Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini (p-ISSN: 2301-9905 | e-ISSN: 2775-409X) is a journal of the Early Childhood Education (PAUD) study program containing articles in the field of education, specifically focusing on early childhood education. Articles published in this journal can employ both qualitative and quantitative approaches. Research designs may include action research, experimental studies, and case studies. This peer-reviewed scientific journal is managed by the Early Childhood Education Teacher Education Program at the Faculty of Teacher Training and Education, Universitas Muhammadiyah Tangerang, and is intended for researchers interested in early childhood education. Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini is published three times a year (January, July, and October) Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini has been indexed by:
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Enhancing Kindergarten Children’s Ability to Recognize Geometric Shapes Through Digital Educational Media
The ability to recognize geometric shapes is an essential aspect of cognitive development in early childhood. However, observations at TK Islam Terpadu Siti Khadijah indicated that children experienced difficulties in identifying, distinguishing, classifying, and arranging geometric shapes because learning activities were still dominated by conventional teaching methods. This study employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, implementation, observation, and reflection. The participants were 13 children aged 5–6 years at TK Islam Terpadu Siti Khadijah. Data were collected through observation and analyzed using descriptive quantitative methods. The findings revealed a substantial improvement in geometry recognition skills, with mean scores increasing from 10.00 in the pre-cycle to 16.23 in Cycle I and 18.77 in Cycle II. Classical learning mastery also rose from 0% to 69.23% and ultimately reached 100%. These results suggest that digital educational media effectively improve children's geometry recognition while encouraging active learning engagement.
Hak Cipta (c) 2026 Ziha Fida Utami Tanjung, Ahmad Syukri Sitorus
Teachers' Roles in Addressing Aggressive Behavior Through Social-Emotional Learning in Early Childhood Education
Aggressive behavior in early childhood can hinder their social-emotional development. Teachers play a key role in addressing this thru Social and Emotional Learning (SEL). This qualitative case study research aims to examine the role of teachers in managing aggressive behavior at RA Al Abror, Gresik. Data was collected thru interviews with teachers and observations of children aged 4-6 years. The research findings revealed two manifestations of aggressive behavior: verbal (such as arguing and teasing) and non-verbal (such as hitting and damaging objects). The contributing factors include incorrect parenting styles, lack of emotional management skills, a non-conducive family environment, and biological factors. The role of a teacher includes creating a safe environment, identifying behaviors, implementing management strategies, teaching social-emotional skills, and collaborating with parents and professionals. It is concluded that effective PSE implementation requires a deep understanding of the causes of aggression, appropriate strategies, and multi-stakeholder collaboration to create a supportive learning environment.
The Development Of QnA Gen Z Mom E-Book To Support The Educational Practice Of Generation Z Parenting Among Young Mothers
The phenomenon of information overload and misinformation on digital media is a challenge for young mothers of Generation Z in obtaining accurate and relevant early childhood care information. Survey results show that 96,2% of 52 young Mothers of Generation Z use digital media as a source of parenting information. The purpose of this research is to develop the QnA Gen Z Mom E-book product for a practical, communicative, and scientific evidence-based parenting guidance media for young mothers of Generation Z. This research uses the Research and Development (RnD) method with the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The product trial was carried out in a limited manner to 12 young mothers of Generation Z aged 17-30 years old who had children aged 0-6 years old through the online purposive sampling technique. The validation results of material experts obtained 95% and 87%, while media experts obtained a score of 71% and 88%, and user trials obtained a score of 93%. All results state that the QnA Gen Z Mom E-book is categorized as very suitable to be used as a parenting guide media for young mothers of Generation Z in the digital era.
Hak Cipta (c) 2026 Firyal Kamilah, Rosyi Damayani Twinsari Maningtyas
Peningkatan Kemampuan Mengenal Ukuran Benda dan Konsentrasi Dengan Menara PinkTower Pada Anak Usia 4-5 Tahun
Penelitian ini bertujuan untuk mengetahui pengaruh media Pink Tower terhadap kemampuan mengenal ukuran benda dan konsentrasi anak usia 4–5 tahun. Metode yang digunakan adalah kuasi eksperimen dengan desain pretest-posttest control group pada 20 anak yang dibagi menjadi kelompok eksperimen dan kontrol. Hasil penelitian menunjukkan bahwa kelompok eksperimen mengalami peningkatan yang lebih baik dibandingkan kelompok kontrol, sehingga media Pink Tower terbukti berpengaruh positif dan efektif dalam pembelajaran anak usia dini.
