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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Nurpaisa
Universitas Muhammadiyah Palopo
Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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The Sharing Opportunities, Taking Turns, and Counting Together: Educators’ Perspectives on Social Participation in Congklak Play Nurcahya; Nurpaisa; Duriani; Masnur
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 10 No. 1 (2027): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v10i1.12947

Abstract

Congklak combines access to play, interpretation of rules, and cooperative engagement, but these social processes need to be disentangled from presumed developmental benefits. This study analyzes how educators characterize sharing, turn-taking and teamwork at TK Islam Datok Sulaiman Putri Palopo, Indonesia. The qualitative case study design is based on interview-response papers of three instructors and one principal, two short incident reports and one reflective entry. Thematic reflexive analysis of 36 teacher responses and four principal responses includes coding, comparison of narratives among informants, and consideration of the contribution and limits of the incident recordings. Four themes were developed: access structured by materials, pairing, and schedules; turns conceptualized through game cues and explicit participation rights; cooperation characterized by sharing rule understanding and counting together; and mediation adapted to disputes, difficulties, and children’s circumstances. Inconsistencies in teacher accounts, scheduled supervision, selected intervention and needs-based support emerged. The incident reports did confirm that there were conflicts regarding seeds and first turns but they included little insight on children's following responses. The study analytically separates opportunities given, rules understood, and reported cooperative coordination. Teacher mediation is suggested to be a significant condition in educators’ experiences of participation, rather than a confirmed source of developmental change. Sustained participation and independent issue resolution need to be examined using sequential observation and children’s viewpoints.
Co-Authors Duriani Masnur Nurcahya