Indonesian Journal of Early Childhood Educational Research (IJECER)

Project-Based Learning with Recycled Bottle Planting: Effects on Young Childrens Cognitive and Gross Motor Skills

Lailil Murro, Rachma Hasibuan, Sri Setyowati — Tue, 15 Jul 2025 00:00:00 +0700

Early childhood is a critical phase for developing both cognitive and gross motor abilities. However, many early education practices remain cognitively centered, providing limited structured motor stimulation. This study investigates the effect of Project-Based Learning (PjBL) through a recycled bottle planting project on the cognitive and gross motor development of children aged 5-6 years at RA Rachmat Bangil. Employing a quantitative approach with a quasi-experimental design, the study involved an experimental group participating in a series of hands-on activities designing, cutting, decorating bottles, planting seeds, and plant care while a control group received conventional instruction. Results showed that children in the PjBL group achieved significantly higher cognitive gain scores compared to the control group. Although improvements in gross motor skills were also observed, they were less substantial. The projects physical nature fostered coordination, balance, and movement in a meaningful and enjoyable context. These findings confirm that PjBL, even with simple materials, effectively supports holistic child development. The study suggests that early childhood educators integrate physical engagement within cognitive learning through contextual, environmentally conscious projects.

The Effect of Numbered Heads Together Cooperative Learning on the Collaborative Skills of Early Grade Students in Learning Multiplication

Halwa Tamara — Tue, 15 Jul 2025 00:00:00 +0700

Collaborative skills are essential for early grade students as part of 21st-century competencies, yet they are often overlooked in traditional mathematics classrooms. This study aims to examine the effect of the Numbered Heads Together (NHT) cooperative learning model on the collaborative abilities of early grade students in learning basic multiplication. The research was driven by the low level of student engagement observed during conventional group work. A quantitative approach was used, employing a quasi-experimental design with a posttest-only control group. The participants consisted of 30 second-grade students at MIS Istiqomah, divided equally into experimental and control groups. The intervention was conducted over several sessions using structured NHT activities to enhance peer interaction and shared problem-solving. Data were gathered through a student-completed collaborative skills questionnaire and teacher observation sheets. Results indicated that the experimental group scored an average of 72.53 on collaboration measures, while the control group scored 39.07. An independent t-test revealed a significance value of 0.000 (p < 0.05), confirming a statistically significant difference. The findings demonstrate that the NHT model is effective in improving young learnersÔÇÖ collaboration during mathematics learning. Therefore, it can be recommended as a viable strategy to cultivate teamwork skills from an early stage of schooling.

The Development of Illustrated Storybook Media Based on Balantak Local Wisdom to Enhance Early Childhood Character

Sunyin Sengang, Andi Agusniatih, Sita Awalunisa, Durrotunnisa Durrotunnisa — Tue, 15 Jul 2025 00:00:00 +0700

Early childhood is a critical period for shaping character through appropriate educational media. This study aims to develop and determine the feasibility of an illustrated storybook based on Balantak local wisdom to enhance the character of children aged 5ÔÇô6 years. The research was conducted at TK Sejahtera Bonebak, involving all Group B children as participants. The method used was Research and Development (R&D) with the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study specifically aimed to produce a culturally relevant storybook and assess its suitability in supporting children's character development. Feasibility was assessed by a language expert and a media expert, resulting in scores of 95.4% and 94.4%, both classified as highly valid. The storybook was tested on children focusing on four character traits: courage, discipline, tolerance, and social care. The results showed that the media was highly feasible and effectively supported the development of these character traits. In conclusion, illustrated storybooks incorporating local wisdom can serve as effective tools for character education in early childhood settings.

