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All Journal TOFEDU: The Future of Education Journal
Nur, Fatikhatun
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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Education Program Based Intervention Strategies to Improve School Readiness in Early Childhood: A Systematic Review Nur, Fatikhatun
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1205

Abstract

In an era of globalization and increasing competition, school readiness has become an essential factor for children’s academic and social success. This article examines the concept of school readiness, which includes cognitive, emotional, social, and physical skills. In Indonesia, regional disparities, cognitive delays, and socioeconomic influences are major challenges in improving children’s school readiness. This study reviews various interventions aimed at enhancing school readiness through a systematic literature review. The research method follows PRISMA guidelines, focusing on education program–based interventions implemented in preschools, kindergartens, and the first year of primary school. The findings indicate that holistic approaches encompassing literacy, self-regulation, executive function, and life skills are key to improving school readiness. Intervention programs such as Getting Ready for School (GRS) and the Sensory Science Project (SSP) have been shown to effectively enhance multiple aspects of children’s readiness. This article provides guidance for practitioners and policymakers to optimize school readiness among children in Indonesia.
Teacher Self-Efficacy and Teacher Attitudes Toward Separation Anxiety in Early Childhood Nur, Fatikhatun
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1206

Abstract

Separation anxiety experienced by young children, particularly when they begin school, has become an important concern because it can negatively affect the learning process and children’s overall development. This paper aims to examine the relationship between teacher self-efficacy and teacher attitudes toward separation anxiety in early childhood students. Using Albert Bandura’s social cognitive theory, self-efficacy is defined as an individual’s belief in their ability to handle situations and achieve positive outcomes. In the context of early childhood educators, self-efficacy refers to teachers’ beliefs in their capacity to influence young children’s learning and development. The findings indicate that teachers with high self-efficacy tend to demonstrate more positive and constructive attitudes in addressing students with separation anxiety, leading to positive developmental outcomes for children. Four factors influencing teacher self-efficacy mastery experiences, social modeling, social persuasion, and physical and emotional states are also discussed to understand how self-efficacy can be cultivated and strengthened. Positive teacher attitudes toward children with separation anxiety, including empathy, patience, affection, and consistent support, help children feel safe and comfortable when separating from their attachment figures in the school environment.
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