cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ferdian Utama
Contact Email
bulletinearlychildhood@gmail.com
Phone
+6285242584467
Journal Mail Official
bulletinearlychildhood@gmail.com
Editorial Address
Editorial Office of Bulletin of Early Childhood | CV. Creative Tugu Pena | Kelengkeng Street No. 3 Yosomulyo. Metro City. Lampung. Indonesia
Location
Unknown,
Unknown
INDONESIA
Bulletin of Early Childhood
Published by CV. Creative Tugu Pena
ISSN : 29647029     EISSN : 29647029     DOI : http://dx.doi.org/10.51278/bec.v1i1.398
Core Subject : Education,
Education
Children social, emotional, cognitive, behavioral, language, and motor development applied to early childhood settings. Childcare, program quality, and children transition to school. The efficacy of early intervention and prevention programs. Public policy, early childhood education, and child development. Professional development and training for early childhood practitioners also for early childhood disabilities.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 69 Documents
 3   4   5   6   7 
A Qualitative Study on the Implementation of Student Collaboration through Zero-Waste Activities in Group B at TK Sahabat Bekasi Oktavianti, Dewi; Kurniawaty, Lia; Azzahri, Childa Kumala
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2012

Abstract

This study aims to reveal the implementation of cooperation between students in waste-free activities (zero waste) in Group B of TK Sahabat Bekasi. This research used a qualitative approach with a case study method. The subjects of this study included teachers, principals, parents, and students. Data were collected through observation, in-depth interviews, and documentation, then analyzed using data reduction, presentation, and verification techniques. The results showed that waste-free activities fostered cooperation among students through task sharing, joint responsibility, mutual help, and positive communication. The teacher’s role as a facilitator and role model was crucial, while parents supported the habit at home. This program not only instilled environmental awareness but also strengthened the socio-emotional aspects of early childhood. The study concludes that environment-based learning can effectively instill cooperation values among children.
Early Literacy Development of 4–5 Year Old Children through the Storytelling Method at SPS Negeri Bale Bermain Gading Kuncup Harmoni, North Jakarta Herlina, Yuli; Yenita, Roza; Nuligar Hatiningsih; Lily Yuntina; Nina Yuminar Priyanti
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2014

Abstract

Literacy is a fundamental foundation for lifelong learning, yet Indonesia continues to face challenges in achieving optimal literacy outcomes, as indicated by the 2022 PISA report. Strengthening literacy from an early age is therefore crucial, and storytelling has been recognized as an effective pedagogical method to stimulate imagination, enhance oral language, and introduce children to narrative structures. This study aims to investigate the role of storytelling in fostering early literacy development among children aged 4–5 years at SPS Negeri Bale Bermain Gading Kuncup Harmoni, North Jakarta. A qualitative descriptive design was employed to capture the experiences of teachers, children, and parents. Data were collected through classroom observations, structured interviews, and document analysis, and analyzed using Miles and Huberman’s interactive model of data reduction, display, and verification, with triangulation applied to ensure validity. The findings reveal four key aspects. First, storytelling was systematically implemented in three stages: preparation, delivery, and post-story activities, supported by varied media such as puppets and picture books. Second, children responded positively by showing attentiveness, enjoyment, and active participation, with evidence of emotional and imaginative engagement. Third, early literacy development was evident in children’s ability to retell narratives, expand vocabulary, and comprehend story structures, with symbolic representation encouraged through post-story tasks. Fourth, the learning environment—characterized by quietness, comfort, inclusivity, and literacy-rich resources—was found to be essential in supporting storytelling success. This study concludes that storytelling is not merely an entertaining classroom activity but a powerful literacy strategy that enhances multiple dimensions of early literacy. The research highlights the importance of teacher creativity, environmental support, and family involvement in maximizing the potential of storytelling as an effective pedagogical tool in early childhood education.
Implementation of Fire Preparedness Activities for Children Aged 5–6 Years at TK Tunas Permata Komariyah, Kanada; Oktalia, Shela
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2016