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PAMIN: An Innovative Interactive Magnetic Board Media to Enhance Alphabet and Counting Skills of 4-5-Year-Old Children

Tue, 15 Jul 2025 00:00:00 +0700

Alphabet and counting skills are fundamental components in the development of early childhood literacy and numeracy. However, many children aged 4-5 are only able to memorize letters and numbers without understanding their concrete forms and meanings. This study aims to develop and examine the effectiveness of PAMIN (Interactive Magnetic Board) as a learning media to enhance alphabet and counting skills in early childhood. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), and was conducted at TK Dharmawanita Tawangsari 2, Sidoarjo. The study involved 23 children in Group A (aged 4ÔÇô5 years). The instruments used included observation sheets, skill tests, and expert validation questionnaires. The results showed that PAMIN is feasible to use, based on validation by subject matter and media experts. Moreover, there was a significant improvement in both alphabet and counting abilities, with an average N-Gain score of 0.81 (classified as high). PAMIN proved to be effective as it integrates enjoyable multisensory learning through a combination of visual, manipulative, and singing methods. This study concludes that PAMIN is an innovative learning media and is recommended to support interactive learning processes in early childhood education.

Impact of Ecoprint Activities Using Natural Materials on Fine Motor Skills of 5-6 Year Old Children

Mon, 15 Sep 2025 00:00:00 +0700

This study aims to examine the effect of natural material-based ecoprint activities on the fine motor skills of of 5-6 year old children. A mixed methods approach was employed using a quasi-experimental design. The research subjects consisted of 28 children from Group B at State Kindergarten of 8 Wita Ponda, divided into an experimental group and a control group. The experimental group received treatment through ecoprint activities for ten days, while the control group engaged in regular activities without similar interventions. Data were collected through fine motor skills tests (pretest and posttest), observations, documentation, and interviews. Quantitative data were analyzed using the paired sample t-test and N-Gain Score, while qualitative data were analyzed thematically. The findings revealed a significant improvement in the fine motor skills of children in the experimental group compared to the control group, with a p-value < 0.05 and an average N-Gain Score of 68.4%, categorized as moderately effective. Interviews with teachers and the principal affirmed that ecoprint activities provided enjoyable learning experiences, enhanced hand and finger coordination, and fostered childrens environmental awareness. Therefore, ecoprint is considered a viable alternative learning method to holistically develop fine motor skills in early childhood education.

Mothers Perceptions of the Role of Exclusive Breastfeeding in Preventing Stunting in Toddlers

Eny Isnariyati, Rachma Hasibuan — Tue, 02 Sep 2025 00:00:00 +0700

Stunting is a serious nutritional issue that affects children's physical growth and cognitive development. It can be prevented through adequate exclusive breastfeeding during the first six months of life. This study aims to assess mothers perceptions regarding the importance of exclusive breastfeeding in preventing stunting among toddlers aged 64 months, as well as the factors influencing their decision to provide exclusive breastfeeding. The study sample consisted of 130 mothers with toddlers aged 64 months. Data were collected through interviews using structured questionnaires. Data analysis was conducted using descriptive statistics and logistic regression. The results showed that a positive maternal perception of exclusive breastfeeding was significantly associated with lower stunting rates among toddlers. Moreover, maternal knowledge and family support emerged as key factors contributing to the success of exclusive breastfeeding.

The Effectiveness of Prezi Video Media in Developing Religious and Moral Values Among Early Childhood Learners

Sat, 27 Sep 2025 00:00:00 +0700

The development of religious and moral values is a crucial foundation in shaping the character of early childhood learners. This study aims to evaluate the effectiveness of Prezi Video media in fostering religious and moral development in Group B children. Employing an experimental design with a quantitative approach, the study focused on three core aspects: identifying religions and places of worship, maintaining personal hygiene, and performing prayers according to one's faith. A total of 15 children from Tut Wuri Handayani Kindergarten participated in the study. Data were collected through pre-test and post-test observations conducted before and after the implementation of Prezi Video media. The findings revealed a significant improvement across all three aspects, with most children progressing from the "Emerging Development" category to "Developed as Expected" and "Very Well Developed" after the intervention. These results indicate that Prezi Video media is an effective tool for enhancing early childhood understanding and application of religious and moral values.