Hak Cipta (c) 2026 Nurul Fadilah Hsb, Masganti Sitorus
Implementation of Facilities and Infrastructure Management in Early Childhood Learning at RA Al Bani Amir, Tangerang City, Banten
This study aimed to describe the implementation of facilities and infrastructure management in supporting children's learning processes at RA Al Bani Amir, Tangerang City, Banten. The research employed a qualitative approach using a descriptive method to obtain an in-depth understanding of the management of educational facilities and infrastructure implemented at the institution. The study was conducted during the second semester of the 2025/2026 academic year, involving the principal, teachers, and facilities and infrastructure manager as research participants. Data were collected through observations, interviews, documentation, and field notes. Data trustworthiness was ensured through triangulation techniques, member checking, prolonged engagement, persistent observation, negative case analysis, and peer debriefing. Data analysis was carried out in three stages: data reduction, data display, and conclusion drawing. The findings revealed that the implementation of facilities and infrastructure management encompassed planning, procurement, utilization, maintenance, inventory management, and evaluation. However, its implementation still encountered several challenges, resulting in suboptimal performance, particularly in the aspects of maintenance and facility organization. Nevertheless, the available facilities and infrastructure contributed positively to supporting children's learning by enhancing comfort, motivation, and engagement during learning activities. Therefore, facilities and infrastructure management plays a crucial role in improving the quality of early childhood education and should be managed more effectively, systematically, and sustainably.
Hak Cipta (c) 2026 Muzdalifah, Cucu Atikah, Fahmi
Strengthening Early Childhood Empathy Character Through the Islamic-Themed Storytelling Method Assisted by the Interactive Flat Panel (IFP)
This study aims to describe the implementation of the Islamic-themed storytelling method assisted by the Interactive Flat Panel (IFP) in strengthening the empathy character of children aged 5–6 years at TK Islam Al-Jazilah Semanding Tuban. The study employed a qualitative approach using a case study design. The research subjects consisted of 16 children in Group B, the classroom teacher, the principal, and parents as supporting informants. Data were collected through observations, interviews, and documentation, and then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through source triangulation and technique triangulation. The findings indicate that the Islamic-themed storytelling method assisted by the IFP was implemented systematically through the selection of stories about the Prophets containing values of empathy, compassion, mutual assistance, and respect for others. The use of AI Prompt-based animated videos displayed through the IFP enhanced children's attention, enthusiasm, and engagement during the learning process. The children's empathy character developed across eight indicators, namely understanding the feelings of others, caring, compassion, tolerance, helping others, respecting others, social sensitivity, and the ability to share and avoid selfish behavior. Therefore, the Islamic-themed storytelling method assisted by the IFP can serve as an effective learning strategy to support the strengthening of empathy character in early childhood.
Hak Cipta (c) 2026 Adinda Ayu Pramita Sari, Siti Marli'ah
Analysis of the Early Reading Learning Outcomes of Children Aged 5–6 Years Through a Computational Thinking-Based Problem-Based Learning Model
Early reading skills are one of the essential aspects of early childhood language development that need to be developed as a foundation for entering the next level of education. This study aimed to analyze the early reading learning outcomes of children aged 5–6 years through a Computational Thinking-based Problem-Based Learning (PBL) model. The study employed a quantitative approach using a one-group pretest-posttest design. The research subjects consisted of 15 children in Group B at TK PGRI Tunas Harapan Keduyung, selected using a purposive sampling technique. Data were collected through observation using an instrument covering early reading indicators and were analyzed using descriptive statistics by calculating the mean scores, percentages, and developmental categories of children's learning outcomes. The results showed that the average early reading learning outcome at the pretest stage was 7 (43.75%), which was categorized as Beginning to Develop (BD). After the implementation of the Computational Thinking-based Problem-Based Learning model, the average learning outcome increased to 12 (75%), which fell into the category of Developing as Expected (DE). The findings indicate that children's early reading learning outcomes through the Computational Thinking-based Problem-Based Learning model reached the Developing as Expected (DE) category. Therefore, the Computational Thinking-based Problem-Based Learning model can be used as an alternative instructional approach to support the achievement of early reading learning outcomes in early childhood.