Abstract

Fire Preparedness is a form of disaster response (fire) that emphasizes increasing awareness and resilience toward disasters. This understanding must be instilled in the surrounding community, especially in early childhood, who still do not fully understand what to do when an unexpected disaster occurs. This issue shows the importance of disaster knowledge and risk reduction from an early age to provide understanding and guidance on the steps that should be taken when a threat arises in their environment, thereby minimizing disaster risks. This study aims to determine the implementation of fire preparedness activities for children aged 5–6 years at TK Tunas Permata, Bandar Lampung. The research began with problems identified during preliminary observation, where the researcher found that some children were afraid during the fire preparedness activity, and the teacher's explanation about the activity was not yet concrete enough. As a result, not all children could clearly understand the delivered learning. This study used a qualitative research method with a descriptive qualitative approach. The subjects of the research were teachers at TK Tunas Permata. Data were collected through interviews, observations, and documentation. The data were analyzed qualitatively through data reduction, display, and conclusion drawing. Based on the findings, teachers had made efforts to provide explanations and understanding regarding fire preparedness activities or disaster education. The students at TK Tunas Permata were considered to have developed as expected, particularly regarding social-emotional and language development. Therefore, these activities helped children to cooperate, support one another, and recognize symbols, tools, and fire emergency alarms.
The Impact of Parental Screen Time Implementation on Cognitive Development in Early Childhood Fania Mersieni; Choiriyah, Choiriyah; Chandra Apriyansyah
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.1997

Abstract

This study aims to analyze the impact of parental implementation of screen time on the cognitive development of early childhood children at TKIT Al Ikhlas 86 Bekasi. The focus includes the daily duration of screen use, the role of parental supervision, and the application patterns of screen time rules, related to cognitive aspects such as thinking ability, concentration, language, and memory. A qualitative approach was used through observation, interviews, and documentation, involving parents and early childhood children at the school. Data were analyzed descriptively to gain an in-depth understanding of screen time practices and their effects on children’s cognitive development. The results indicate that screen time has a dual impact; when used with limited duration, educational content, and active parental involvement, it can stimulate positive outcomes such as increased vocabulary, problem-solving skills, and creativity. Conversely, excessive use without supervision may reduce concentration, hinder language development, and decrease social interaction. Therefore, parental roles in managing screen time are crucial, with consistent rules enforcement, quality content selection, and active engagement as key strategies to maximize benefits and minimize negative effects. These findings are expected to serve as practical references for parents, educators, and policymakers in supporting early childhood cognitive development in the digital era.
Rocket Media Development A Cardboard Waste Race to Improve the Cognitive Abilities of 4-5 Year Old Children in Kindergarten Ismi Nurkhasanah; Yusuf, Muhammad; Isnaini Nur Azizah
Bulletin of Early Childhood Vol. 3 No. 2 (2024): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v3i2.2006

Abstract

The aim of this research is to develop innovative learning media made from cardboard waste, namely Rocket. Race, to improve the cognitive abilities of children aged 4–5 years in Qur'an Kindergarten Ma'arif Sumber Rejeki. The background of this research is based on the results of observations that show that most children are still in the "Beginning to Develop" or even "Not Yet Developed" category in cognitive aspects, especially indicators of counting, recognizing the concept of numbers, number symbols, and letters.This use Research and Development (R&D) method with 4D development model ( Define, Design, Develop, and Disseminate ).Subject study are 16 children selected ages 4–5 years​ with criteria child group A which has not reach optimal development in aspects cognitive.The research instruments included a cognitive development observation sheet and an expert validation questionnaire. Instrument validation was conducted through media and material expert tests, while data analysis was conducted quantitatively descriptively with a percentage of achievement. The results showed that the Rocket Race media was declared suitable for use based on media expert validation with an average score of 5 (very suitable category) and material expert validation with a score of 4–5 (suitable category). Limited trials showed that 90% of children were actively involved, 85% showed high enthusiasm, 80% experienced an increase in understanding of numbers, shapes, and colors, and 88% showed good social cooperation. Comparisons before and after media use also showed a significant increase from the categories of “Not Developing” (BB) and “Starting to Develop” (MB) to “Developing as Expected” (BSH). Teachers reported that this media was effective in making learning more interactive and enjoyable, while helping children focus on understanding basic concepts. Thus, the Rocket Race media is not only proven to be effective in improving children's cognitive abilities, but also encourages social skills, creativity, and provides environmental educational value through the use of recycled materials. This media is suitable for use as an alternative learning innovation that is environmentally friendly, cheap, and fun in PAUD.
Implementation of the Independent Curriculum for Early Childhood at SPS Permata Hati Bekasi Defi, Sri; Mulyanti, Fitrah; Azzahri, Childa Kumala
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2017

