Early Childhood Education Curriculum Research Articles

Addressing the Issues of Global Digital Divide: How Digitally Competent are Early Childhood Pre-Service Teachers?

Digital technologies such as programmable toys, camera, android phones, IPad, lab tops, educational robots, industrial robots, videos, video games, VCDs, Internet, Photoshop suites, and the likes have become essential tools that support instructions at all levels of education. Access or otherwise may influence the way technologies are used either to support classroom instruction. This study investigated in service degree early childhood education teachers ‘competence in integrating digital technologies in implementing the early childhood education curriculum. The descriptive survey design was aused for the study. The population for the study was 194 students in NCE two in the 2024 session in Federal university of Education, Pankshin, Nigeria. The sample for the studies consisted of 150 students who were selected using simple random sampling. Five research questions guided the study. The instrument used was the Tech Check Questionnaire (TCQ). Data was analysed using mean and standard deviation to answer research questions raised. Findings indicate that teachers’ competence in using technology in areas of presentation of instructions, educational robotics and internet usage was low. It was recommended among others that hands on training on use of relevant digital technologies in presentation, educational robotics and internet use be mounted for teachers to improve competency for digital curriculum implementation.

Children’s Rights in the Early Childhood Education Curriculum and Activity Book in Türkiye

This research evaluates the representation of children’s rights in the Early Childhood Education curriculum and Activity Book in Türkiye. Content analysis was used to assess the scope, depth, and frequency of children’s rights-related learning achievements in both the curriculum and the Activity Book, revealing that these achievements do not explicitly emphasize children’s rights in areas such as cognitive, language, and motor development. However, 11 out of 17 social-emotional development objectives and 116 activities indirectly addressed children’s rights. The research suggests a need for the explicit inclusion of fundamental rights in the curriculum and the Activity Book, tailored to children’s age, enhancing skills in conflict resolution, safety awareness, empathy, and opposition to rights violations. Keywords: early childhood education; children’s rights; human rights; content analysis.

Traditional Games as a Means of Cognitive Stimulation: An Analysis of Child Development: A Systematica Review

This study aims to analyze the impact of traditional games on children's cognitive development. In the midst of the rise of digital games, traditional games are often neglected even though they have great potential as an educational tool. Through a systematic review of various relevant studies, this study found that traditional games such as Sundanese Manda, Gobak Sodor, Congklak, and Dakon can provide significant cognitive stimuli for children. The game helps improve children's problem-solving, logic, and social comprehension skills. In addition, traditional games also play a role in strengthening social interaction and cultural values. Although many studies have focused on digital games, the results of this study highlight the importance of integrating traditional games in formal education to maximize children's cognitive development. Therefore, it is recommended that traditional games be recognized and applied more widely in the early childhood education curriculum.

Māori leadership and early childhood educational leadership in Aotearoa: A critical literature review

Abstract Five early childhood teacher educators in Aotearoa New Zealand explored a range of literature to respond to the question: What does literature tell us about Māori leadership and how are our findings relevant to leadership in early childhood education (ECE) in Aotearoa? The process of finding and reviewing literature sources about Māori leadership led us to think critically about how Māori values, concepts, and customs have been diminished or sustained in fields such as education and business. ECE in Aotearoa is shaped by the bicultural curriculum Te Whāriki and underpinned by obligations to Te Tiriti o Waitangi. Although education and leadership structures and processes in Aotearoa are overwhelmingly produced within Westernised perspectives, ECE curriculum and practice foregrounds Māori ways of knowing, being, and doing. Through the literature review process, we shared insights and critical discussions that enriched our perceptions of leadership by and for Māori, and of relevance to ECE leadership through shared values. The literature reviewed provided examples from education and business settings where Māori leadership grounded in values of whanaungatanga/reciprocal relationality originating in Māori traditional beliefs and societal structures has been sustained, remembered, and reclaimed through processes of navigating and negotiating present-day colonised contexts. Literature also provided examples of official programmes and policies that seek to acknowledge and enhance Māori leadership in education.

The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking

Backgroundand Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners. ObjectiveThis study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders. MethodA cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking. FindingsThe results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking. ImplicationsResults caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.