The Effect of Storytelling Method on Children’s Cognitive Development at the Age of 5–6 Years

Sat, 06 Dec 2025 00:00:00 +0700

Cognitive ability is one of the essential aspects of early childhood development that must be stimulated through approaches aligned with the children’s developmental stages. This study aims to determine the effect of the storytelling method on the cognitive abilities of children aged 5–6 years. The research employed a quantitative approach with a pre-experimental design of the one-group pretest-posttest type. The study involved 14 children from Group B as research subjects. Data were collected through observation, interviews, and documentation, using observation sheets, assessment rubrics, and interview guidelines as instruments. The data were analyzed descriptively and inferentially using a paired sample t-test. The results revealed a significant improvement in the aspects of retelling stories, answering questions, and identifying story settings and characters after the implementation of the storytelling method. This improvement was reflected by an increase in the “Very Well Developed” category and a notable decrease in the “Not Yet Developed” category. The t-test results showed a significance value of < 0.05, indicating a significant effect of the storytelling method on children’s cognitive abilities. These findings confirm that the storytelling method is an effective learning approach to actively, enjoyably, and meaningfully stimulate children’s cognitive development in the context of early childhood education.

Identification of Parenting Styles in Instilling Religious and Moral Values in Children Aged 5–6 Years in Group B at Raudhatul Athfal

Thu, 06 Nov 2025 00:00:00 +0700

This study aims to describe parental parenting styles and their relationship with the development of religious and moral values in children aged 5–6 years in a Raudhatul Athfal Group B setting. A descriptive quantitative approach was employed with 15 children and their parents as respondents. Data were collected through observation, parenting style questionnaires, and documentation. The independent variable was parental parenting style (authoritarian, democratic, permissive), while the dependent variable was the development of religious and moral values measured across three indicators: politeness, habituation of worship practices, and accuracy in imitating prayer movements. The findings show two dominant parenting styles democratic (60%) and authoritarian (40%). Increases in developmental categories were observed across the three indicators between the first and second observations, with the most notable improvements occurring among children raised with democratic parenting (e.g., 67% achieving the “Very Well Developed” category for politeness; 56% for worship habituation; and 56% for prayer movement accuracy). Pearson correlation analysis revealed a significant negative relationship between parenting style and the development of religious moral values (r = –0.636; p = 0.011), indicating that more democratic parenting is associated with better outcomes compared to authoritarian parenting. The study concludes that democratic parenting characterized by balanced rules, modeling, and open communication more effectively supports the development of politeness, worship routines, and accurate prayer movements in early childhood.

Exploring the Role of Contextual Learning in Developing the Cognitive Abilities of Children Aged 5–6 Years

Ni Wayan Siti Nurani, Fitriana Fitriana, Sita Awalunisah, Shofiyanti Nur Zuama — Sat, 06 Dec 2025 00:00:00 +0700

This study aims to explore the role of contextual learning in developing children’s cognitive abilities. The subjects of this research were all 18 children in Group B of Pelita Hati Kindergarten, consisting of 9 boys and 9 girls. The findings revealed that contextual learning played a significant role in enhancing the cognitive development of children in Group B, particularly through the use of spinach as a learning medium. Before the learning activity began, the teacher introduced spinach, explained its parts, and encouraged the children to identify and count them. The teacher then invited the children to play a sorting game by arranging the spinach from the smallest to the largest. Through contextual learning, children were able to interact directly with concrete materials, which supported the early childhood education principle of learning through play and facilitated better understanding. Observations conducted over three weeks showed that contextual learning greatly contributed to children’s cognitive growth, particularly in three key aspects: sequencing, identifying, and counting.

The Teacher’s Role in Enhancing Early Childhood Independence Through a Deep Learning Approach

Alin Mentari, Asep Kurnia Jayadinata, Gia Nikawanti, Heni Puspita Sari — Sat, 06 Dec 2025 00:00:00 +0700

Independence in early childhood is not limited to performing daily tasks autonomously, but also encompasses broader dimensions such as initiative, self-confidence, responsibility, discipline, emotional regulation, and social interaction. This study aims to describe the teacher’s role in fostering children’s independence through a mindful and context-based deep learning approach. The research involved one classroom teacher and 12 children aged 5–6 years in Class B at Trisula Perwari Kindergarten, Purwakarta. A qualitative approach with a case study design was employed, using observation, interviews, and documentation for data collection. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers play essential roles as facilitators, motivators, and guides in developing indicators of responsibility, initiative, and adaptability through intentional and contextual learning practices. Furthermore, the partnership between the school and parents is identified as a key factor in ensuring consistent development of children’s independence both at school and at home.

