Early Childhood Education Institutions Research Articles

Augmented Reality Animal Recognition Game: Enhancing Early Childhood Learning through Interactive Picture Guessing

This research focuses on developing an interactive learning game, "Guess the Animal Picture," which utilizes augmented reality (AR) technology to help young children learn animal names in an engaging and effective manner. Traditional educational media, such as books or picture cards, often lack interactivity and fail to sustain children's attention over time. To address this issue, this study employs the 4D development method, which encompasses four stages: Define, Design, Develop, and Disseminate. In the Define stage, a needs analysis was conducted by examining early childhood education curricula, interviewing teachers, and observing challenges children face in learning animal names. The Design stage involved creating a game that integrates appealing visual elements, interactive sounds, and simple yet educational game mechanics, all enhanced by AR features that bring animals to life. During the Develop stage, a prototype was tested with a group of children to gather feedback, leading to further refinement of the game. Finally, in the Disseminate stage, the game was distributed to schools and early childhood education institutions, with training provided to teachers to optimize the game's use in educational settings. The results indicate that the "Guess the Animal Picture" game significantly improves children's ability to recognize and name animals while boosting their motivation to learn. Teachers and parents provided positive feedback, appreciating the game as an interactive and valuable learning tool. The study concludes that interactive, technology-based learning games, especially those incorporating AR, offer an effective solution for delivering a more engaging and efficient learning experience to young children

Acculturation of religious values in early childhood: Central Sulawesi Educational Institutions

Background: Early Childhood Education Institutions (ECEIs) require a model for the cultivation of religious values from an early age. Religion encompasses fundamental values that strongly instil belief in the existence of God and promote harmonious relationships among individuals. This study examines the role of ECEIs in fostering religious values in early childhood.Aim: This study aims to explore the cultivation of religious values in early childhood, which includes philosophy and models of the cultivation of religious values.Setting: This research was conducted in Palu, Central Sulawesi, Indonesia.Methods: Researchers chose five early childhood educational institutions with 30 participants, teachers, and managers of early childhood educational institutions. The analytical approach used is the Discovering Cultural Themes model.Results: The spirit of ‘Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, and Tut Wuri Handayani’ serves as the philosophy guiding teachers to act as role models, inspire enthusiasm, and recognise the potential of young children. This philosophy is broken down into four main themes: ‘I Love the Earth’, ‘I Love Indonesia’, ‘Playing and Cooperating/We Are All Brothers’, and ‘My Imagination and Creativity’. The cultivation model includes introduction, habituation, and exemplary actions by parents and teachers.Conclusion: Philosophical values are cultivated through recognition, habituation, and example. The acculturation model starts from the identification of religious and cultural values followed by institutionalisation and encouragement by teachers and parents.Contribution: The role of early childhood educational institutions in the acculturation of religious values is a vital characteristic of schools managed by the government and foundations in Indonesia.

PENGARUH PERMAINAN ROLL DICE CHALLENGE TERHADAP LITERASI AWAL ANAK USIA 5-6 TAHUN

This study is based on the low early literacy levels of children, caused by a lack of engaging learning media that stimulates children's interest in learning and the use of inappropriate teaching methods in teaching literacy to children. The aim of this research is to determine the effect of the roll dice challenge game on the early literacy of children aged 5-6 years in Polombangkeng Utara District. The research approach used is a quantitative approach with a Quasi-Experimental Design type. The population in this study consists of children aged 5-6 years in early childhood education institutions in Polombangkeng Utara District. The sample was taken using purposive sampling technique. The research sample consisted of 34 children, 17 children as the experimental group and 17 children as the control group. The data collection techniques in this study include tests, observations, and documentation. The data analysis techniques in this study include prerequisite tests and independent sample t-tests. The results of the study concluded that the roll dice challenge game has a significant effect on the early literacy of children aged 5-6 years in Polombangkeng Utara District.