Equipping prospective teachers for culturally and religiously sensitive sexuality education: curriculum reviews at Islamic universities in Indonesia

ABSTRACT Sexuality education is essential for equipping children to prevent sexual abuse and fostering understanding of their bodies, relationships, and boundaries. Early childhood education programs in Indonesia were recommended to integrate sexuality education courses tailored to child development and sensitive to religious and cultural contexts. This research employed qualitative methods to investigate the integration of sexuality education courses at eight Islamic universities in Indonesia. Data were collected through interviews with eight course instructors and documentation of their Semester Learning Plans, using content and thematic analysis. Findings revealed that while two universities offered dedicated sexuality education courses, six integrated them into child development and parenting psychology courses. Dedicated sexuality education courses had more comprehensive learning objectives compared to integrated approaches. Teaching methods predominantly included lectures, paper presentations, with some incorporating field studies and project-based learning. Challenges included credit allocation impacting study durations, which hindered the integration of specialized courses like sexuality education. Enhancing pedagogy and ensuring effective delivery of sexuality education were identified as crucial tasks requiring the refinement of curricula in early childhood education. This approach would enable prospective educators to impart knowledge sensitively, taking into account children’s developmental stages and cultural-religious norms.

Early Childhood Education And Village Corruption: An Evidence From Indonesia

This study explores the relationship between early childhood education (ECE) exposure and corruptive behavior among village leaders in Indonesia, particularly in light of the decentralization efforts that began in 2014 with the Village Fund Initiative. The objective is to determine whether village leaders who were exposed to ECE in their early years are less prone to engage in corrupt practices when managing public funds. The research utilizes a staggered difference-in-difference approach, comparing corruption cases between leaders exposed to ECE and those who were not. The study collected data from the Indonesian village census (PODES) between 1993 and 2018, focusing on Java Island. The corruption cases were sourced from the Indonesian Supreme Court, specifically analyzing the behavior of village heads elected post-2014. The methodology allowed for a quasi-experimental design by leveraging the timing of village elections as a key variable. The results ECE exposure did not universally reduce corruption across the sample. In fact, corruption surged among early-treated groups who experienced the program in the 1990s, suggesting that ECE alone is not a strong deterrent to corruption. However, for later-treated groups, ECE exposure did lead to a reduction in corrupt behavior, pointing to an adaptation effect as village leaders observed peers being prosecuted for corruption. In conclusion, while early childhood education plays a role in shaping governance outcomes, its impact on reducing corruption is nuanced. The findings suggest that integrating anti-corruption education into the ECE curriculum could strengthen governance at the village level, particularly when combined with robust law enforcement mechanisms

Integration of Islamic Education into Early Childhood Education Education Curriculum: Building Character in the Digital Era

The character education model shows optimal impact when integrated into a holistic and integrative curriculum and learning. Today's children really need character education, in this case teachers and parents, especially teachers, play an important role in strengthening character education for their students. This study aims to examine the integration of Islamic education in the Early Childhood Education (PAUD) curriculum: Building Character in the Digital Era at Bina Putra Kledung Pacitan Kindergarten. This research method uses qualitative research. Descriptive analysis used in this study to explore the dynamics of learning and social interaction in the school environment. For data collection, the author used observation and interview methods with teachers, principals, and parents. The results of this study indicate that research on the integration of Islamic education in the PAUD curriculum at Bina Putra Kledung Pacitan Kindergarten shows that the holistic approach applied is effective in shaping children's character in the digital era.

Influence of parental aspirations in remodelling early childhood education (ECE) in Bangladesh: cultural factors as a catalyst

ABSTRACT Globally, the period from birth to age eight is known as early childhood. This research intends to learn about the parents’ ambitions and need for engagement in changing the ECE curriculum since there is still a significant gap in the assessment of parental influence. This study's qualitative method employed thematic analysis and a narrative analytical technique. The results show that parental ambitions to modify the ECE curriculum to include national historical and cultural context have significantly influenced. This research will support SDG 4's need for high-quality education by helping to restructure the ECE curriculum with cultural elements.

Development and Implementation of the Independent Curriculum in "Penggerak" Kindergartens: A Case Study of Semarang City

