Early Childhood Learning Research Articles

Penerapan Pembelajaran Bilingual pada Anak Usia Dini di Desa Kabuna Haliwen Atambua, Nusa Tenggara Timur

In general, people in the world today have bilingualism to communicate. Without language, a person will not be able to communicate with others. So this language skill must be developed since children are at an early age. Language development begins in infancy and relies on its role in experience, mastery and language growth. Children learn language since infancy where before learning to speak they communicate through crying, smiling and body movements. Learning language is very crucial at the age of before six years. Therefore, early childhood education is a very important vehicle in developing children's language so that this condition can facilitate the development of language skills in early childhood. This study aims to identify the application of bilingual learning in early childhood in the village of Kabuna Haliwen Atambua, East Nusa Tenggara. The design of this study is quantitative with a pre and post control approach. 12 early childhood children in Kabuna Haliwen Atambua Village, East Nusa Tenggara. The largest number of early childhood children is 6 years old, 5 people, 3 people, and 4 years old. gender is male, 7 people and female, 5 people. The Implementation of Bilingual Learning in Early Childhood has increased by 37% from an average of 60% to 97%. The implementation of bilingual learning in early childhood is very important to be implemented in everyday life. Implement the Implementation of Bilingual Learning through simulation activities. Become evidence in the development of English language science, especially in improving the Implementation of Bilingual Learning in Early Childhood.

Reconceptualizing Early Childhood Care and Education Provisioning: Towards Empowered Communities

Early Childhood Care and Education provide opportunities for children to develop holistically to flourish after their early years. Families and preschool environments influence children's development. However, preschool experiences are not the primary factor in a child's development during early learning, hence the foundations laid by the family matter most during the children’s early years. Hence, communities, parents, and caregivers need to ensure that children's holistic development is realized and this begins from conception. During the early years, community collaborations that benefit children are often encouraged. Children may miss out on learning and developmental chances, and their brain development and capacity to thrive later in life may be jeopardized if partnerships between communities and early childhood centres are not realized and achieved. Research suggests that caregivers, parents, and communities are not completely involved in their children's early learning, and this impacts negatively on the provision of ECCE services. Hence, this paper investigates how early childhood education is conceptualized to empower communities. The cooperation theory which emphasizes interpersonal contact among various stakeholders with varied roles to achieve a shared goal, was adopted. Ten communities from Chris Hani District Municipality were purposefully chosen to be included in the study using the qualitative research approach and interpretive paradigm. Data collection tools included focus group discussions and semi-structured interviews. The findings revealed that stakeholders are working in silos for the ECCE provisioning as the research participants were not aware of the services rendered by other stakeholders. Practitioners mentioned lack of parental involvement as another factor compromising the provision of ECCE. Parents seemed to be unaware of their responsibility when it comes to early learning. In empowering communities about their involvement in the provision of ECCE, the paper suggests community dialogues with the cooperation of other stakeholders, including government departments. In addition, parents need to be engaged in their children’s early learning by providing caring and nurturing environments that support children’s holistic development from their early years for them to thrive even beyond their childhood years.

Pengembangan Media Interactive Assisted Learning (IVAL) dalam Mata Kuliah Asesmen untuk Mahasiswa Tunagrahita Ringan

The development of an innovative interactive assisted learning (IVAL) model for mildly mentally retarded students is an effort to create solutions related to the need for digital-based media to stimulate mildly mentally retarded students in assisting the learning process, in this context, in early childhood learning assessment courses at the PG-PAUD STKIP Muhammadiyah Kuningan. In fact, it has not used digital media to help students with special needs due to limited innovation of digital-based media. Through the research and development process carried out, the results of this research creates an android application entitled "Interactive Assisted Learning (IVAL) which is suitable to be applied as a learning medium for students with special needs and mild mental retardation to stimulate students in receiving, processing and storing information in brain memory. The feasibility of IVAL media is proven from the validation results of software engineering experts 73.3%, media experts 80.8% and PAUD lecturer practitioners 71.4%. The evidence of effectiveness is proven from the results of trials in the PG-PAUD Study Program which shows that the ability of students with special needs mild mental retardation is up to 90.3% with a gain score of 0.70 in the medium category and in class of assessment subjects, it is increased to 90.1% with a gain score of 0.70 in the medium category.