Hak Cipta (c) 2026 Isrofinatun Nahari Magfiroh, Ifa Aristia Sandra Ekayati
Preconception Profile of Children Aged 5-6 Years in Understanding the Concept of Pattern Recognition
The ability to recognize patterns is a crucial aspect of early childhood cognitive development, as it plays a role in building logical thinking skills, problem-solving abilities, and mathematics learning readiness for the subsequent stages. However, children's initial capability to understand the concept of pattern recognition still exhibits variations, thereby requiring the identification of children's preconceptions before providing a more targeted learning stimulation. This study aims to describe the preconception profile of children aged 5–6 years in understanding the concept of pattern recognition. This study utilizes a quantitative approach with a descriptive quantitative research design. The research subjects consisted of 18 children aged 5–6 years at TK Retno Asih, who were selected using a total sampling technique so that all children in group B were included as research samples. Data collection was conducted through a checklist observation sheet that had been validated by two expert lecturers. The results showed that the preconception profile of children aged 5–6 years regarding the concept of pattern recognition is still at the early developmental stage. The indicator for the ability to verbally state pattern sequences showed the highest achievement, while the ability to create patterns independently obtained the lowest achievement. These findings indicate that children's initial ability to understand the concept of pattern recognition still requires learning stimulation that is concrete, structured, and aligned with the cognitive developmental characteristics of early childhood.
Hak Cipta (c) 2026 Wizaroh Putri, Ifa Aristia Sandra Ekayati
Parents' Perceptions of Abusive Language in Early Childhood
Abusive language refers to the use of negative language, such as expressions that demean, insult, or threaten others. This study aimed to explore parents' perceptions of abusive language among early childhood children. A qualitative approach employing a phenomenological research design was adopted. Participants were selected using a purposive sampling technique, involving two parents of children aged 5–6 years residing in Griya Abdi Negara Housing Estate, Purwakarta. Data were collected through semi-structured interviews and documentation. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldana, consisting of data reduction, data display, and conclusion drawing. The findings revealed that children do not fully understand the meaning of the harsh language they use, and parents perceive abusive language as imitative behavior performed without a profound understanding of its meaning. In response, parents employed persuasive approaches by providing explanations and age-appropriate moral guidance to prevent the recurrence of such behavior.
Hak Cipta (c) 2026 Reisa Puji Rosalvaluna, Asep Kurnia Jayadinata, Gia Nikawanti
Constructivist Theory in Early Childhood Education: A Literature Review of Teacher Strategies and Active Learning
Constructivist theory remains an important foundation in early childhood education as it positions children as active learners who construct knowledge through learning experiences. This study aims to analyze the implementation of constructivist theory in early childhood education by examining teacher strategies and active learning practices. A qualitative literature review approach was employed. Data were collected from Scopus, Google Scholar, and Garuda databases. A total of 15 articles met the inclusion criteria, consisting of 5 Scopus-indexed international articles and 10 national articles indexed at least in SINTA 3, published between 2022 and 2024. The findings indicate that constructivist learning is implemented through play-based learning, problem-based learning, project-based learning, game-based learning, center-based learning, and the STEAM approach. Teachers act as facilitators who support children's exploration, social interaction, and meaningful learning experiences. Constructivist learning contributes to the development of creativity, critical thinking, problem-solving skills, social skills, and character. This review confirms the relevance of constructivism in early childhood education and proposes a conceptual synthesis linking teacher facilitation, active learning, knowledge construction, and child development.
Hak Cipta (c) 2026 Nur Syahida Zaria, Ahmad Suriansyah, Rizky Amelia
The Relationship Between the Sandwich Generation and Early Childhood Moral Development
This study aims to empirically examine the relationship between the role of the sandwich generation and the moral development of early childhood at RA Tunas Cendekia Glenmore. The sandwich generation refers to a group of individuals who experience dual financial and emotional responsibilities, as they are required to care for their aging parents while simultaneously raising children who remain dependent on them. This dual-role strain frequently triggers psychological stress, which has the potential to reduce parental warmth and consistency in parenting practices, thereby influencing children's moral development. Employing a quantitative correlational research design, data were collected from a purposive sample of 60 parents at RA Tunas Cendekia using purposive sampling techniques. Data collection instruments consisted of closed-ended questionnaires based on a Likert scale, and the data were analyzed using the Pearson Product-Moment Correlation Coefficient. Statistical analysis yielded a Pearson correlation coefficient of 0.43, indicating a moderate or moderately strong correlation (0.40–0.70) based on Sugiyono's interpretation criteria. These statistical findings demonstrate a significant relationship between the level of parental dual-role strain within sandwich-generation families and the moral development of early childhood. The study concludes that interventions in the form of effective parenting strategies and strong social support systems are essential for sandwich-generation families to maintain the quality of children's moral development during the golden age.
