Early Childhood Classes Research Articles

Exploring Factors Influencing Absenteeism and Academic Performance: A Study on Early Childhood and Primary Education (ECPE) Classes

This study delves into the various factors influencing absenteeism and academic performance among children enrolled in Early Childhood and Primary Education (ECPE) classes. Data was collected through fieldwork in 2011, focusing on demographics, attitudes of parents and teachers towards ECPE classes, methods used for retention of learners, roles of teachers in children’s performance, causes of absenteeism, and proposed solutions. The analysis revealed that poor teaching methods, inadequate structures, long distances to schools, weak administration, absenteeism of teachers, and harsh punishments contribute significantly to absenteeism among ECPE learners. These factors impact the academic performance of absentees, leading to subpar educational outcomes. Additionally, positive attitudes towards ECPE classes were found to correlate with better academic performance, emphasizing the importance of a conducive learning environment. Based on the findings, recommendations were made to address these challenges, including the elimination of harsh punishments, establishment of more schools to reduce travel distances, penalties for absent teachers, and the adoption of effective teaching methods. The study underscores the need for targeted interventions to improve attendance and enhance academic performance in ECPE classes. Keywords: Absenteeism, Academic performance, Early Childhood and Primary Education

Pengaruh lagu Bahasa Jawa Terhadap Sopan Santun Berbicara Pada Anak Usia 5-6 Tahun

<p><em><span><em>This research aims to determine the influence of Javanese songs on speaking politeness in children aged 5 to 6 years at Kindergarten Pertiwi 2 Dukuhwaluh. The research method used is a quantitative field study using a pre-experimental design. The data collection methods used by researchers are observation, questionnaires, interviews and documentation. Survey instruments or questionnaires are validated by expert assessors. Data analysis carried out was normality testing and hypothesis testing using IBM SPSS Statistics. The following results were obtained: The average score before and after the application of Javanese Songs increased from 23 to 31.11, namely with a percentage increase of 35%; The significance value between the pretest results and the posttest results is 0.001, which means there is a very strong relationship, so Ho is rejected and Ha is accepted. This shows that there is a difference in scores before and after the implementation of the Javanese song; The correlation value between the pretest results and the posttest results is 0.782, which is high, namely close to 1. This means that Javanese songs influence speaking manners in early childhood class B at Kindergarten Pertiwi 2 Dukuhwaluh.</em></span></em></p><p><em><span><em><strong><em>Keywords </em></strong>- <em>early childhood, Javanese songs, speaking manners</em></em></span></em></p><p><em><span><em><br /></em></span></em></p>

Storytelling as a teaching strategy for reinforcing the pedagogical value of play

ABSTRACT Early childhood preservice teachers often graduate with an incomplete understanding of the interplay between play and learning (Zhulamanova 2019; Zhulamanova and Raisor 2020). This mixed-methods pilot study aims to enhance early childhood teacher education by providing teacher candidates with playful, imaginative experiences through storytelling. It examines the impact of storytelling method (Abrahamson 1998) on content retention, engagement, and reflective learning. Over two semesters, pilot data were collected from six undergraduate students in a Growth and Development in Early Childhood class. The study employed qualitative and quantitative methods. Qualitative data included in-class group activities and individual homework assignments where students used storytelling to apply developmental concepts. Quantitative data were gathered through a Likert scale survey assessing the effects of storytelling and play on task focus, information retention, and real-life application of concepts. Results indicate that students found storytelling beneficial for staying on topic, retaining information, and understanding course concepts. Storytelling also allowed students to experience the playfulness and imagination that young children naturally engage in during their early years. Qualitative analysis revealed that collaborative assignments were more complex and demonstrated better grasp of material compared to individual tasks. Despite promising results, limitations due to low participant numbers necessitate further research.

