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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 207 Documents
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User Experience (UX) Analysis and Affective Responses of Early Childhood Learners toward the Literacy Features of the Sekolah Enuma Application Wahyuni, Annisa; Mukhlis, Mukhlis; Muthie, Imam; Wahyuningsih, Riris; Dwi Lestari, Mega Cahya
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.v6i1.7821

Abstract

The rapid integration of digital technology in early childhood education highlights the need for learning media that are not only cognitively effective but also emotionally engaging. The Sekolah Enuma literacy application represents an innovative digital tool whose effectiveness should be examined from both User Experience (UX) and children’s affective responses. This study aims to analyze the quality of UX and the affective responses of young children when interacting with literacy features, as well as to explore the relationship between these aspects in supporting learning outcomes. This study employed a qualitative descriptive approach. Data were collected through participatory observation, semi-structured interviews with teachers and facilitators serving, and documentation. Data analysis followed the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that the application demonstrates good UX quality, characterized by ease of use, intuitive navigation, and visually engaging design. Most children exhibited positive affective responses such as enjoyment and enthusiasm, although some experienced confusion when encountering more complex instructions. The results reveal a strong relationship between UX quality and affective responses, which significantly influences children’s learning engagement. In conclusion, well-designed UX contributes substantially to positive emotional experiences and enhances the effectiveness of early literacy learning. Future research is recommended to adopt mixed-method approaches and longitudinal designs to provide more comprehensive insights.
Digital Collaboration in Early Childhood Assessment: A PRISMA-Based Systematic Review of Research Trends and Gaps (2020-2026) Mia Rachmawaty; Yufiarti Yufiarti; Sofia Hartati
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.v6i1.7620

Abstract

This study critically examines research trends and gaps in digital collaboration within early childhood assessment through a PRISMA-based systematic review of 27 Scopus-indexed studies published between 2020 and 2026. The findings reveal that existing research is organised around three dominant yet largely disconnected areas: digital assessment tools, parent–educator communication platforms, and child-focused applications. While digital technologies have improved efficiency in documentation, monitoring, and information sharing, their use continues to reflect functional rather than transformative change. Most platforms facilitate one-way communication, positioning parents as recipients of information rather than active contributors to assessment processes. The review identifies several structural gaps, including the fragmentation of digital systems, the persistence of teacher-centred assessment practices, and the limited empirical validation of digital tools. In addition, child-focused applications remain weakly connected to broader assessment and collaboration frameworks. These patterns suggest that current developments are driven more by technological expansion than by pedagogical integration. This study argues for a shift toward integrated digital ecosystems that support co-assessment, shared decision-making, and meaningful parent engagement. Such an approach is essential for advancing collaborative assessment practices and realising the full potential of digital technologies in supporting holistic child development.
The Impact of Ethnomathematics Activities on Early Numeracy Skills in Early Childhood Ismatul Khasanah; Ratna Wahyu Pusari
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.v6i1.7665

Abstract

This study aims to examine the effectiveness of ethnomathematics-based learning in stimulating early childhood literacy and numeracy through culturally relevant activities. The study was conducted to address the gap between abstract mathematical instruction and children’s real-life experiences, which often limits meaningful learning in early childhood education. This research employed a qualitative descriptive approach conducted at TK Nusa Indah, involving 40 children aged 5–6 years. Data were collected through classroom observations, documentation, and field notes during the implementation of three main activities: playing the traditional game dakon, creating batik patterns, and designing geometric masks. Data were analysed using thematic analysis focusing on literacy and numeracy development indicators. The findings reveal that ethnomathematics-based activities significantly enhance children’s ability to recognise numbers, perform basic counting (1–10), identify geometric shapes, and understand simple patterns. In addition, children demonstrated improved language expression, storytelling ability, and symbol recognition. These results indicate that integrating cultural elements into learning provides meaningful and engaging experiences that support holistic development. However, this study is limited by its small sample size and qualitative design, which may restrict generalizability. The absence of quantitative measurement also limits statistical validation of learning outcomes. Future research is recommended to apply mixed-method approaches with larger samples to strengthen empirical evidence. In practice, this study suggests that early childhood educators can adopt ethnomathematics as a culturally responsive, play-based approach to improve literacy and numeracy skills. The integration of traditional games and local art into classroom activities can enhance student engagement and contextual understanding. These findings also support curriculum developers and policymakers in promoting culture-based learning models in early childhood education.
A Phenomenological Case Study: The Construction of Digital Literacy in Early Childhood Within the Family Coryza Nursyahbani; Muniroh Munawar; Dwi Prasetiyawati Diyah Hariyanti
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.v6i1.7781

