The Impact of Clean and Healthy Living Behavior Program on the Independence and Discipline of Children Aged 4-5 Years

This study aims to develop a thematic learning model integrated with science literacy to improve clean and healthy living behavior (PHBS) among early childhood students. The research employs a mixed-method approach using the Borg & Gall development model combined with the ADDIE instructional design framework. Findings indicate that the proposed model significantly enhances students' understanding and implementation of PHBS behaviors, including handwashing, healthy eating, oral hygiene, physical activities, and waste disposal. The study highlights the importance of integrating science literacy into early childhood education to foster sustainable health habits. Implications for educators and policymakers are discussed.

Clean and Healthy Lifestyle Behavior (PHBS Program) for Children with Intellectual Disability

Introduction: Early Childhood Education (ECE) practices support the development and learning of young children, typically from birth to age 8. They also promote holistic growth in areas such as cognitive, social-emotional, physical, and linguistic development. In this study, the focus was on children between 5 and 6 years old. Objective: The purpose of the study was to establish the specific early childhood education practices fathers were involved in that influenced the cognitive development of children aged 5 to 6 years. Methodology: A descriptive survey research design was used in the study. Structured questionnaires and child assessment tools were used to collect data including the Behaviour Rating Inventory of Executive Functioning (BRIEF), Rapid Neuro Developmental Assessment tool (RNDA) and Peabody Picture Vocabulary Test (PPVT). A total of 210 participants were included in the study of which 10 were early childhood teachers, 100 fathers and 100 children ages 5 and 6 years were drawn from 10 public early childhood centres in Kasama and Mungwi districts. Results: The study revealed that 51% of fathers helped children with homework given from school while 63% of fathers were involved in reading a book with a child. Further, the study showed a correlation of .968 which is a very strong positive relationship between a father's involvement in early childhood education practices and a child's cognitive development. This suggests that as the father becomes more involved in the child's life, there is a highly consistent and positive impact on the child's cognitive abilities. Through their involvement in early childhood education practices, children developed executive function skills such as memory retention, better inhibition and shift skills. Conclusion: Based on the findings, the study recommends that fathers need to be highly involved in their children’s early education practices at a tender age to foster cognitive development.

Aggressive behavior in children is one of the behaviors that requires primary attention in children's education and care, because this behavior can endanger the child and those around him. However, this behavior can be controlled by parents, namely by providing attachment or emotional ties to the child. This research aims to determine the influence and role of attachment between children and mothers in controlling aggressive behavior in early childhood at RA Muslimat NU 1 Tulusrejo. This research method uses simple linear regression analysis with a quantitative approach involving 85 samples consisting of mothers of RA Muslimat NU 1 Tulusrejo students. Sampling using techniques of simple random sampling. This research shows a coefficient of determination value of 0.237 with a significance level (p) of 0.000 (p < 0.05) and a correlation of (-0.487). The results of the study show that there is a negative relationship between attachment between child and mother and aggressive behavior in early childhood. This means that the stronger the level of attachment between child and mother, the lower the aggressive behavior in early childhood, especially at RA Muslimat NU 1 Tulusrejo. So it can be concluded that there is an influence of attachment between child and mother in controlling aggressive behavior in early childhood at RA Muslimat NU 1 Tulusrejo. This research highlights the importance of early relationship experiences and quality of parenting in preventing or reducing aggressive behavior in early childhood, focusing on the role of attachment between child and mother in controlling aggressive behavior through the formation of emotional bonds from an early age by emphasizing the importance of intervention at the child's developmental stage

BackgroundEating behaviors may contribute to differences in body weight and diet over time. Our study aims to examine how eating behaviors of young adults relate to their current weight status and dietary patterns and to explore longitudinal associations with eating behaviors in early childhood.MethodsStudy participants are young adults (n = 698) taking part in the Quebec Longitudinal Study of Child Development. At age 22, eating behaviors were assessed using the Adult Eating Behavior Questionnaire. Dietary patterns were derived from information collected by food frequency questions. Weight status was based on self-reported data. Information on eating behaviors in childhood had been collected when participants were 2.5 to 6 years old. Pearson’s correlations were used to determine associations between adult eating behaviors and body mass index. Simple and multivariate linear regression analyses were used to examine associations between eating behaviors and dietary patterns at age 22, and longitudinal associations with behaviors in early childhood. Ordinal logistic regression analyses were used to assess associations between overeating and fussy eating in childhood and weight status at age 22.ResultsBody mass index was positively correlated with Emotional overeating, Enjoyment of food, and Food responsiveness and negatively correlated with Satiety responsiveness, Emotional undereating, Slowness in eating and Hunger. A Healthy dietary pattern was positively associated with both Enjoyment of food and Hunger, and negatively associated with Food fussiness. Inversely, a Beverage-rich dietary pattern was negatively associated with Enjoyment of food and positively associated with Food fussiness. A Protein-rich pattern was positively associated with Enjoyment of food, while a High energy density pattern was positively associated with Food fussiness. Young adults with higher scores for fussy eating in early childhood were more likely to manifest Food fussiness and Emotional undereating, and less likely to adopt a Healthy dietary pattern. Young adults with higher scores for overeating in early childhood were less likely to show traits such as Slowness in eating and more likely to be overweight.ConclusionsOur findings suggest that eating behaviors in childhood have long-term influence on diet and weight status, thereby reinforcing the importance of early interventions that promote healthy eating.

