Pedagogical Integration of Traffic Parks: Contextual Learning Resources for Early Childhood Education

Fachrul Rozie (Department of Early Childhood Teacher Education, Mulawarman University, Indonesia)
Evie Palenewen (Department of Early Childhood Teacher Education, Mulawarman University, Indonesia)
Effendi Limbong (Department of Early Childhood Teacher Education, Mulawarman University, Indonesia)
Gisela Silvania Algazira (Department of Early Childhood Teacher Education, Mulawarman University, Indonesia)
Zerliyana Luthfiyawati Fazry (Department of Early Childhood Teacher Education, Mulawarman University, Indonesia)
Zulkarnain Ramli (Karang Anyar Urban Village Office, Samarinda, East Kalimantan, Indonesia)

Atfaluna: Journal of Islamic Early Childhood Education
Vol. 9 No. 1 (2026): January-June 2026

Purpose – This study investigates how the Karang Anyar Traffic Park in Samarinda, Indonesia, can be integrated pedagogically as a contextual learning resource in Early Childhood Education (ECE). It addresses the gap between public Child-Friendly City policies and the actual pedagogical utilization of specific thematic urban spaces to foster safety awareness and self-regulation in early childhood. Design/methods/approach – A qualitative case study design was employed. Data were collected over a three-month period (August–October 2024) through multi-perspective interviews with a village head, park managers, ECE principals, and teachers, alongside field observations and institutional documentation. The data were analyzed using Braun & Clarke’s thematic analysis framework. Findings – The thematic analysis yielded five interconnected themes demonstrating that the traffic park serves as an effective "third teacher". It facilitates experiential, play-based learning regarding traffic safety and social self-regulation. However, full integration is currently constrained by structural challenges, including unpredictable weather, varying teacher experiences in outdoor pedagogy, and administrative budget limitations for regular park maintenance. Research implications/limitations – The findings are limited by the study's single-site focus, a small participant pool, and a restricted three-month timeframe. Furthermore, this study relies strictly on adult stakeholder perspectives and does not directly incorporate the lived experiences or direct voices of the child participants. Practical implications – This research offers actionable insights for urban planners and educational policymakers to cross-integrate ECE curricula (such as the Merdeka Curriculum) with public infrastructure. It emphasizes the necessity of multi-stakeholder collaboration to sustain public thematic spaces as accessible, safe, and structured learning environments. Originality/value – This study provides empirical evidence on the intentional pedagogical adaptation of thematic public spaces in an Indonesian urban context. It shifts the focus from conventional natural parks to specialized community-based thematic infrastructure for early childhood development.