The Impact of Quizizz Learning Media in Increasing Interest and Learning Motivation for Early Childhood Education Students

As technology advances in the education sector, there are many updates in the use of learning media, one example is using the Quizizz application. The Quizizz application really helps teachers in the teaching and learning process. The Quizizz application has many interesting features, and makes learning more fun. The quizizz application is one of the learning media chosen by teachers to carry out the learning process for early childhood. The aim of this research is to find out how big the impact of quizizz learning media is in increasing early childhood interest and motivation in learning. This research uses a qualitative method where data is obtained through introducing the Quizizz application to young children and direct interviews with several parties such as teachers and parents of children. The research results show that the use of the Quizizz application in early childhood is carried out well starting from the planning, implementation and evaluation stages. From this research, it can be concluded that the Quizzizz application is very helpful in the children's learning process so that children understand the lessons taught by the teacher more quickly and the interesting features can also increase children's learning motivation. The limitation of this research is that the researcher only conducted research on the quizizz application for early childhood even though there are still many applications that can be used to provide learning motivation for early childhood. The researcher hopes that future researchers can conduct research related to early childhood learning motivation but by using other learning media. This research recommends that future researchers use the research as a reference in conducting research on the impact of the Quizizz application in increasing learning motivation in young children.

Analysis of the Application of Storytelling and Flashcards

The need for English language learning for early childhood is very high, especially in the context of developing students' skills at the PAUD level. The progress of a nation requires its people to be proficient in using English. Therefore, the Indonesian education system is currently trying to introduce English as an international language to early childhood students. English language education is highly recommended if introduced to young children. Especially before the age of 12 years. The early childhood category includes those aged 2 to 7 years. This age stage is a golden moment for the development of children's language skills. They can understand various languages like native speakers, so this opportunity needs to be utilized to the maximum. Therefore, learning English requires an effective and appropriate teaching process and methods. There are several methods used to teach English, including context which includes game media, experience using cards, namely the flashcard method and storytelling methods using songs and story methods. Storytelling and flashcard methods are suitable and successful methods in the English language learning process for early childhood.

Embedding Mindfulness Into Early Childhood Classroom Routines: A Practical Strategy for Teachers

Mindfulness in early childhood learning environments cultivates self-awareness, emotional regulation, and cognitive focus, fostering a conducive atmosphere for social-emotional development and academic readiness.

Analysis of Fine Motor Development of Children Aged 4-5 Years in KB Cendekia Bapangan Through Pottery Formation Play Activities

Pottery is one of the traditional handicrafts made of clay that is shaped in such a way and then heated until it becomes hard. This clay pottery forming game can help children's imagination to make a desired object from clay play. This study aims to determine the fine motor development of children through pottery playing activities. The research method applied in writing this article is qualitative method. The results of this study confirm the importance of paying attention to children's fine motor development, especially by parents and teachers. Fine motor development, which involves coordinating small muscles in movements such as writing and buttoning a shirt, is essential for everyday tasks. One effective method to support fine motor development is through the medium of play, especially the manufacture of pottery from clay. This activity not only improves fine motor skills, but also develops the child's creativity and sensory experience. Clay manipulation requires precise hand movements, which strengthen eye-hand coordination and dexterity. In addition, working with clay encourages children to use their imagination, provides rich sensory stimulation, and allows emotional expression through art. To integrate pottery activities into early childhood education, teachers and parents can introduce structured pottery sessions, provide free playtime, incorporate thematic projects, encourage collaborative projects, and showcase children's work to celebrate their achievements. Thus, the use of clay in early childhood learning becomes a fun and effective way to support fine motor development and other aspects of development.