Implementing the Independent Curriculum in early childhood education presents challenges and opportunities, particularly in aligning curriculum design with local needs and ensuring stakeholder collaboration. This research examines the development and implementation of the Independent Curriculum in three "Penggerak" Kindergartens in Semarang City: TK ABA 54, TK Talenta, and TK Pertiwi 31. The study employs a descriptive qualitative method involving principals, teachers, supervisors, and parents and focuses on institutional readiness and stakeholder collaboration. Data collection was conducted through semi-structured interviews, observations, and document analysis. Findings reveal that each kindergarten developed a curriculum tailored to its unique institutional characteristics and student needs, with an emphasis on integrating national standards, local values, and religious principles. TK Talenta prioritized inclusive education for special needs children, while TK Pertiwi 31 focused on contextual learning approaches. Collaborative curriculum planning involving key stakeholders was a central strategy in all three institutions. Despite the successes, challenges emerged, particularly in teachers’ comprehension of the Independent Curriculum, which necessitated additional support through professional development. The study concludes that a flexible and contextually grounded curriculum fosters inclusivity and adapts to local needs in early childhood education. However, the limited geographic focus and short observation period challenge generalizing the findings. Future research should adopt longitudinal approaches to evaluate the curriculum's long-term impacts and explore interdisciplinary strategies in curriculum design.

Independent Curriculum Policy in Early Childhood Education Units in Indonesia

The Independent Curriculum is an innovative advancement in the Indonesian education system, namely in Early Childhood Education (PAUD). This study aims to discover the Independent Curriculum policy in PAUD (Early Childhood Education) through a literature review approach. In particular, the researcher will analyze and evaluate policies, regulations, and theories related to the definition of the Independent Curriculum in Early Childhood Education. Information is gathered from reliable sources, including scientific publications, books, and official government papers. The study's findings show that the Independent Curriculum offers PAUD the ability to tailor the curriculum to the specific needs and attributes of students, thus providing flexibility. PAUD is encouraged to develop the Pancasila Student Profile through child-centered learning, play, and exploration. This research also found several challenges in implementing the Independent Curriculum in PAUD, such as limited human resources, infrastructure, and funding. Ultimately, the Independent Curriculum has great potential to improve the quality of early childhood education in Indonesia. Nevertheless, it is crucial for some stakeholders to consistently exert their efforts to ensure the smooth and smooth implementation of the implementation process.

Exploring the Early Childhood and Play-centered Education Curriculum Experienced by Pre-service Early Childhood Teachers in School Field Training

Exploring the Early Childhood and Play-centered Education Curriculum Experienced by Pre-service Early Childhood Teachers in School Field Training

Eksperimen Pencampuran Warna Dalam Meningkatkan Keterampilan Sains Pada Anak Usia Dini

This research, conducted by Saya Ani Mulyani, aims to optimize the use of simple science experiments, especially in the context of color mixing, to increase learning creativity in young children. The research method used is qualitative research. The participants in this research were 14 children aged 4-5 years from an early childhood education institution. The intervention was carried out in the form of a simple science experiment involving mixing primary colors. Data was collected through participant observation during the intervention, interviews with teachers, and reflective notes. Data analysis was carried out using a qualitative approach in Kober At-Taubah, Kp. Ciawitali, Pasanggrahan Village, District. Sukawening, Kab. Garut, West Java. The research results show that the use of simple science experiments in early childhood learning can increase their learning creativity. Children show a high interest in experimental activities, as well as the ability to generate new and creative ideas in exploring color mixing. Additionally, interaction between children also increases, allowing them to learn from each other and develop their social skills. These findings highlight the importance of using interesting and experience-based learning approaches in developing creativity in early childhood. The practical implication of this research is the need to integrate simple science experiments into the early childhood education curriculum as a means of stimulating PAUD creativity.

Creating indoor learning areas to implement the Early Childhood Care and Education Curriculum

Background: A safe and inclusive indoor learning environment reflects different ways of knowing, actuality and thinking. In the Early Childhood Care and Education (ECCE) context, indoor learning areas influence the exploration of teaching and learning activities.Aim: This article explored rural ECCE teachers’ experiences of creating indoor learning areas as required by the National Curriculum Framework (NCF) for children from birth to 4 years.Setting: Six purposively selected teachers from the three rural ECCE centres in KwaZulu-Natal province that transitioned to using the NCF participated in the study.Methods: A qualitative case study located within the interpretive paradigm was employed. Data that were inductively analysed were collected through semi-structured interviews with two teachers in each of the three centres. Transformative learning theory underpinned the study.Results: The study found that six teachers who desired to learn from each other engaged in a collaborative learning venture within their centres and complied with the NCF to create indoor learning areas in the interest of young children.Conclusion: The study argues that teachers shifted their insights from the challenges to achieving the objectives of the NCF. Thus, it questioned the assumption that rural teachers lack the knowledge to design learning areas.Contribution: Rural ECCE teachers are committed to learning for the development of young children.

