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All Journal Journal of Community Service in Early Childhood Education
Angraini Daboti
Universitas Islam Negeri Mahmud Yunus Batusangkar
Social Sciences Other

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Educational Program for Early Childhood Teachers to Enhance Awareness of Child Growth and Development Detection Adela Kharima Diyenti; Angraini Daboti; Abdul Halif; Fitri Fitri; Putri Arafah
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.115

Abstract

Background: Awareness of early childhood teachers regarding the detection of child growth and development is essential to support optimal child development and early intervention. However, field conditions indicate that many teachers still have limited understanding and skills in identifying growth and developmental indicators in children. Aims: This program aims to enhance early childhood teachers’ awareness and competence in detecting child growth and development through an educational program. Methods: This program employed a Service Learning approach, integrating educational sessions with practical activities and reflection. The implementation was conducted in three stages: preparation, implementation, and evaluation. The program involved early childhood teachers as participants. Activities included educational sessions, guided practice, and evaluation through pre-test and post-test, as well as observation of participants’ engagement. Data were analyzed descriptively to assess changes in participants’ understanding. Results: The results indicate an improvement in teachers’ awareness and understanding of child growth and development detection. Participants demonstrated better ability to identify developmental indicators and increased readiness to apply detection practices in their institutions. The pre-test and post-test results showed a consistent increase, indicating the effectiveness of the educational intervention. Conclusion: The educational program effectively enhances early childhood teachers’ awareness of child growth and development detection. The integration of education and practical activities provides meaningful learning experiences and supports the improvement of teachers’ competence in early detection practices.Awareness
Implementation of a Practice- and Mentoring-Based Advanced Training Program to Enhance Early Childhood Teachers’ Professional Competence Elis Komalasari; Jhoni Warmansyah; Restu Yuningsih; Meliana Sari; Resti Yulia; Angraini Daboti; Noor Annis Azwin Binti Fakaruddin
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.116

Abstract

Background: Improving the professional competence of early childhood teachers is essential to ensure the quality of learning and child development outcomes. However, many teachers still face challenges in pedagogical skills, curriculum development, and the integration of digital media in learning. These conditions indicate the need for structured, practice-oriented training supported by field mentoring. Aims: This program aims to enhance early childhood teachers’ professional competence through a practice- and mentoring-based advanced training program. Methods: This program employed a Service Learning approach, integrating training, practical experience, and community-based application. The implementation consisted of three stages: preparation, implementation, and evaluation. The program involved 50 early childhood teachers in Padang Panjang. Activities included in-class training, independent practice assignments, field mentoring, local learning visits, and dissemination activities. Evaluation was conducted through pre- and post-tests, observation, and assessment of participants’ performance. Data were analyzed descriptively. Results: The findings show improvements in teachers’ competencies, including understanding of child development, learning strategies, curriculum design, assessment practices, and the use of digital media. Participants also demonstrated enhanced ability in lesson planning, developmental assessment, and implementing innovative learning. Mentoring and field-based activities strengthened practical skills and confidence. Conclusion: A practice- and mentoring-based advanced training program effectively improves teachers’ professional competence. The integration of training, practice, and mentoring provides meaningful and sustainable learning outcomes and can serve as a model for similar programs.
Multicultural Collaboration to Optimize Early Childhood Development in Kindergarten Angraini Daboti; Nabila Al Qammah Putri; Nadhiva Aulia Gusva; Novelya Triye Mulyawi; Gebilla Dwi Yonanta; Mutiara Nafisa
Journal of Comunity Service in Early Childhood Education Vol. 2 No. 1 (2026): Journal of Community Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v2i1.122

Abstract

Background: Early childhood education plays a crucial role in shaping children’s cognitive, social-emotional, language, and motor development. In multicultural societies such as Indonesia, the diversity of cultural, social, and religious backgrounds presents both opportunities and challenges in creating inclusive and effective learning environments. However, the lack of structured collaboration between schools, families, and communities often limits the optimization of children's holistic development. Aims: This community service program aims to enhance early childhood development through the implementation of multicultural collaboration involving teachers, parents, and the community in a kindergarten setting. Methods: This program employed a participatory and collaborative approach consisting of three main stages: preparation, implementation, and evaluation. The preparation stage involved needs analysis, coordination with the school, and development of multicultural-based learning materials. The implementation stage included interactive activities such as storytelling, singing, role-playing, and motoric games reflecting cultural diversity. The evaluation stage was conducted through discussions with teachers and observations of children’s development. Participants included 50 children and parents, as well as 6 teachers at UPTD TK Negeri Pembina Sungai Tarab. Result: The results indicate that the program contributed positively to children’s development, particularly in social interaction, self-confidence, and attitudes of tolerance and respect for diversity. In addition, teachers showed improved understanding and ability to integrate multicultural values into daily learning activities. The collaborative approach also strengthened the relationship between school, family, and community. Conclusion: Multicultural collaboration is an effective approach to optimize early childhood development in an inclusive learning environment. The program not only enhances children’s holistic development but also strengthens the synergy among educational stakeholders, making it a sustainable and replicable model for early childhood education practices
Co-Authors Abdul Halif Adela Kharima Diyenti Elis Komalasari Fitri Fitri Gebilla Dwi Yonanta Jhoni Warmansyah Meliana Sari Mutiara Nafisa Nabila Al Qammah Putri Nadhiva Aulia Gusva Noor Annis Azwin Binti Fakaruddin Novelya Triye Mulyawi Putri Arafah Resti Yulia Restu Yuningsih