Development of a Booklet for Introduction to Types of Emotions in Preschool Children

This study aims to develop an emotion recognition booklet for preschoolers based on Paul Ekman's (1972) basic emotion types. This research uses the Research & Development (R&D) method with ADDIE instructional design. Validation by experts showed that the booklet is 100% very valid and feasible to use to support emotional learning in early childhood in preschool, Before the use of the booklet, children only recognize some basic emotions such as angry and sad. After using the booklet, they can identify six basic emotions and connect the expression of emotions with triggers in daily life. The booklet is designed with simplified sentences and attractive visuals, using an interactive approach.

Maintaining Children's Mental Health: Revealing Teacher Strategies During Offline Learning for Early Childhood

Purpose – School preparation in response to the new government policy for face-to-face learning requires the active roles of teachers and students, particularly concerning children's mental health. The importance of addressing children's mental health during the transition from online to face-to-face learning needs more attention. The purpose of this research is to identify and describe the strategies employed by teachers in maintaining children's mental health during face-to-face learning at Playgroup Jaya Lestari in Kalinyamat Wetan Village, Tegal City. Design/methods/approach – This research adopts a qualitative method with a descriptive approach. Data collection techniques used include observation, interviews, and documentation. The subjects of this research are educators, including principals and teachers. The data analysis techniques applied are data reduction, data display, and verification. To test the validity of the data, source triangulation was used, involving teachers and students at Playgroup Jaya Lestari. Findings – The results indicate that strategies employed by teachers to maintain children's mental health during face-to-face learning include using both individual and group approaches. These strategies emphasize the roles and functions of teachers as inspirers, mentors, and more. Teachers can maintain children's mental health by organizing learning activities that involve play, ensuring children remain happy, cheerful, and free from stress or laziness. These strategies are reinforced through their direct application in teaching and learning activities. Research implications/limitations – The findings highlight the importance of increased awareness of children's mental health, which impacts developmental psychology and the learning process. This research underscores the necessity for educators to focus on mental health early in the educational environment. Practical implications – The research demonstrates the need for effective strategies for teachers to maintain children's mental health during the learning process. It also emphasizes the importance of institutional readiness to address future challenges and the necessity for collaboration with professionals in psychology to tackle early childhood mental health issues. Originality/value – This study provides a new perspective by examining the mental health of children in relation to Early Childhood Development psychology and the role of teachers in this developmental process. Paper type Research Paper

The Influence of Visual Learning Styles on Learning Outcomes in PAUD Tegar Tangguh Kampung Gunung, Simalungun Regency

<p>This study aims to determine the effect of visual learning style on visual learning style on early childhood learning outcomes at PAUD Tegar Tangguh hamlet II village Bandar Jawa, Bandar Sub-district, Simalungun Regency. this research is motivated by the results of observations conducted and found interesting facts that the majority of learning activities still use auditory learning styles. The results of this observation revealed that learning methods that focus on hearing, such as listening to stories or verbal explanations, are not the main preference for students in absorbing information. The type of research conducted by researchers in this study is quantitative research with multiple linear regression methods. This research was conducted at PAUD Tegar Tangguh hamlet II village Bandar Jawa, Bandar District, Simalungun Regency with a sample of 30 students out of 120 students. Data collection was done by giving a questionnaire with a Likert scale model. Data analysis used is using multiple regression analysis. The results of this study indicate that visual learning styles have an effect on learning outcomes. early childhood, this can be seen from the significance value which is worth (Sig 0.000 <0.05) and for the value of F count> F table (28.830 > 3.34). The coefficient of determination of the effect of visual learning style variables on early childhood learning outcomes is 59.7% while the rest is influenced by other variables</p>

THE ROLE OF TAHFIZH TEACHERS IN IMPROVING THE QUALITY OF LEARNING IN THE TAHFIZH QUR'AN ACCELERATION PROGRAM AT THE AR-ROIHAN INTEGRATED MADRASAH IBTIDAIYAH LAWANG MALANG