Hak Cipta (c) 2026 Jauharin Insiyah, Maria Qoriah, Viena Wanidha Andriani
The Dhuha Prayer Habituation Strategy to Foster Children's Self-Confidence
Self-confidence is a fundamental aspect of early childhood social-emotional development, enabling children to communicate, interact, and participate actively in learning. However, some children still show low self-confidence, such as hesitating to speak in class, answering questions reluctantly, and depending on teacher assistance. This study aimed to describe the role of congregational Dhuha prayer in enhancing the self-confidence of children aged 5–6 years at ABA 2 Labuhan Kindergarten. A descriptive qualitative approach was employed involving 27 children in Group B. Data were collected through observations across five phases, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The findings showed that regular participation in congregational Dhuha prayer improved children's self-confidence. The number of children in the Very Well Developed (VWD) category increased from 10 to 15, while the Not Yet Developed (NYD) category declined from four children to none. Children became more confident in leading prayers, answering questions, speaking before their peers, and interacting with teachers and classmates. These findings suggest that congregational Dhuha prayer is an effective religious habituation strategy for strengthening young children's self-confidence and social-emotional development.
Hak Cipta (c) 2026 Ummi Nur Latifah, Siti Marliah
The Role of Parenting Education Instagram Accounts in Fostering Parents' Awareness of Parenting Practices
Social media has become one of the primary sources of information utilized by parents to acquire knowledge about parenting practices. Instagram, as a parenting education platform, plays a role not only in providing information but also in supporting parents’ learning processes. This study aims to analyze the role of parenting education Instagram accounts in fostering parents’ awareness of parenting practices. The study employed a qualitative approach with an interpretive descriptive design. Data were collected through online in-depth interviews conducted from 11–18 May 2025 with four parents who followed the Instagram accounts @parentalk.id and @ibupedia_id. Each interview lasted between 24 and 35 minutes, and the data were analyzed using thematic analysis. The findings indicate that the development of parenting awareness occurs through a process of acquiring information, interpreting experiences, selecting and validating information, obtaining emotional support, engaging in reflection, and integrating information into parenting practices. These findings demonstrate that Instagram functions as a non-formal learning medium that supports parents in developing critical and contextual parenting awareness.
Hak Cipta (c) 2026 Rahma Yulia Andyani, Ismatul Khasanah, Chandra Dewi Sagala
Teacher Strategies for Developing Environmental Care Attitudes in Early Childhood: A Literature Review
This study aims to analyze teachers' strategies in developing environmental care attitudes among early childhood children through a literature review approach. The study reviewed 19 nationally accredited SINTA journal articles published between 2021 and 2026. The data were collected through a documentation study by identifying relevant articles using the keywords early childhood teachers' strategies, early childhood environmental education, and environmental care attitudes through Google Scholar. Data were analyzed using content analysis, which consisted of data reduction, data display, and conclusion drawing. The findings indicate that the most dominant learning approaches were ecopedagogy and the contextual approach, each identified in eight articles, while two articles employed a learning-through-play approach and one article integrated both the contextual and ecopedagogy approaches. The most frequently applied instructional methods were the project method and habituation, whereas the dominant instructional techniques consisted of hands-on practice and observation. Environment-based classroom management was also found to effectively support the development of environmental care attitudes among young children. The findings further reveal that learning strategies based on direct experiences are more effective in fostering environmental care attitudes than learning that relies solely on instructional approaches.
Improving Reading Ability Through Creative Word Play in Group B at TK 2 Wonoagung
Reading ability in early childhood is an important aspect of language development because it forms the foundation for recognizing letters, syllables, and simple words. Preliminary observations at TK 2 Wonoagung, revealed that the reading ability of Group B children still needed improvement. Of the 10 children observed, 2 had difficulty distinguishing letters, 3 struggled to combine letters, 2 experienced difficulties reading syllables, and 3 were able to read simple words with teacher guidance. This study aimed to improve children’s reading ability through creative word play activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of two cycles with the stages of planning, action, observation, and reflection. The subjects were 10 Group B children consisting of 6 girls and 4 boys. Data were collected through observation and documentation. The results showed a significant improvement in children’s reading ability, increasing from 53.75% in the pre-cycle stage to 60% in Cycle I, 77.5% in Cycle II Meeting 1, and 88.75% in Cycle II Meeting 2. Of the 10 children participating in the study, 9 children (90%) achieved the Very Well Developed (BSB) category by the end of Cycle II Meeting 2, while 1 child (10%) was in the Developed as Expected (BSH) category. These findings indicate that creative word play activities were effective in improving children’s reading ability.