SNS 기반 영아기 자녀를 둔 아버지교육 프로그램 개발 및 효과

Objectives This study aimed to develop and validate the effectiveness of education program for fathers of infants based on Social Networking Services (SNS). Methods To achieve this, the researcher developed a education program based on SNS for fathers of infants, following a 6-step procedure and the effects were examined by investigating 17 fathers of infants who live in S City, S District (17 in the experimental group, 17 in the control group). The program consisted of 10 sessions conducted through a non-face-to-face approach using SNS. To analyze the program results, χ2 tests, ANCOVA, and qualitative data analysis were conducted. Results The findings are as follows. First, the experimental group participating in the SNS-based father education program showed an improvement in the parental engagement of fathers with infants. Second, participants in the program exhibited enhanced family well-being and increased happiness in their infants. Third, qualitative data revealed changes in fathers' perception on parental engagement, family well-being, and infants' happiness throughout the SNS-based father education program. Conclusions This study provides valuable foundational data indicating that an SNS-based father education program for fathers of infants can enhance parental engagement, elevate family well-being, and increase infants' happiness. The findings are significant in providing a basis for father education and suggesting strategies to promote father education within early childhood education institutions.

유아교사의 디지털 역량에 대한 주관적 인식 유형 분석

Objectives This study categorized the perception of early childhood teachers and analyzed the characteristics of each type by applying Q-methodology to find out the digital competencies perceived by early childhood teachers. Methods To this end, in order to analyze literature and extract Q samples, an open-ended survey was conducted with 102 early childhood teachers working at early childhood education institutions located in the Jeonbuk region as the Q population. Among the 102 research subjects, a total of 98 Q populations were formed excluding missing values, and a total of 36 Q samples were extracted through a categorization process. After extracting the Q sample, the Q sample statements were classified for the P sample of 36 current early childhood teachers. The data collected from the P sample of 36 people were scored from 1 point of strong disagreement to 9 points of strong agreement, and factor analysis was performed using the SPSS 29.0 program. Results As a result of the study, early childhood teachers' perception of digital competencies was divided into four types. Type 1 was named competency based on digital citizenship and understanding, Type 2 was named competency to use technology based on digital safety, Type 3 was named cooperation and communication competency using digital technology, and Type 4 was class operation and management competency based on digital responsibility and rights. Conclusions It is expected that this study will provide basic data for digital competency enhancement programs and teacher training suitable for early childhood teachers' perception types.

Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting

Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.

Character Education Based on Religious Values in Early Childhood: A School Principal's Leadership Perspective

This research aims to describe the leadership of the Principal at an Early Childhood Education Institution in strengthening the character of students. The method used in this research is qualitative phenomenology. The subjects of this research were school principals, teachers and education staff at PAUD Ukhuwah Islamiyah, Banjarmasin. The data collection techniques used were interviews, observation and documentation studies. Test the validity of the data using the Triangulation Technique. Data analysis uses the Miles & Huberman analysis technique which consists of data condensation, data presentation, and drawing and verifying conclusions. The conclusion of this research is that the principal's leadership model is a transformational leadership model in implementing religious values, including internalizing religious values in the school's vision and mission, internalizing religious values in learning, facilitating supporting facilities and infrastructure, creating a school culture that has religious values. and empowering teachers and staff.

Preschool teachers’ perceptions of STEAM-based learning in Banda Aceh

The purpose of this study was to identify early childhood teachers' perceptions of STEAM-based learning. This qualitative research will be analyzed descriptively, and semi-structured interviews with open-ended questions will be conducted with four early childhood education (ECE) teachers in Banda Aceh. The findings show that ECE teachers' perceptions of STEAM-based learning techniques have a high potential to be implemented in Banda Aceh City ECEs, as the respondents have used aspects of STEAM in their learning. Teachers' lack of knowledge of STEAM-based learning approaches and procurement of materials and funds to fulfil STEAM learning needs are barriers to integrating STEAM in ECE institutions in Banda Aceh. More STEAM socialization and STEAM learning implementation training is needed for ECE teachers in Aceh in general.