Learning tahfizh Al-Qur'an is an essential thing to develop to produce the next generation of the nation which is based on the Al-Qur'an. Therefore, MIT Ar-Roihan Lawang Malang established the Qur'an Tahfizh Acceleration Program to accommodate students who want to focus on memorizing the Qur'an. Apart from that, the commitment of parents to be willing to accompany their Muroja'ah sons and daughters at home is also significant. Tahfizh learning for early childhood is a challenge for educators. Therefore, the role of Tahfizh Teachers is needed in improving the quality of Tahfizh learning. The aim of this research includes two problem formulations: 1) To describe the implementation of tahfizh Qur'an learning in the MIT Ar-Roihan Lawang Malang tahfizh Qur'an Acceleration Program 2) to describe the role of Tahfizh Teachers in improving the quality of tahfizh learning in the tahfizh Qur'an Acceleration Program at MIT Ar-Roihan Lawang Malang. This research uses a qualitative approach with an interactive case study type of research. Data collection uses interview, observation, and documentation techniques. Data analysis uses an interactive model (Miles, Huberman, and Saldana) which includes data condensation, data display, and conclusion. Check the validity of the data with credibility, transferability, dependability, and confirmability. The results of the research show that: 1) the implementation of tahfizh Qur'an learning in the MIT Ar-Roihan Lawang Malang Tahfizh Qur'an Acceleration Program includes: a) Tahfizh Teacher duties which include planning learning, implementing learning, and evaluating; b) The materials taught during tahfizh learning include memorizing the Qur'an, memorizing prayers, Tilawati, and Khot; c) Tahfizh learning methods which include the Talaqqi and Tasmi' methods; d) Tahfizh learning media which includes Tilawati teaching aids, blackboard, memorization material books, and murottal speakers; e) Tahfizh learning steps which include opening, muroja'ah, adding new memorization, students memorizing, depositing memorization, and closing; f) Evaluation of tahfizh learning which includes evaluating and assessing each memorization deposit, holding a pretest before carrying out munaqosah every time you complete memorizing one juz, and holding munaqosah, 2) the role of the Tahfizh Teacher in improving the quality of tahfizh learning in the Qur'an tahfizh Acceleration Program which includes the role teacher as: a) Administrator; b) Educator; c) Manager; d) Facilitator; e) Supervisor; f) Motivator; and f) Evaluator

Eksperimen Penerapan Pembelajaran Berbasis Proyek (PJBL) pada Peningkatan Kreativitas Anak Usia Dini

This article elucidates the significance of fostering creativity in early childhood through the implementation of the Project Based Learning (PJBL) model, particularly in the context of creativity. In an era of intensifying competition, Era 4.0 underscores the necessity for individuals to possess high creativity. Creativity is regarded as the pivotal factor in enhancing the quality of life of individuals and contributing to the prosperity of society. In the context of education, creativity plays a pivotal role in the early childhood learning process, given that every child possesses unique creative potential. The study employed a quasi-experimental design with experimental and control groups at PAUD Tarbiyatul Athfal UIN Antasari Banjarmasin, involving 36 children aged 4-6 years. Data were collected through checklist sheets and documentation of activities. The results demonstrated that the implementation of PPA significantly enhanced children's creativity in the experimental group. The Mann-Whitney U-Test analysis revealed a statistically significant difference between the two groups. Children who participated in PPA exhibited active engagement, collaborative skills, and proficiency in problem-solving, idea-sharing, and effective communication.

Program Pengembangan Kemampuan Literasi Dasar Anak Usia Dini Melalui Media Cergam Digital

The phenomenon of low literacy in Indonesian society in the current digital era raises various assumptions regarding the causal factors and solutions. Various literature states that this stems from literacy habits from an early age. Related to this problem, there is one innovation in language learning for early childhood. The innovation is expressed in the form of a program to develop basic literacy skills in early childhood through digital illustrated stories. This research aims to find out in depth about the program. Thus, the appropriate method to use in this research is a case study. The subjects in this study were teachers and 25 students from Group B of Marsudi Rini Kindergarten, Karanganyar District, Demak Regency. Research data were obtained through observation, interviews, and documentation. The results of this study show that: (1) the basic literacy development program at Marsudi Rini Kindergarten is carried out with systematic stages with support from inside and outside the school, (2) the basic literacy development program at Marsudi Rini Kindergarten is implemented in an integrated manner with language learning, both receptive and expressive; (3) digital illustrated stories media used in the program is adjusted to the criteria for early childhood development, both in terms of presentation form, content, and language.

