Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Innovation in Educational and Cultural Research International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) International Conferences on Early Childhood Education Proceedings
Yuliani Nurani
Universitas Negeri Jakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics

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Parents’ Roles and Sex Education Rights for Early Childhood Adiayati Yumna; Lara Fridani; Yuliani Nurani
International Conferences on Early Childhood Education Proceedings Vol. 1 No. 1 (2023): International Conference on Early Childhood Proceeding Volume 1 Number 1 June 2
Publisher : Universitas Panca Sakti Bekasi

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Abstract

There are various educational rights that must be obtained by children including the right to intellectual education, the right to faith education, the right to moral education, the right to physical education, the right to psychological education, the right to social education and the right to sex education (Ulwan, 2012). Sex education in early childhood is more emphasized on how to provide children with an understanding of the condition of their bodies, gender differences and protecting themselves to avoid all forms of sexual violence. In general, some people in Indonesia, including educators (parents and teachers) still do not understand the importance of sex education for early childhood. This can be seen from the increasing number of cases of sexual violence in Indonesia from the Ministry of Women's Empowerment and Child Protection data for 797 children being a victim throughout January 2022 of the many cases of sexual violence in early childhood the role of parents is very important. This study aims to analyze the role of parents, reveal the fulfillment of the right to sex education for early childhood in society. To analyze this issue, the research method used was a literature study conducted through the role of parents and sex education in early childhood. This study found that parents play an important role in providing sex education to children and just like other rights, the right to sex education is also very important to be given to early childhood.
TEACHER SCAFFOLDING PRACTICES IN PLAYING L-STEAM IN EARLY CHILDHOOD Fatimatuzahroh; Yuliani Nurani; R Sri Martini Meilanie
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 8 (2026): JULY
Publisher : RADJA PUBLIKA

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L-STEAM play in early childhood education positions teachers as facilitators who play a crucial role in providing learning support through responsive interactions. However, studies on teacher scaffolding practices in the context of L-STEAM play are still relatively limited, particularly in learning situations that take place in early childhood education (PAUD) units. This study aims to explore teacher scaffolding practices in L-STEAM play in early childhood. The study used a qualitative approach with a case study design at ADC+ Kindergarten. The study participants consisted of five kindergarten group teachers and one principal, while eight children aged 5–6 years were involved as observation subjects. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that teacher scaffolding practices were realized through questioning, prompting, modeling, feedback, and reinforcement provided gradually according to the children's needs during L-STEAM play. These forms of scaffolding encouraged children to be more active in exploring, expressing ideas, trying various alternatives, and communicating their learning experiences. The research findings confirm that scaffolding practices are an important part of teachers' pedagogical practices that support the creation of meaningful and child-centered L-STEAM play experiences.
Integration of Enculturation and Child Protection through Future Play in Early Childhood Education Mutiara Magta; Yuliani Nurani; Sri Wulan
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3089

Abstract

Future play is increasingly positioned as a central construct for understanding how early childhood education responds to digital transformation, particularly in relation to learning, enculturation, and child protection. This study aims to map research trends, identify dominant themes, theories, and methodologies, and synthesize evidence on how future play contributes to cultural identity formation, safeguarding, and the development of social value in early childhood settings. A systematic literature review was conducted using a transparent protocol aligned with established standards for evidence synthesis. Fifty peer-reviewed journal articles, indexed in Google Scholar, Scopus, and SINTA-2, and published between 2020 and 2025, were selected and analyzed through a combined bibliometric mapping and thematic synthesis. Results show marked growth in publications post-2021, shifting from gamification/simulation to concerns about socio-cultural identity and the digital environment. Four thematic clusters emerged: digital play in education, enculturation/identity, child protection/mental health, and theory–methodology development, dominated by cultural-historical and subcultural frames. Synthesis across themes shows that future play enhances motivation/learning, inclusion, cultural participation/identity, and protection functions such as well-being, privacy awareness, and family–school co-regulation. Overall, the study positions future play as an integrative paradigm for curriculum innovation, ethical digital design, and rights-based child protection, while emphasizing the need for longitudinal, context-sensitive research on sustained impacts.
Co-Authors Adiayati Yumna Fatimatuzahroh Lara Fridani Mutiara Magta R Sri Martini Meilanie Sri Wulan