Early Childhood Research Quarterly Research Articles

International comparisons of the home mathematics environment and relations with children's mathematical achievement.

Home mathematics environment (HME) research has focused on parent-child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research: Learning trajectories for young children, Routledge, New York, 2009), by researchers from a small subset of countries (15; Psychological Bulletin, 147, 2020, 565), which may skew our interpretations. This study broadened international representation by leveraging secondary data from the 2019 TIMSS to examine the variation of the frequency and reliability of the HME scale and its relation to children's mathematical achievement. Across 54 countries, 231,138 parents and children (Mage = 10.22 years; 51% male) participated in the larger study. Parents completed a retrospective home environment survey and children were assessed on mathematics skills. Basic frequency descriptive statistics, Cronbach's alpha reliability coefficients, and Pearson's r correlation coefficients were used to assess variability across countries. Findings suggested that families in certain countries engaged in home mathematics activities more frequently than families in other countries; however, the HME scale demonstrated acceptable internal consistency across families in all countries (M α = .79; range = [.73, .89]). Further, the average relation between HME and mathematical achievement was r = .15 with a range between r = .02 to r = .41. Our results indicate substantial variation across countries in the HME-mathematical achievement association. These findings underscore the importance of international representation in advancing research on the diversity of a child's home environment.

Supporting Emergent Writing with Oral Storytelling Strategies

AbstractIn early childhood classrooms, little time is spent writing (Gerde et al., Early Childhood Research Quarterly, 31, 34, 2015), and students receive limited supports to enhance their writing skills (Bingham et al., Early Childhood Research Quarterly, 39, 35, 2017). In early childhood, when students experience rich writing environments where their creativity is fostered through appropriately scaffolded experiences, their understanding of the relationship between oral and written language grows (Gerde et al., Early Childhood Research Quarterly, 31, 34, 2015), their writing performance improves (Bingham et al., Early Childhood Research Quarterly, 39, 35, 2017), and their foundational literacy skills are supported (Rowe et al., The Reading Teacher, 75, 485, 2021). Oral storytelling is an example of a culturally sustaining practice (Flores & Springer, Theory Into Practice, 60, 312, 2021) that can facilitate writing development (Kirby et al., Reading & Writing Quarterly, 37, 574, 2021). Building from teaching experiences in three racially, linguistically, and socioeconomically diverse kindergarten classes in the mid‐south, this Teaching and Learning Guide demonstrates three easily implemented strategies for oral storytelling that support emergent writing. These strategies helped students leverage knowledge from their family and community resources, generate ideas for writing, add details to their oral narratives, and adopt the narrative discourse structures typically found in school‐based literature. Each strategy includes a description of the implementation, authentic examples of student responses, and suggestions for adopting this practice in other contexts.

Moving to The Beats: The Effect of Dance Education on Early Self-Regulation

Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation.
 Keywords: Beats, Early childhood, Moving, Self-Regulation

Using Mind Mapping Learning Methods for Children’s Language Skills

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods

Inattentive Behavior and Homework Performance in Elementary School: the Mediating Effects of Academic Enablers

Early attention skills have been found to be a significant and consistent predictor of academic outcomes, grades, and achievement results (Rabiner et al., School Psychology Review, 45(2), 250–267, 2016; Rhoades et al., Early Childhood Research Quarterly, 26(2), 182–191, 2011). A significant portion of students in elementary school experience attention difficulties, which can lead to difficulties attaining fundamental academic skills and enablers (DiPerna & Elliot, School Psychology Review, 31(3), 293–297, 2002; Merrell & Tymms, British Journal of Educational Psychology, 71(1), 43–56, 2001). The current study aimed to investigate the role of four academic enablers—motivation, study skills, interpersonal skills, and engagement—in the relationship between inattention and homework performance. Teachers completed questionnaires on inattention, academic enablers, and homework for 147 students in 1st through 4th grades. Using a multivariate path analytic approach, we tested the hypothesis that the academic enablers would have mediational, and potentially differential, effects on the relationship between inattention and two facets of homework performance—homework responsibility and homework competence. Our proposed model was supported by the data; results suggested that academic enablers play a significant role in the relationship between inattention and homework performance. These findings support a shift in focus to supporting students’ academic enabling behavior as a means of providing the necessary academic skills to mitigate the effects of attention difficulties on academic outcomes.

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Children's independence Skills Analysis at Low Socioeconomic Environment

Children's independence Skills Analysis at Low Socioeconomic Environment

Outstanding Educator Performance: Professional Development in Early Childhood Education

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
 Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

Early Discipline Behavior: Read aloud Story with Big Book Media

Early Discipline Behavior: Read aloud Story with Big Book Media

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Assessing the Toxic Levels in Parenting Behavior and Coping Strategies Implemented During the COVID-19 Pandemic

Assessing the Toxic Levels in Parenting Behavior and Coping Strategies Implemented During the COVID-19 Pandemic

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

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

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

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОЯВУ СОРОМ’ЯЗЛИВОСТІ У ДІТЕЙ МОЛОДШОГО ДОШКІЛЬНОГО ВІКУ

У статті здійснено теоретичний аналіз проблеми прояву та розвитку сором’язливості у дітей молодшого дошкільного віку, експериментально проаналізовано психологічні детермінанти особистісної сором’язливості у 3-4 річному віці. Теоретичне дослідження продемонструвало, що сором’язливість є різносторонньою якістю особистості, яка зазвичай асоціюється із замкнутістю, невпевненістю, боязливістю, соромом. Дуже часто ранній прояв дитячої сором’язливості залишається непомітним та ототожнюється з інтровертованістю, несміливістю, тривожністю. Серед чинників появи особистісної сором’язливості у дитячому дошкільному віці називають недостатній розвиток комунікативних знань і вмінь, копіювання поведінки одного з членів сім’ї, поведінкову скутість, постійне відчуття тривоги, негативний образ власного «Я». Аналіз психологічних джерел дозволив виділити такі компоненти особистісної сором’язливості молодшого дошкільника: емоційно-оцінний, поведінковий і комунікативний. Ці складові активно розвиваються під час психофізіологічного дозрівання дитини та здійснюють взаємовплив на формування її самооцінки. Важливого значення у цей віковий період набуває також процес автономії, коли дитина починає робити перші самостійні кроки у дорослому світі, намагаючись продемонструвати особистісне «Я». Беззаперечного значення набуває й гармонійний емоційний розвиток молодшого дошкільника, під час якого формується емоційне самоставлення до себе, однолітків і дорослих, а негативний досвід взаємодії може слугувати основою майбутньої недовірливої поведінки дитини. Також варто зазначити, що психологічною особливістю особистісної сором’язливості у молодшому дошкільному віці є майбутня проєкція негативної оцінки оточення і переживання почуття дискомфорту в присутності сторонніх людей.

Preparing for Parenthood; Parenting Training Module on six Child Development Aspect in East Jakarta


 The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development.
 Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module

A Modifying the Instrument of Self-Regulation in Early Childhood Assessment

Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use.
 Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability
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Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development

The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading.
 Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development
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Development of Activity-Based Science Learning Models with Inquiry Approaches

Development of Activity-Based Science Learning Models with Inquiry Approaches