Application of the Game Scrabble to Improve English Vocabulary in Early Children

The Kindergarten Assalam 1 Sukarame Bandar Lampung faces the issue of low English vocabulary skills. To address this, Scrabble was introduced as a game-based learning tool to enhance their English language skills. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which includes planning, implementation, observation, and reflection stages. The study was conducted in two cycles, each consisting of four meetings. Data collection methods included observation, interviews, and documentation. The findings showed that Scrabble effectively facilitated English learning in early childhood, creating a lively and engaging learning environment while stimulating various learning opportunities. Initial observations indicated that the children's vocabulary skills were below the expected standards. However, after the first cycle, their skills improved to the "Starting to Develop" category. By the end of the second cycle, their vocabulary skills had further increased to the "Developing According to Expectations" (BSH) category. In conclusion, the use of Scrabble significantly improves English vocabulary skills in early childhood at Kindergarten Assalam 1 Sukarame Bandar Lampung. Keywords: Early childhood; English; vocabulary; game; Scrabble.

Early parent-child intervention with Dialogic Book-Sharing: effects on child communicative and socio-emotional development and on parenting. Study protocol for a multicentre randomised controlled trial in Italy

BackgroundResearch in the neurosciences has highlighted the importance of intersubjective relationships in promoting neuromental development of the child. Children’s learning in early childhood occurs mainly in a dyadic context of an interaction with their parents: from this perspective, good dialogic parent–child communication is required to be promoted also through good educational practices. Dialogic Book-Sharing (DBS), a dialogic form of parent–child communication through the use of wordless picture books, provides a privileged ‘intersubjective’ space and is highly effective in promoting communication, language, attention, behavioural development and the parent–child relationship. DBS programme, successfully previously trialled in South Africa and the UK, will be applied for the first time in Italy for research purposes in Italian health, educational and maternal-child centres.MethodsA multicentre randomised controlled trial is being conducted to evaluate DBS parenting intervention for children aged between 14 and 20 months. Parent–child dyads are randomly allocated to a book-sharing intervention group or to a wait-list control group. In the intervention, parents are trained in supportive book-sharing with their children by local staff of the centres. DBS intervention is carried out in small groups over a period of 4 weeks. Data are collected at baseline, post-intervention and at 6 months post-intervention with a questionnaire and video recording of parent–child interaction.DiscussionDBS programme in early childhood could enhance the educational resources offered by Italian health, educational and maternal-child centres, in support of child’s development and parenting. DBS represents a strategic opportunity for bringing about positive effects, also in terms of prevention of socio-emotional and cognitive difficulties. As such it represents a promising response to the new social, health and educational needs of the post-COVID-19 pandemic era caused by the social isolation measures. Furthermore, the application of the DBS methodology is a way to promote the use of books, and thereby counteract the excessive use of technological devices already present in early childhood.Trial registrationThe trial is registered on the International Standard Randomised Controlled Trial Number database, registration number ISRCTN11755019 Registered on 2 November 2023. This is version 1 of the protocol for the trial.

Development of "Religion Mazes For Kids" Educational Tools to Enhance the Religious and Moral Values of Children Aged 4-5 Years

This study aims to develop an educational game tool called "Religion Mazes for Kids" to enhance the religious and moral values of children aged 4-5 years. Utilizing a research and development (R&D) method and needs analysis through surveys, this research produces a product whose feasibility is tested using descriptive quantitative analysis, including validation tests, initial field trials, and extensive field trials. The results indicate that this tool is suitable for use, with validation from material and media experts showing a "very good" category (scores of 4.75 from material experts, 4.46 from media experts, and 4.62 from classroom teachers). Improvement in children's abilities is evident from the pretest and posttest tables, with a significance value (2-tailed) of 0.002, indicating that H0 is rejected and H1 is accepted. These findings suggest that integrating educational games like "Religion Mazes for Kids" into early childhood learning can effectively foster the development of religious and moral values in young children.

