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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 219 Documents
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Dynamics of Open Systems in Early Childhood Education: An Analysis of Organizational Adaptability in Integrating Policy Interdependence and Management Practices Jaya Roza Azzukhrufi; Erny Roesminingsih; Nuphanudin Nuphanudin; Fitriana Fitriana
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.7877

Abstract

Rapid policy transformations pose significant challenges for Early Childhood Education (ECE) institutions, frequently resulting in an analytical fragmentation between external mandates and internal management practices. Grounded in Open Systems Theory, this study examines how policy interdependence is systematically integrated as an emergent institutional outcome through organizational adaptability. Employing a qualitative case study design, data were collected from selected Indonesian ECE institutions via in-depth interviews, observations, and document analysis, and evaluated using the interactive analysis model. Findings reveal that ECE institutions navigate policy interdependence not through rigid compliance, but by actively habituating external mandates into daily collaborative routines. Pedagogical friction is resolved through peer-mediated adaptability and distributed pedagogical governance rather than top-down sanctions. Furthermore, the study identifies the Paradox of Regulated Flexibility, highlighting a critical gap between superficial bureaucratic compliance and authentic pedagogical internalisation. This research contributes to educational management theory by reconceptualising policy integration as an organizationally produced competence, asserting that government mandates succeed only when transformed into deeply embedded cultural habits within the ECE ecosystem.
Local Wisdom Based Body Awareness Education for Early Childhood: A Phenomenological Study of Early Childhood Education Teachers in Jambi City Indra Bangsawan; Nazurty Nazurty; Fortunasari Fortunasari; Huda Huda; Ridwan Ridwan; Siti Mariah Ulfa
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.7944

Abstract

This study explores how body awareness education in early childhood is culturally constructed and pedagogically practiced through local wisdom in Jambi City. Body awareness begins with physical recognition and motor coordination, children's understanding of body boundaries, self-protection, dignity, and the social and cultural meaning of the body. Using a phenomenological approach, This study examines the lived experiences of three early childhood teachers at Pembina 1 Kindergarten in Jambi City and three early childhood teachers from RA DWP Raudhatul Athfal in Jambi City. Data were collected through in-depth interviews, lesson observations, and document analysis over a six-month period. The research findings reveal three interrelated themes: teachers' understanding of body awareness as an embodied moral and spiritual education, the integration of Jambi Malay local wisdom and Islamic values ​​into cultural pedagogical practices, and the challenges teachers experience in negotiating cultural taboos, limited learning resources, and curriculum constraints. The results indicate that local wisdom-based learning creates a culturally meaningful space in introducing body safety, self-esteem, and social ethics to children. Theoretically, this research enriches the study of culturally responsive early childhood education by positioning body awareness as a pedagogical and socio-cultural phenomenon shaped by local values, religious narratives, and everyday educational practices.
Development of an Interactive Parenting E-Book as an Educational Tool for Parents in Fostering Early Childhood Character Development Roudlotun Ni'mah; Endang Puspitasari; Anna Prasassty
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.7950

Abstract

The role of parents in early childhood character education is essential in shaping children's moral values, discipline, responsibility, and social behavior. However, the limited availability of practical and engaging parenting media has resulted in suboptimal parental involvement in children's character education. This study aimed to develop an interactive parenting e-book to enhance parents' roles in early childhood character education at Tarbiyatul Islam Kindergarten, Sokosari, Soko. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research participants included 20 parents, 20 children aged 5–6 years, and 2 teachers from Group B classes. Data were collected through observation, interviews, questionnaires, and documentation. The results indicated that the interactive parenting e-book was categorized as highly feasible, with validation scores of 92% from material experts, 90% from media experts, and 94% from language experts. The implementation results also demonstrated an increase in parental involvement in children's character education, as reflected in the improvement of pretest and posttest scores from an average of 60.4% to 88.2%. Therefore, the interactive parenting e-book can be utilized as an effective and innovative digital educational medium to support parenting programs in early childhood education.
Optimizing Family Education Through Digital-Based Parenting Models: A Strategy for Improving Early Childhood Character in Jambi City Ridwan Ridwan; Hayati Hayati; Anisah Anisah; Huda Huda; Ririn Anggraini
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.7961