Significance and Strategy Analysis of Gamified Curriculum in Early Childhood Education

Significance and Strategy Analysis of Gamified Curriculum in Early Childhood Education

Implementasi Kurikulum Merdeka di Pendidikan Anak Usia Dini (PAUD): Tinjauan Kritis dari Perspektif Guru

The Implementation of the Merdeka Curriculum in Early Childhood Education (ECE) presents unique challenges and opportunities in improving the quality of early childhood education in Indonesia. This article analyzes teachers' perspectives on the implementation of the Merdeka Curriculum, focusing on understanding, implementation, and impact of the curriculum. Through questionnaires and critical analysis, findings indicate that most teachers have a sufficient understanding of the Merdeka Curriculum, although there is still a need for better training and support. Implementation challenges include resource limitations, inadequate management support, and the expansion of new learning approaches. Nevertheless, the Merdeka Curriculum has had a positive impact on children's motivation to learn and parental involvement in education. In conclusion, with a collective commitment to improving the quality of PAUD education, the Merdeka Curriculum has great potential to provide innovation and optimal benefits for the development of children in Indonesia.

The Effect of Digital Educational Game "Qreatif Edukatif" on the Development of Numeracy Skills in 4-5 Years Old Children

Children's numerical skills sometimes face challenges, therefore ways are needed to maximize early childhood numeracy learning outcomes. This study aims to determine the effect of the use of digital educational games on numeracy development in children aged 4-5 years conducted in one of the Global Kindergartens (pseudonyms) in Semarang City. The method used is pre-experimental research with a One Group Pretest-Posttest design. This participant consisted of 31 children in the Kindergarten A class. Data collection was carried out through pretest and posttest of numeracy skills developed based on the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 137 of 2014 (National Standard for Early Childhood Education). The results showed that the average pretest score was 28.00 and the posttest increased to 46.16 after the use of digital educational games. The normality test shows normal distributed data, while the N-Gain Score test produces an average score of 0.91 which is classified as a high category. The hypothesis test using the Paired Sample T-Test showed a Sig. (2-tailed) value of 0.000, which means that there is a significant influence of the use of digital educational games on children's numeracy skills. This increase shows that the proper use of digital games in learning can significantly improve early childhood numeracy skills. This study suggests the integration of digital educational games in the early childhood education curriculum as an effective alternative to improve numeracy skills.

Implementation Of The Curriculum And Teaching In Early Childhood Education In The City Of Ambon

Implementation Of The Curriculum And Teaching In Early Childhood Education In The City Of Ambon

Penerapan Pembelajaran Calistung Pada Anak-Anak di Desa Simanungkalit

Calistung learning is part of the Early Childhood Education (PAUD) Curriculum. Basically, Khalistan learning focuses on teaching reading, writing and arithmetic skills. This is stated in Appendix I to the Regulation of the Minister of Education and Culture of the Republic of Indonesia (Permen) No. 137, Content Standards for Developmental Achievement Levels for Children 4-5 Years and 5-6 Years (STPPA). 2014. This introduction aims to prepare children to continue to the next level of education, namely basic education. However, the ideal Calistung PAUD learning model is still a serious problem in a broader context, especially when combined with the possibility of further SD/MI entrance exams in the form of the Calistung test. Many elementary schools/MIs hold Calistung entrance exams as a prerequisite for accepting new students according to standards

Analysis of the Implementation of the Inclusive Early Childhood Education Curriculum Model : Case Study at Bright Kiddie Kindergarten Ponorogo, Indonesia

This research aims to analyze the implementation of the inclusive Early Childhood Education curriculum model at Bright Kiddie Kindergarten Ponorogo, Indonesia. This research used a qualitative approach with a case study method. The informants for this research were the school principal, class teacher and teacher accompanying children with special needs. Data collection techniques used were interviews, observation, and documentation. Next, data analysis used interactive model analysis, and for the validity of the research data, the triangulation method was used. The research results showed that Bright Kiddie Kindergarten had children with special needs with different characteristics, needs and abilities. In implementing inclusive learning, the school used regular and pull-out class models with duplication, simplification, substitution and omission curriculum models according to the needs of each student with special needs. Children with special needs study with other children in regular classes. However, at certain times, they will be moved to another room to receive additional learning from special accompanying teachers. The curriculum model was also adjusted based on the identification and assessment results of each child with special needs as a basis for appropriate learning planning. Some duplicate the same curriculum as normal children (duplication), some simplify it without eliminating the substance (simplification), some replace it with equivalent material (substitution), and there are those who change it completely to suit the needs of each child.