Pengaruh Bermain Wayang Tema Terhadap Kemampuan Berbicara Pada Anak Usia 5-6 Tahun Di RA Masithoh Bantar

<em><span><em>This research aims to determine the effect of playing shadow puppets on the speaking abilities of young children at RA Masithoh Bantar. The type of research used is a quantitative method with a pre-experimental design. Data collection methods used were observation, questionnaires, interviews, and documentary methods. Experienced teachers made sure the tools we used to collect information were accurate and reliable. Data analysis was carried out using normality tests and hypothesis tests, and managing this research data was assisted using SPSS 16.0. The research results obtained are: 1). The average score after playing the theme wayang is 45.13, which is higher than the average score before playing the theme wayang, namely 31.87; 2) The significance value of the nuji t-test is 0.000 because (p <0.05), then Ho is rejected and Ha is accepted, which means there is a difference in the score results before and after playing the puppet theme; 3). The correlation value of the pretest and posttest results of 0.783 is relatively high because it is almost close to 1. The significance value is 0.000, meaning that the pretest and posttest results are very significantly correlated. In other words, it means that playing themed puppets has an influence on the speaking ability of early childhood class B di RA Masithoh Bantar with a percentage increase of 41.60%.</em></span></em>

A Study of Developing a Prototype of Sindhi Primer of Early Childhood Education Level in Sindh

Sindhi is the most ancient language of the sub-continent and has been used as a medium of instruction in this region through centuries. The writing history of the Sindhi Language starts from Indus Civilization in the era of pictographic scripts being used for sister civilizations. Observing ground and historical realities, Sindhi is one of the most important languages of the world. For the study and development of language, it is necessary to develop primary textbooks. In our country, the teaching of language is a specialized skill. The primer (textbook) has a very milestone role in teaching and learning of respective language. The Sindhi Primers of public and private sectors were not as per the standard of other language primers. As per basic language skills textual and spelling forms' analysis, there were found only three primers of more than 50% success rate, while others were of very low standard with less than the success rate of 30%. Therefore it was a dire need to develop and design a Model Sindhi Primer based on the new revised National Curriculum with a 100% success rate of speaking, listening, reading, writing and understanding skills of the Sindhi Language for effective learning in early childhood class in schools of Sindh. The primer under research is an effective learning model primer which fulfils sufficient needs of learners and teachers for teaching and learning of Sindhi Language.The primer under research is also a Model Primer for textbook writers and authors in developing and designing any textbook in accordance with learning outcomes and objectives described in the curriculum.

Implementation Design Interior Class ECD 5-6 Years Old Children in the Cognitive Development

The problem with this research was that many children have not been able to develop aspects of cognitive development. Therefore, an Early Childhood (ECD) class in interior design was conducted. The research purpose was to reveal the early childhood classroom interior design implementation in children aged 5-6 years cognitive development in Harapan Kita Kindergarten, Sungai Liku - Pesisir Selatan Regency. The research method used was descriptive qualitative. Data were collected through three activities, namely: interviews, observation, and documentation. The research results indicated that the planning and interior design of the ECD class. Data is obtained through the reduction of data, highlighting and choosing the key points, and concentrating ting on what's important. So that the research results show that the interior design of ECD is advantageous for kids between the ages of 5 and 6 and positively impacts children's cognitive development.

문제중심학습(PBL) 기반 유아안전교육 수업이 예비유아교사의 협력적 자기효능감, 학습태도, 전공몰입에 미치는 효과

Objectives This study aimed to investigate the effect of preservice early childhood teachers on cooperative self- efficacy, learning attitude, and major commitment before and after early childhood safety education course applying problem-based learning methods.
 Methods To examine this purpose, the problem-based learning design was applied to the early childhood safety education course in the 1st semester of 2022. We examined the differences in cooperative self-efficiency, learning attitudes and major commitment at the beginning and the end of the course were examined for 20 students. The collected data were analyzed by paired t-test with SPSS 24.0 program.
 Results The results of this study preservice early childhood teacher cooperative self-efficiency(t=-4.832, p<.001), learning attitudes(t=-4.445 p<.001), major commitment(t=-4.338 p<.001) after application of problem-based learning safety education in early childhood class showed a significant effect. In other words, it could be inferred that the early childhood safety education course itself, which applied problem-based learning (PBL), was a direct factor in improving the cooperative self-efficacy, learning attitude, and major commitment of preservice early childhood education teachers.
 Conclusions Therefore, it suggests that the problem-based learning in early childhood safety education is the meaningful teaching method to improve the cooperative self-efficiency, learning attitudes and major commitment of preservice early childhood teachers.