The Role of Role Play in Supporting Early Childhood Financial Literacy Development

Sat, 06 Dec 2025 00:00:00 +0700

This study aims to describe the influence of the role-play method on financial literacy among early childhood learners. The background of this research stems from the importance of introducing financial understanding at an early age so that children are able to recognize the value of money, distinguish between needs and wants, and learn simple saving practices. This research employed a descriptive qualitative approach with children as the subjects. Data were collected through observations, teacher interviews, and documentation of learning activities. The findings indicate that the implementation of role-play activities such as market day simulations, buying and selling games, and saving simulations can enhance children’s ability to understand the concept of money value, manage money in simple ways, and develop frugal and responsible attitudes. Thus, the role-play method positively influences early childhood financial literacy by providing enjoyable and contextual learning experiences.

The Role of AI Chatbots In Enhancing Student Engagement and English Language Learning Outcomes at Raudhatul Athfal

Kurnia Akbar, Hasanah Hasanah, Ulfa Nafisa Rahmadani — Sat, 06 Dec 2025 00:00:00 +0700

The rapid development of Artificial Intelligence (AI) has opened new opportunities in early childhood education, particularly in enhancing English language learning. This study aims to analyze the role of AI-based chatbots in increasing student engagement and learning outcomes in English for early childhood learners at RA Labschool IIQ Jakarta. Employing a mixed-methods design, the research integrates a quasi-experimental quantitative approach and descriptive qualitative techniques. Quantitative data were analyzed using Analysis of Covariance (ANCOVA) and post-hoc Least Significant Difference (LSD) tests, while qualitative data were examined through thematic analysis and triangulation. The results revealed that the experimental group using AI chatbots demonstrated significantly higher engagement and English learning achievements compared to the control groups, with F(2,26) = 65.14, p = 0.021, ƞ² = 0.95. Furthermore, qualitative findings indicated increased student motivation, interest, and interaction during learning activities. This study concludes that AI chatbots significantly contribute to fostering cognitive, emotional, and behavioral engagement, thereby improving learning outcomes. The findings imply that integrating AI-based technologies within early childhood curricula can enhance personalized, interactive, and adaptive learning experiences, while maintaining the crucial role of educators as facilitators.

The Utilization of Loose Parts Play Media in Early Childhood Pre-Mathematics Learning

Sat, 06 Dec 2025 00:00:00 +0700

Loose parts media is a creative and effective learning media for early childhood, especially in supporting the development of pre-mathematics skills. This study aims to analyze the use of loose parts media in learning pramathematics through play. The research method used is descriptive qualitative through direct observation of 4-5 years old totaling 10 children, interviews with teachers and principals, and analysis of related documents in the form of teacher's daily journals. The results of this study show that loose parts media is effectively used to improve children's cognitive abilities in logical thinking in recognizing patterns, classifying objects, and understanding basic math concepts such as numbers and shapes. This activity also stimulates creativity, exploration and collaboration between children in a fun learning atmosphere. Based on these findings, it is recommended that educators use loose part game media in daily learning activities to enrich early childhood learning experiences, especially in the field of pre-math. This research can improve logical thinking skills by manipulating loose parts in solving problems, developing cognitive and analytical skills early on in teaching premathematics, and developing more varied teaching strategies in utilizing the use of loose parts media through games.