Abstract

The increasing integration of digital technology into family life has transformed parenting practices and created new challenges in fostering early childhood character development. Despite the widespread use of digital media among young children, limited research has explored how parents in local communities understand and implement digital-based parenting in their daily lives. This study aimed to explore digital parenting practices and examine how parents utilize digital technology to support early childhood character development in RT 24, Pakuan Baru Village, South Jambi District, Jambi City. A descriptive qualitative approach with a case study design was employed. Six participants, comprising three fathers and three mothers of early childhood children, were purposively selected. Data were collected through in-depth interviews, observations, and documentation and analyzed using the Miles and Huberman interactive model. The credibility of the findings was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that parents' understanding of digital parenting remains diverse and generally limited, with many perceiving it merely as providing access to gadgets rather than as a purposeful educational strategy. Parents also demonstrated varying approaches to selecting digital content, ranging from structured supervision using parental controls and educational applications to passive reliance on automated platform recommendations. Furthermore, consistent parental digital role modelling emerged as a crucial factor in shaping children's character. Although the findings are limited by the case study design and the small number of participants from a single community, they provide valuable contextual insights into digital parenting practices. This study highlights the importance of strengthening parents' digital literacy and promoting intentional, value-based digital parenting while offering practical implications for family education programs in similar community settings.
Analysis of Persuasive Narrative Design in Social Media Content for Early Childhood Development Nilna Mar’atul Fauziyyah; Muniroh Munawar; Perdana Afif Luthfy
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.7964

Abstract

The development of digital media has made YouTube one of the most frequently accessed platforms by young children. In the context of Early Childhood Education (ECE), the design of persuasive narratives in digital content is a critical aspect because children are still in the imitative development stage and are not yet able to critically filter information. This study aims to analyze the design of persuasive narratives in YouTube social media content and its relationship to the growth and development of young children. The study employed a descriptive qualitative approach using content analysis, a Google Form survey, and in-depth interviews with parents. Research data were obtained from the analysis of 30 children’s YouTube videos and in-depth interviews with 8 parents of young children. The analysis was based on four indicators: processing fluency, emotional engagement, narrative structure, and ethical value. The results showed that 17 videos (56.67%) fell into the “appropriate” category, as they featured simple language, coherent narrative structure, positive emotional engagement, and moral values that support children’s development. Meanwhile, 13 videos (43.33%) were classified as “inappropriate” because they emphasized visual stimulation, impulsive behavior, and consumerist elements. This study demonstrates that the design of persuasive narratives in digital media plays a role in the language, behavioral, and social-emotional development of young children.
Analysis of the Learning Process Block Centers Based on Mutual Cooperation in Forming Children's Character Through the Collaborative Reflection Model in Daycare Amanda Nur Adliyani; Asep Kurnia Jayadinata; Dhea Ardiyanti
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.8031

Abstract

The character of mutual cooperation is one of the values that need to be instilled from an early age through meaningful learning experiences. However, in practice, children are still found to play individually, lack sharing, and are not yet able to work together in group activities. This study aims to analyze the learning activities of the block center based on mutual cooperation through the Collaborative Reflection model and identify factors that support and hinder the formation of mutual cooperation character in children at Jagad Solution Daycare. The study used a qualitative approach with a case study design. Data were obtained through observations during five meetings, interviews with teachers, and documentation, then analyzed by data reduction, data presentation, and drawing conclusions. The results showed that the implementation of learning was carried out through the stages of habituation, Circle time, exploration of playing with blocks, reflection during the activity process, and reflection at the end of the learning. During the study, the character of mutual cooperation developed gradually, marked by an increase in children's ability to share, cooperate, accept friends' opinions, help complete tasks, and comply with play rules. Learning success is supported by the use of block media that encourages social interaction, consistent habituation, and the role of the teacher as a facilitator through trigger questions and reflective discussions. Meanwhile, differences in children's developmental stages, the still limited attention span of the 2-year-old age group, and the need for special assistance for some children are factors that influence the learning process. This study shows that the integration of a mutual cooperation-based block center with Collaborative Reflection has the potential to be an alternative learning strategy that supports the formation of early childhood character through collaborative play experiences and reflection.
Authentic Assessment for Deep Learning in Early Childhood Education: Evidence from PAUD Institutions in North Sulawesi Ni Dewi Eka Suwaryaningrat; Cindi Puspitasari; Triyana Triyana
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.8073