<p>This research is a case study research using qualitative approach. This research is aimed to describe the activity of behavioral management of social-emotion non-self-sufficiency in early childhood in kindergarten Aisyiyah XIV Kedungwuluh Purwokerto. The data in this study were collected using interview technique, observation, and documentation. Then analyzed using data analysis technique inductively. Based on the results of the study can be seen that there are four problems of social-emotional self-sufficiency in early childhood. First, the child strikes school. Second, children do not want to follow the learning activities. Third, the child does not want to be left by his mother. Fourth, children do not want to write or do something. The four issues are then addressed by implementing the 5 steps in the practice of behavioral social-emotional self-reliance behavior in early childhood. First, conduct an analysis of social-emotional self-sufficiency behavior problems in early childhood. Second, create action plans to address the problem of social-emotional self-sufficiency behavior in early childhood. Third, coordinate with the guardian in addressing the problem of social-emotional self-sufficiency behavior in early childhood. Fourth, implementing action handling to overcome the problem of social-emotional self-sufficiency behavior in early childhood. Fifth, assess the success in overcoming the problem of social-emotional self-sufficiency behavior in early childhood.</p>

The study investigated the perceived impact of Digital Education in Early Childhood Education Practice in Delta State Nigeria. Digital technologies are now used to enhance social inclusion and facilitate child-centered learning both formal and informal learning environment. However, the integration of digital education in early childhood education settings poses significant challenges for educators. The objective of the study was to investigate the perceived impact of Digital education in Early Childhood Education practice in Delta State Nigeria. Three research questions were raised in the study. The study adopted the survey research method. The population for this study comprised all public pre-primary school heads and teachers in Delta State. There are currently 1350 pre-primary schools in Delta State. The sample for this study was 100 head teachers and 400 teachers in Delta State pre- primary schools. A self-developed questionnaire titled “Perceived Impact of Digital Education in Early Childhood Education Practice Questionnaire (PIDEECEPQ)”, was validated and its reliability determined using test re-test reliability technique with a coefficient index of 0.85. The researcher administered a total of 500 questionnaires to randomly selected head teachers and teachers from the selected pre-primary schools in the study area. Simple percentage, Mean, standard deviation, were used to analyze the data collected. Based on the findings, it was concluded that digital education in Early Childhood Education (ECE) practice has transformed the learning landscape, offering unprecedented opportunities for young children to explore, create and learn. The recent digital education trends in Early Childhood Education (ECE) practice focus on technology integration, play-based pedagogy, learning management system, educational apps, virtual field trip, coding and robotics. This can harness the power of digital technologies to enhance teaching, learning and outcomes for young children. Based on the conclusion, the paper recommended that government and policy-makers should provide regular professional development for early childhood educators, ensure equity and access for all children, foster partnership with families and communities, integrate digital technologies into play-based learning, develop policies and guideline, provide infrastructure and resources.

Background: Pediatricians support families in establishing healthy behaviors, yet there is limited information on valid and pragmatic questionnaires for assessing weight-related health behaviors in early childhood (≤24 months). The objective of this review is to summarize the evidence on parent-reported measures of weight-related health behaviors and/or parenting practices (e.g., feeding practices, dietary intake, sleep duration/routine, physical activity/sedentary behavior, and screen time) in early childhood. Methods: We conducted a scoping review by searching MEDLINE, Embase, PsycINFO, CINAHL, Web of Science, and Cochrane from inception to May 2025 (Open Science Framework Protocol https://doi.org/10.17605/OSF.IO/ME5KW). Articles included were peer reviewed, original research, published in English, and parent-reported measures of weight-related health behaviors in early childhood that reported psychometric results and/or were used in primary care. Trained reviewers systematically extracted details on the setting, questionnaire, and psychometrics. Findings were summarized using descriptive analysis. Results: Our search yielded 26,642 articles with a final data set of 223 articles. Of the 100 unique questionnaires identified, most (90%) assessed parents' feeding practices and/or children's dietary intake; few assessed sleep duration/routine (13%), screen time (13%), and/or physical activity/sedentary behavior (12%). Of the 52 articles describing questionnaires used in primary care, 35% reported psychometric analyses. Conclusions: Most questionnaires measuring weight-related health behaviors in early childhood assessed parent feeding practices and/or children's dietary intake. Few questionnaires used in primary care reported psychometric results. Comprehensive, valid, reliable, and pragmatic questionnaires of health behaviors in early childhood are needed in the primary care settings to standardize screening for obesity risk in early childhood.

