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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
Harianto, Jimi
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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
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 Luthfina, Umil Masilawati Novi Andriani, Novi Nurrohmah, Fiky Octavia, Mutiara Pamungkas, Arimbi Rossa, Julia Safitri, Amanda Ajeng Sugiyati, Sugiyati Sulistianah, Sulistianah Widianingtyas, Ulfa Tri Putri