclusive education; Systematic Literature Review.
Copyright (c) 2026 International Conferences on Early Childhood Education Proceedings
Readiness Of Early Childhood Education Teachers In Bekasi In Implementing Coding Learning : A Multidimensional Study Of Cognitive, Psychomotor, and Affective Aspects.
The development of technology and the demands of 21st cenruty skill require the integration of coding learning from an early age. This study aims to analyze the readiness of Early Childhood Education (ECE) teacher in Bekasi in implementing coding learning for early childhood through a multidemintional study covering cognitive, psychomotor, and affective aspect. This study uses a quantitative descriptive method with an evaluative survey approach. Date were obtained through a coding teaching material development workshop attended by 33 respondents (28 teachers and 5 ECE principals) in Bekasi. The assessment instrument uses a structured rubric to measure cognitive, psychomotor, and affective competencies. The findings show that the level of teacher readiness in the cognitive aspect is in the moderate category (average 2.53 on a scale of 3.0) with the highest score in the remembering dimension (2.70) and the lowest in the creating dimension (2.42). The psychomotor aspect averages 2.58 out of 3.0 with an advantage in the skill of demonstrating unplugged activities (2.61). In the affective aspect, teachers showed good readiness (average 2.6) with the highest score in the accepting dimension (2.8). ECE teachers in Bekasi showed quite good readiness in implementing coding learning, but still need strengthening, especially in the ability to create integrated learning plans and skills in organizing coding pedagogical values of coding in learning.
teacher readiness,professional development
Copyright (c) 2025 International Conferences on Early Childhood Education Proceedings
Comformance of Klungkung Kareo as A Cultural Hegemony the Future of Modern Culture
Toward Modernization has become a source of pride for certain communities, society faces various challenges and signifacant social changes. Modernization, globalization, and technology and information are the main drivers of these changes, drawing on Antonio Gamci's theory of discourse on the hegemonic culture of fashion today. The research was conducted using a qualitative descriptive method and supported by a phenomenological approach. This method presents research result in the form of a comprehensive description narrative accompanied by the interpretation of all aspects of life to illustrate the complexity of life. The focus of the research lies in the aspect of the cultural festival held in order to strengthen the social capital and local wisdom of the people of Tangerang Regency as a manifestation of counter hegemony efforts. This paper sets outto test its theoretical premise empirically by reviewing the fashion competition held at the Global Partnership in research, community service, and international benchmarking seminar at Sarjanawiyata Tamansiswa Jogjakarta with an approach to social change analysis. Starting form a consumptive life and the mindset that good goods are expensive goods, this research will change that traditional style through technology. The Future of modern culture can create quality products following the development of fashion that continues to develop, information and communication in several lives has given rise to a new economic model that is controlled by the effect of networks and open sunbertechnology and digital commons. Various digital communities and platform featuring about multiculturalism, neoliberalism, postmodernism, populism, data capitalism, neoconservatism and nationalism can create cross-sectoral synergies across the economiy, civil society and politics to help articulate the chains of equality that connect creatorr entities. so that researchers make etihnic and attractive costumes with the title "Comformance of Klungkungb Kareo as a Cultural Hegemony the Future of Modern Culture"
Comformance, Klungkung Kareo, Culture Hegemony, Modern Culture
Exploration of the Application of Learning Models to Develop Collaborative Skills in Early Childhood
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
Parental Behavior Accompanies Children's Growth and Development in an Effort to Catch Grow Early Childhood Nutritional Status
ABSTRACT: Background/purpose. The reduction in the prevalence of stunting is inseparable from the efforts of parents, schools, and the government and the community who carry out various stunting reduction programs based on the performance of each party. Parents have a big role to help improve the nutritional status of children through parental behavior in providing stimulus for growth and development in children. This study aims to analyze the behavior of parents in Bekasi City to accompany the growth and development of children in an effort to carry out Catch Grow or pursue growth in nutritional status. Materials/methods. This study uses a quantitative survey approach by analyzing parental behavior in accompanying growth and development in early childhood Catch Grow efforts. The target population of this study is parents of PAUD students in 12 Pondok Gede Districts, Bekasi City. Sampling was carried out randomly by distributing questionnaire instruments at FGD or discussion groups of parents of PAUD students. There were 54 respondents from this questionnaire. Results. Educational background is the main factor in providing an understanding of the importance of pursuing growth in nutritional status so that it can help the government in reducing the prevalence of stunting and continuing the growth and development of early childhood with minimal obstacles. 