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All Journal Jurnal Al-Tadzkiyyah Aulad : Journal on Early Childhood Ahsanta Jurnal Pendidikan Al-Mu'awanah Waniambey: Journal of Islamic Education EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Jurnal Manajemen, Ekonomi, Hukum, Kewirausahaan, Kesehatan, Pendidikan dan Informatika (MANEKIN) Cahaya Pengabdian As-Sulthan Journal of Education Journal of Early Childhood Education Research Karsa Bhakti : Journal of Community Service Indonesian Journal of Progressive Pedagogy
Harianto, Jimi
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Improving Early Childhood Educators' Communication Skills for Optimal Child Growth and Development Harianto, Jimi; Nurrohmah, Fiky; Ardinda, Revalina
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.520

Abstract

Purpose: The causal relationship between teacher communication skills and early childhood developmental outcomes has been a central focus of empirical inquiry in early childhood education literature. While effective teacher-child communication is widely recognized as a critical driver of children's cognitive, linguistic, and socio-emotional growth, a comprehensive synthesis of existing evidence remains necessary to establish a solid theoretical foundation for the design of teacher training programs. This literature review aims to synthesize empirical evidence from previous research on the impact of improving early childhood teachers' communication skills on key developmental indicators in early childhood. The study's significance lies in providing an evidence-based framework to inform the development of communication-competency-focused teacher professional development initiatives. Methodology: This study employed a systematic literature review approach, analyzing peer-reviewed empirical research published between 2020 and 2025. Data sources included major indexed academic databases such as Scopus, Web of Science, ERIC, and Google Scholar. Relevant journal articles employing both qualitative and quantitative methodologies were selected using predetermined keywords related to teacher communication skills and early childhood development. A total of 25 articles meeting the inclusion criteria were identified, critically appraised, and synthesized thematically to identify consistent patterns regarding communication training interventions, pedagogical strategies, and their associated child developmental outcomes. Results : The thematic synthesis of the 25 selected research articles reveals consistent and converging findings. The literature indicates that structured training interventions including coaching, microteaching, reflective practice, and video-based professional learning significantly improve teachers' responsive and instructional communication competencies. Based on evidence from the reviewed studies, these improvements are strongly correlated with measurable child progress across multiple developmental domains, particularly vocabulary acquisition, expressive and receptive language skills, social competence, active participation in classroom interactions, and emotional regulation. Studies further suggest that the quality of teacher-child verbal interaction, characterized by open-ended questioning, contingent responsiveness, and extended discourse, serves as a key mediating factor in facilitating positive developmental outcomes. Conclusions: This review establishes that there is strong, consistent scientific evidence in the literature linking improvements in early childhood teachers' communication skills to more positive child developmental outcomes across cognitive, linguistic, and socio-emotional domains. The findings underscore the critical need for evidence-based, explicitly communication-competency-focused approaches in teacher professional development programs. Recommendations are provided for policymakers, teacher educators, and early childhood institutions to prioritize sustained, practice-oriented communication training as a foundational component of professional development frameworks, ultimately fostering higher-quality teacher-child interactions that support children's holistic development during the critical early years.
Pelaksanaan Sistem Pembiasaan Untuk Menguatkan Hafalan Doa Terhadap Anak Umur 5-6 Tahun: Pelaksanaan Sistem Pembiasaan Untuk Menguatkan Hafalan Doa Harianto, Jimi; Sugiyati, Sugiyati; Aisah, Lilis Siti; Luthfina, Umil
Cahaya Pengabdian Vol. 2 No. 2 (2025): Desember 2025
Publisher : Apik Cahaya Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61971/cp.v2i2.256

