Integrating Qur’anic Values into Holistic Character Development in Early Childhood Education: A Conceptual Play-Based Framework

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model


 
 
 Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
 Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

The link between pedagogical approaches and skills development in Early Childhood Education (ECE) has been a topic of interest in the recent past. Research has shown that early childhood Indigenous education fosters child development as children learn from adults who are experienced in a local game. The study was based on indigenous knowledge systems (IKS), Piaget's theory of play and Vygotsky's sociocultural theory as theoretical underpinnings. This study aimed to examine the effectiveness of play-based learning as a pedagogical approach for enhancing skills development in ECE learners in Zambia. The study involved ten ECE teachers from four purposively selected primary schools in the Chibombo District of Zambia. The study was qualitative and used a participatory action research (PAR) design through an interpretivist paradigm. Interviews and lesson observations were conducted to ascertain the use of a play-based learning approach in lessons taught by ECE teachers. The study found that traditional games, when used in play-based learning, enhance the acquisition of social skills such as resilience, self-esteem, self-confidence, cooperation, and children's agency. Traditional games through play-based learning were significant in teaching and learning of pre-primary school learners as they led to holistic child development. The study concludes that play-based learning using traditional games can support the development of social skills such as cooperation, teamwork, resilience, self-esteem, self-confidence, appreciation of culture, respect for elders and acquisition of values, and morals and customs in learners. Studies on play-based learning approaches that support the acquisition of social skills in preschool children in Zambia are very limited. This study addresses this gap. The article recommends that Indigenous games be included in the Early Childhood Education curriculum and encourage play-based learning through policy financing for culturally appropriate education, teacher preparation, and community involvement. This study examined the linkage between pedagogical approaches and skills development in ECE. The results are. • Play-based learning enhances the acquisition of social skills, culture, values and norms. • Resilience, self-esteem, self-confidence, cooperation and children's agency stood out. • Traditional games through play-based learning led to holistic child development.

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

This study explores the integration of Islamic values in the Merdeka Curriculum for early childhood education (PAUD) to foster children’s independence. Although numerous studies have discussed character education and independence in early childhood, research specifically examining the systematic integration of Islamic values of independence within the flexible framework of Kurikulum Merdeka remains limited. Most existing literature focuses on general teaching methods or environmental factors, while deeper exploration of how Islamic values can be naturally embedded to strengthen moral and practical independence is still needed. This research aims to analyze the forms, strategies, and relevance of integrating Islamic independence values in PAUD Kurikulum Merdeka implementation and how this integration supports the formation of independent character in young learners. Using a qualitative narrative literature review approach, data were collected from reputable journals, books, national policy documents, and previous studies, then analyzed descriptively through data reduction, thematic grouping, interpretation, and conclusion drawing. The study highlights that Islamic values such as ikhtiar, amanah, discipline, and responsibility can be effectively internalized through daily routines, play-based learning, educator modeling, and project activities rather than as separate subjects. The findings imply that an integrative value-based curriculum can nurture independence not only as a practical skill but also as a moral disposition. This approach offers practical guidance for PAUD teachers and policymakers in developing more holistic and culturally relevant curricula, while contributing theoretically to the field of Islamic character education in early childhood.

With the rapid development of China’s economy and society, the core of national competitiveness has shifted from material elements to talents, systems, and innovation. Ultimately, it is a talent problem, that is, the problem of improving population quality. Only by striving to improve the quality of the population can we leverage our strong advantages in human resources and transform China from a populous country to a human capital powerhouse. Early childhood development and education are important ways and key links to improve population quality. This paper adopts literature research, empirical analysis, and quantitative analysis methods to conduct a comparative analysis of education programs in Eastern and Western countries around the topic of early childhood development education. The results indicate that the early childhood education and care (ECEC) policies and programs in Western countries have similar origins, both aimed at better protecting children, providing early education to children with special needs, and ensuring the social participation of mothers in the labor force. Although there are similarities in the formulation and implementation of program goals and policies, there are significant differences in other aspects. However, China’s early education faces problems such as insufficient local financial support, high costs, unequal access to opportunities, and significant differences in the quality of services. In the future, it is necessary to increase investment in early childhood development education, and the whole society should participate and carry out early childhood development education together.