87% of parents show behavior in providing balanced nutritious food intake to their children, 91% of parents show behavior of playing with their children, 95% of the home environment is clean and 77.6% of parents routinely take their children to measure height and weight. Parental understanding encourages the occurrence of parental behavior in supporting children's growth and development by catch and grow early childhood nutritional status. Conclusion. Parental education and understanding encourage parental behavior in accompanying children's growth and development by catching and growing early childhood nutritional status
Efforts of Bunda PAUD Tangerang Selatan in Realizing the 13-Year Compulsory Education through the PAUD CERDAS Program
Early Childhood Education (PAUD) plays a critical role in laying the foundation for children's character and intelligence. In Tangerang Selatan, the effort to implement the 13-year compulsory education begins by strengthening PAUD services through the PAUD CERDAS program (Healthy, Intelligent, Cheerful, and Characterized). Bunda PAUD of Tangerang Selatan, Hj. Tini Indrayanthi, emphasizes the importance of PAUD as the starting point of a child's educational journey. According to her, it is during this period that a child's character, cognitive, motor, social, and emotional abilities are fundamentally shaped. The success of children in the future is largely determined by the quality of education and stimulation they receive at an early age. To support the PAUD CERDAS program, the Tangerang Selatan City Government has allocated funds for facilitating various activities. Currently, there are more than 700 PAUD institutions, kindergartens, and playgroups in Tangerang Selatan receiving assistance in the form of teaching materials, study desks, and educational picture books. In addition, Bunda PAUD is also involved in enhancing the professionalism of educators by providing scholarships to 71 PAUD teachers who do not yet have a bachelor’s degree or whose degree is not in line with their teaching field. This initiative aims to ensure that educators have the necessary competencies to teach young children. Through these efforts, Bunda PAUD Tangerang Selatan is committed to realizing the 13-year compulsory education by strengthening high-quality, inclusive, and child-friendly PAUD services. As a result, every child in Tangerang Selatan will grow up to become an intelligent, well-characterized generation, ready to face the challenges of the future.
The Role of Early Childhood Education Study Program in Enhancing Prospective Teachers' Ability to Address Child Violence (Case Study at Mohammad Husni Thamrin University Jakarta)
This study aims to investigate the role of the Early Childhood Education (PAUD) study Program at Mohammad Husni Thamrin University Jakarta in enhancing prospective teachers ability to address child violence. This study emloys a case study method with interview and document analysis techniques. This results show that the PAUD study program has prepared prospective teachers to address child violence through several courses and field experiences. The PAUD study program also collaborates with other institutions to enhance students abilities. However, there are still some challenges faced, such as limited resources and differences in student abilities. this study is expected to contribute to the development of the PAUD study Program and the improvement of early childhood education quality.
Nurturing Potential: Unveiling the Psychological Landscape of Care and Education for Children with Special Needs
The focus of this research is on the important role of psychology in shaping the care and education of children with special needs. In parenting, family psychology and the personality of children with special needs prove themselves to be critical elements in creating a positive environment. On the educational side, developmental psychology for children with special needs guides educators in designing appropriate learning approaches, while inclusive education, with a focus on inclusive psychology, increases the accessibility and success of learning. Psychological challenges, such as stigma and emotional stress, faced by parents and educators are also highlighted. Psychological strategies such as counselling, group support, and training have proven effective in overcoming these challenges. In conclusion, this article highlights the importance of integrating psychology in the context of care and education of children with special needs to create an inclusive environment that supports the optimal development of these children
Children with Special Needs, Education, Parenting, Psychology
Utilization of Performance Rubrics to Assess the Developmental Achievements of Children in the Digital Portfolio System of Kindergartens in Purwakarta Regency.