Abstract

This community engagement project addresses the critical need to foster spiritual values during early childhood, identifying proficiency in daily prayers as a foundational element of character development in young learners. The study evaluates the effectiveness of a structured habituation framework in supporting the memorization of daily supplications among children aged 5–6 at the Nusa Indah Sukamulya Playgroup (Kober) during the 2025–2026 academic year. The research utilizes a qualitative phenomenological approach, incorporating participant observation and semi-structured interviews for data collection, followed by thematic analysis using data reduction techniques. The findings highlight the creation of a systematic instructional design for prayer habituation, its staged integration into daily teaching routines (including introduction, core activity, and reflection), and the implementation of an assessment strategy that uses positive reinforcement through customized star stickers tailored to individual developmental milestones and cognitive abilities. The results indicate that a carefully structured, consistently implemented, and adaptively evaluated habituation system substantially improves prayer retention and fosters intrinsic motivation in children. This framework thus provides a promising model for innovative pedagogical practices to enhance spiritual literacy in early childhood education. Keywords: Implementation, Habituation System, Memorization of Prayer
Pendampingan Pembiasaan Salat Duha Bersama untuk Menanamkan Nilai-Nilai Keagamaan Islam pada Anak Usia Dini HARIANTO, JIMI
Karsa Bhakti : Journal of Community Service Vol 2 No 1 (2026): Karsa Bhakti : Journal of Community Service
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/kb-jocs.v2i1.64

Abstract

Introducing Islamic religious values from an early age is a crucial foundation in shaping a child's character. However, field challenges often lie in delivery methods that lack aspects of habit formation and direct role modeling. This community service activity aims to implement the habituation method of congregational Dhuha prayer as an effective means of introducing basic Islamic values to students at PAUD KB Nusa Indah, Sukamulya, Lampung. The research method used is action research with a participatory qualitative approach, integrated into the service program. The activity was carried out in two cycles, covering four stages: (1) planning, (2) action implementation (Dhuha prayer habituation), (3) observation/monitoring, and (4) reflection. The subjects of the activity were 15 children aged 4-6 years and 3 educators. Data collection techniques included participant observation, in-depth interviews with educators, and documentation. The implementation results show that the consistent habituation of congregational Dhuha prayer successfully increased children's understanding of ablution procedures (wudlu), the sequence of prayer movements, and memorization of short prayers, and instilled values of discipline, orderliness, and togetherness. The role of educators as exemplary models (uswah hasanah) and enjoyable facilitators was key to the success of the internalization process. It can be concluded that the habituation method through the habit of congregational Dhuha prayer is an effective and contextually appropriate strategy for introducing Islamic values in early childhood at PAUD KB Nusa Indah. The recommendation for the institution is to make this activity a structured routine and involve parents to sustain it in the family environment.
Strategies for Internalizing Islamic Religious Values in Early Childhood Through the Storytelling Method Harianto, Jimi; Sholeha, Siti; Istiqomah, Khaqiqotul
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1803

Abstract

Early childhood Islamic religious value education necessitates Early childhood character formation, which requires developmentally appropriate approaches to internalise moral and religious values effectively. This study aims to identify and analyse strategies for internalising Islamic religious values through storytelling in early childhood education. A descriptive qualitative case study design was employed involving three teachers, five parents, and twenty children as observation subjects, with data collected through passive participatory observation of 12 learning sessions, in-depth interviews, and document analysis. Thematic analysis using an interactive model was conducted to identify recurring pedagogical patterns. The findings reveal four integrated strategies used by teachers: contextual preparation of story materials, interactive and dramatic storytelling delivery, participatory activation through question–and–answer and role-playing activities, and transformative reinforcement by connecting stories with children’s daily experiences. Observational data from 240 behavioural responses show the predominance of active verbal and nonverbal participation among children during storytelling sessions. The study contributes a cyclical-integrative storytelling strategy model and recommends its application in teacher training and curriculum development to strengthen Islamic character education in early childhood learning contexts.
Co-Authors Agung, Putri Aisah, Lilis Siti Alfadila, Eva Ardinda, Revalina Azizah, Aura Khoirunnisa Dewantari, Tri Eka Septi Anggraini, Adelia Fadilah, Santi Fatonah, Yunia Nur Istiqomah, Khaqiqotul Luthfina, Umil Masilawati Novi Andriani, Novi Nurrohmah, Fiky Octavia, Mutiara Pamungkas, Arimbi Rossa, Julia Safitri, Amanda Ajeng Sholeha, Siti Sugiyati, Sugiyati Sulistianah, Sulistianah Widianingtyas, Ulfa Tri Putri