Abstract

Authentic assessment has become a crucial component of early childhood education as it provides comprehensive information regarding children's developmental achievements. However, the implementation of authentic assessment in many Indonesian Early Childhood Education (ECE) institutions remains challenging due to teachers' limited assessment competence, administrative workload, and insufficient digital support systems. This study aimed to analyze the implementation of authentic assessment practices in Early Childhood Education institutions in Tomohon and Manado, North Sulawesi, Indonesia. A qualitative multiple-case study approach was employed involving 24 ECE teachers, eight principals, and sixteen parents from eight PAUD institutions. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis of assessment records. The data were analyzed using Braun and Clarke's (2021) reflexive thematic analysis, followed by cross-case analysis to identify recurring themes and contextual variations across participating institutions. The findings revealed that teachers primarily utilized observation checklists, anecdotal records, portfolios, and children's work documentation to assess developmental progress. Authentic assessment was found to support comprehensive monitoring of children's cognitive, language, social-emotional, motor, moral, and artistic development. Nevertheless, challenges included time constraints, lack of standardized assessment instruments, and limited digital literacy among educators. The study highlights the importance of continuous professional development and digital-based assessment systems to improve assessment quality. These findings contribute to strengthening authentic assessment practices in Indonesian ECE settings and support the implementation of child-centered learning within the Merdeka Curriculum framework.
Implementing the Visual-Auditory-Kinesthetic-Tactile (VAKT) Multisensory Approach in Indonesian Phonics Instruction for Slow Learners in Inclusive Early Childhood Education Ratnasari Dwi Ade Chandra; Akhmad Dzukaul Fuad; Wisnu Kristanto
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.8149

Abstract

This study examines how the Visual-Auditory-Kinesthetic-Tactile (V-A-K-T) multisensory method plays out in Indonesian phonics instruction for slow learner children in inclusive early childhood education. Using a descriptive qualitative approach, it explores the learning process, teachers' strategies, and children's responses during phonics lessons at PAUD institutions in Jember Regency. Participants included the principal, classroom teachers, special assistant teachers, and slow learner children involved in phonics activities. Data were gathered through classroom observation, in-depth interviews, and documentation, then analysed using Miles and Huberman's interactive model of data reduction, display, and conclusion drawing. The findings show that V-A-K-T supported children's ability to recognize letters, identify letter sounds, and connect sounds to meaningful words. Learning activities included tracing letters in sand, shaping letters from plasticine, phonics songs, flashcards, alphabet posters, and movement-based games tied to vocabulary. The multisensory approach lifted children's participation, focus, confidence, and enthusiasm, and children responded well to interactive, concrete learning because it let them absorb visual, auditory, kinesthetic, and tactile input at once. The study also surfaced real challenges around preparation time, media availability, and individualized support, but overall found V-A-K-T an effective way to support phonics instruction for slow learners in inclusive early childhood education.
How Teachers' Literacy Practices Shape Early Childhood Literacy Development: A Structural Mediation Model from Kindergartens in Nganjuk Regency Destita Shari; Sri Katoningsih; Winnuly Winnuly; Laras Nur Indah Prawesti
Journal of Childhood Development Vol. 6 No. 2 (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.v6i2.8174

Abstract

Early childhood literacy development establishes a critical foundation for subsequent academic achievement; however, the mechanisms through which teachers’ instructional practices influence children’s literacy outcomes remain underexplored within Indonesian educational contexts. This study investigates structural pathways among teachers’ literacy practices, classroom literacy environment, children’s engagement in literacy activities, and early literacy development in 255 kindergarten children aged 4–6 years across Nganjuk Regency, East Java, Indonesia. Employing a quantitative correlational design using Structural Equation Modeling, with data collected following an eight-week literacy instructional program, data were collected using a structured instrument measuring four latent constructs via ten indicators each on a five-point Likert scale. Structural Equation Modeling with AMOS 26 and bootstrap analysis (5,000 resamples) examined direct and indirect effects. Results demonstrate that teachers’ literacy practices significantly predict early childhood literacy development both directly (β = .21, p < .01) and indirectly through sequential mediation by classroom literacy environment and children’s engagement (β = .10, p < .01). The strongest pathway emerged between teachers’.

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