Background/purpose. [This study aims to analyze the effectiveness of performance rubrics in assessing child development within digital portfolio systems at kindergartens in Purwakarta regency. Materials/methods. The research employed a quantitative approach with a quasi-experimental design involving 64 teachers from 64 different kindergartens, equally divided into experimental and control groups. Data were collected through structured observations, questionnaires, and documentation analysis. Results. Results show significant improvements in the experimental group, including a 17.8-point increase in assessment accuracy, 51.2% improvement in time efficiency, and 27.3-point enhancement in documentation quality. The most substantial accuracy improvements occurred in cognitive aspects (18.9 points) and arts (18.7 points), while the greatest time efficiency was achieved in reporting activities (62.0%). Teacher acceptance was positive with an overall average score of 4.08 (on a 5-point scale), with Perceived Usefulness scoring highest (4.37). ANCOVA analysis confirmed that the intervention remained effective even after controlling for teachers' technological skills, infrastructure support, and teaching experience. Implementation effectiveness showed no significant differences across geographical locations or accreditation statuses. Conclusion. This study concludes that integrating performance rubrics into digital portfolio systems significantly enhances assessment quality in early childhood education by addressing subjectivity issues and reducing teachers' administrative burden. The system's effectiveness across various contexts indicates high potential for wider implementation in early childhood education settings.
digital portfolio, child development assessment
PARENTS' PERSPECTIVES ON THE USE OF VERBAL ABUSE IN DISCIPLINING CHILDREN AGED 5-6 YEARS
From an early age, it is important for parents to teach their children a disciplined lifestyle. In their role as the closest figures to the child, parents bear the responsibility of shaping discipline. Self-discipline is regarded as a valued asset for a child's development, as it can have positive effects throughout their adulthood. The practice of discipline can mold a child's personality to be more organized and strengthen their ability to regulate themselves. The implementation of discipline is often associated with punishment, which can lead to child abuse. Speaking of child abuse, one of the forms that is often overlooked and considered normal is verbal abuse. This study aims to describe parents’ perspectives on the use of verbal abuse in disciplining children aged 5-6 years. The type of research used is descriptive qualitative. The method used is a case study. The research location was at Cendekia Pasir Putih Kindergarten Depok, West Java. The research was conducted in May 2023. Data collection using interviews and documentation. Interviews were conducted in depth with six parents. The results showed that parents' understanding of non-violent discipline is still low. Parents tend to believe that discipline and stern reprimands are acceptable without considering the long-term impact on the child's development. The implementation of discipline sometimes still involves using harsh words toward the child.
Deep learning approach: Teachers' strategies in stimulating critical thinking skills in AUDs
The development of critical thinking skills in early childhood is an important foundation in facing the challenges of the 21st century, but learning practices are still dominated by memorization (surface learning) which is less effective. This descriptive qualitative research aims to analyze teachers' strategies in applying the Deep Learning approach to stimulate critical thinking in early childhood through in-depth interviews with eight early childhood teachers and a review of related literature. The results revealed three effective strategies: (1) designing exploration-based activities and collaborative projects, (2) utilizing concrete media and interactive technology, and (3) providing process-oriented feedback. The main challenges include teachers' limited understanding of critical thinking indicators, a crowded curriculum, and minimal parental involvement. The study concluded that the Deep Learning approach has optimal potential if supported by: competency-based teacher training, curriculum simplification, and technology integration. Research recommendations include developing teacher training modules and evaluation models that focus on children's thinking processes.
deep learning, critical thinking , early childhood, teacher strategies
The Role of Dramatic Play in Early Childhood Development: A Systematic Literature Review of Theoretical Foundations, Pedagogical Practices, and Learning Outcomes
ABSTRAK: Background/purpose. Although dramatic play has long been recognized as a crucial component of early childhood education, the supporting literature remains fragmented across various disciplines and educational contexts. This lack of coherence hinders educators, researchers, and policymakers from fully understanding the potential of dramatic play as an effective learning strategy. Therefore, this study aims to conduct a Systematic Literature Review (SLR) to synthesize the theoretical foundations, pedagogical practices, and learning outcomes associated with the use of dramatic play in early childhood education. Materials/methods. This study employed an SLR approach guided by the PRISMA protocol. Articles were retrieved from major academic databases Scopus, Web of Science, ERIC, and ScienceDirect—covering the publication range from 2010 to 2024. A total of 42 eligible articles were thematically analyzed, focusing on theoretical frameworks, pedagogical implementations, and measurable learning outcomes. Data analysis included manual coding, data extraction, and methodological quality appraisal. Results. Findings indicate that dramatic play is grounded in socio-cognitive developmental theories (Vygotsky, Piaget, Erikson) and contributes significantly to language acquisition, socio-emotional development, executive function, and disaster preparedness. Effective pedagogical practices are strongly influenced by teacher facilitation, scenario design, and cultural relevance. Moreover, the integration of local values and disaster simulation within dramatic play enhances children's resilience and adaptive behaviors. Conclusion. Dramatic play is affirmed as a meaningful and impactful instructional strategy for fostering holistic development in early childhood. The study recommends embedding dramatic play into early childhood curricula and strengthening teacher training and locally contextualized policy support.