예비유아교사의 ESG 인지 유무에 따른 ESG 차이와 교육 요구도 분석

The purpose of this study is to analyze Environmental, Social, and Governance (ESG)differences and educational needs among pre-service early childhood teachers based on their ESG awareness. The subjects of the study are 113 students at A University in the Chungcheongbuk-do region. SPSS 25.0 and Excel programs were used to analyze the data. The data were analyzed using IPA, Borich Needs Model, and The Locus for Focus Model, and differences between current awareness levels and importance were examined using t-tests. The main findings are as follows: First, an analysis of the differences in current awareness levels of ESG based on the awareness of prospective early childhood teachers revealed statistically significant differences in current awareness levels of ESG and its subdomains, Environment and Social, whileno statistically significant difference was found in the current awareness level of Governance. The analysis of differences in the importance of ESG revealed that while there were no statistically significant differences in the importance of ESG and its subdomains, Environment and Social, there was a statistically significant difference in the importance of Governance. Second, the analysis of educational needs regarding ESG among prospective early childhood teachers who are aware of ESG resulted in common items derived from both the 1st quadrant (HH) of The Locus for Focus Model and the priority items identified in Borich's needs analysis. These include the necessity for transparent operation of early childhood education institutions, as follows: '12.Prevention of inappropriate succession in early childhood education institutions', '13.Prevention of unethical behaviors, such as embezzlement, by members of early childhood education institutions', '14.Efforts to maintain the soundness of the governance structure of early childhood education institutions'. Third, the analysis of ESG educational needs among prospective early childhood teachers who were previously unaware resulted in no common items between the 1st quadrant (HH) of The Locus for Focus Model and the priority items identified in Borich's needs analysis. However, the third priority item in Borich's analysis was prioritized in The Locus for Focus Model. Thus, while no common items were found between the two models, the third-ranked item in Borich's analysis was prioritized in The Locus for Focus Model, suggesting that '10.Establishment and execution of fair trade, anti-corruption, and ethical management policies for cooperative partners of early childhood education institutions'should be considered the top priority. The research findings underscore the necessity of developing a curriculum for early childhood education that incorporates subjects such as ethics, morals, philosophy, organizational behavior, leadership, and social responsibility to introduce ESG courses. Consequently, based on these findings, we propose integrating ESG principles into early childhood education from a managerial perspective.

유아교육기관의 ESG 운영 평가도구 개발 및 타당화 연구

The purpose of this study is to develop an ESG operation evaluation tool for early childhood education institutions and to verify the validity of the developed test tool. To this end, the concept and components of ESG operation of early childhood education institutions were derived through analysis of related literature. Based on the content validity of the components of ESG operation, 53 ESG concept recognition questions and 36 ESG attitude questions were selected. A preliminary survey was conducted on 28 employees at early childhood education institutions on the selected questions. After verifying the content validity of the preliminary survey data, the main survey was conducted on 242 people. Basic analysis, exploratory factor analysis, and confirmatory factor analysis were conducted on main survey data to derive the final test tool. As a result of the study, 17 ESG concept recognition components and 11 ESG attitude components were derived, and a total of 28 questions were developed as an ESG operation evaluation tool for early childhood education institution. The ESG operation evaluation tool for early childhood education institutions derived through this study is significant in that it can provide basic data for proper ESG operation of early childhood education institutions in the future.

