Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal World Psychology Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Elyaum farihah
Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurejo Ngawi
Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Utilizing Local Ecosystems as Early Literacy Media: An Analysis of the Implementation of Nature-Based Learning in Early Childhood Agus; Tuhrotul Faizah; Elyaum farihah; Fauziah Hassan; Sumarno
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8972

Abstract

Early childhood education is a crucial period in the formation of brain architecture, which forms the foundation for children's language and cognitive development. This study explores how the integration of nature into learning at RA Nawa Kartika VIII Sidolaju transforms the surrounding environment into a dynamic classroom that stimulates the early literacy of children aged 5-6 years. Using qualitative methods with a case study approach, this study describes children's multisensory interactions when manipulating real objects such as soil and plants as a means of constructing knowledge independently. Data were collected through participant observation, in-depth interviews, and documentation. The results revealed that nature-based learning fosters a curiosity-centered learning atmosphere, where children transform from passive recipients of information to active observers. Direct exploration activities create strong episodic memories, making it easier for children to construct narratives of experiences with a more coherent structure and richer vocabulary. Although the natural environment provides abundant stimuli, the success of this process depends heavily on the role of teachers as facilitators who guide free exploration into meaningful learning experiences. This study concludes that utilizing local ecosystems is an effective pedagogical innovation for strengthening children's literacy foundations through concrete and contextual experiences.
Utilizing Local Ecosystems as Early Literacy Media: An Analysis of the Implementation of Nature-Based Learning in Early Childhood Agus; Tuhrotul Faizah; Elyaum farihah; Fauziah Hassan; Sumarno
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8972

Abstract

Early childhood education is a crucial period in the formation of brain architecture, which forms the foundation for children's language and cognitive development. This study explores how the integration of nature into learning at RA Nawa Kartika VIII Sidolaju transforms the surrounding environment into a dynamic classroom that stimulates the early literacy of children aged 5-6 years. Using qualitative methods with a case study approach, this study describes children's multisensory interactions when manipulating real objects such as soil and plants as a means of constructing knowledge independently. Data were collected through participant observation, in-depth interviews, and documentation. The results revealed that nature-based learning fosters a curiosity-centered learning atmosphere, where children transform from passive recipients of information to active observers. Direct exploration activities create strong episodic memories, making it easier for children to construct narratives of experiences with a more coherent structure and richer vocabulary. Although the natural environment provides abundant stimuli, the success of this process depends heavily on the role of teachers as facilitators who guide free exploration into meaningful learning experiences. This study concludes that utilizing local ecosystems is an effective pedagogical innovation for strengthening children's literacy foundations through concrete and contextual experiences.
COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: ANALYZING THE IMPACT OF PARENTAL INTERACTION AND EDUCATIONAL ENVIRONMENT Sirjon; Diana Setyaningsih; Elyaum Farihah
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1221

Abstract

Early childhood represents a critical period for cognitive development, during which foundational abilities such as language, memory, and problem solving are rapidly formed through interaction with the surrounding environment. Parental interaction and educational environment are recognized as influential factors, yet their combined effects are examined separately. This study aims to analyze the impact of parental interaction and educational environment on cognitive development in early childhood using an analytical perspective. A correlational research design was employed involving children aged four to six years enrolled in early childhood education institutions and their parents. Data were collected through parental interaction questionnaires, educational environment assessments, and standardized cognitive development tests, then analyzed using descriptive statistics, correlation, and multiple regression techniques. The results indicate that both parental interaction and educational environment have positive relationships with early childhood cognitive development, with parental interaction emerging as a stronger predictor. The combined model explains variance in cognitive development outcomes, demonstrating complementary roles of home and school contexts. The findings suggest that cognitive development in early childhood is shaped by cumulative aligned experiences across family and educational settings. Strengthening parental engagement alongside improving early educational environments is essential for optimizing cognitive development during this formative stage for young children.
Co-Authors Agus Diana Setyaningsih Fauziah Hassan Sirjon Sumarno Tuhrotul Faizah