The Effects of Early Childhood Teachers’ Playfulness and Development of Professionalism on Their Play Support Practices

Objectives This study was conducted to examine the effects of early childhood teacher’s playfulness and the development of professionalism on their play support practices. Methods The subjects of this study were 250 early childhood teachers working in kindergartens located in G city and J province. The playfulness, development of their professionalism, and play support practice were evaluated directly by the early childhood teachers. The Pearson correlation analysis and multiple regression analysis on the data collected were conducted by using SPSS WIN 29.0. Results First, the early childhood teachers’ playfulness and development of the professionalism were major fators to explain their play support practice. Second, the early childhood teachers’ playfulness and their development of the professionalism explained their play support practice. Third, based on analysis of relative effects of the teachers’ playfulness and development of the professionalism on their play support practice, their play support practice were explained 54% by the development of the professionalism while the teachers’ playfulness did not have effect. Conclusions The playfulness and development of the professionalism were major factors that explained the teachers’ play support practice. Especially the teachers’ development of the professionalism had much greater effect on their play support practice. This study suggests that development of professionalism of early childhood teachers might be a way to enhance the teachers’ competence for play support practice in early childhood classes.

ECE Educator Training: How to Develop Literacy and Environment Education for Children?

Loving the environment is a character that must be instilled in children from an early age. This study aims to describe how efforts to instil love for the environment in preschool. This research uses a collaboration action research method with the intervention of providing information and motivation about the importance of environmental education for ECE educators. The participants were the ECE community represented by eleven ECE teachers in the Tangerang, Sawangan Bogor, Medan, and Batam areas. Data collection was carried out by focus group discussions and interviews as well as the delivery of information related to learning and environmental literacy for children through online meetings. Content analysis was used to interpret the data in this study. The findings of this study indicate that the provision of information and motivation to eleven ECE teachers can make the eleven teachers form the spirit and knowledge of teachers to develop learning and teaching environmental literacy in early childhood classes. The teachers are also trying to green the school environment by planting trees and making various learning activities with the children to get to know and love the environment better.
 Keywords: ECE educators training, environmental literacy, environmental education

When less expected problems become critical: first-year teaching in early childhood classes

ABSTRACT The aim of this study was to explore preservice early childhood education (ECE) teachers’ expectations and concerns before they started their careers and the challenges they faced in the first year. Sixteen preservice ECE teachers from the same teacher education programme in Turkey were interviewed about their expectations for their first year before their graduation. Then, they were interviewed at the end of the first and the second semesters about their experiences and difficulties of teaching in public schools, and the positive aspects of their work. Although participants were aware of many difficulties in public schools, some of the challenges they faced in disadvantaged school settings, such as infrastructural inadequacies, non-curricular tasks, and material shortages, were beyond their initial anticipation and not in line with their teacher education programme experiences. Teacher education programmes should provide pre-service teachers with experiences in disadvantaged school settings to be better prepared.

Review on Montessori Educators’ Opinions Concerning the Digital Assessment Tool They Use in Terms of 21st-Century Skills

This study aimed to examine the opinions of Montessori educators on the digital assessment tool they use in terms of 21st-century teacher skills. The study sample covered 14 Montessori educators working in early childhood classes in public and private preschool educational institutions, located in Barcelona and Istanbul, where the Montessori educational approach is applied. In the study, the experiences of the Montessori educators with the digital assessment tool they use as the assessment tool were examined in terms of the identified 21st-century teacher skills. To this end, the research was designed with a phenomenological approach in the qualitative research method. The data were obtained through the personal information form and structured interview questions prepared for the digital assessment tool used by the Montessori educators. In the analysis of this data, the phenomenological study of Moustakas (1994) was introduced through the steps of the analysis. The perspectives of the Montessori educators concerning digital assessment, their application experiences regarding the digital assessment tool, and their views on their experiences were discussed in terms of utilization of the digital tool applications, as well as to use and evaluate information, their skills regarding collaborative work and communication, and finally their communication skills with the parents, which are among the 21st-century teacher skills. It was concluded that different factors influenced the opinions of the Montessori educators, where there were positive and negative expressions within the scope of these skills regarding the digital assessment tool.