Implications of Senda Mitsuru9s architecture on the composition of play spaces in early childhood education institutions

Implications of Senda Mitsuru9s architecture on the composition of play spaces in early childhood education institutions

부모로서 경험한 유아교사의 교사와 부모 관계에 대한 질적연구

This research explores the thoughts, emotions, and perspectives experienced by early childhood teachers as parents in the process of forming a teacher-parent relationship with a teacher of an early childhood education institution of their children. Four early childhood teachers with children above infancy were selected as participants in the study, and the experiences of the teacher-parent relationship in early childhood education institutions were collected and analyzed through qualitative research through group and individual interviews. As a result of the study, the teacher-parent relationship experienced by early childhood teachers as parents was found to be in two categories: 'partner identified with me' and 'between teachers and parents'. First, in 'partner identified with me', the participants tried to trust and understand teachers with 'infinite trust in teachers' and 'empathy for teachers' to have a cooperative attitude. On the other hand, in 'between teachers and parents', the participants were conflicted between the conversation as parents and the conversation that sympathized with the teacher's position because they were experiencing the role of parents and teachers. This was shown as reflective introspection on one's own attitude as a parent or teacher as 'a parent behind the mask of a colleague' and 'a knowing parent who is scarier than an unknown parent'. Through these results, this study will contribute to presenting clues to overcome the difficulties and limitations of the teacher-parent relationship.

Implementation of the Integrative Holistic Program in Early Childhood Education

This study aims to understand the implementation of the five holistic integrative program services and the factors that hinder and support the implementation of the holistic integrative program in Early Childhood Education institutions. The research method used is qualitative with a descriptive approach, with data obtained through observation, interviews, and documentation techniques. The results show that the implementation of the five holistic integrative program services has been applied by conducting learning activities that can develop all aspects of child development, parenting activities, posyandu activities, and collaborating with several stakeholders such as health centers (puskesmas), DP2KBP3A, and the civil registration office (dinas dukcapil) to provide services and ensure the well-being of the students.

유아교사의 근무환경, 직업정체성, 이직의도 간의 경로분석

Objectives This study examines the path relationship between early childhood teachers' work environment, professional identity, and turnover intention, and then confirms the mediating effect of early childhood teachers' professional identity. Methods For this purpose, questionnaires were distributed to 335 teachers working at kindergartens and daycare centers in regions B and K, and 316 were selected for analysis after excluding unreturned and insincere responses. Frequency analysis, path analysis, and mediation effect analysis were performed on the recovered data using SPSS 26.0 and PROCESS macro 4.0. Results The research results showed that, firstly, the working environment of early childhood teachers had a positive effect on their professional identity. Second, the working environment was found to have a negative effect on turnover intention. Third, occupational identity was found to have a negative effect on turnover intention. Fourth, professional identity had a partial mediating effect in the relationship between early childhood teachers' working environment and turnover intention. Conclusions It is believed that improving the working environment of early childhood teachers and enhancing their professional identity will contribute to improving the educational quality of early childhood education institutions by reducing the turnover intention of early childhood teachers.

영유아교사의 셀프리더십 교사효능감, 교사전문성의 관계 및 경력에 따른 비교

Objectives The purpose of this study is to analyze the research model consisting of self-leadership, teacher effi-cacy, and teacher professionalism to enhance the professionalism of early childhood teachers, and to discuss vari-ous implications for enhancing teacher professionalism by conducting comparative analysis according to experience. Methods The subject of the study was data from a survey of 275 infant and toddler teachers working at early child-hood education institutions in Ulsan and Gyeongbuk regions, and descriptive statistical analysis was conducted to confirm demographic characteristics and characteristics of key variables using the SPSS 26 program. , Pearson correlation analysis to identify correlations between key variables, and a three-stage mediation effect analysis suggested by Baron & Kenny (1986) to verify the research model were conducted. In addition, a Sobel-test was conducted to confirm the significance of the mediation effect. Results First, early childhood teachers' self-leadership had a statically significant effect on teacher efficacy and teacher professionalism, and teacher efficacy also had a static effect on teacher professionalism. In addition, it was confirmed that there is a mediating effect of teacher efficacy in the relationship between self-leadership and teacher professionalism. In addition, as a result of the comparative analysis according to experience, it was con-firmed that the influence of cognitive factors on teacher professionalism among the subfactors of self-leadership was significant in those with less than 10 years, and that it was significant in teachers with more than 10 years of experience when teacher efficacy was mediated rather than direct effects. Conclusions Based on the results of the analysis, this study discussed the need for various programs and educa-tion that can enhance self-leadership and teacher efficacy in order to enhance teacher professionalism, and in particular, it was confirmed that the predictors that can increase teacher professionalism may vary depending on experience, so it is suggested that differentiated interventions according to career are required in professional im-provement education.