The Peran Bimbingan Kelompok dalam Mengembangkan Kemampuan Kognitif Anak Usia Dini melalui Kegiatan Bermain Edukatif Di KB Raudhatul Husna
This study aims to determine the role of group guidance in helping the cognitive development of early childhood through educational play activities at Raudhatul Husna Kindergarten. The background of this study stems from the fact that not all children can receive cognitive stimulation through instructional learning. Therefore, a play-based approach in the context of group guidance is considered a more appropriate alternative for children. The method used in this study is a qualitative approach with a case study design. The research subjects consist of a group of 4–5-year-old children and teachers as group guidance facilitators. Data were collected through direct observation, interviews with teachers and parents, and documentation of children's daily activities. The educational play activities implemented included object classification games, simple puzzles, and role-playing games that involved children's thinking skills. The results of the study showed that through structured yet enjoyable group guidance, children demonstrated improvements in attention, problem-solving skills, and logical thinking. Additionally, children were more active in participating, collaborating with one another, and expressing their ideas more clearly. Thus, it can be concluded that group guidance plays an important role in supporting the cognitive development of young children, especially when combined with play activities that align with their interests and developmental stages.
The Impact of Project-Based Learning on the Cognitive Development of 5-6 Year-Old Children at Bunayya Areman Tugu Cimanggis Integrated Playgroup, Depok
Project-based learning is a method that can help develop thinking skills in early childhood. This study aims to determine how project-based learning can develop the cognitive abilities of 5-6-year-old children at the Bunayya Areman Tugu Integrated Playgroup in Cimanggis, Depok. This study used a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation. The results showed that project activities helped children develop skills such as observing, comparing, categorizing, and problem-solving. Teachers designed projects based on children's interests and themes relevant to everyday life. Children were actively involved in the activities, while the teacher acted as a facilitator. Interviews revealed that children experienced improvements in critical thinking and problem-solving skills, and improved logical thinking skills. The use of interactive strategies in learning improved children's memory and understanding of concepts in early childhood through concrete and contextual means. This study demonstrates that project-based learning can be an effective way to support the cognitive development of early childhood.
Evaluation of Teachers’ Strategies in Integrating Digital Media into Storytelling Methods for Moral Education of 5-6 Year Old Children at PAUD Mutiara Hati Pulogebang
Mutiara Hati is an early childhood education institution situated in Pulogebang has integrated digital media into storytelling methods for moral education among children aged 5–6 years. However, an evaluation is necessary to determine the effectiveness of teachers’ strategies in incorporating digital media into storytelling practices. This study employs a qualitative method with a descriptive approach to understand how teachers integrate digital media into storytelling and how this affects children's moral comprehension. The primary aim is to evaluate teaching strategies in the use of digital media for storytelling as a means of moral education for early childhood learners aged 5–6 years. The findings indicate that the integration of digital media in storytelling enhances children's cognitive abilities and creativity, while also facilitating comprehension of learning materials. Teachers adopt various strategies to assess and ensure students’ understanding of the moral values conveyed through digital media, including observation, guided questioning, and personal interaction. Parents have reported positive behavioral changes in their children after exposure to moral lessons delivered via digital storytelling, indicating that young children can internalize positive moral values from the stories they watch. Nevertheless, teachers face several challenges in implementing digital media within storytelling methods, such as maintaining children’s attention span, selecting age-appropriate stories, and ensuring children's ability to grasp moral concepts. The study concludes that the use of digital media in storytelling can enhance the effectiveness of moral education in early childhood settings, provided it is supported by adequate infrastructure and ongoing professional development for educators.