Hak Cipta (c) 2026 Suwarti Sanik, Rina Wijayanti, Ayu Asmah
The Use of Interactive Flat Panel (IFP) Learning Media on Motor and Socio-Emotional Development Through the Implementation of Deep Learning
Advancements in digital technology have encouraged the use of more interactive learning media in early childhood education. However, the utilization of digital media in learning remains suboptimal, making it necessary to employ media that can support children’s development, one of which is the Interactive Flat Panel (IFP). This study aims to describe the use of IFP media in promoting children’s motor and socio-emotional development through meaningful learning experiences. This study employed a qualitative descriptive approach using observation and interview techniques. The research was conducted at Al Khodijah Serut Boyolangu Kindergarten, involving two teachers, namely one teacher responsible for the IFP and one homeroom teacher. The findings indicate that through four learning activities, namely recognizing letters, following movements displayed on the screen, drawing number symbols, and listening to stories, children appeared more active and enthusiastic in learning. These activities helped stimulate fine motor skills, gross motor skills, and socio-emotional abilities, such as self-confidence, discipline, cooperation, and responsibility. Therefore, the use of IFP media can support children’s development when balanced with real-life activities and teacher guidance.
Hak Cipta (c) 2026 Nadhira Hafidah Fitriana, Oca Kolifah Indriani, Alvin Khasanah
Implementation of Loose Parts Media to Improve Problem-Solving Skills of Children Aged 5–6 Years at TKK Regina Pacis Bajawa
This study aims to determine the effect of using loose parts media on the problem-solving abilities of children aged 5–6 years at TKK Regina Pacis Bajawa. This research employed a pre-experimental method with a qualitative data analysis approach. The research subjects consisted of 25 children from Class B Merah. Data collection techniques were carried out through observation and documentation of learning activities to obtain a comprehensive picture of the problem-solving processes demonstrated by children during play activities. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results of the analysis showed changes in children’s behavior after the implementation of loose parts media, particularly in their ability to identify problems, try various solution strategies, and solve problems more independently. Children appeared more active, creative, and demonstrated persistence when facing challenges during play. Thus, the use of loose parts media has a positive effect on improving the problem-solving abilities of children aged 5–6 years at TKK Regina Pacis Bajawa.
Hak Cipta (c) 2026 Genoveva Meo, Andi Nafsia, Efrida Ita, Maria Yuliana Kua
The Effectiveness of Picture Story Media in Improving Early Childhood Cognitive Abilities at TKN Beiposo
This study aims to determine the extent to which picture story media is effective in improving early childhood abilities at TKN Beiposo. The research method used was a pre-experimental design with a one-group pretest–posttest design. The research subjects were children in group B1 aged 5–6 years at TKN Beiposo. Data were collected through pretest and posttest, then analyzed using a paired sample t-test. Based on descriptive statistical results, children's cognitive abilities before treatment (pretest) had a mean score of 18.07 with a standard deviation of 5.08 and a standard error of 1.31 from a total sample of 15 children. This value indicates that children's cognitive abilities at the initial stage were relatively low and showed variation among individuals. After being given treatment in the form of learning using picture story media, the average cognitive ability score in the posttest increased to 36.00, with a standard deviation of 6.05 and a standard error of 1.56, indicating a significant improvement in cognitive abilities after the intervention. Thus, child-friendly picture story media has proven to be effective and can be used as an alternative learning medium that is innovative, engaging, and appropriate to the characteristics of early childhood.
