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Faculty of Education and Teacher Training, 2nd floor, Magister PIAUD Journal Room, Sunan Kalijaga State Islamic University, Yogyakarta, Indonesia. Sambilegi Kidul, Maguwoharjo, Depok, Sleman, Special Region of Yogyakarta 55281
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Journal of Early Childhood Education
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 27980359     EISSN : 27980294     DOI : https://doi.org/10.14421/joyced
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Aims and Scope The purpose of JOYCED Journal of Early Childhood Education is to capture and disseminate information about exciting and innovative models, programs, funding approaches, practices, policies, research, and other areas that are being explored and implemented to improve the education of children around the world. JOYCED Journal of Early Childhood Education is published for a global audience working to create positive, sustainable futures for children by seeking out and developing innovative solutions to education challenges. Our target audience includes practitioners in schools, non governmental organizations, community-based organizations, and education academics interested in innovative ideas and practices; global education advocates are foundations, government agencies, and college students. We are looking for engaging, accessible articles that explore cutting-edge thinking and emerging trends and ideas in school design, technology, education leadership, curriculum approaches, assessment improvements, child growth and development, developmental observation, Childrens relations with family and society, health, safety, nutrition, and management. Although the journal JOYCED does not reject all aspects of child development and education, several research areas are prioritized and emphasized. Areas of Emphasis: International studies Educational programs in diverse settings Early Childhood Education innovation and technology Projects demonstrating inter-professional collaboration Qualitative and quantitative research and case studies Theory, research, and practice relating to professional development
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 107 Documents
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Beyond Inclusion: Teachers’ Creative Strategies for Building Meaningful Interactions Among Young Children Khoirotin; Bahtiar Arbi; Khamim Zarkasih Putro
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-01

Abstract

Purpose – This study aims to examine the importance of teachers’ creative strategies in fostering inclusive interactions to cultivate a sense of belonging among young children. The study was motivated by the fact that some children still do not feel fully accepted in inclusive classrooms, necessitating an approach that goes beyond merely applying the principles of inclusion namely, through teachers’ creativity in responding to children’s diversity. Design/methods/approach – This study employs a qualitative approach using a case study design conducted at the Srawung Bocah Inclusive Kindergarten in Yogyakarta. Data were collected through observation, in-depth interviews with teachers, and documentation. The researcher served as the primary instrument in observing interactions that occurred naturally. Data analysis was conducted using the Miles and Huberman model, which includes data condensation, data presentation, and drawing conclusions, with validity testing through triangulation techniques. Findings –The results of the study indicate that teachers implement creative strategies through adaptive communication, the use of varied learning media, and a flexible, child-centered learning approach. These strategies foster inclusive interactions characterized by a warm, responsive, and participatory atmosphere. Research implications/limitations – As a result, children demonstrate a sense of belonging through increased self-confidence, emotional comfort, and active engagement in activities. This study is limited to a single location, so its findings cannot yet be widely generalized. Additionally, the qualitative approach emphasizes data depth over breadth. Originality/value – This study contributes to the field of early childhood education by linking teacher creativity and inclusive interactions through the Rhodes 4P framework, and offers practical implications for the development of more inclusive and responsive learning.
Connecting Families and Character Education: Development of a Home-Visit Parenting Module for Children Aged 5–6 Years Rohyana Fitriani; Miftahul Hidayati Syam; Lailatul Ismi; Rabihatun Adawiyah
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-02

Abstract

Purpose - Ineffective collaboration between parents and teachers and limited parental guidance remain challenges in developing character values among children aged 5–6 years. This study aimed to develop a parenting teaching module using a home visit approach to support early childhood character development. Design/methods/approach – This study employed a Research and Development (R&D) method adapted from Borg and Gall and simplified into seven stages: preliminary study, planning, initial product development, product validation, product testing, product revision, and implementation testing. Data were collected through observations, interviews, documentation, and structured Likert-scale questionnaires administered to media and material experts. The participants involved 12 children at TKIT Qolbun Salim. Findings – The findings showed that the developed module was highly feasible based on expert validation results. The implementation of the module improved children’s character and moral development, with the average achievement increasing from 45.16% to 82.5%. Individually, 33.3% of children developed as expected and 66.7% developed very well. Research implications/limitations – This study was limited by the small sample size and implementation in a single kindergarten setting, which may affect the generalizability of the findings. Originality/value – This study provides a home visit-based parenting teaching module as an alternative strategy to strengthen parental involvement and support character education in early childhood.
Teachers Communication Strategies in Regulating Early Childhood Emotions Firyal, Marzuqoh Nabilah; Maharani, Saffa; Muti’ah, Muti’ah; Zahra, Revalya Ananta; Azizah, Annafi Nurul Ilmi
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-08

