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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 226 Documents
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Enhancing Self-Confidence in Early Childhood Through Modified Jump Rope Games Susanto Susanto; Dika Putri; Hendra Setywan
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.v6i2.7951

Abstract

The development of self-confidence character in early childhood is a fundamental aspect of early education, as it influences children's social, emotional, and cognitive readiness. One potential learning approach is the modification of the jump rope game, designed in an enjoyable, adaptive manner and aligned with children’s developmental characteristics. This study aims to analyze trends, patterns, and the development of scientific studies related to the modification of the jump rope game in enhancing self-confidence character in early childhood through a bibliometric approach. This study employed a bibliometric analysis method by reviewing scientific articles indexed in relevant scholarly publication databases over a predetermined period of time. The data were analyzed using bibliometric software to map publication productivity, dominant keywords, author collaborations, and emerging research directions. The results indicate that research on traditional games and modified physical activities in early childhood education has shown an increasing trend, with primary focuses on character development, psychosocial aspects, and play-based learning. However, studies specifically linking the modification of the jump rope game to the enhancement of self-confidence character remain relatively limited, thus providing opportunities for further research. The conclusion of this study emphasizes that the modification of the jump rope game has significant potential as a medium for strengthening self-confidence character in early childhood, and further empirical research is needed to reinforce the existing conceptual findings.
Educational Game Model for Developing Creativity Skills in Early Childhood Yenda Puspita; Fitriana Fitriana; Susi Herlinda
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.v6i2.7988

Abstract

Creativity development is one of the essential aspects of early childhood growth and development that should be optimally stimulated through enjoyable, engaging, and meaningful activities. Creativity not only supports children's ability to generate new ideas but also plays a significant role in enhancing critical thinking, problem-solving skills, and self-expression. Therefore, a learning model that provides learning experiences aligned with children's developmental characteristics is needed. This study aimed to develop an educational game model that is valid, practical, and effective in fostering early childhood creativity. The research employed a Research and Development (R&D) approach by adapting the ten-step development model proposed by Borg and Gall. Data were collected through observations, interviews, documentation, and questionnaires distributed to respondents. The feasibility of the model was analyzed using Aiken’s V content validity coefficient, while its effectiveness was evaluated using a paired-sample t-test and ANOVA analysis. The findings revealed that the developed educational game model successfully integrated educational and character values into children's play activities. The model was found to be valid based on expert evaluations, practical based on implementation tests conducted by 20 early childhood education teachers with a feasibility rate of 92%, and effective in enhancing children's creativity. This effectiveness was demonstrated by an increase in the average score from 46.4% on the pretest to 83.5% on the posttest after the implementation of the educational game model in learning activities.
STEAM-Based Learning Media in Early Childhood Education: A Systematic Literature Review Nining Rizki Nopita; Amir Syamsudi; Afifah Wahyuningsih
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.v6i2.8015

Abstract

The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) into early childhood education has gained increasing attention as an approach to fostering twenty-first-century competencies, including creativity, critical thinking, communication, collaboration, and problem-solving skills. Despite the growing body of research, existing evidence on STEAM-based learning media remains fragmented across diverse technologies, educational contexts, and research focuses, limiting a comprehensive understanding of the dominant learning media, their educational contributions, and implementation challenges. This study systematically reviews the existing literature on STEAM-based learning media in early childhood education using a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A total of XX peer-reviewed studies published between 2019 and 2025 were identified from major academic databases and synthesized through thematic analysis. The findings indicate a substantial increase in research on STEAM-based learning media, with digital learning applications, educational robotics, and coding-based media emerging as the most frequently investigated approaches, followed by augmented reality, manipulative materials, engineering kits, and arts-integrated resources. Across the reviewed studies, these media consistently enhanced children's creativity, critical thinking, scientific inquiry, computational thinking, communication, and collaboration. However, teacher readiness, technological infrastructure, curriculum integration, and educational equity remain the most significant barriers to effective implementation. This review addresses the fragmentation of previous research by providing a comprehensive synthesis of dominant learning media, educational outcomes, and implementation challenges, while identifying the need for more longitudinal, culturally responsive, and inclusive research to strengthen the evidence base for STEAM-based learning media in early childhood education.
Reconceptualizing Service Quality in Early Childhood Education: Integrating Developmental and Service Management Perspectives Yanti Nurhayati
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.v6i2.8113

