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All Journal Qualitative Research in Early Childhood Education
Ferawati Ferawati
Master’s Program in Early Childhood Education, Faculty of Graduate Studies, Universitas Panca Sakti Bekasi, Bekasi, Indonesia
Education

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Well-Being–Based Early Childhood Education for Trauma Recovery: A Phenomenological Study of Parental Perceptions Ferawati Ferawati
Qualitative Research in Early Childhood Education Vol. 1 No. 1 (2026): Qualitative Research in Early Childhood Education Number 1 Volume 1 2026
Publisher : CV. Chandralia Bintang Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66291/qr-ece.v1i1.1

Abstract

Student well-being and social–emotional learning (SEL) have become central issues in contemporary education, particularly in post-crisis contexts that affect children’s mental health. Early childhood education (ECE) plays a critical role in supporting children’s emotional well-being from an early age. This study aims to explore parents’ perceptions of well-being–based early childhood education in the context of post-crisis trauma recovery. A qualitative phenomenological approach was employed. Ten parents of kindergarten children living in disaster-affected areas in Aceh were selected through purposive sampling. Data were collected through structured interviews and analyzed using thematic analysis. The findings revealed four themes: ECE as a foundation for children’s emotional well-being, a shift from academic orientation to mental health, teachers as facilitators of social–emotional learning, and education as a space for family psychosocial recovery. The study shows that parents prioritize children’s emotional safety and well-being over early academic achievement. These findings highlight the importance of implementing well-being–based and trauma-sensitive approaches in early childhood education.
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