<![CDATA[Background: Child growth and development are influenced by various factors, including nutritional intake, health, and education. Success in these developmental stages serves as the foundation for a child's future quality of life. Early childhood education (PAUD) plays a strategic role in monitoring child development through the Early Stimulation, Detection, and Intervention of Growth and Development (SDIDTK) program. However, the reality in the field indicates that PAUD teachers’ ability to implement SDIDTK remains relatively low due to several factors.Objectives: This study aimed to determine the impact of mentoring on early childhood educators’ (PAUD teachers) ability to conduct early detection of child growth and development.Methods: This quasi-experimental study used a one-group pretest–posttest design. The population consisted of all 23 PAUD teachers at PAUD Al Marhamah in Langsa City, and the study was conducted in July 2024. The research instruments comprised a questionnaire to assess knowledge and a checklist to evaluate the practical skills. Data were collected before and after the intervention. The collected data were analyzed using paired t-tests and Wilcoxon signed-rank tests.Results: The average knowledge score increased from 3.43 in the pretest to 7.91 in the posttest, with a mean difference of 4.48. The average skill score of the respondents was 40.17 at pretest and 81.57 at posttest, with a mean difference of 41.39, indicating improvement in both knowledge and skill scores after the intervention. Statistical analysis revealed that mentoring significantly influenced the knowledge and skills of PAUD teachers in the early detection of child growth and development (p = 0.000).Conclusion: Mentoring significantly influences PAUD teachers’ knowledge and skills in the early detection of children’s growth and development. It is expected that PAUD teachers will provide developmental stimulation appropriate for the child's age.]]>
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