Abstract

This study analyzed the implementation of the Independent Curriculum (Kurikulum Merdeka) in Early Childhood Education (PAUD) at SPS Permata Hati Bekasi. Using a descriptive qualitative approach with a case study design, the research explored several key aspects, including curriculum planning, implementation strategies, challenges encountered, and the resulting impact on teaching and learning. The findings indicated that the planning stage was carried out thoroughly, with the school successfully developing relevant learning programs and aligning activities with the principles of the Independent Curriculum. Despite this strong planning, the actual implementation did not reach its full potential. Teachers relied heavily on traditional, teacher-centered methods, which limited the effectiveness of student-centered learning approaches. As a result, some students experienced confusion, and the intended learning outcomes of the curriculum were not fully realized. The study highlighted the importance of enhancing pedagogical strategies that prioritized active student engagement, providing continuous professional development and training for teachers, and optimizing the use of diverse learning resources. By addressing these areas, the school could better achieve the objectives of the Independent Curriculum, fostering more meaningful and effective learning experiences for young children.
The Influence of Gadget Screen Time on the Emotional Development of Early Childhood at SPS Tastbitul Fuad Astuti, Rahayu Fuji; Watini, Sri; Rista, Nadia
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2018

Abstract

This study explores the impact of gadget screen time on the emotional development of young children at SPS Tastbitul Fuad. Employing a quantitative approach supported by observation and questionnaires, the research investigates how the duration and intensity of screen use influence children's emotional well-being. The findings reveal that screen time has a noticeable effect on emotional development, as prolonged or unregulated use may lead to reduced empathy, irritability, and difficulty managing emotions. Nevertheless, the influence of screen time alone is relatively limited. Emotional growth in early childhood is shaped more substantially by environmental factors, such as parenting styles, the quality of communication between parents and children, and opportunities for social interaction with peers. These aspects are more crucial in helping children recognize, express, and regulate their emotions appropriately. Therefore, while screen time contributes to emotional changes, it should be managed carefully and balanced with positive interactions and guidance from parents and teachers to support healthy emotional development in young children.
Progressivism Learning Management in Early Childhood Education: A Strategy for Developing Independence and Creativity in Early Childhood Sulistiawati, Sulistiawati
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.1011

Abstract

This study examines the implementation of progressivism-based learning management as a strategic approach to developing independence and creativity in early childhood within PAUD institutions in Tulang Bawang. Using a qualitative case study design, data were collected through participatory observation, in-depth interviews with principals and teachers, and documentation analysis. The findings reveal that learning management grounded in progressivism principles—child-centered planning, experiential implementation, and authentic evaluation—effectively fosters children’s autonomy and creative capacity. Planning is characterized by flexible, interest-driven curriculum design that integrates local cultural elements, while classroom practices emphasize open-ended exploration, project-based activities, and facilitative teacher–child interactions. Evaluation shifts from product-oriented assessment to continuous, process-focused documentation through portfolios and learning stories. The integration of local materials and cultural context enriches learning experiences, demonstrating that progressivism can be adapted meaningfully in rural settings with limited resources. This study contributes to theoretical and practical insights by providing a holistic model of progressive learning management and highlighting the symbiotic relationship between independence and creativity. Despite challenges related to teacher understanding and facility limitations, strong stakeholder commitment supports sustainable implementation. These findings offer a contextual model that can be adopted by other regions aiming to advance progressive early childhood education aligned with local values.
Islamic Values-Based Center Learning for the Moral and Religious Development of Early Childhood Nurjamilah, Umi
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.1913

Abstract

jurnal anak usia dini

Page 7 of 7 | Total Record : 69

 3   4   5   6   7 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2025): Bulletin of Early Childhood Vol. 3 No. 2 (2024): Bulletin of Early Childhood Vol. 3 No. 1 (2024): Bulletin of Early Childhood Vol 2 No 2 (2023): Bulletin of Early Childhood Vol. 2 No. 2 (2023): Bulletin of Early Childhood Vol. 2 No. 1 (2023): Bulletin of Early Childhood Vol 2 No 1 (2023): Bulletin of Early Childhood Vol 1 No 2 (2022): Bulletin of Early Childhood Vol. 1 No. 2 (2022): Bulletin of Early Childhood Vol. 1 No. 1 (2022): Bulletin of Early Childhood Vol 1 No 1 (2022): Bulletin of Early Childhood More Issue