Pentingnya Inovasi Pendidikan Dalam Meningkatkan Profesionalisme Tenaga Kependidikan Anak Usia Dini (PAUD)

This study examines the influence of innovation in early childhood education on improving the professionalism of educators, because early childhood education is a critical stage in child development where educators have an important role in providing quality educational experiences, innovation in the context of early childhood education using technology, new learning methods and teaching strategies provided by educators creatively and also improvements to The curriculum used because this study involves field research that collects data through interviews, surveys and data analysis through documents because the results of the study show that educational innovations in early childhood education can improve the professionalism of education personnel by using technology and more modern learning methods, education personnel can be more effective in managing the learning environment that occurs in children Early and also look at the cognitive and social development of children and also education staff in collaboration with the parents of each student. And educational innovation also has a good impact on the motivation of education personnel to improve the quality possessed by each education staff through training and also development that can be done by education personnel with the results of this study showing that the rocks given in educational innovation can be carried out. Being an effective way to improve the professionalism of early childhood education personnel which will ultimately contribute to improving the quality of early childhood education as a whole in an era that continues to change and also develop, so we can see that innovation is the first key to improving early childhood education and the professionalism of education personnel involved in early childhood education institutions.

IMPLEMENTASI 9 PILAR PENDIDIKAN TERHADAP PENANAMAN NILAI KARAKTER PADA ANAK USIA DINI DI RA AL-IZZAH KOTA SERANG

Character value cultivation in children should begin at an early age through early childhood education institutions, via learning activities tailored to the needs of young children. One method is the implementation of the 9 Pillars of Education in instilling character values in early childhood at RA Al-Izzah, Serang City. The purpose of this study is to determine the implementation of the 9 Pillars of Education in instilling character values in early childhood at RA Al-Izzah, Serang City. The method used is qualitative with a case study approach. Data collection was carried out through data triangulation, and data analysis techniques included data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation begins with the preparation of RPPH and the application of character cultivation activities during the first 10 minutes of learning. Supporting factors include adequate facilities, competent teachers, exemplary behavior, habituation, and family harmony. Inhibiting factors in instilling character values in early childhood include limited time, differing child temperaments, lack of cooperation between parents and teachers, and social environmental factors. The conclusion is that the implementation of this learning is very important as the 9 Pillars of Character can enhance the development of children into better individuals in various aspects of life.