Nurturing Moral Development of Children Aged 5-6 Years Through Interpersonal Communication with a Mindfulness-Based Empathetic Communication Approach (Qualitative Study)
This study explores the cultivation of morals in children aged 5-6 years at BKB PAUD Tunas Harapan Bangsa through interpersonal communication with a mindfulness-based empathic communication approach. Using qualitative research methods with a case study approach, this study involved early childhood educators as key participants. This study concludes that the implementation of interpersonal communication with a mindfulness-based empathic communication approach is very effective in instilling morals in children aged 5-6 years at BKB PAUD Tunas Harapan Bangsa 004. This approach can improve prosocial behavior and healthy emotional expression in children. It plays a significant role in shaping the character and moral values of children in the PAUD environment. Educators' awareness of the importance of active listening, understanding children's feelings, and responding with empathy has been proven to stimulate the development of children's morals in a positive way. Thus, this research can provide practical implications for early childhood educators, educational institutions, and policymakers in efforts to instill early childhood morals. The main supporting factors are the teacher's gentle and patient speaking style, as well as a safe and comfortable classroom environment. However, there are also some inhibiting factors, such as diverse parenting styles and differences in children's perceptions and habits at school and at home.
Performance of Early Childhood Education Teachers in STEAM Learning
The purpose of the study was to analyze the performance of early childhood education teachers in implementation STEAM learning through classroom supervision. The research method was mixed quantitative and qualitative methods. The researcher selected 8 Kindergartens with 8 supervisors conduct performance appraissal to teachers at there. The sampling technique used purposive sampling. Collection data used classroom supervision’s instrument with event-sampling observation technique, and documentation. The results showed from 8 samples of Kindergarten teachers, their performance did not meet the requirements according to performance standards even though the overall average teacher performance score in STEAM learning was in the sufficient category with a mean score of 72,62 The results of the observation significantly supported the gap in teachers performance, namely that the performance of early childhood education teachers during STEAM learning needed to be improved in phases, imclude explore, extend, engage, and evaluate. Constructive feedback included teachers having to be more proactive, clear, and organized in teaching practices in STEAM learning. The implications of this supervision are the basis for the importance of development and improvement teacher skills in implementation STEAM learning with innovative professional development programs.
Application of Outbound Method to develop Early Childhood Social Emotional Skills
ABSTRAK: Background/purpose. Early childhood is in a golden age that will determine the ability to develop various aspects, including social and emotional. Good social-emotional skills will be so important that children are able to interact, control emotions, and adapt in the surrounding environment. But there are still many teachers and parents who do not understand the importance of early childhood social emotional development. This study aims to find out how the application of outbound methods can develop the social-emotional abilities of early childhood at RA SALSABILA. Materials/methods. This research uses a qualitative descriptive method with observation, interview, and documentation approaches. The research subjects were children aged 5-6 years in class B of RA SALSABILA. Outbound activities are designed to provide direct experience in the form of fun games, which can stimulate children's social-emotional development. Results. The results showed that the application of outbound methods can effectively improve children's social-emotional abilities, especially in the aspects of cooperation, communication, emotional control, self-confidence and adaptability. Children are more able to interact with peers, complete group tasks, and show empathy and tolerance. Conclusion. The outbound method is proven to be an effective and fun means of developing early childhood social-emotional skills. Therefore, outbound activities are recommended to be part of the learning strategy in RA/TK to maximize children's potential holistically.
early childhood, social emotional skills, outbound, play learning.
Impact Of Physical Violence In The Family On The Social-Emotional Development Of Children In PAUD KB Al-Fatih, Depok City, West Java
Physical violence in the family has a significant impact on a child’s social-emotional development. This study aims to investigate the effects of family physical violence on the social-emotional development of children at PAUD Al-Fatih, Depok. The research uses a qualitative case study approach, with data collection methods including interviews, observations, and documentation. The subjects are children enrolled in the KB unit of PAUD Al-Fatih Depok, their parents, and teachers. The findings indicate that both physical and verbal violence against children in families remains a serious problem at PAUD KB Al-Fatih in Depok. Contributing factors include parenting patterns inherited from previous generations, family conflicts, and economic conditions. Physical violence negatively impacts children's physical health and psychological well-being, hindering their social-emotional development. PAUD teachers play a crucial role in supporting children who experience family violence by creating a comfortable classroom environment, offering motivation, and facilitating group activities. Parents should receive education and training on more positive and effective child-rearing approaches to prevent both physical and verbal violence. Such interventions are expected to reduce the incidence of family violence and support affected children in achieving a better future.