Learning activities within the framework of character development that learners can use as a contextual approach to teaching and learning concepts and help students advance of the material that is taught to associate with real-world situations so that learners are able to make connections knowledge with applicability in their lives. so, through contextual learning more learners have comprehensive results not only on the cognitive level (though the thought), but at the level of affection (heart, though, taste, and intention) and psychomotor (sports). This study intends to examine the implementation of the model of Learning Management Character Education in Early Childhood in TA as the city of Semarang and a pilot study in roommates researchers stacking dissertation will be titled character education management patterns in early childhood the TA as the city of Semarang. Formulation of the problem in this research is: how does Character Education Learning Management modeling Early Childhood in the TAas Semarang? In accordance with the formulation of the research problem, the general objectives to be achieved through this research is to find simultaneously describe the Learning Management Character Education in Early Childhood in the TA as the city of Semarang. Referring to the objectives to be achieved, this research program was designed with a Research and Development, means a course of study followed by the development program for the repair or improvement (Arikunto, 1996:9). To produce a prototype of a Learning Management Character Education in Early Childhood pad in a TA as the city of Semarang, systematic measures were taken in the form of a process of action, reflection, evaluation, and innovation by applying qualitative research methods, descriptive, development, experimentation, and evaluation. How to cite Nurussa’adah, N. (2014). Implementation of Learning Management Model of Character Education in Early Childhood in Tarbiyatul-Athfal (TA) Semarang. Indonesian Journal Of Early Childhood Education Studies , 3(2), 118-126. doi:10.15294/ijeces.v3i2.9485

Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.

Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.

Although the importance of character building in early childhood is widely recognized, practical strategies for integrating it into daily learning remain underexplored. This study aims to examine the integration of creative dance into Early Childhood Education (PAUD) as a structured approach to character development, explored through the lens of learning planning and evaluation. Creative dance, as part of the creative arts, offers a developmentally appropriate approach to fostering social, emotional, and moral competencies. Using a qualitative case study approach, this research involved PAUD teachers implementing creative dance across six learning stages: warming up, exploring, skill development, creating, forming, and presenting. Each stage was analyzed for its potential to cultivate character values, including discipline, responsibility, tolerance, self-confidence, and cooperation. The findings suggest that creative dance can effectively support character development when implemented through planning and continuous evaluation. Its success largely depends on teachers’ ability to align activities with children’s developmental needs. This study highlights the need for targeted teacher training and institutional support to optimize the potential of creative dance in early childhood character education.

Let's put a national child care strategy back on the agenda

ABSTRACTIn 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical facilities in ECE centres in Kakamega County. A descriptive survey design was adopted. Head teachers and ECE teacher were the study subjects. Structured questionnaires were used to collect data. The instruments were validated through expert judgement and pilot testing. The findings revealed that there were no significant differences in adherence to the government guidelines in provision of classrooms and furniture. Nonetheless, significant differences existed between the two categories in adherence to the government guidelines in provision of water and sanitary and play facilities. The study recommended that the MoE infrastructure fund should be extended to ECE centres.

Across the Asia Pacific region (indeed, on a global scale), formalised provision of early childhood care and education has expanded exponentially during the past two to three decades. Through its history, formalised early childhood care has served a range of purposes, from providing care for young children while their parents work, to being a site for religious ministry. In the twenty first century, the field is driven primarily by growing acknowledgment of the important role of early childhood services in supporting young children’s growth and development and, in turn, shaping the development of healthy societies. This is reflected in messages regarding both the economic benefits of investing in early childhood and the costs of failing to do so (e.g. Heckman and Masterov, The productivity argument for investing in young children.Chicago: Invest in Kids Working Group, Committee for Economic Development, 2004; Rao and Jin, Early childhood care and education in the Asia Pacific region: Moving towards goal 1. UNESCO, 2010; Neuman and Bennett, Starting strong: Early childhood education and care. Paris: OECD. 2001) and powerful rhetoric from International Non-Government agencies (INGO’s) that urges countries to invest inexpanding access to early education opportunities (e.g. UNESCO’s Education For All initiative; Baba and Puamau, Journal of Educational Studies, 21, 31–50, 1999). Related to these, the international Education for All (EFA) agenda (UNESCO, EFA global monitoring report 2007, strong foundations: Early childhood care and education. Paris: UNESCO, 2006) and targets for human development defined by the Millennium Development Goals (MDG’s), have stimulated rapid growth in early education and care services in most countries across the Asia Pacific region over the past two decades.