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All Journal Journal of Educational Management Research Journal of Childhood Education (JCE)
Milla Ahmadia Apologia
Universitas Nahdlatul Ulama Sidoarjo
Humanities Education Social Sciences

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Early Childhood Education Teacher Management Strategy in Preventing Verbal Bullying in Early Childhood Ali Masykuri; Milla Ahmadia Apologia; Shofiyatuz Zahroh; Rif'atul Anita; Ganal Arief Rahmawan; Tantri Risda Zubaidah
Journal of Educational Management Research Vol. 4 No. 1 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i1.918

Abstract

Early childhood is a critical stage for character formation and socio-emotional development, making children vulnerable to deviant behaviors such as verbal bullying. This study aims to identify and analyze teacher management strategies in Islamic Early Childhood Education (PIAUD) to prevent verbal bullying in the classroom through Islamic values. This research employed a qualitative phenomenological design, using in-depth interviews, participatory observations, and documentation with PIAUD teachers experienced in handling verbal bullying. The findings reveal three main strategies: internalizing Islamic values through storytelling and routine practices; humanistic classroom management based on compassion and positive communication; and active collaboration with parents and school institutions. These strategies effectively raise children’s verbal awareness, build social leadership, and reduce verbal bullying behavior across genders. The study concludes that value-based teacher management is a constructive and preventive approach to fostering a safe, inclusive, and character-driven learning environment. These findings have practical implications for developing teacher training programs and Islamic early childhood education policies grounded in moral and spiritual values.
Dampak Fenomena Konten Anomali Brainrot terhadap Perkembangan Kognitif Anak Usia Dini: Studi Kasus di RA Al Ahmad Sidoarjo, Indonesia Milla Ahmadia Apologia; Ali Masykuri; Tantri Risda Zubaidah
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2575

Abstract

The rapid proliferation of short-video platforms on various social media networks has recently increased early childhood exposure to anomalous digital content, popularly referred to as 'brainrot anomalies.' This term does not constitute a medical diagnosis but serves as a social label for ultra-short, repetitive content featuring visual absurdities with limited educational value. This study aims to explore children's responses to anomalous content and its implications for attention span and cognitive development in early childhood. Employing a qualitative approach with a descriptive case study design, the research was conducted at RA Al-Ahmad, Indonesia, involving ten children aged 5–6 years. Data were collected through structured observations, semi-structured interviews with parents, and documentation, followed by an analysis consisting of (a) data reduction, (b) data display, and (c) conclusion drawing. Data validity was ensured through method and source triangulation techniques. The findings indicate that 52% of the subjects exhibited a high level of interest, characterized by intense focus and repetitive imitative behavior toward anomalous video content, which potentially influences the child's perception of concrete reality. Furthermore, 30% of the subjects showed moderate interest and were easily diverted to other activities, while 18% displayed low interest. Although no direct evidence of cognitive decline was found, dominant exposure to rapid and repetitive content tends to reduce opportunities for deeper cognitive stimulation. In conclusion, while anomalous short-video content does not directly cause cognitive impairment, it is associated with shifts in attention patterns among young children. Practically, this study recommends active mediation by parents and educators, the selection of developmentally appropriate content, and the regulation of screen time duration.
Co-Authors Ali Masykuri Ganal Arief Rahmawan Rif'atul Anita Shofiyatuz Zahroh Tantri Risda Zubaidah