physical violence, social emotional development, children
Implementation of Environment-Based Learning Methods to Improve Early Childhood Creativity
This research describes the results of environment-based learning to increase the creativity of early childhood in the era of freedom to play. Creativity is a manifestation of a fully functioning individual, with creativity enabling humans to improve the quality of their lives. Creativity can be increased through the use of the environment and natural materials. The research subjects consisted of early childhood children group B aged 5-6 years at Al Falah PAUD Gunung Sitoli City. Data collection was carried out using observation, interviews and documentation techniques. Analysis of data obtained in the field takes the form of observation results sheets, interview notes, and documents relevant to the research focus. The method used is qualitative. The number of research subjects was 20 early childhood children and 3 educators as informants. Based on the research results, it can improve the creative abilities of young children, such as in the activities: (1) Children observe the rimbang tree, then the teacher helps spark children’s knowledge about what they observe. Children are invited to pick fruits and flowers around them, children are given the freedom to choose and make choices which of course have an impact on their creative abilities, which flowers to pick and how to pick them; (2) children experiment with brewing butterfly pea flowers to make herbal drinks; and (3) Children count and form letters and numbers using natural materials that they collect according to each child’s creativity. Overall, observations of children as well as the results of interviews with class teachers and school principals include creativity, imagination and the ability of children to produce work in early childhood.
The Impact of Environmental Arrangement on Early Childhood Activities: A Case Study at Karmila Kindergarten.
Background/purpose.Early childhood learning environments play a crucial role as the "third teacher" in fostering children's holistic development. In suburban areas such as Cisaat District, many kindergartens face challenges in optimizing play environment arrangements due to limited resources and infrastructure. This study aims to analyze the impact of strategic play environment arrangements on early childhood activities at Karmila Kindergarten, Cisaat District. Materials/methods.This research employed a quantitative approach with a quasi-experimental pre-post test design involving 37 children aged 4-6 years. Total sampling technique was used to include all children at Karmila Kindergarten. Data were collected using structured observation instruments covering four dimensions: teacher as facilitator, child-centered play activities, adequate time for experimentation, and alignment with learning objectives. The intervention involved systematic rearrangement of play environments based on early childhood education principles. Data analysis was conducted using paired t-test with significance levelα= 0.05. Results. The study revealed highly significant improvements (p < 0.001) across all dimensions with a very large effect size (Cohen's d = 2.33). Overall activity scores increased by 35.5% from pre-test to post-test conditions. The percentage of children with high-category activities increased dramatically from 10.8% to 78.4%, while no children remained in the low-category after intervention. The "adequate time for experimentation" dimension showed the highest improvement (40.6%), followed by "child-centered play activities" (38.2%). Conclusion. Strategic play environment arrangements demonstrate transformative impact on early childhood activities. The intervention proved effective across all participant characteristics, with 94.6% of children showing moderate to very high improvements, indicating sustainable and comprehensive benefits for early childhood development.
The The Impact Of Parenting Styles On Social Emotional Growth In Early Years
This study investigates how different parenting styles influence the social emotional development of early childhood. the research was prompted by concerns over the prevalence of negative or inappropriate parenting approaches that may hinder emotional growth and social competence among young children. the main purpose is to explore the types of parenting practiced by parents and their direct correlation with children's emotional regulation, empathy and social behavior. this qualitative study utilized a case study and survey approach. Data were collected through observation, structured questionnaires, and in depth interview with 10 parents of children aged 4-6 years in South Cikarang, West Java, Indonesia. The analysis involved descriptive statistics, structural equation modeling (SEM) and qualitative coding. Finding revealed that the authoritative parenting style is most prevalent and is positively associated with healthy social emotional growth. children raised under this style demonstrated greater empathy, communication skills, and emotional regulation. In contrast, authoritarian and permissive parenting were linked with emotional withdrawal or poor self regulation. so the conclusion is parenting style significantly shapes the emotional and social capacities of young children. a balanced approach with clear structure and emotional warmth fosters optimal development. Increased parenting education is needed to encourage more supportive practices
parental role, stimulation, ability emotional, early childhood
UNDERSTANDING OF RAUDHATUL ATHFAL (RA) TEACHERS IN HANDLING CHILDREN WITH SPECIAL NEEDS IN SOUTH BEKASI DISTRICT
This study aims to obtain data related to the understanding of Raudhatul Athfal (RA) teachers in handling children with special needs in the South Bekasi District area. The population of this study was 23 Raudhatul Athfal (RA) of 77 people and a research sample of 31 teacher who were respondents who were actively teaching in the South Bekasi District area. The research used quantitative methods with survey methods and questionnaires as a tool in collecting data from respondents. The research was conducted in with the results obtained that 36.46% of teachers understand children with special needs (ABK), 53.54% of teachers do not understand children with special needs (ABK), 65% of teachers are not confident to handle children with special needs (ABK), 65% of teachers do not make RPI, and 45% of teachers do not conduct early detection of growth and development for children with special needs (ABK). The lack of understanding in dealing with children with special needs is an obstacle in providing education services for children with special needs.