유아교사의 유아교육기관 ESG 인식 및 중요도에 따른 교육 요구도 분석

Objectives The purpose of this study is to explore the educational needs of early childhood educators based on the analysis of their current awareness levels and perceived importance of ESG, utilizing the Borich needs assessment and The Locus for Focus model. Methods For this purpose, a study was conducted with 202 kindergarten teachers in the metropolitan area(Seoul, Gyeonggi Province, Incheon) using SPSS 23.0 and Excel programs. Through IPA analysis, we identified areasin need ofimprovement and areasofexcess. We conducted a t-test to examine the difference between the current level and importance of ESG. Additionally, we determined the top priority for educational support by comparing the Borich needs assessment and The Locus for Focus Model. Results The main results are as follows, First, within the IPA framework, HH was categorized into four areas, all of which fall under the “S” domain. HL comprised a total of three areas, with two falling under the “E” domain and one falling under the “G” domain. LL also had a total of three areas, with one falling under each of the “E”, “S”, and “G” domains. LH consisted of four areas, with two categorized under the “E” and “G” domains. Second, The analysis of the difference between the current perception levels and importance of ESG items revealed statistically significant differences in the “E” domain. Specifically, there were significant differences inthe items related to ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ and ‘establishment of environmental performance evaluation systems in early childhood education institutions.’ In the “S” domain, there were statistically significant differences observed for the items related to the establishmentand implementation of policies for employee stability within early childhood education institutions, as well as the establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions. Similarly, in the “G” domain, statistically significant differences were found for the items related to ‘public disclosure of management activities’ onthe website of early childhood education institutions and ‘prevention of inappropriate succession methods in early childhood education institutions.’ These differencesindicatethat these items are perceived as more important than the current level of awareness. According to the Borich Needs Assessment, the priority areas were ranked as follows:‘wasterecycling in early childhood education institutions,’ ‘prevention of inappropriate succession methods in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘public disclosure of the management activities on the early childhood education institution’ swebsite, ‘and’ establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions.' Third, According to the analysis of The Locus for Focus model, the HH domain consists of 5 items, including ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘establishment and implementation of policies for employee stability within early childhood education institutions,’ and ‘establishment and implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions,’ as well as ‘prevention of inappropriate succession methods in early childhood education institutions.’ Fourth, The results indicate a common priority for the followingitems

Effects of Forest Activities on Sleep and Problematic Behaviors in Young Children

Background and objective: This study aims to determine the effects of forest activities, such as forest meditation and forest experience, on young children's sleep and problematic behaviors and to compare the changes that occur according to the type of forest activity.Methods: Fifty-nine five-year-old children from early childhood education institutions in Cheongju City, Korea, participated. The experiment took place over five weeks between May 3 and 31, 2022. Activities were conducted twice a week for a total of eight sessions. The forest meditation and forest experience groups carried out activities in the forest. The control group carried out thematic activities according to the Nuri curriculum followed by early childhood education institutions. The Korean version of the Children's Sleep Habits Questionnaire was used to assess the participants' sleep duration and sleep habits, and the Korean Child Behavior Checklist for Ages 1.5-5 was used to assess problematic behaviors.Results: We found a statistically significant increase in the average sleep duration of the children in the meditation group, as well as a statistically significant decrease in their total sleep habits score and the scores of the bedtime resistance, sleep onset delay, and sleep anxiety subdomains of sleep habits. A statistically significant decrease was observed in the forest experience group's scores for total problematic behaviors and internalizing problems. We also found a statistically significant positive correlation between sleep habits and problematic behaviors.Conclusion: These findings demonstrate that static activities, such as forest meditation activities, increase sleep duration and improve sleep habits, while dynamic activities, such as forest experience activities, improve problematic behaviors and internalizing problems. Providing specific programs that appropriately utilize static and dynamic forest activities can help improve sleep and problematic behaviors in young children.

Children’s Character Learning Model Based on Indonesian Local Wisdom: Implemented to Early Childhood Education in Play Centers

Character education can equip young children to become Indonesia's golden generation who are superior and skilled in noble work. This research aims to produce an early childhood character learning model based on local Indonesian wisdom through the Playing Center title which will be implemented at Early Childhood Education Institutions (ECE) in Indonesia. This research method uses the steps of the Borg and Gall research and development model. The subjects in this research were 30 teachers from five ECE institutions in the DKI Jakarta area. The data used as the basis for building a framework for early childhood character learning models based on local intelligence were collected using observation and interview techniques. The findings show that the teacher prepares a learning plan program at the beginning of each semester which is listed in the weekly program and daily program. However, the teacher has not fully prepared a simulation program that leads directly to the introduction of early childhood character. Identification of character values ​​in early childhood is done by providing examples of behavior and speech at school. The media that has been used to identify children's characters is through posters and non-digital story books. The learning environment needs to be improved because teachers have not been optimal in organizing the play environment in providing stimulation to children in class. The results of this research will enrich the character education model following the potential of the institution and the cultural background of early childhood as Indonesia's golden generation. Keywords: character learning model, local wisdom, play center, early childhood