유아 배움의 현상 탐구

Objectives This study explores the meaning of early childhood experiences generated in events, situations, and relationships from the perspective of learning. Its purpose is to describe the educational content learned through early childhood experiences. Methods To achieve this, it tries to analyze and present the relationship between early childhood experiences and educational content. Results Firstly, this study tried to look into the potential of educational content by examining the relationship between early childhood experiences and the early childhood education curriculum, and to examine early childhood learning by exploring the connection between the curriculum and the subjects it encompasses. Secondly, it tried to concretize the possibility of early childhood experiences leading to their competency and life on the basis of educational content. Particularly, it emphasize the understanding that each child may have a different starting point for learning and the necessity to contemplate early childhood learning in the dimension of life. Conclusions By examining the meaning of early childhood experiences on the basis of educational content, this study suggests the importance of viewing the meaning of educational experiences diversely. It emphasizes the significance of teachers’ roles for understanding and practicing the diversity of educational content to ensure that early childhood experiences can become thir educational experiences.

Pengembangan Kompetensi Guru Paud dalam Proses Pembelajaran Anak Usia Dini

The purpose of writing this article is to discuss the development of preschool teacher competence in the early childhood learning process. Developing the competency of Early Childhood Education (preschool) teachers is very important in improving the quality of early childhood education. Early childhood teachers must have pedagogical and professional competencies that enable them to develop innovative learning media and actualize the various potentials that children have. In several studies, it was found that there are still many preschool teachers who do not meet the competency standards set, so it is necessary to carry out training and competency development to improve the quality of education. In several community service activities, early childhood teachers are expected to be able to understand students by recognizing early childhood development and utilizing information technology as a learning medium.

Enhancing Childrens Cognitive Abilities Through “Jelajah Alam” Apllication : Promoting Well-being

The use of technology in the early childhood learning process is rarely found despite the numerous benefits it offers. This study aimed to examine the effectiveness of the "Jelajah Alam" application in enhancing children's cognitive abilities. Research utilized quantitavive quasi-experimental : one sample pre-test post-test design. Research sample consisted of 19 kindergarten children selected through purposive sampling technique. Data measurement used was Nijmeegse Schoolbekwaamheids Testand Coloured Progressive Matrices Test. Data analysis use Wilcoxon signed-rank test. Findings revealed a significant difference between the pre-test and post-test score after implementing the "Jelajah Alam" application. Results indicated that the use of the application was effective in improving children's cognitive abilities. Results suggest that by playing “Jelajah Alam” application, enhance their cognitive ability based on their developmental phase. Result imply that by using technology, Parents and teacher have additional fun alternative to enhance their children cognitive ability.

STRATEGIES FOR IMPLEMENTHING THE HIDDEN CURRICULUM IN THE DEVELOPMENT OF RELIGIOUS AND MORAL VALUES IN EARLY CHILDREN

The aim of this research is to identify the existence of a hidden curriculum in early childhood learning in developing aspects of religious and moral values as well as teacher strategies in implementing the hidden curriculum at PAUD Siti Rahma Pabelan. Data collection procedures use interviews, observation and documentation. Interviews were conducted with the school principal and teacher council at PAUD Siti Rahma Pabelan using structured interview techniques. Observation sheets are used to discover hidden curriculum in learning. Documentation is used to identify between the core curriculum and the hidden curriculum. Data analysis was carried out by collecting data from interviews, observation sheets and documentation, then reducing it, presenting it and drawing conclusions. The results of this research explain that there are several hidden curriculum in the learning process which are divided into programmed activities, non-programmed activities and incidental activities. The hidden curriculum is implemented in various ways, including storytelling, playing, habituation, and reward and punishment. The novelty of this research is describes activities regarding the hidden curriculum in early childhood institutions and strategies for implementing it so that teachers better understand and comprehend the importance of the hidden curriculum for the development of children’s religious and moral values.