Abstract

Early childhood education and care (ECEC) service quality has become a global policy priority, yet existing research remains theoretically fragmented across developmental psychology, service management, and education policy perspectives. Drawing on 799 Scopus-indexed records, of which 589 studies published between 2019 and 2025 met PRISMA 2020 eligibility criteria, this study offers one of the most comprehensive syntheses of the field to date. It aims to consolidate this fragmented body of knowledge and propose an integrative conceptual framework for evaluating ECEC service quality. Using a hybrid review design combining bibliometric analysis and PRISMA-guided systematic literature review, the study identified eight core dimensions of ECEC service quality and revealed a field with stable annual output through 2023 followed by a sharp expansion in 2024, remaining theoretically fragmented, dominated by developmental perspectives, concentrated in high-income countries, and marked by limited integration between developmental and stakeholder-oriented approaches. Building on these findings, the study proposes the Integrated Early Childhood Education Service Quality Framework (IECESQF), which integrates system, structural, process, and stakeholder quality within a culturally adaptable conceptual model, advances five theoretical propositions for future empirical research, and offers practical implications for researchers, policymakers, and practitioners seeking to move ECEC quality assurance beyond single-discipline standards toward integrated, culturally responsive practice.
Implementation of The Bakastif Game to Stimulate Concentration in Children With ADHD at Raudhatul Athfal South Bekasi Brigita Puridawaty; Fahmarisa Herbanin Radie; Ruyanah Ruyanah
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.v6i2.8130

Abstract

This study aims to evaluate the implementation of the "Bakastif" educational game media development in stimulating the concentration of children with ADHD at Raudhatul Athfal, South Bekasi. This research employed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The sample consisted of five children with ADHD selected from five Raudhatul Athfal institutions in South Bekasi. Data were collected through interviews, observations, expert validation, as well as field feasibility and effectiveness tests. The findings indicate that the implementation of the Bakastif game effectively supports teachers who lack the required knowledge, skills, and creativity to stimulate concentration in children with ADHD. Validation of the Bakastif game was obtained from Special Needs Education (ADHD) specialists and Early Childhood Education (Curriculum and Learning Media) experts, alongside empirical testing on children with ADHD at Raudhatul Athfal, South Bekasi, yielding an average score of 80.7% (highly feasible category). The Bakastif game are feasible to be developed to provide benefits in stimulating the concentration of children with ADHD through a game that builds habits and consistency in the child's new behavior via simple instructions that align with the cognitive development stages of children within the 2–7 age range, where game evaluations can be derived based on the child's conditions and needs. Teachers can effectively utilize recycled and reusable materials to develop affordable educational play media that support the enhancement of concentration skills particularly those with ADHD.
The Effectiveness of Augmented Reality Based Movement Learning in Improving Locomotor Abilities in 5-6 Year Old Children Andi Amry Yahya; Ilham Kamarudin; Muh. Ali Akbar
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.v6i2.8172

Abstract

Locomotor skills are an important part of children's motor development because they support participation in physical activity and readiness for later learning. In many early childhood education settings, movement activities are still delivered through conventional instruction with limited use of interactive learning media. This study investigated whether an Augmented Reality (AR)-based movement learning model could improve the locomotor skills of children aged 5-6 years. A quasi-experimental study with a pretest-posttest control group design was conducted involving 60 children from three kindergartens in Makassar, Indonesia. Thirty children participated in the AR-MoveKids program, while thirty others received conventional movement learning. The intervention was carried out three times a week for eight weeks. Locomotor performance was measured using the locomotor subtest of the Test of Gross Motor Development-Third Edition (TGMD-3). Data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, and effect size analysis. The independent-sample t-test revealed a statistically significant difference between the experimental and control groups after the intervention (t(58) = -13.148, p < .001), with the experimental group achieving a mean posttest score that was 13.233 points higher than the control group. These findings indicate that integrating Augmented Reality into movement learning provides a practical and engaging approach to significantly improving locomotor development in early childhood education.

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