Hak Cipta (c) 2026 Maria Oncilia Weti, Andi Nafsia, Elisabeth Tantiana Ngura, Konstantinus Dua Dhiu
Application of Macro Role Play to Improve Independence at TK Kemala Bhayangkari 101 Donomulyo Malang
Independence relates to a child's ability to recognize their own needs, make decisions, and take responsibility for their actions, including daily activities such as eating independently. Based on initial observations at TK Kemala Bhayangkari 101 Donomulyo, Malang Regency, most Group A children had not shown optimal independence, particularly in eating and drinking activities. This study aims to improve children's independence through the application of the macro role-play method. The research used a collaborative Classroom Action Research (CAR) design conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The subjects were 22 children from Group A. Data collection techniques were carried out through observation and documentation with Independence Learning Objective Achievement Criteria (KKTP) including the ability to take food by themselves, eat and finish food independently, and tidy up eating utensils. The results showed that children's independence at the pre-action stage was 32.56%, increased to 57.95% in Cycle I, and increased significantly to 90.14% in Cycle II. It is concluded that the macro role-play method can improve the independence of Group A children at TK Kemala Bhayangkari 101 Donomulyo, Malang Regency.
Parents' Perception of the Development of Cognitive Aspects of Children Aged 5-6 Years in the Context of Activity-Based Stimulation at Home
This study aims to describe parents' perception of the development of cognitive aspects of children aged 5–6 years and to describe the forms of activity-based stimulation applied in the home environment. This research method uses a descriptive qualitative approach, with the research subjects of parents who have children aged 5–6 years in Beiposo State Kindergarten. Data collection was carried out through in-depth interviews and documentation, then analyzed using thematic analysis techniques to find patterns of perception and stimulation practices carried out by parents. The results of the study show that in general, parents have a positive view of children's cognitive development. Children have shown the ability to recognize letters and numbers, follow simple directions, and show good curiosity, despite differences in developmental levels between children. The forms of stimulation provided by parents include educational play activities, literacy and numeracy activities, and children's involvement in daily activities. However, the implementation of the stimulation has not been fully carried out consistently because it is influenced by limited time and the level of understanding of parents.
Hak Cipta (c) 2026 Stefania Mogi, Andi Nafsia, Konstantinus Dua Dhiu, Efrida Ita
The Use of Preloved Media in Improving Environmentally Friendly Attitudes at Pertiwi Kayuagung Kindergarten
Early childhood education plays an important role in shaping children’s behavior and perspectives toward their surrounding environment. One effort that can be made to foster environmental awareness from an early age is through the use of recycled or preloved materials as learning media. Pertiwi Kindergarten in Kayuagung has implemented the use of preloved media in teaching and learning activities to encourage children’s creativity while instilling environmentally caring attitudes. This study aims to examine teachers’ efforts in enhancing environmentally friendly attitudes among early childhood learners through the use of recycled materials, as well as to explore their impact on children’s creativity and environmental awareness. This research employs a descriptive qualitative method with data collection techniques including interviews, observations, and documentation. This approach was chosen to gain an in-depth understanding of the experiences of teachers and children in using preloved media as learning tools at Pertiwi Kindergarten, Kayuagung. The data obtained were analyzed descriptively to illustrate the process and impact of implementing preloved media in learning activities. The results indicate that the use of preloved media contributes significantly to improving children’s creativity and instilling environmentally friendly attitudes. Children learn to utilize recycled materials creatively, understand the importance of sustainability, and develop fine motor skills, social skills, and problem-solving abilities. Thus, preloved media have proven to be effective in supporting the development of creativity and environmental awareness in early childhood
An Analysis of Parenting Strategies for Children with Speech Delay
The urgency of this study lies in the importance of the role of parents in providing appropriate stimulation, support, and communication to optimize early childhood language development. This study aims to describe parenting strategies in assisting children experiencing speech delay. The research employs a qualitative method with a case study approach. The research subjects include parents and teachers selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The results show that children experience articulation difficulties, speak in a low voice, and tend to use nonverbal communication due to limited verbal interaction and excessive mobile phone use. The strategies implemented include pronunciation correction, habituation of daily communication, utilization of visual media, and storytelling activities. This study contributes as a reference for parents and educators in applying language stimulation for children.