Abstract

Purpose - This study aims to analyze teachers’ communication strategies in supporting young children's emotional regulation at RA Asmaul Husna Baki Sukoharjo and to identify contextual factors influencing the implementation of these strategies. Although emotional regulation has received considerable attention in early childhood education research, limited studies have specifically examined how teachers integrate verbal and nonverbal communication strategies within Islamic early childhood education settings. This study therefore addresses this gap by exploring teacher communication as the central mechanism for fostering children's emotional regulation. Design/methods/approach - A descriptive qualitative design was employed. Data were collected through in-depth interviews, participatory observations, and document analysis involving teachers and children aged 4–6 years at RA Asmaul Husna Baki Sukoharjo. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. Findings - Teachers implemented integrated verbal and nonverbal communication strategies to facilitate children's emotional regulation. Verbal communication included emotion labeling, conflict mediation, positive reinforcement, and reflective dialogue, while nonverbal communication involved facial expressions, voice intonation, gestures, physical proximity, and calming touch. These strategies encouraged children to recognize, express, and regulate their emotions more appropriately during classroom interactions. Research implications/limitations - The findings also reveal that the effectiveness of teacher communication was strongly influenced by the consistency of emotional support provided in the family environment, highlighting the importance of sustained collaboration between teachers and parents through structured parenting programs. Originality/value - This study contributes to the literature by proposing an integrated teacher communication framework that positions verbal and nonverbal communication as interconnected pedagogical practices for strengthening emotional regulation within the distinctive context of Islamic early childhood education.
How Inclusive Classroom Practices Foster Interpersonal Intelligence among Young Children: A Case Study in Early Childhood Education Fadlilah, Azizah Nurul; Azhari, Supian; Masfiah, Saidah
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-10

Abstract

Purpose — This study aims to analyze the implementation of inclusive classes in developing interpersonal intelligence of early childhood in Al-Huda Kindergarten. The focus of the research is directed at the inclusive learning process, social interactions between regular children and children with special needs, and the role of teachers in supporting children's interpersonal development. Design/methods/approach — This research used a qualitative approach with a descriptive approach. Data were collected through observation, interviews, and documentation involving the principal, classroom teachers, assistant teachers, and early childhood students. Data analysis was conducted using an interactive model through the stages of data reduction, data presentation, and drawing conclusions. Findings — Research results show that implementing inclusive classes can improve early childhood interpersonal intelligence through cooperative play, collaborative learning, and positive social interactions. Children demonstrate development in their ability to work together, social communication, empathy, and tolerance towards peers. Teachers play a crucial role in creating an inclusive learning environment and supporting the involvement of all children in learning activities. Research implications/limitations — This study suggests that inclusive learning can be an effective strategy for developing interpersonal intelligence in early childhood. However, the study was limited to one early childhood education institution, so the results cannot be generalized widely. Originality/value — This research contributes to the development of inclusive early childhood education studies by emphasizing the importance of social interaction in inclusive classes as a means of developing children's interpersonal intelligence.  
Moving Together, Learning Together: Developing Cooperation Skills Through the Flag Relay Game Muthiah Amalia Humairoh; Dodi Harianto; Sapriya Utami
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-03

