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All Journal Jurnal Ilmiah POTENSIA GENIUS: Indonesian Journal of Early Childhood Education
Mutiara Magta
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media Other

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Developing Early Childhood Self-Protection Skills Through Role-Playing: Insights from Bandura’s, Vygotsky’s, and Bronfenbrenner’s Theoretical Perspectives Mutiara Magta; Asep Supena; Sri Indah Pujiastuti
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v7i1.272

Abstract

Ensuring children’s growth and development within the school environment is critical to helping them develop self-protection skills. The purpose of this study is to describe how role-playing activities can develop self-protection skills in early childhood based on an analysis of three developmental theories: Bandura’s social cognitive theory, Vygotsky’s sociocultural theory, and Bronfenbrenner’s ecological theory.  This study employed a qualitative research method, with data collected through observation during role-playing activities.  Observations were conducted in two kindergartens in Indonesia, each of which implemented micro and macro types of role-playing. The observational data obtained through documentation and field notes were analyzed using the Miles and Huberman framework, involving the collection, reduction, and presentation of data in accordance with the thematic patterns of the three developmental theories. The results of the analysis of these three theories indicate that role-playing—whether at the micro or macro level—provides children with opportunities to practice self-protection skills through observation, imitation, scaffolding, and social support. Teachers need to incorporate role-playing as a targeted and collaborative learning strategy that involves both the school and family contexts to ensure that children’s protective skills develop optimally.
Kebutuhan Pengembangan Profesional Guru TK Dalam Sistem Perlindungan Anak di Sekolah Mutiara Magta; Nurbiana Dhieni; Sri Wulan
Jurnal Ilmiah POTENSIA Vol 11 No 2 (2026): JULI
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jip.11.2.138-149

Abstract

Kindergarten (TK) teachers hold a strategic position in the child protection system due to their intensive daily interactions with young children. This study aims to describe the professional development needs of kindergarten teachers in the field of child protection. This study used a survey research method involving 82 kindergarten teachers spread across the provinces of Jakarta and West Java as respondents. Data collection was conducted using a Likert-scale questionnaire distributed using G-form. The analysis results showed that all three dimensions of need were in the highly needed category: the knowledge dimension obtained the highest mean (M=3.61), followed by the skills dimension (M=3.55), and the professional development support dimension (M=3.51). Overall, more than 93% of respondents stated that they strongly needed capacity building in all aspects measured. The item with the highest score was recognizing signs of violence and neglect (M=3.65), while incident documentation received the lowest score but was still highly needed (M=3.41). These findings emphasize the urgency of a structured, sustainable professional development program that is based on the real needs of PAUD teachers in the field, particularly in the field of child protection.
Co-Authors Asep Supena Nurbiana Dhieni Sri Indah Pujiastuti Sri Wulan