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Journal of Childhood Development
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 27768082     DOI : https://doi.org/10.25217/jcd.v1i1.1468
Core Subject :
Journal of Childhood Devlopment includes prenatal and birth development, physical, cognitive, psychosocial, moral and religious values, physical motor development, social emotional development, language development, artistic and creative development, assessment of early childhood development, multiple intelligence, and innovation in early childhood education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 194 Documents
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Interpersonal Communication and Teacher Attention to Learning Interests of Elementary Students Saputri, Ayu Amelli; Jefryadi, Jefryadi; Putra, Bramana Nanditya
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.7010

Abstract

This study aims to analyze the influence of interpersonal communication and teacher attention on students' learning interest in Madrasah Ibtidaiyah. The research approach used is quantitative with descriptive correlational method. The study population consisted of 150 students in grades I-III at MI in Pagar Alam area, with a sample of 109 students selected through simple random sampling technique. Data were collected using a closed questionnaire with a Likert scale of 1-4 which has been tested for validity and reliability. The results of the study indicate that teacher interpersonal communication is in the high category (mean = 3.42), teacher attention is in the high category (mean = 3.45), and student learning interest is in the high category (mean = 3.3). Based on multiple linear regression analysis, the equation Y = 1.12 + 0.41X1 + 0.37X2 is obtained. The results of the partial test show that teacher interpersonal communication has a significant effect on learning interest (t-hit = 4.812, sig. 0.000), as well as teacher attention (t-hit = 4.209, sig. 0.000). Simultaneous tests prove that both variables together have a significant effect on learning interest (F-hit = 42.51, sig. 0.000) with a coefficient of determination of 59.3%. The conclusion of this study confirms that interpersonal communication and teacher attention are important determinants in fostering learning interest in Madrasah Ibtidaiyah students. The practical implications of this study emphasize the importance of developing interpersonal communication competencies and the ability to provide sincere attention for teachers in creating a conducive and motivating learning environment.
Empathy-based Counseling Guidance and Teacher Social Support for Children's Self-Confidence Manik, Resmin
Journal of Childhood Development Vol. 6 No. 1 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v6i1.7403

Abstract

This study aims to examine the effect of empathy-based counseling and teacher social support on the self-confidence of early childhood children in Palangka Raya City. This study used a quantitative approach with a causal associative method. The study subjects consisted of 150 children aged 5-6 years and 50 early childhood education teachers selected using the proportional method. Cluster Random Sampling. Data collection used a questionnaire for the teacher variable and structured observation for the child's self-confidence variable, which was then analyzed using SmartPLS . The results of the study showed that empathy-based counseling had a positive and significant effect on children's self-confidence (t count 4.512>1.980; p =0.000). Teacher social support has a significant effect on children's self-confidence (t count 3.890>1.980; p =0.002). Simultaneously, both variables contribute a strong influence of 65.4% t count 12.450; R2 = 0.654). This statistical finding is supported by triangulation of observational data, which shows a change in children's behavior from withdrawn to engaged after receiving emotional validation and instrumental support. This study concludes that the integration of counseling guidance carried out by teachers as therapeutic helpers through empathy and social support is an important determinant in shaping children's self-confidence.
Parental Involvement in the Selective Provision of Digital Access for Young Children Saharudin, Saharudin; Putri, Regita Riani
Journal of Childhood Development Vol. 6 No. 1 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v6i1.7424

Abstract

This research explores parental involvement through the selective provision of children's access to digital technologies. Employing a qualitative exploratory case study design, data were generated through semi-structured interviews with six parents of kindergarten-aged children in a private school context. Interviews were carried out in Bahasa Indonesia, recorded, and transcribed word for word. Thematic analysis was utilized to examine the data for patterns in parental decision-making and regulation practices. The findings reveal three interconnected themes. First, parents enacted involvement through evaluative judgments of age appropriateness, focusing on children’s readiness and content suitability. Second, parents carefully determined the timing of children’s first digital exposure, often introducing devices gradually and intensifying access in response to schooling demands. Third, parental involvement was sustained through conditional access, where device use was regulated through supervision, time limitations, and purpose-driven rules. Overall, the study emphasizes that the digital access decision in early childhood is not a one-time thing, but rather a continual practice by the parents, influenced by the child's development and the specific circumstances. The study contributes to early childhood digital parenting literature by conceptualizing digital access as selective provision and offers policy implications for strengthening age-appropriate guidance and school–parent collaboration in managing children’s digital engagement. Furthermore, the novelty of this study lies in conceptualizing digital access not as mere availability, but as a socially mediated and developmentally negotiated practice of selective provision in early childhood. This study is novel in that it shifts the analytical focus from post-use regulation to pre-access decision-making, highlighting selective provision as a key dimension of parental mediation in early childhood.
Empathy Research Trends in Early Childhood Social-Emotional Development Purnamasari, Rika; Maftuh, Bunyamin; Hidayat, Mupid; Warlim, Warlim; Nurihsan, Juntika; Suryadi, Ace; Anugrah, Yuwan Fijar
Journal of Childhood Development Vol. 6 No. 1 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the development of research on the character of empathy in the context of early childhood social-emotional development through a bibliometric approach. Data were obtained from scientific publications using the Publish or Perish application during the period 2016-2026. Bibliometric analysis was used with the help of VOS viewer software to analyze annual trends, dominant keywords, and the number of publications based on data collection on Google Scholar. Furthermore, the analysis results show differences in research publications in Indonesia from 2016 to 2026, which can be periodized as follows: 2016-2019 as a period of research focused on theory formation and instrument development, 2020-2023 as a period of contextualization and relationality, and 2024-2026 as a period focused on intervention. Furthermore, keyword mapping reveals the relationship between empathy and the social-emotional learning approach in early childhood education practices. These findings provide a comprehensive overview of scientific developments and identify opportunities for further research, particularly in the context of early childhood education in Indonesia. This study is expected to serve as a reference for researchers and practitioners in developing innovative and novel studies and practices for strengthening empathy in early childhood.  

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