Hak Cipta (c) 2026 Maria Yasinta Fengi, Marsianus Meka, Gde Putu Arya Oka, Elisabeth Tantiana Ngura
Analysis of the Impact of Inadequate Nutritional Intake on the Risk of Stunting in Early Childhood in Ngadhamana Village
This study aims to identify and understand the impact of inadequate nutritional intake on the risk of stunting in early childhood. The urgency of this research lies in examining how insufficient nutritional intake affects the risk of stunting. The research subjects included children aged 0–6 years, parents, community health volunteers (posyandu cadres), and health workers directly involved in monitoring child growth and development. The research employed a qualitative method using interview, observation, and documentation techniques so that researchers could explore detailed information regarding dietary patterns and other factors influencing children's nutritional status. The data analysis technique used consisted of data collection, data reduction, data presentation, and conclusion drawing. The research instruments used were interview guidelines, observation sheets, and recording tools such as notebooks and voice recorders to ensure the accuracy of the collected data. The findings revealed that some early childhood children in Ngadhamana Village had not yet received nutritional intake in accordance with the Recommended Dietary Allowance (RDA), particularly low consumption of animal protein, vegetables, and fruits, accompanied by the habit of consuming instant snacks. This condition has an impact on the inhibition of children's growth.
Hak Cipta (c) 2026 Angelina Kurnia Juita, Konstantinus Dua Dhiu
A Theoretical Review of the Formation of Religious Character in Early Childhood through the Method of Storytelling about the Prophets
The formation of religious character is crucial to protect children from moral degradation from an early age. This study aims to analyze the theoretical relevance of the method of storytelling about prophets to the development of children's character. Using a descriptive qualitative method of literature study, this study analyzed 20 primary literature sources consisting of accredited journals, tafsir books, and developmental psychology books. Data analysis used content analysis with four stages of reduction to synthesis. The results showed a 100% level of theoretical relevance between the storytelling method and children's psychological needs, which included four main dimensions: cognitive, affective, social, and spiritual. The data showed that the integration of moral messages through prophetic stories was consistently able to touch on all aspects of development in an integrated manner. It was concluded that the method of storytelling prophetic stories had a very strong pedagogical foundation and was effective as an instrument for internalizing religious character values in early childhood.
Utilization of School Resources for Science Learning in Early Childhood Education: A Systematic Literature Review
Optimal utilization of school resources is the key to providing concrete and meaningful science learning for early childhood. This study aims to systematically review the literature on strategies for utilizing school environmental resources to develop science learning in Early Childhood Education (ECE). The method employed is a Systematic Literature Review (SLR) using the PRISMA protocol, sourcing data from SINTA 1-3 accredited journals such as Jurnal Murhum, Obsesi, UNJ, Undiksha, and UIN Sunan Kalijaga. Out of 516 identified articles, 9 met the inclusion criteria (2019–2025) for further analysis. The findings indicate that utilized school resources fall into three main categories: the physical environment (school grounds and coastal ecosystems), biotic components (plants and trees), and abiotic components (natural loose parts). Integrating these resources through Contextual and STEAM approaches has proven effective in enhancing children's cognitive abilities, naturalist intelligence, and environmental literacy (eco-literacy). This study offers practical implications suggesting that financial constraints are not barriers; teacher creativity in transforming school environmental facilities into real laboratories can create profound learning experiences. This research is expected to serve as a policy reference for school principals in organizing learning ecosystems and as a guide for teachers to reduce reliance on manufactured media.
Analysis of STEAM Learning in Developing the Creativity of Children Aged 4–5 Years
This study aims to describe the process of STEAM-based learning in developing the creativity of children aged 4–5 years at PAUD Sekar Nagari. This study employed a descriptive qualitative approach using a case study method. The research participants consisted of 20 children, 2 classroom teachers, and the school principal. Data were collected through observations, interviews, and documentation. The findings indicate that STEAM learning was implemented through play-based activities integrating the elements of science, technology, engineering, arts, and mathematics into thematic learning activities. The learning process consisted of the stages of apperception, stimulation, exploration, and reflection. Teachers acted as facilitators by providing children with opportunities to explore, experiment, and freely express their ideas. STEAM learning was able to develop children's creativity, as reflected in their ability to generate diverse ideas, solve problems using various approaches, and create unique and imaginative works. Although several challenges were encountered, such as limited time and learning media, the learning process remained effective through the utilization of simple materials available in the surrounding environment.