Environmental issues are one of the global issues that have not been resolved since the 21st century despite many efforts made both through organizational movements and socialization. One of the main causes of environmental problems is waste produced by humans as a result of daily life behavior. This study aims to analyze how the role of mothers in fostering environmental/green behavior attitudes in early childhood and analyze what are the obstacles in implementing green behavior in early childhood at home. The research method used in this study is a qualitative method with a case study research design. The sampling technique used is purposive sampling because the sample to be studied is selected based on certain criteria, namely families who have early childhood with an age range of 4-8 years. The data collection techniques used in this study were observation, interview and documentation techniques. The results of the study found that mothers play an important role in fostering green behavior in early childhood at home. There are several roles of mothers in fostering green behavior at home including as role models, as caregivers or first educators, and as the main managers in managing full households. The obstacles that mothers often face are limited knowledge about green behavior, limited time and resources, environmental influences and family consumption patterns. It is hoped that future research can explore the development of interesting and age-appropriate educational materials that can help educate them about environmental issues in a fun and understandable way.

ABSTRACT: The spurting growth and development of early childhood are usually identified as a golden time, the window of opportunity and critical period as well. It needs appropriate and optimum method of caring for loving and teaching in informal education. This informal health educational program is accomplished by parenting method, primary health care, adequate nutrition intake and healthy environment. Breastfeeding, including early breastfeeding program as well as exclusive breastfeeding, adequate nutrition intake, healthy environment, disease prevention, healthy house and utilization of sanitation as healthy and clean life behavior are contents of informal health education for early childhood. Stimulation and embrace from mother provide satisfaction and secure feeling to baby. Mother’s instinct to educate through learning-by-doing method, supported by knowledge and skill to maintain health, disease and nutrition control, healthy house and environment, healthy life behavior and nutrition awareness will complete the education in concrete situation. Healthy and clean life behavior are vice versa healthy environment. Family members and parents, especially mother, have roles, functions and responsibilities in informal health education. This article purposes to provide information and present materials and how informal health education is implemented as well as the role and importance of parenting in growth and development of early childhood in Indonesia. KEY WORDS: informal education, early childhood, growth spurt and development, nutrition, healthy environment and healthy life. About the Author: Dr. Hadi Siswanto, S.K.M., M.P.H. is a Lecturer and Dean of the Faculty of Health Science URINDO (University of Respati Indonesia), Jalan Bambu Apus I No.3 East Jakarta, Indonesia. He can be reached at: hadisis_viva@yahoo.com How to cite this article? Siswanto, Hadi. (2009). “Informal Health Education for Early Childhood in Indonesia” in EDUCARE: International Journal for Educational Studies , Vol.1(2) February, pp.219-232. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (December 14, 2008); Revised (January 18, 2009); and Published (February 17, 2009).

Understanding children’s development in the context of the practices of teachers, curriculum writers and governments interested in young children has always been complicated, dynamic and diverse. In Volume 2 of this handbook, a global picture of this complexity is presented in terms of innovative and long-standing early childhood programs, curriculum and assessment practices, pedagogy and diverse conceptualisations of child, family and communities. Two central questions drove the analysis of the content reported in this volume: What and how are practices being developed in early childhood education settings? What and how are new directions and insights in research and practice being paved for children’s development in families and communities? As will be shown in this first chapter of Volume 2 of the handbook, models of curricula, assessment and pedagogy appear to be based on fundamentally different conceptions of child development, the role of the teacher, what is play and how children are positioned within or across the family and early childhood setting. As might be expected in an international analysis, long-standing and contemporary models of early childhood practice should speak directly to plurality. However, through an analysis of early childhood practices across countries from the perspective of the northern and southern hemispheres, a very different picture emerges. The findings suggest that first, the dominant early childhood education models and practices have come from Eastern and Western European countries, many of which have been adopted in countries in the southern hemisphere. It is argued that this colonising act is due in part to the dominant modes of communication through English journals and established networks that inform what counts as an innovative program, curriculum or pedagogical practice. Second, the analysis shows an emerging global trend for re-conceptualising child development dialectically to include family and community who are also in a process of development, rather than to attribute child development to just the child or as the result of an early childhood program. These findings, in addition to what is reported in Volume 1 of this Handbook, seek to make a scholarly contribution to moving the compass from the Northern and the Southern hemispheres. This volume leaves room for more localised models and practices from the global South that speak differently to what and how early childhood practices are regularly conceptualised and promoted.