Community-Oriented Parenting Culture Framework For Early Childhood Education in Indonesia: A Systematic Literature Review
This study contributes to the conceptualization of community-oriented parenting towards the context of early childhood education in Indonesia. It was based on a literature analysis of multicultural community care practices as a characteristic of Indonesia. The research design used a systematic literature review which selected 136 articles for analysis using a thematic approach. The theme narrated was how to describe the process of community care culture as identity and negotiation of community care culture within the ethno-parenting framework in early childhood education. This research proposed that the definition of parenting in Indonesian society could be used as material for the development of sustainable parenting education, especially the dimensions of ethno-parenting and multicultural education.
Community Based Care, Systematic Literature Review, Ethno-Parenting, Multicultural Education
THE EDUCATORS' CAPACITY IN THE IMPLEMENTATION OF INTEGRATIVE HOLISTIC EARLY CHILDHOOD DEVELOPMENT (NUTRITION-HEALTH, STIMULATION, CARE, PROTECTION WELFARE)
The research purposes are obtain a general overview of the capacity of educators in providing Holistic Integrative Early Childhood Development, namely Pengembangan Anak Usia Dini Holistik Integratif (PAUD HI) and the factors that influence the capacity of educators in PAUD HI. The total number of educators who participated in this study was 117,632 respondents. The total data used for analysis after going through the data cleaning process was 117,616. Respondents came from 34 provinces and 425 districts/cities. The number of respondents is Formal PAUD (TK, RA) 48.6% and Non-Formal PAUD (KB, SPS, TPA, and PAUD) 51.4%. The sampling technique used in the data collection process is Accidental Sampling. Respondents are educators who are willing to be respondents in this study. The total number of items in instrument are 42 items. The results are: a) average capacity of educators in PAUD HI is still relatively low (58.5) with a minimum reference score for passing PAUD HI training being 70.0, b).The capacity of educators in PAUD HI is clearly influenced by Teaching Experience, Personal Development, and Integrative Holistic Principles in PAUD HI. Length of teaching has the greatest influence, followed by self-development (number of training courses attended), and knowledge of PAUD HI principles, c).The PAUD HI capacity of Formal ECE’s educators (60.69) is significantly higher than the capacity of Non-formal ECE’s educators (56.37), d). Collaboration with ECE in implementing PAUD HI is still limited to the following areas: (1) education services (78.2%); (2) health sector (72.4%); (3) the teacher professional organizations (69.4%).
Bibliometric Analysis: The Urgency Of Metacognitive Optimization For Early Childhood
Metacognition for early childhood is crucial for optimization. The aim of this research is to optimize metacognition in young children aged 0-8 years. The subjects in this study are young children within the age range mentioned. The research employs the Systematic Literature Review (SLR) method and bibliometric analysis. Data sources include Google Scholar spanning from 2018 to 2023, Harzing’s Publish or Perish (Pop), and VOSviewer, resulting in 20 articles. The findings reveal that metacognition in early childhood comprises 11 clusters: Cluster 1 in red, Cluster 2 in dark green, Cluster 3 in dark blue, Cluster 4 in yellow, Cluster 5 in purple, Cluster 6 in light blue, Cluster 7 in orange, Cluster 8 in brown, Cluster 9 in pink, Cluster 10 in cream, and Cluster 11 in light green. The optimization of metacognition in young children can be achieved through storytelling, planning, evaluation, discussing the results of their work, and parental motivation.