The Role of Parents in Improving Early Childhood Nutritional Status Through Lunch Box Provision

Sat, 06 Dec 2025 00:00:00 +0700

Ensuring adequate nutrition for early childhood is a crucial aspect in supporting optimal growth and development. One of the efforts undertaken by parents is providing lunch boxes for children to bring to school. This study aims to analyze the role of parents in improving the nutritional status of early childhood through lunch box provision and to identify the factors influencing menu selection. The research employed a qualitative approach involving 19 children in Group B at Alkhairaat Toboli Kindergarten, along with their parents and classroom teachers. Data were collected through observation, interviews, and documentation, and were analyzed using descriptive qualitative techniques. The findings indicate that most parents have participated in preparing lunch boxes; however, the variety and nutritional content particularly protein sources and vegetables remain limited. Factors influencing lunch box choices include parents’ nutritional knowledge, children’s eating habits, preparation time, and family economic conditions. Teachers also play a role by providing guidance and motivating children to finish their meals. The study concludes that parents play a critical role in ensuring that children’s lunch boxes contain balanced nutrition, including carbohydrates, proteins, fats, vitamins, and minerals. The implications of this research highlight the need for nutrition education for parents, increased menu variation, and strengthened collaboration between schools and families to promote healthy eating habits in young children.

Finger Painting Activities and Their Effects on Creativity in Early Childhood

Sat, 06 Dec 2025 00:00:00 +0700

This study aims to determine the effect of finger painting activities on the creativity of children in Group B at Efrat Wayura Kindergarten. Using a quantitative descriptive approach, the research involved 15 children and employed observation, interviews, and documentation as data collection techniques. The findings indicate a clear improvement in children’s creativity after participating in finger painting activities. Initially, many children demonstrated limited creative expression; however, after the intervention, a significant shift occurred, with more children showing higher levels of creative ability, including greater originality, imagination, and confidence in using colors and shapes. These results show that finger painting serves as an effective learning activity for fostering creativity in early childhood.

The Influence of Democratic Parenting Styles on Early Childhood Independence in Facing Challenges in The Era of Society 5.0

Salsa Ainurrahmah, Asep Kurnia Jayadinata, Gia Nikawanti, Deany Yasir Wirya — Wed, 10 Dec 2025 00:00:00 +0700

The research was driven by concerns that many young children in Indonesia still depend on adults for routine tasks, which may limit the development of essential self-help skills needed for successful adaptation to formal schooling. This study aims to examine the influence of democratic parenting styles on early childhood independence in facing challenges in the era of Society 5.0. Using a quantitative survey approach, data were collected from parents who applied democratic parenting, using a 1–4 Likert-scale questionnaire. The Pearson correlation test showed a significance value of 0.031 < 0.05, indicating a positive and significant relationship between democratic parenting and early childhood independence. These findings suggest that democratic parenting can effectively enhance children’s confidence, responsibility, and autonomy, supporting their ability to adapt to the demands of Society 5.0.

Early Childhood Teachers’ Perceptions at "Rumah Bermain Ku" Regarding Digital Books and Printed Books as Learning Media

Zakiah Zakiah, Tiara Sekar Harnum, Amelia Vinayastri — Sun, 07 Dec 2025 00:00:00 +0700

This stydy aims to explore teachers' perceptions regarding the use of digital books and printed books in early childhood education. Using a qualitative phenomenological approach, this study involved six teachers from one private early childhood education institution selected purposively, namely PAUD Rumah Bermain Ku in Depok City. Data were collected through observation, documentation, and in-depth interviews. The analysis included stages of reduction, display, and conclusion. The results showed that teachers preferred printed books, which were considered more appropriate for early childhood development, effective in maintaining children's focus, and supporting interactions between teachers and students. However, challenges for digital books included distractions, infrastructure issues, and a lack of teacher training. To increase digital book usage, actions like digital literacy training and providing more devices are needed. Teachers should combine printed and digital resources and collaborate on effective learning strategies.