Abstract

This study aims to analyze the process of constructing digital literacy in young children within the family, identify the role of parents, and examine the factors influencing it. The study employs a qualitative approach with a phenomenological design involving 7 parents of children aged 4–6 years as informants. Data were collected through in-depth interviews,observations, and documentation, and were analyzed using the Miles and Huberman interactive model. The results indicate that children’s digital literacy is shaped through habitual technology use, the role of parents as mediators, and the process of behavioral modeling. Parents who actively guide their children tend to foster more purposeful technology use, while a lack of guidance leads children to become passive users. Additionally, social environmental factors and family conditions also influence this process. This study concludes that digital literacy in early childhood is the result of social construction within the family, not merely a consequence of access to technology. Therefore, active parental involvement, support from early childhood education institutions, and government policies are necessary to optimally foster children’s digital literacy.
Engklek as a Social Space: Social Interaction of Children with Special Needs in Inclusive Early Childhood Education Alif Laini; Nur Fitriyanti; Sofia Yunus Putri; Sutiyah Nova Irawati; Andi Cahyuni Candrawati
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.v6i1.7843

Abstract

This study examines the process of social interaction among children with special needs in the traditional Engklek game within inclusive early childhood education. Using a qualitative case study design, data were collected through participant observation, teacher interviews, and documentation, and analyzed using Braun and Clarke’s thematic analysis. Findings reveal that social interaction develops progressively from individual play to cooperative engagement, marked by increased communication, collaboration, and participation. Communication occurs multimodally, both verbal and non-verbal, while cooperation is reflected in turn-taking, peer assistance, and simple conflict resolution. Teachers play a crucial role as facilitators and social mediators, shaping interaction quality through stimuli provision, group management, and appropriate interventions. The study highlights that Engklek serves not only as a learning medium but also as a social space where children develop social skills through meaningful interaction. It contributes by shifting the perspective from outcome-based to process-based approaches in studying traditional games and offers practical implications for play-based inclusive learning in early childhood education.
Development of a STEAM Learning Model to Stimulate Creative Thinking Skills in Early Childhood Rabitah Hanum Hasibuan; Veryawan Veryawan; Masganti Sit; Anita Yus
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.v6i1.7892

Abstract

STEAM education is an innovation designed to address the challenges of the industrial revolution; as such, teachers utilize various media to support learning. This study aims to develop a STEAM (Science, Technology, Engineering, Art, and Mathematics) learning model specifically designed to stimulate creative thinking skills in early childhood in Binjai City, North Sumatra. Creative thinking skills are essential 21st-century competencies that need to be stimulated from an early age; however, a significant gap between the need for creativity development and conventional learning approaches is still evident in various early childhood education institutions. The research method used is Research and Development (R&D) employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 60 children aged 4–6 years spread across four early childhood education institutions in Binjai City, selected through purposive sampling. Data collection instruments included observation sheets, interview guidelines, and a creative thinking assessment rubric. The results showed that the developed STEAM learning model met the criteria for validity (subject matter expert score of 87.5% and media expert score of 84.3%), practicality (teacher response score of 89.2%), and effectiveness in enhancing children’s creative thinking skills (gain score of 0.68, classified as moderate-high). There was a significant difference in children’s creative thinking abilities before and after the implementation of the model (t=8.47; p<0.001).
Negotiating Parental Autonomy Support During the School-to-Home Transition in Early Childhood Zusy Aryanti; Dwi Enggal Wahyuni
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.v6i1.7919

Abstract

Parental autonomy support has been widely recognized widely recognized as an important factor in children’s motivation, self-regulation, and socio-emotional development. However, previous studies have mostly relied on structured and decontextualized measures, offering limited understanding of how autonomy support is practiced in everyday parent–child interactions. This study aim to explores how parents support children’s autonomy during the school-to-home transition, a routine yet understudied moment in early childhood development. This study employed a qualitative approach using naturalistic observations and semi-structured interviews were conducted with six parents of kindergarten-aged children. The findings show that autonomy support is not simply a stable parenting trait, but a flexible interactional practice shaped by daily situations and children’s responses. Parents supported autonomy through structured choices, emotional validation, reason-giving, and non-controlling communication. The transition period also became an important space where children’s emotions, independence, and relational needs were negotiated, often alongside parental expectations and boundaries. By focusing on everyday transitional interactions, this study offers a more situated understanding of autonomy support within Self-Determination Theory. The findings further highlight the potential of routine family transitions as opportunities to foster children’s self-regulation and autonomy, particularly in collectivist cultural contexts that remain underrepresented in the literature. This study reconceptualizes parental autonomy support within Self-Determination Theory as a dynamic, contextual, and cross-culturally relevant practice.

Page 21 of 21 | Total Record : 207

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