PENGGUNAAN OBSERVASI VISUAL DIGITAL PADA INTERAKSI GURU DAN ANAK DALAM KELAS PAUD

The interactions in Indonesian early childhood classes are still traditionally done without using digital visuals. The impact is that the data obtained is difficult to be reexamined. Therefore, this paper focuses on how digital visual observation is applied in investigating the quality of teacher-child interactions, it is used to determine the context or individuals associated with interaction, the impact of teacher-child interactions on child development. Data was collected through observation on 6 teachers with the number of children was 15 children. The study found that visual data illustrates various features of teacher-child interaction. Digital video observation provides a holistic view on the process of interaction, dominance in teacher-child interactions, and the impact of interactions on children's development in documenting all features and processes of child development that cannot be captured through traditional observations. In particular, digital visual observation brings a new perspective and becomes an effective methodological tool for understanding teacher-child interactions.

KESIAPAN DAN KETERLIBATAN PENDIDIK PAUD DI JAWA TIMUR PADA MASA PANDEMIK COVID-19 MELALUI PENGUASAAN TIK

This research was driven by a change in the implementation of learning in PAUD during the Covid-19 pandemic virus, which was originally conducted face-to-face and turned into virtual. Based on this, the researcher wants to know the readiness, willingness and involvement of PAUD educators in implementing virtual learning. This research is a qualitative research with literature-based data sources collected from several articles contained in various international journals and surveys that have been conducted to about two hundred and fifty-six teachers in East Java who confirmed that as many as 10.5% stated strongly agree, as many as 50.4% agreed while 39.1% stated that they did not agree / were not willing to support efforts to implement virtual learning for early childhood. The results of this study are expected to be a recommendation for policy makers to carry out virtual learning in early childhood classes in order to break the chain of the spread of the Covid-19 virus in Indonesia.

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

Robots and Robotics Kits for Early Childhood and First School Age

<p class="0abstract">Educational robotics can consider one of the newest trends in education and they have been introduced into the classrooms ranging from kindergarten through high school as a means of enriching the learning environment and promote knowledge-building activities. Especially, robotics technologies offer opportunities for young age children, for a practical, hands-on understanding of the things they meet in their daily life but do not fully understand, such as proximity sensors, motion detectors, and light sensors, reasoning failures (software bugs) and connection problems (Wi-Fi, Bluetooth disconnection). In this article, we presented robots that can be used in early childhood and first primary classes of education. The purpose of this article is not to advocate against an educational robot or robotic kit but indeed to inform the educational community so that to make informed decisions regarding the introduction of this kind of technology into the classroom.</p>

Peningkatan Afeksi Anak Usia Dini melalui Dongeng dengan Alat Peraga

<p>Through the Fairy Tale Method with props, where children are invited to develop their own children's affections. Furthermore, teachers play a role in orienting children to understand the moral messages contained in, a fairy tale that is conveyed by using a media that is more interesting, so that images that can enhance children's affection in the process carried out in Early Childhood Class Yasmin TK DR. Cipto Mangunkusumo, Bandar Jawa Village, Bandar District, Simalungun Regency. To obtain data through testing and observation with data collection tools such as observation sheets for children and teachers and the test as an evaluation material at the end of each cycle that aims to determine changes in the ability of children to develop affection in the fairytale method. There are several conclussions: The level of affection of children in Cycle I there were 18 children 66.67%) reached the level of completeness ≥ 70, this means the child had not reached classical completeness and was in the Fair criteria. While in Cycle II there were 23 children who had reached mastery levels ≥ 70 (85.18%). So in Cycle II an increase in affection which has reached the Good category.</p>