The Impact of Balanced Nutrition Education on Efforts to Prevent Stunting in Early Childhood

Andini Andini, Nurhayati Nurhayati, Sita Awalunisah, Durrotunnisa Durrotunnisa — Sun, 07 Dec 2025 00:00:00 +0700

This study aims to examine the impact of balanced nutrition education on stunting prevention efforts among early childhood learners in a Kindergarten setting. A mixed-methods approach was employed, integrating both qualitative and quantitative data to obtain comprehensive and reliable findings. The research subjects consisted of 15 children, including 5 boys and 10 girls. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed using complementary qualitative and quantitative techniques. The results show that the overall achievement of balanced nutritional eating patterns reached 100%. Furthermore, the average score of children’s balanced nutrition eating behavior was 41.5%, categorized as “developing as expected” (BSH). These findings indicate that balanced nutrition education has a significant positive effect on stunting prevention efforts among early childhood learners aged 4–6 years in the Kindergarten context. The study suggests that early and consistent nutrition education should be integrated into school programs as well as family involvement activities to strengthen stunting prevention initiatives. Future research is recommended to include larger participant groups and utilize longitudinal approaches to examine long-term changes in children’s nutritional behaviors.

The Implementation of Working Parents' Parenting Patterns in Fostering Independence in Four-Year-Old Children

Ayu Denisa, Fitri Ayu Fatmawati, Mushab Al Umairi — Sun, 07 Dec 2025 00:00:00 +0700

Early childhood is a golden age during which brain development progresses rapidly, making appropriate parenting patterns essential for fostering independence from an early age. This study aims to identify the forms of parenting and daily habituation implemented by working parents in developing children’s independence, as well as to explore the challenges encountered in this process. The research employed a descriptive qualitative approach with a case study design, involving a four-year-old girl and one parent as respondents. Data were collected through interviews, observations, and documentation. The findings show that working parents are still able to nurture their child’s independence through consistent application of democratic parenting. Parents provided opportunities for the child to make simple decisions, complete tasks independently, and participate in age-appropriate household activities. Habituation practices such as tidying up belongings, choosing toys, and helping with small household chores were found to strengthen the child’s sense of responsibility and self-regulation skills. In addition, warm communication, positive role modeling, and clear boundaries helped the child understand rules without experiencing pressure. Challenges mainly stemmed from the parents’ limited time due to work commitments; however, these obstacles were addressed through effective time management and prioritizing quality interactions. These findings reinforce that democratic parenting is effective in fostering children’s independence, even among parents with demanding work schedules.

The Role of Democratic Parenting in Developing the Social Intelligence of Three Year-Old Children

Aura Ayu Devani, Fitri Ayu Fatmawati , Ayunda Sayyidatul Ifadah — Sun, 07 Dec 2025 00:00:00 +0700

This study aims to examine how democratic parenting contributes to the development of social intelligence in three-year-old children by identifying the specific strategies employed by parents in daily interactions. Using a qualitative case study approach involving one family, data were collected through observation, in-depth interviews, and documentation. The findings show that democratic parenting is reflected through structured practices such as offering autonomy through choices, fostering prosocial behavior, engaging in dialogic communication, and utilizing play as a medium for guidance. These strategies effectively nurture children’s confidence, empathy, and foundational social skills. The study concludes that democratic parenting is not a permissive approach but an intentional and active form of guidance that consistently strengthens the child’s social intelligence. The results highlight the importance of consciously applying these practices to optimize early social development.

Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems

Sun, 31 Dec 2023 00:00:00 +0700

This study examines how a design-based implementation research (DBIR) approach can accelerate developmentally appropriate digitalization in early childhood education within a rural village ecosystem. We co-designed, piloted, and iteratively refined a practice-proximal package, professional learning and coaching, a contextualized digital lesson bank, implementation tools (rubrics/SOPs), and organizational supports, delivered through a stepped-wedge rollout across six ECE centers (310 children; 34 staff). Mixed methods integrated repeated surveys/logs, structured classroom observations and artefact audits, and interviews/FGDs; instruments covered teacher outcomes, classroom processes, center-level implementation outcomes, and system supports. Quantitatively (n=18 teachers), teachers strongly endorsed play-based pedagogy and age-appropriate management and reported high confidence to blend traditional–digital approaches, while routine device/app use and simple media creation were lower, indicating an enactment fluency gap. Qualitatively, key barriers were limited devices/media, uneven digital skills, and device-related classroom management; children’s engagement was predominantly positive. Triangulation suggests two proximal mechanisms, motivation and procedural clarity, by which coaching and SOPs (rotation/transition) convert enthusiasm into on-task behavior. Findings yield a feasible pathway for scale: prioritize shared-device solutions and offlineable media, intensify practice-based coaching on two workflow “kernels,” and institutionalize leadership-backed routines. Future work will test dose–response and moderation using longitudinal mixed-effects models and center-level interrupted time series to assess sustainment and generalizability.

