Indonesian Journal of Early Childhood Educational Research (IJECER)

The Integrating Food Pedagogy and Project-Based Learning to Promote Healthy Eating in Early Childhood: A Systematic Literature Review

Waliatun isnaini — 2026-03-14

Food insecurity remains a critical issue affecting early childhood health. Early food knowledge significantly shapes children’s dietary behaviors, underscoring the need for effective pedagogical integration within early education settings. This study aims to systematically examine the integration of food pedagogy and Project-Based Learning (PjBL) and to analyze its impact on children’s health knowledge and healthy food choices. This systematic literature review followed PRISMA guidelines. Peer-reviewed empirical studies published between 2014 and 2024 were retrieved from the Scopus database using predefined inclusion and exclusion criteria. Articles focusing on early childhood populations, food or nutrition education, and project-based or experiential learning approaches were selected. Data were extracted and synthesized thematically to identify instructional patterns and reported outcomes. The findings indicate that integrating food pedagogy within PjBL enhances nutritional knowledge, fosters positive attitudes toward healthy foods, and supports informed dietary decision-making. Evidence consistently shows that experiential and collaborative projects contribute to sustainable healthy eating behaviors in early childhood. Overall, food pedagogy implemented through project-based learning represents a promising approach to strengthening early preventive efforts against food insecurity.

Digital Management of Online Student Admission (PPDB) in Islamic Early Childhood Education: A Case Study

Norhikmah Norhikmah — 2026-03-14

The digital transformation of Islamic early childhood education requires adaptive, transparent, and ethical student admission management. This study aims to analyze the management of online student admission in Islamic early childhood education within the framework of digital transformation and Islamic educational values. A qualitative case study approach was employed, using in-depth interviews, non-participant observation, and institutional documentation. Data were analyzed through Miles and Huberman’s interactive model and interpreted using Islamic management principles, including amanah, ‘adl, shidq, mas’uliyyah, and khidmah. nThe findings indicate that online admission management enhances administrative efficiency, data organization, transparency, and reporting accuracy through structured digital planning and implementation. The process includes collaborative decision-making, digital registration systems, and developmental screening mechanisms. Key challenges involve internet instability, variations in parental digital literacy, data privacy concerns, and technical overload. These challenges are addressed through guidance, assistance, and service-oriented practices aligned with Islamic ethical values. The study concludes that effective digital student admission management in Islamic early childhood education requires balancing technological innovation with ethical governance, digital competence strengthening, data protection, and continuous system evaluation to ensure equitable and transparent services.

Strategies to Support Children’s Readiness for Elementary School: A Case Study at Sekolah Indonesia Kuala Lumpur

Maera Auliani Riyadi — 2026-03-14

The transition from Early Childhood Education (ECE) to Elementary School represents a critical developmental phase that requires children’s readiness across independence, social-emotional competence, and cognitive development. In many contexts, school readiness is often narrowly interpreted as academic mastery; however, holistic preparation aligned with developmental stages is essential. This study aims to describe the strategies implemented by Sekolah Indonesia Kuala Lumpur (SIKL) in preparing children at the Early Childhood Education (ECE) level for entry into elementary school. A descriptive qualitative approach was employed, with data collected through interviews involving the school principal, ECE Group B teachers, and first-grade elementary teachers. The findings indicate that although SIKL does not implement a specific transition program, school readiness is systematically integrated into daily ECE learning activities. Strategies include fostering independence, strengthening character development, enhancing social-emotional skills, and adjusting children’s routines through structured yet playful learning experiences. Collaboration with parents and the application of responsive and flexible teaching methods were identified as key supporting factors, while challenges emerged from children’s diverse learning habits and varying levels of independence. The study concludes that effective school readiness preparation should be developmentally appropriate, gradual, and collaborative rather than solely focused on early literacy and numeracy skills. It is recommended that institutions develop structured transition frameworks and strengthen parent–teacher partnerships to ensure smoother adjustment to elementary education.

Enhancing Eye–Hand Coordination in Early Childhood through Sensorimotor Play with Clamp Media: A Classroom Action Research

Rini Kurniawati — 2026-04-06

Eye–hand coordination is a fundamental component of fine motor development, underpinning essential skills such as writing and cutting, and therefore needs to be optimally stimulated from an early age. However, many early childhood learners still demonstrate limited visual–motor integration, indicating the need for effective and engaging learning strategies. This study aims to improve the eye–hand coordination of children aged 4–5 years through the application of a sensorimotor play method using clamp media. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles. The participants consisted of 18 children enrolled in Raudhatul Athfal. Data were collected through observation, documentation, and performance-based assessment, and analyzed descriptively across each cycle. The results revealed a significant improvement in children’s eye–hand coordination from the initial condition to the end of the second cycle. The use of clamp media proved effective in stimulating visual–motor coordination, as it required children to perform precise gripping, transferring, and controlled hand movements in response to visual stimuli. Furthermore, children demonstrated increased focus and better integration between visual perception and motor control. In conclusion, the implementation of sensorimotor play using clamp media is an effective and practical strategy for enhancing eye–hand coordination and supporting fine motor development in early childhood. It is recommended that educators incorporate similar interactive and manipulative media to create more engaging and developmentally appropriate learning experiences.