This research aimed to study the factors associated with the promotion of reading behavior in early childhood, in a densely populated area of metropolitan Bangkok, Thailand. A self-administered questionnaire was used to collect data from 228 families with children aged 3-6 years old. It was analyzed by obtaining the correlations and variables influencing reading behavior promotion. The research findings revealed that factors associated with promotion of reading behavior in early childhood with statistical significance (p<0.05) were age, education, family income, and community environment. It is therefore suggested to promote reading behavior in early childhood by building a network or organization within community environments; supporting convenience, proximity, and opportunity for local families to access information on reading.

Deficits in social orienting (i.e., gazing toward caregivers) during dyadic interactions and reactivity to stressful stimuli have been identified as behavioral correlates of oppositional defiant disorder (ODD) and callous-unemotional (CU) behaviors in older children. The goal of the current study was to investigate infants' mother-directed gaze and reactivity during the face-to-face and still-face episodes of the face-to-face stillface paradigm performed at 6 months in the prediction of ODD and CU behaviors in early childhood. Using data from the Durham Child Health and Development study (n=206), hierarchical regression analyses revealed that infants' negative reactivity during the still-face episode and mother-directed gaze during the face-to-face episode predicted fewer ODD behaviors in early childhood. Examination of interaction effects suggested that mother-directed gaze attenuated the negative relation between reactivity and ODD and CU behaviors in early childhood. The current study is one of the first to extend downward the investigation of ODD and CU behaviors into infancy.

Social behaviour in early childhood is a crucial foundation in the development of character and interpersonal competence from an early age through eating bajamba. This study aims to evaluate the impact of eating bajamba activities on the social behaviour of 5-6-year-old children at Sabbihisma 2 Ulak Karang Kindergarten. This research applied quantitative methodology with a quasi-experimental design. The research participants included 20 children classified into two groups, namely 10 children from class B3 as the treatment group and 10 children from class B4 as the control group, which were determined through a purposive sampling method. The research measurement tool was a test instrument containing nine statement items to assess children's social behaviour. The data analysis process was carried out using the SPSS version 25.0 application, starting with normality and homogeneity testing, which proved that the data were normally distributed and had uniform variance. Then, the independent sample t-test was implemented, which resulted in a probability value (2-tailed) of 0.014 < 0.05 and a calculated t value of 2.730 > t table of 1.734. The output indicates that the bajamba eating activity has a significant effect on improving children's social behaviour. The results of this study are expected to serve as a reference in the formulation of a more dynamic and engaging learning approach to support the construction of early childhood social character

Background of the study: Disruptive behavior refers to actions that tend to oppose or interfere with a child's interactions with peers and adults. This type of behavior has a negative impact because it can disrupt the learning process, and therefore, requires proper intervention. In general, such negative behaviors need to be modified in order to be reduced. The token economy technique is a form of behavior modification designed to increase targeted positive behaviors and decrease undesired behaviors through the use of tokens as reinforcement. Aims and scope of paper: This study aims to determine the effect of implementing a token economy on disruptive behavior in children. Methods: The research method used was a quasi-experimental design with a non-equivalent control group. This study was conducted at ARNI Kindergarten in Jember. The sampling technique used was convenience sampling, involving children from groups A2 and A3, totaling 28 children as research subjects. Data on children's disruptive behavior were collected through observation using an observation sheet instrument containing indicators of disruptive behavior. Data analysis was conducted using an Independent Sample T-test, with all analyses performed using the SPSS program. Results: The results of the Independent Sample T-test showed that the calculated t-value was greater than the critical t-value (t = 2.818 > 1.782) and in a negative direction (-), indicating a significant difference in children's disruptive behavior before and after the implementation of the token economy. This suggests that the token economy effectively reduces disruptive behavior in group A children at ARNI Kindergarten, Jember. Contribution: This study specifically examines the impact of using a token economy on children’s disruptive behavior. It provides valuable insights for teachers in addressing disruptive behavior through the application of token economy strategies. Reducing such behavior can help children learn more effectively and contribute to creating a comfortable and conducive learning environment.