INTEGRASI TEKNOLOGI INFORMASI DALAM PEMBELAJARAN ANAK USIA DINI

Early childhood education is a coaching effort aimed at children from birth to the age of six years, carried out through the provision of stimuli to help growth and physical and spiritual development, so that children have readiness in entering further education. In providing growth stimulus and developing early childhood in the era of advanced technology, technology is a powerful tool to support all learning in early childhood classes. This effort must be integrated into an integrated curriculum. In the use of learning technology tools, teachers need to be trained to operate, so that teachers can be proficient in the learning process. Besides that, what also needs to be considered by each technological device is the advantages and disadvantages or the impact of using these technological tools.

Parental Wellbeing, Parenting and Child Development in Ghanaian Families with Young Children.

Approximately one-third of early childhood pupils in Ghana are struggling with meeting basic behavioral and developmental milestones, but little is known about mechanisms or factors that contribute to poor early childhood development. With a lack of developmental research to guide intervention or education program and policy planning, this study aimed to address these research gaps by examining a developmental mechanism for early childhood development. We tested a mediational mechanism model that examined the influence of parental wellbeing on parenting and children's development. Two hundred and sixty-two Ghanaian parents whose children attended early childhood classes (nursery to 3rd grade) were recruited. Data were gathered through parent interviews and Structural Equation Modeling was utilized to examine pathways of the model. Results support the mediational model that Ghanaian parents' depression was associated with less optimal parenting, and in turn greater child externalizing behavioral problems. This study adds new evidence of cross cultural consistency in early childhood development.

Piecing It Together: The Effect of Background Music on Children's Puzzle Assembly.

This study explored the effects of background music on cognitive (puzzle assembly) task performance in young children. Participants were 87 primarily European-American children (38 boys, 49 girls; mean age = 4.77 years) enrolled in early childhood classes in the northeastern United States. Children were given one minute to complete a 12-piece puzzle task in one of three background music conditions: music with lyrics, music without lyrics, and no music. The music selection was "You're Welcome" from the Disney movie "Moana." Results revealed that children who heard the music without lyrics completed more puzzle pieces than children in either the music with lyrics or no music condition. Background music without distracting lyrics may be beneficial and superior to background music with lyrics for young children's cognitive performance even when they are engaged independently in a nonverbal task.

TEKNOLOGI SISTEM INTEGRASI TERNAK, TANAMAN, DAN IKAN PADA LAHAN PEKARANGAN DAN TEKNOLOGI PENGOLAHAN BAHAN MAKANAN GUNA PENINGKATAN PENDAPATAN KELUARGA DI DESA CANGKRINGTURI, SIDOARJO

Objective of KKN-PPM is to overcome the problems encountered in the village Cakringturi that the low incomes, lack of knowledge and understanding of environmental management, especially land yard. The solution to solve the problem is to empower rural communities through land use courtyard with technology integration system of livestock, crops and fish and provide food processing technology skills.Methods: Counseling, Mentoring, Training. Result: K1 program: Land yard citizens have been utilized, Product Probiofish, Aquaponics, Raising catfish in the pond Bis, The Carambola Fruit Cultivation along the river, Product instant and syrup TOGA, Vertikultur. K2 program: Competition Fun Cake in early childhood, Competition Beuty and Hijab Class, Teaching in Early Childhood Educatio. K3 Program : : Tutoring for elementary school children, Work with the community service, Yasinan, tahlilan, & diba'an, Assist Posyandu services. Distribution of poor rice, Visits to polindes,, Decorating in early childhood classrooms, Coordination with Karangtaruna, A visit to the village, Assist village. Conclusion: The entire planning of the program, both the main program, additional, or auxiliary implemented very well and smoothly by all students of KKN PPM 2015. Society and village and community leaders strongly support KKN PPM program and community empowerment have been successfully carried out.
 
 Keywords : Community EmpowermentCatfish in the pond bis, Aquaponics, Vertikultur, Star fruit cultivation, Instant and Syrup Toga.