Stimulating Self-Help Skills in Early Childhood through Natural Materials Center-Based Learning: A Qualitative Case Study

Siti Zakiyah Siswanti — 2026-04-05

The development of self-help skills is a fundamental aspect of early childhood education, as it supports children’s self-help skill, responsibility, and readiness for daily life activities. However, many early childhood learners still demonstrate limited self-help skill, indicating the need for effective and developmentally appropriate learning approaches. One promising approach is center-based learning utilizing natural materials, which provides meaningful, hands-on experiences and encourages active engagement. This study aims to explore the formation of self-help skills in children aged 4–5 years through the implementation of a natural materials center-based learning model. The study employed a qualitative case study design involving nine children as participants. Data were collected through observations, interviews, and documentation, and analyzed using pattern matching techniques to identify consistent themes and behavioral patterns. The findings revealed that children demonstrated increased self-help skills, including the ability to complete tasks independently, initiate simple problem-solving, maintain personal hygiene, and interact confidently with peers. These improvements were supported by structured and consistent scaffolding provided during center-based learning activities, which facilitated active participation and strengthened children’s confidence. In conclusion, the natural materials center-based learning model effectively promotes the development of self-help skills in early childhood by positioning teachers as facilitators who provide appropriate guidance based on children’s developmental needs. It is recommended that educators integrate natural materials and structured scaffolding strategies into center-based learning environments to optimize the development of children’s self-help skill.

The Implementation of Green Adventure Learning to Enhance Gross Motor Skills in Children Aged 5–6 Years

Khusnul Khatimah — 2026-04-01

This study aims to examine the implementation of Green Adventure Learning in supporting the development of gross motor skills in early childhood. The research employed a descriptive qualitative approach conducted at Qonita Preschool, involving Group B children as the research participants. Data were collected through classroom observations, documentation, and field notes to obtain a detailed description of learning activities and children's motor skill engagement during the program. Data analysis was carried out using the stages of data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, the study applied source triangulation, prolonged observation, and careful documentation of learning activities. The findings indicate that the implementation of Green Adventure Learning involved outdoor exploration, movement-based games, and direct interaction with natural environments. These activities provided opportunities for children to practice balance, coordination of movement, agility, and muscle use during learning sessions. Observations during the learning process showed that children participated actively in physical activities and demonstrated greater involvement in movement tasks provided by the teacher. The learning environment also reflected contextual and child-centered practices, where children were encouraged to explore and engage physically with their surroundings. Overall, the implementation of nature-based learning activities through Green Adventure Learning offers meaningful experiences that can support gross motor skill development in early childhood education settings.

Implementing a Deep Learning Approach to Foster Social-Emotional Development in Early Childhood: A Qualitative Study

Surianti — 2026-04-03

This study aims to analyze the implementation of deep learning based instruction in developing early childhood social-emotional development in Kindergarten. Using a qualitative descriptive design, the research involved children aged 5–6 years from one classroom group who were selected purposively based on their active participation in learning activities. Teachers were included as key informants to provide information regarding the planning and implementation of learning. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation such as children’s development records and learning materials. Data analysis was conducted through data reduction, data display, and conclusion drawing. In addition, a thematic coding process was applied to identify patterns related to experiential, interactive, and reflective learning practices. To ensure trustworthiness, triangulation of data sources and methods was used by comparing findings from observations, interviews, and documentation. The novelty of this study lies in providing a qualitative account of how deep learning principles experiential, interactive, and reflective learning are integrated into daily classroom practices in early childhood education. The findings indicate that learning activities based on real experiences and active participation encourage the development of cooperation, emotional regulation, empathy, and independence among children. Children also showed increased emotional engagement and more positive interactions with peers during learning activities. Overall, the results suggest that experience-oriented learning strategies can support social-emotional development in early childhood classrooms within the context of the studied kindergarten. These findings provide practical insights for educators in designing meaningful and participatory learning environments to support holistic child development.

BUSAK PAUD Application: An Innovation in Monitoring Early Childhood Literacy Development

Vamelia Vamelia — 2026-04-15

Early childhood literacy development forms the foundation of long-term academic achievement, yet monitoring practices in Early Childhood Education (ECE) settings are often manual, fragmented, and insufficiently integrated. This study aimed to develop and evaluate the BUSAK PAUD Application as an innovative digital system for monitoring early childhood literacy development. Employing a Research and Development approach using the ADDIE model, the study integrated qualitative needs analysis with quantitative expert validation and effectiveness testing. The findings indicate that the application achieved a highly feasible rating based on expert evaluations and demonstrated strong effectiveness in improving teachers’ efficiency, enabling structured and data-driven literacy monitoring, and strengthening collaborative communication between schools and parents. The study concludes that the BUSAK PAUD Application represents a technology-based managerial innovation that aligns literacy monitoring with developmental principles in early childhood education. Broader implementation, continuous user training, and further integration of comprehensive digital assessment features are recommended, while future research should examine scalability and long-term impact across diverse ECE contexts.