metacognition in early chilhood, systematic literature review, VOSviewer
The THE EFFECTIVENESS OF BASIRU DIGITAL MEDIA IN IMPROVING THE PROFESSIONAL COMPETENCY OF PRESCHOOL TEACHERS IN SOUTH JAKARTA
Teachers have four competence that is pedagogic competence , competence personality , competence social , and competence professional . According to Director General Regulation No. 2626 of 2023 on Competency Professional there are 3 indicators that is knowledge content learning and methods teach it , characteristics and ways Study participant education , and curriculum and methods use it . The teacher 's abilities become not quite enough the teacher answers to become a competent teacher . BASIRU digital media is one media that helps increase teacher skills in method teach specifically teach literacy read write . Research that uses method study descriptive qualitative . Data collection techniques used is do interview to kindergarten teachers in the South Jakarta area. Data analyzed with reduce data. Based on results study that BASIRU digital media is effective can improven competence professional teachers because In BASIRU there are learning videos related Skills teaching teachers in teach literacy read write , book pocket literacy read writing , and teacher self -assessment in teach literacy read write . So that content the can enrich method teach teacher. It is hoped that teachers can think creative in develop self in increase competence professional .
THE INFLUENCE OF ARISTOTLE'S PERIPATHETIC PHILOSOPHY METHOD ON THE COGNITIVE ACHIEVEMENTS OF EARLY CHILDREN
By using the method of Aristotle's peripatetic philosophy, researchers are trying to determine the development of increased cognitive intelligence in early childhood if this method is implemented in learning. In describing the data obtained and the phenomena that occurred, the researcher used a descriptive qualitative method through a phenomenological approach, the researcher even went directly into the field as a key instrument. So that the results obtained are truly valid. The results of the research showed that of the 45 respondents consisting of teachers, students and parents, all of them showed that this method was very effective, in students there was an increase in cognitive intelligence, especially their sensitivity in using rationality. This shows that implementing Aristotle's peripatetic philosophical theory in early childhood learning will be able to make students more open-minded and more rational in learning.
ANALYSIS OF ASSESSMENT IMPLEMENTATION IN THE DEVELOPMENT OF RAUDHATUL ATHFAL'S CHILDREN IN SAGULUNG BATAMAuthorsNurkamisah
This research aims to determine how to implement of assessment in observing the development of Raudhatul Athfal in Sagulung district using qualitative descriptive methods. Data collection was used by questionnaire method from 28 respondents consisting of 88.5% of University graduates and 50% of them have more than 5 years of teaching experience. Triangulation technique use data analysis through several processes, namely data reduction, data presentation and making conclusion. This study aims to analyze the assessment process and the types of instruments teachers used in classroom. Researchers identify barriers faced by teachers and provide solutions so that these problems can prevent or suppressed so that they do not become things that cause the learning process to be constrained or disrupted. The result showed that teachers were dominants, around 53.8% did a checklist. In addition, there were 50% of respondents who answered that in conducting their assessment they only observed during the learning process, did not take notes, document or record. Forgetting and erroneous elements can occur when giving assessments or explanations in the assessment instruments used because the teacher only gives assessments from memory. This makes the validity of the teacher's assessment results inaccurate and doubtful. Other research results found that there were differences in family background, the number of children in one class, children often did not come to school and teachers did not make use of digital facilities and this was an obstacle in the implementation of the assessment.
implementation, assesment, child development
THE SNAKES AND LADDERS GAME CAN HELP CHILDREN'S COGNITIVE DEVELOPMENT IN THE EARLY YEARS
This study aims to determine the increase in cognitive development before and after being given a game of snakes and ladders to group B students at RA Perwadina Tokka, Alehanue Village, Sinjai Regency. This research is descriptive quantitative research. The population of this study was group B which consisted of 21 children consisting of 12 girls and 9 boys. The sample in this study was 10 children consisting of 5 girls and 5 boys. This research instrument uses observation and documentation guidelines. The data analysis technique used is descriptive statistics. The results showed that there was an increase in cognitive development in group B children in RA Perwanida Tokka as evidenced by the value after playing the Snakes and Ladders Game which was 21.1 higher before playing the Snakes and Ladders Game which was 13.9 with a difference of 7.2. It can be concluded that there is an increase in cognitive development through Snakes and Ladders Games for students. The research implies that the use of Snakes and Ladders Games can be used to improve cognitive development in students. Therefore this research can be used as a consideration and reference for the community, especially parents and educators at RA Perwanida Tokka, Alehanuae Village to improve cognitive development through the Snakes and Ladders Game.
Snakes and Ladders Game, Cognitive Development, early childhood