Developing Children’s Expressive Language Skills Using the Storytelling Method
Expressive language skills play a crucial role in early childhood development; however, many children still struggle to express ideas, use vocabulary, and construct simple sentences. This study aims to describe the development of children's expressive language skills through a storytelling method utilizing profession-themed picture cards. The research hypothesis posits that the storytelling method using these cards positively influences the improvement of children's expressive language skills. A descriptive qualitative approach was employed, involving 28 children from Group B at TK Pertiwi 32 Pakintelan. Data were collected through observation, documentation, recordings, and the transcription of children's speech, utilizing the simak (listening) method—specifically the sadap (eavesdropping/listening-in), simak libat cakap (participatory listening), rekam (recording), and catat (note-taking) techniques. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The results indicate that all children participated in four learning sessions and demonstrated progress in expressive language skills, evidenced by increased confidence in expressing opinions, an improved ability to answer questions, an expanded vocabulary, and the ability to construct simple sentences. Therefore, the storytelling method using profession-themed picture cards serves as a viable instructional alternative to support expressive language development in early childhood.
Hak Cipta (c) 2026 Sayidah Luthfi Nur Mukaromah
The Role of Classroom Management in Early Childhood Learning Concrentration
Learning concentration is an essential aspect of early childhood education because it influences children's ability to receive, process, and respond to learning experiences. However, many early childhood education institutions still face challenges related to classroom physical conditions, such as limited space, classroom layout, lighting, and ventilation, which may affect children's concentration during learning activities. This research is based on the urgency of learning concentration in early childhood, which is influenced by the physical management of classrooms. The main objective is to analyze the influence of classroom management on student learning concentration. The approach used is qualitative through a case study, with children aged 4–6 years at Bustanul Falah Kindergarten for one month. Data were collected through observation, interviews, and documentation. The results indicate that classroom layout, lighting, ventilation, and cleanliness support children's learning concentration despite limited classroom space. Teachers addressed this challenge through flexible seating arrangements and adjustments to classroom layout based on learning activities. It can be concluded that optimal physical classroom management helps create a learning environment that supports children's concentration. Ultimately, strategic management of the physical classroom environment is essential for fostering a supportive atmosphere that enhances children's cognitive focus.
Hak Cipta (c) 2026 maria qoriah, sitinur alimah, imam wahyono, ria octa viana
Optimizing Early Childhood Sensorimotor Development through Nature-Based Art Activities: A Case Study at Tarbiyatul Islamiyah Playgroup
This study aims to describe the implementation of nature-based art activities and identify the supporting and inhibiting factors in optimizing the sensorimotor development of early childhood at Tarbiyatul Islamiyah Playgroup. This study employed a qualitative descriptive approach using a case study design. The research participants consisted of 20 playgroup children aged 3–4 years and their classroom teacher. Data were collected through participatory observation, in-depth interviews, and documentation of the children's work. The data were analyzed qualitatively using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that nature-based art activities, including threading papaya leaf stalks, modeling with clay, and creating collages from seeds, effectively stimulated hand–eye coordination, fine motor strength, sensory sensitivity, concentration, and children's independence. Supporting factors included the availability of natural materials within the school environment, teachers' creativity, children's enthusiasm, and parental support. Meanwhile, the inhibiting factors comprised limited instructional time, differences in children's motor abilities, inadequate facilities, and limited teacher training related to nature-based art activities. The findings confirm that nature-based art activities constitute an innovative and contextual learning strategy that effectively supports the optimization of sensorimotor development in early childhood education.
Hak Cipta (c) 2026 habibatul karimah, habibatul karimah
Integrated Measurement Model of Geometry Knowledge and Construction Skills for Kindergarten Children: Evidence from Structural Equation Modeling
This study aims to develop and validate geometry recognition instruments in Kindergarten (TK) children using the Structural Equation Modeling (SEM) approach assisted by AMOS. The research method uses a Research and Development (R&D). Data analysis included the assessment of standardized factor loadings, Composite Reliability (CR), Average Variance Extracted (AVE), and goodness-of-fit indices, including Chi-square/degrees of freedom (CMIN/DF), Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Goodness-of-Fit Index (GFI), Adjusted Goodness-of-Fit Index (AGFI), and Root Mean Square Error of Approximation (RMSEA). The results of the analysis showed that the measurement model had a good goodness of fit (Chi-square/df < 3; CFI > 0.90; RMSEA < 0.08). All indicators have a loading factor value of > 0.50 and significant (p < 0.05), the validated measurement model provides a comprehensive and psychometrically sound instrument for assessing geometric competence in kindergarten children and offers a valuable framework for supporting research, classroom assessment, and evidence-based instructional practices in early childhood mathematics education.
Hak Cipta (c) 2026 Ferry Irawan, Minuk Riyana Riyana