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All Journal Journal of Scientific Research, Education, and Technology Qualitative Research in Early Childhood Education
Ismah, Teta Nurul
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Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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A Case Study On Self-Regulation In Early Childhood With Intellectual Developmental Delay Maisyaroh, Nurachmi; Puridawaty, Brigita; Masfhufaturahmah, Nadia; Ismah, Teta Nurul; Safrianti, Eka; Nuraida, Ida
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1031

Abstract

Self-regulation is a crucial ability in early childhood development, encompassing the control of attention, behavior, and emotions within learning contexts and social interactions. This ability serves as a foundational component of children’s learning readiness and social adjustment in educational settings. Children with intellectual developmental delay often experience difficulties in self-regulation due to limitations in cognitive capacity and executive functioning, which subsequently affect learning engagement and social adaptability. This study aimed to describe the self-regulation of an early childhood learner with intellectual developmental delay using a case study approach. The research employed a descriptive qualitative method with continuous observation conducted over a four-month period in a kindergarten learning environment. The research subject was a six-year-old child diagnosed with moderate intellectual developmental delay. Observations focused on attention regulation, behavioral regulation, emotional regulation, and social-emotional functioning during learning activities. The findings revealed that the child’s self-regulation had not developed in accordance with chronological age expectations. The most prominent difficulties included limited sustained attention, dependence on external guidance for behavior regulation, emotional instability when facing challenges, and restricted peer interactions. These findings indicate that intellectual developmental delay affects multiple and interrelated aspects of self-regulation, highlighting the importance of understanding self-regulation based on developmental rather than chronological age
Seven Habits of Great Indonesian Children in Early Childhood Education Contexts: A Qualitative Study Ismah, Teta Nurul
Qualitative Research in Early Childhood Education Vol. 1 No. 2 (2026): Qualitative Research in Early Childhood Education
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i2.12

Abstract

Early childhood education plays a crucial role in shaping children’s character, habits, and lifelong learning dispositions. In Indonesia, national educational values emphasize the development of holistic individuals who are spiritually grounded, socially responsible, independent, and resilient. However, limited empirical research has explored how these values are manifested in children’s daily practices within early childhood education settings. This study aims to explore and describe the Seven Habits of Great Indonesian Children as reflected in everyday learning activities. A qualitative descriptive approach was employed, involving classroom observations, semi-structured interviews with teachers, and document analysis of educational programs. The study was conducted in selected early childhood education centers that actively implement character-based learning. Data were analyzed using thematic analysis to identify patterns and meanings related to children’s habitual behaviors. The findings reveal seven interconnected habits: spiritual awareness, discipline and responsibility, independence, cooperation, respect and empathy, curiosity and love of learning, and healthy living practices. These habits are embedded in daily routines, teacher modeling, and culturally grounded learning activities. The results highlight that habit formation occurs through consistent practice, social interaction, and supportive learning environments. This study contributes to the literature by providing a culturally contextualized understanding of character education in early childhood. The findings offer practical implications for educators and policymakers in strengthening habit-based learning approaches. Integrating these habits into early childhood education is essential for fostering well-rounded children who are prepared for future challenges.
Co-Authors BRIGITA PURIDAWATY Ida Nuraida Maisyaroh, Nurachmi Masfhufaturahmah, Nadia Safrianti, Eka