Abstract

Purpose – Cooperation skills are essential for children’s social-emotional development. However, observations at Al-Falah Islamic Kindergarten, Jambi City, indicated that children aged 5–6 years demonstrated low levels of cooperation, including limited teamwork, sharing behavior, and compliance with group rules. Although play-based learning has been widely applied in early childhood education, limited studies have examined the effectiveness of flag relay games in improving cooperation skills. Based on sociocultural learning theory, this study aimed to determine the effectiveness of flag relay games in improving children’s cooperation skills. Design/methods/approach – This Classroom Action Research (CAR) involved 11 children in Group B of Al-Falah Islamic Kindergarten, Jambi City. The study was conducted in two cycles consisting of planning, action, observation, and reflection stages. Data were collected through observations, interviews, and documentation and analyzed using descriptive quantitative and qualitative techniques. Findings – The results showed a significant improvement in children’s cooperation skills following the implementation of the flag relay game. Classical completeness increased from 36.36% in the pre-cycle stage to 63.64% in Cycle I and reached 90.91% in Cycle II, exceeding the predetermined success criterion of ≥76%. Research implications/limitations – The study was limited to a small number of participants in one kindergarten setting. Nevertheless, the findings suggest that flag relay games can effectively promote cooperation skills and social interaction among young children. Originality/value – This study highlights the use of flag relay games as an interactive and collaborative learning strategy to enhance cooperation skills in early childhood education.
Internalization of Dance Art Activities to Improve Self-Confidence in Early Childhood Anggun, Aluf Wahdati; Novaliana, Fitri Ayu; Sholihah, Imro’atus; Usriyah, Lailatul
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-07

Abstract

Purpose - This study investigates how structured dance activities contribute to the development and internalization of self-confidence in early childhood. While previous studies have highlighted the benefits of dance for cognitive, social-emotional, and motor development, limited attention has been given to how artistic experiences become internalized as enduring self-confidence. This study integrates perspectives of self-efficacy, social learning, experiential learning, and internalization to explain this process. Design/methods/approach - a qualitative approach was conducted at RA Mabdaul Ulum Rowosari, Sumberjambe District, Jember Regency, East Java, Indonesia. Participants included 20 children aged 4–6 years, four teachers, and ten parents. Data were collected through structured observations, semi-structured interviews, teachers’ reflective journals, and documentation, then analyzed using thematic analysis. Findings - Children’s self-confidence developed progressively through repeated participation in structured dance activities. Children became more willing to perform in front of others, demonstrated better emotional regulation, engaged more actively in social interactions, and expressed greater confidence in sharing ideas and completing tasks. Four major themes emerged: confidence in public performance, emotional expression, social cooperation, and the internalization of self-beliefs through artistic experiences. These findings suggest that dance serves not only as an artistic activity but also as an experiential learning process that helps children develop positive perceptions of their abilities. Research implications/limitations - The study contributes theoretically by providing a conceptual explanation of how self-confidence is internalized through artistic experiences, extending existing research beyond outcome-focused evaluations of dance. Originality/value - Practically, the findings support the integration of dance into early childhood curricula as an arts-based strategy to foster self-confidence and holistic child development. Future research should examine the long-term effects of dance interventions in diverse educational and cultural settings.
Policy Directions for Early Childhood Education Teacher Development in Indonesia in the Merdeka Belajar Era: A Systematic Literature Review Zaida, Nur Aini; Hartati, Sofia; Dhieni, Nurbiana; Akhlak, Faza Karimatul; Hidjanah
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-04

Abstract

Purpose – Existing studies on Early Childhood Education (ECE) teacher development in Indonesia during the Merdeka Belajar era remain fragmented. This study aims to synthesize evidence on policy directions, implementation challenges, and recommendations for ECE teacher development. Design/methods/approach – A Systematic Literature Review guided by the PRISMA 2020 framework was conducted. Data were retrieved from Google Scholar using Publish or Perish with six keyword combinations related to ECE policy, teacher development, Merdeka Belajar, and the Merdeka Curriculum. From 120 initial records, 30 studies were selected and analyzed through thematic synthesis involving coding and theme development. Findings – Five themes emerged: policy and regulatory development, teacher professional development, Merdeka Curriculum implementation, digital literacy and technology integration, and implementation challenges with future policy recommendations. The findings indicate a shift toward curriculum flexibility, child-centered learning, authentic assessment, teacher autonomy, and contextual learning practices, providing practical directions for strengthening ECE teacher development policies. The findings highlight ECE teacher development as a systemic process shaped by policy, institutional support, and professional learning. Research implications/limitations – Strengthening ECE teacher development requires sustained mentoring, professional learning communities, digital inclusion, welfare support, and impact-based evaluation. The review is limited to studies retrieved from Google Scholar using selected keywords. Originality/value – This study provides a comprehensive synthesis of policy directions, challenges, practical insight and recommendations for strengthening ECE teacher development in Indonesia. Article classification – Systematic Literature Review.

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