Development of Fun Polly Games: A Practical Life–Based Learning Media to Enhance Young Children’s Independence

Sun, 31 Dec 2023 00:00:00 +0700

This study aims to develop Fun Polly Games, a Practical Life–based learning media designed to enhance the independence of children aged five to six years in Early Childhood Education settings. The development process followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation and employed a mixed-methods approach integrating qualitative techniques such as observations, interviews, and expert validation with quantitative feasibility assessments and comparative testing. The needs analysis indicated a wide gap in children’s independence, as many were not yet able to carry out basic self-help tasks due to the predominance of academic-oriented activities and teacher-centered instructional practices. Teachers also reported that the lack of appropriate learning media hindered efforts to cultivate independence. Expert validation confirmed that Fun Polly Games met the criteria for feasibility, while field trials showed strong positive responses from both children and teachers. The implementation of this media led to improved engagement, richer social interaction, and greater autonomy in performing daily tasks in meaningful contexts. Overall, Fun Polly Games is considered feasible, practical, and contextually relevant as a learning medium capable of strengthening independence-building practices in Early Childhood Education. Aligned with Montessori principles and responsive to contemporary educational needs, this media offers promising potential for supporting long-term independence and character development in young children.

Early Childhood Development Within Multigenerational Caregiving Systems in Central Kalimantan

Aghnaita Aghnaita, Neela Afifah, Ervina Ervina — Tue, 09 Dec 2025 00:00:00 +0700

Multigenerational families living under one roof create a unique caregiving environment that can influence early childhood development in both positive and negative ways. This study aims to describe the developmental characteristics of young children living in multigenerational family settings in Central Kalimantan. A descriptive qualitative approach was employed, with research conducted in two regions North Barito Regency and Murung Raya Regency. Primary data were collected from eight multigenerational families, consisting of four families in Teweh Baru District and four families in Puruk Cahu City. The findings reveal that children engage in diverse daily activities such as independent play, peer play, watching television, and using digital devices. Parents and grandparents also introduce early moral values, religious practices, and basic academic skills. For children attending preschool, formal learning activities also contribute to their developmental experiences. These daily routines collectively shape multiple domains of development, including cognitive, motor, language, social, and emotional growth. The study highlights that family dynamics, caregiving practices, and environmental stimulation within multigenerational households play a significant role in supporting or constraining early childhood development.

Outdoor Learning as a Strategy to Improve Young Children’s Language Development

Erna Widiastutik, Arif Budi Wurianto, Mohammad Syaifuddin — Thu, 11 Dec 2025 00:00:00 +0700

This study aims to examines the implementation of Outdoor Learning (ODL) as a strategy to enhance early childhood language development at KB Aisyiyah Cakru, Jember. Grounded in the view that early language abilities are fundamental to cognitive, social, and academic growth, ODL was introduced through contextual activities such as visiting a traditional market and exploring a local herbal garden. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews with teachers and parents, and documentation of children’s learning activities. The findings show that ODL provides authentic, meaningful, and multisensory learning experiences that significantly improve children’s receptive and expressive language skills, including vocabulary acquisition, sentence formation, confidence in communication, and spontaneous verbal interaction. These results align with Vygotsky’s Zone of Proximal Development and the principles of Contextual Teaching and Learning, demonstrating that real-world engagement strengthens language use through social interaction and experiential stimuli. The study concludes that ODL is an effective and relevant pedagogical approach for supporting early language development, particularly in rural PAUD settings rich in local environmental resources.